SITUATION BASED TEACHING AND LITERACY EVENTS

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SIMON SKOV FOUGT

PHD FELLOW, UNIVERSITY OF AARHUS, DENMARK

PARIS IAMTE 2013

SITUATION BASED TEACHING AND

LITERACY EVENTS

A CASE STUDY WITH AN INTERVENTION

Contact: [email protected]

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SITUATION BASED TEACHING – IAMTE PARIS 2013 SIMON SKOV FOUGT

JUNE 13TH 2013

RESEARCH QUESTION AND OUTLINE

›

What happens to the ways in which teachers think

and act when introduced to

Situation Based

Teaching

and the principles of situated learning

practices

› Definitions: Situation Based Teaching, Literacy events › Method

› Challenges

› Means and ressources › Two cases

› Findings

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SITUATION BASED TEACHING

›

Commonly accepted learning theory:

› The best way to learn is by dealing with a meaningful problem in a meaningful and social so-called

‘authentic’ situation (Bundsgaard, Misfeldt & Hetmar 2011)

› Situation Based Teaching (SBT):

Planning, completion

and evaluation of courses, where subject matters are

contextualized in social, meaningful situations

(Fougt in press)

› Contextualised and applied subject matters › Situated learning

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LITERACY EVENTS

› Literacy events are activities where literacy has a role › (Barton & Hamilton 2000)

› SBT is

one

way to recontextualize (Bernstein 1996) literacy events

› SBT is

one

way to deal with literacy events in a social, meaningful situation

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METHOD

› 20 7th – 9th grade teachers at 4 different schools › Observed while teaching Danish (mother tongue) › Interviewed on their view of teaching

› Intervention (SBT introduced at a workshop) › Joint planning individually with each teacher

(discussions, meetings, mails, observations)

› 20 projects of action research (Tiller 2004) – continious adjustments of the course

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CHALLENGES

› The main challenge is tradition

› School-only (Purcell-Gates et al 2007)

› IRF / Two-thirds-rule (Sinclair & Coulthardt 1975)/(Barton 2007)

› Focus on isolated parts of the subject - e.g. spelling › (Bundsgaard & Kuhn 2007)

› Focus on activities - They plan with a focus on

doing

instead of

learning

(Eva 2012)

› To cope with the situation to recognize the subject matters = Scenario competence (Bundsgaard 2011)

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MEANS AND RESOURCES

› SBT(Fougt in press, Bundsgaard, Misfeldt & Hetmar 2011)

› Directed authonomy: The pupils’ attention is

‘directed’ to selected parts of the subject matters › (Jensen 2007)

› Primary traits – selected parts of the subject matters are evaluated (Berge 2005)

› Intervention/Action research with a continious adjustment of the course

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SIMON SKOV FOUGT

PARIS IAMTE 2013

SITUATION BASED TEACHING – PARIS IAMTE 2013 SIMON SKOV FOUGT

JUNE 13TH 2013

SITUATION BASED TEACHING AND

LITERACY EVENTS

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CASES

› Case 1: Writings of Martin Andersen Nexø and social injustice

› - Danish curriculum canon – mandatory writers › Case 2: Culture canon

› Reading, discussing and writing (literacy events)

with

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CASE 1 - STARTING POINT

› Writings of Martin Andersen Nexø and social injustice (canonized, mandatory writer) (8th grade)

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SITUATION BASED TEACHING – IAMTE PARIS 2013 JUNE 13TH 2013

CASE 1 - THE SITUATION

› Writings of Martin Andersen Nexø and social injustice (canonized, mandatory writer) (8th grade)

› Challenge: Language › Situation?

› Present the social injustice in a multimodal photo story - comparing with their own narrative on social injustice today in another photo story

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PAINTINGS

12

› Christian Krogh: Albertine in the Police Doctor's Waiting Room, 1887

› Hans Andersen Brendekilde: Worn Out, 1889

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CASE 1 - LITERACY EVENTS

› Focus on social injustice - reading and listening to short stories/ Pelle the Conqueror

› Reading with and for a purpose

› Writing a draft letter from one of the characters

› Visualizing/telling about his/her social injustice in a photo story

› Discussing the photo stories

› DA/PT: Point of view, social injustice, narration, wordings

› Comparing with their own narrative on social injustice today in another photo story

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CASE 1 – LET’S GO HOME

› Wealthy part of Denmark, north of Copenhagen › BMW, Audi, Mercedes

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CASE 2 – STARTING POINT

› The Danish Culture Canon

› http://kum.dk/Documents/Temaer/Kulturkanon/KUM_kulturkanonen_OK2.pdf › Architecture, art, design, movies,

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CASE 2 - THE SITUATION

› The Danish Culture Canon

› Situation: ‘The Ministry of Culture has decided to

introduce a youth culture canon. A committee has asked

pupils to present their proposals

› Pupils in groups each present their proposal to the committee – a winner is elected

› Two parallel «courses» - the school-only and the fictious

- workning with the «authentic» canon  Working

with the Youth Culture Canon

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LITERACY EVENTS – CASE 2

› Researching

› What is youth culture?

