AALL 2011

Keeping it Real!

Paraphrasing John Dewey:

We learn what we do

It is essential to have a ‘real’ question

“How we Think” 1910

John Hilsdon, University of Plymouth 2011

John Hilsdon, University of Plymouth 2011

Making Learning Real!

who

amI

John Hilsdon, University of Plymouth 2011

Remember then: there is only one time that is important - now! It is the most important time because it is the only time when we have any power.

Leo Tolstoy "Three Questions"

What now?

What is learning?

... … participation in a meaningful activity leading to a change in identity (Wenger, 1998)

... but what about transformatory activity? (Fuller et al, 2007)

John Hilsdon, University of Plymouth 2011

Paraphrasing Bakhtin:

Meaning arises in dialogue between addressor, addressee and utterance in the context of situation and of culture:

“The speaker is not the biblical Adam, dealing only with virgin and still unnamed objects, giving them names for the first time.”

Bakhtin, 1986:93

listener speaker

observer

Triads

John Hilsdon, University of Plymouth 2011

Is three a ‘magic number’?

I’ve been experimenting with the use of a structured group activity called 'triads‘; it involves participants working in groups of three and an explicit focus on three roles. In using the exercise learners / participants occupy each role in turn. These roles are: 'speaker', 'listener' and 'observer'. I hope you will be able to take away and try the activity for supporting ‘active learning’ - to make best use of classroom time for effective and authentic participation in learning.

If you are interested, I invite you to try the activity in your own context. I will undertake share subsequent findings on uses of the ‘triads’ model with those who express interest. Contact me at john.hilsdon@plymouth.ac.uk

John Hilsdon, University of Plymouth 2011

Speaker rôle

• express relevant content / view /understanding

• offer clarification / reformulate

• seek feedback

John Hilsdon, University of Plymouth 2011

Listener rôle

• give full attention

• check understanding / seekclarification

• give feedback

John Hilsdon, University of Plymouth 2011

Observer rôle

• facilitate overall process (e.g. timekeeping; feedback)

• make notes of significant points / connections (N.B. legibly – to give to speaker!)

• offer further questions, insights or suggestions after listener’s feedback John Hilsdon, University of Plymouth

2011

Triad work: suggested model

1) allocate rôles

2) speaker/listener carry out timed task

3) observer facilitates feedback and debrief:

asks speaker to comment on experience

asks listener to comment on experience

offers own comments / shares notes and chance for final feedback from others

John Hilsdon, University of Plymouth 2011

John Hilsdon, University of Plymouth 2011

ReferencesDewey, J. (1938) Experience and Education. New York: Kappa Delta

Fuller, Alison (2007) Critiquing theories of learning and communities of practice. In Hughes, Jason; Jewson, Nick; and Unwin, Lorna (Eds) (2007) Communities of Practice: Critical Perspectives. London: Routledge

Heron J. (1999) The Complete Facilitator's HandbookLondon: Kogan Page

Shuell, T. (1986) ‘Cognitive conceptions of learning’ Review of Educational Research 56 pp 411 - 436.

Tolstoy, L. (2008) What Men Live By & Other Tales: Stories by Tolstoy. Arc Manor.

Wenger, E. (1998) Communities of Practice.