› Which 6 items should be canonized? › Reading and comparing quality

› Arguing › Presenting

› DA/PT: The argumentation

› The visuals in the presentations

› Reading and discussing the «authentic» culture canon – also as an argumentative text

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SIMON SKOV FOUGT

PARIS IAMTE 2013

SITUATION BASED TEACHING – PARIS IAMTE 2013 SIMON SKOV FOUGT

JUNE 13TH 2013

SITUATION BASED TEACHING

FINDINGS

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SBT AND LITERACY EVENTS

› What happens to the ways in which teachers think and

act when introduced to SBT and the principles of situated learning practices?

› Scenario based teaching - vs. Situation based teaching

› It makes sense – a good buzz word

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SBT AND LITERACY EVENTS

› To cope with the situation to recognize the subject matters = Scenario competence (Bundsgaard 2011)

is still difficult - uncertainty on the subject matters › Situation - organization and structure

› Directed authonomy (Jensen 2007) › Primary traits (Berge 2005)

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AND THEN WHAT?

› SBT contextualized subject matters – they are used › Some parts of the subject matters are neglected

(DA/PT)

› Holistic evaluations are needed from time to time

› YES! But ... The understanding of subject matters is

still a challenge (What shall they

do

vs. What shall

they

learn

) (Eva 2012)

› Slides: Simon-skov-fougt.dk/main/foredrag

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REFERENCES

› Barron, B (et al.) (1998). “Doing with Understanding: Lessons from Research on Problem- and Project-Based Learning”. I: The Journal of the Learning Sciences, 7(3/4), 271-311

› Barton, D. (20007): Literacy. An Introduction to the Ecology of Written language. Oxford: Blackwell Publishing

› Barton, D., & Hamilton, M. (2000). “Literacy practices”. In D. Barton, M. Hamilton, & R. Ivanic (Eds.), Situated literacies: Reading and writing in context (pp. 7-15). New York: Routledge.

› Berge, K.L. (2005). ”Skrivning som grundleggende ferdighet og som nasjonal prøve – ideologi og strategier”. I Aasen, A.J. & Nome, S. (red.): Det nye norskfaget. Oslo: Fagbokforlaget/Landslaget for Norskundervisning

› Berstein, B. (1996): Pedagogy, Symbolic Control and Identity. Theory, Research, Critique. New York & Oxford: Roman & Littlefield Publishers

› Bundsgaard, J. (2005). Bidrag til danskfagets it-didaktik – Med særligt henblik på kommunikative kompetencer og på metodiske forandringer af undervisningen. Ph.d.-afhandling. Odense: Forlaget Ark

› Bundsgaard. J. (2011). ”The missing link - prototypiske situationer som didaktisk kategori : en homage til Svein Østerud”. I: Nordic Journal of Digital Literacy, Vol. 6, Nr. Special_issue, 12.2011, s. 295-308

› Bundsgaard, J. og Kühn, L. (2007): Danskfagets it-didaktik. København: Gyldendal

› Bundsgaard, J., Misfeldt, M. og Hetmar, V. (2011): ”Hvad skal der ske i skolen? Et bud på en prototypisk situationsorienteret curriculumlogik”. I: It-didaktisk design. Cursiv nr. 8, 2011: København: Institut for Uddannelse og Pædagogik, Aarhus Universitet

› EVA (2012). Fælles Mål i folkeskolen. En undersøgelse af lærernes brug af Fælles Mål. DANMARKS EVALUERINGSINSTITUT

› Fougt, S.S: (in press): “Skrivning, situationsdidaktik og storyline”. In Friss, K. & Madsbjerg S (red.) Skrivelyst i fagene. Købehavn: Dansk Psykologisk Forlag

› Gee, J.P. (2000). The new literacy Studies: From ‘socially situated’ to the work of the social. In D. Barton, M. Hamilton, & R. Ivanic (Eds.), Situated literacies: Reading and writing in context (pp. 180-196). New York: Routledge.

› Hiebert, J., Gallimore, R., Garnier, H., Bogard Givvin, K., Hollingsworth, H., Jacobs, J., Chui, A.M.Y., Wearne, D., Smith, M., Kersting, N., Manaster, A., Tseng, E., Etterbeek, W., Manaster, C., Gonzales, P. & Stigler, J. (2003). ”Highlights from the TIMSS 1999 Video Study of Eighth-Grade Mathematics Teaching”. National Center for Educational Statistics. US Department of Education.

› Jensen, T.H. (2007). Udvikling af matematisk modelleringskompetence som matematikundervisningens omdrejningspunkt – hvorfor ikke?IMFUFA-tekst, nr. 458. Ph.D.-afhandling. Roskilde: Roskilde Universitetscenter.

› Lave, J. & Wenger, E. (1991): Situated Learning. Legitimate Peripheral Participation. Cambridge: Cambridge University Press › Mercer, N. (1995). The Guided Construction of Knowledge: Talk amongst Teachers and Learners. Clevedon: Multilingual Matters LTD.

› Purcell-Gates, V., Duke , N. & Martineau, J.A. (2007). “Learning to Read and Write Genre-Specific Text: Roles of Authentic Experience and Explicit Teaching”. Reading Research Quarterly, v42 n1 p8?45 Jan-Mar 2007

› Sinclair, J. & Coulthard, M. (1975): Towards an analysis of discourse: The English used by teachers and pupils. London: Oxford University Press.

› Tiller, T. (red.) (2004). Aksjonsforskning. I skole og utdanning. Kristiansand: Høyskoleforlaget

› Wegerif, R. (2004). “The role of educational software as a support for teaching and learning Conversations”. I: Computers and Education, vol 43, p. 179-191.