Amanda Fritzlan, Ildiko Kovaks, Kari Marken, and Matthew Yanko organized a dynamic, experiential, embodied symposium last week on “Turning Spaces into Places of Learning.” The symposium explored the challenge of shaping places and spaces through the panelists’ research. I really appreciate the attention to various campus places and spaces and give thanks to the weather for cooperating! The pineapple express rolled through Vancouver for the day!
Thank you!
Posted in Curriculum Studies, Environmental Education, Learning, Place & Space, Reggio Emilia, Student Symposia
Tagged Curriculum, Ethics, Learning, Place, Students, Theory
Wednesday, November 9, 2016
1:00-4:00 Scarfe 1214
Panelists:
Amanda Fritzlan, Ildiko Kovaks, Kari Marken, Matthew Yanko
* You are invited to a conversation that explores the thinking/being/doing of turning traditional and nontraditional spaces into learning places. Dress for all weather. Bring your student card. Wear comfortable clothing for movement.
Readings
Gandini., L. (2012). Connecting through caring and learning spaces. In C.P. Edwards, L. Gandini & G.E. Forman (Eds.), The hundred languages of children: The Reggio Emilia experience in transformation (3rd ed.) (pp. 317-341). Santa Barbara, CA: Praeger.
Garoian, C. (2001). Performing the museum. Studies in Art Education, 42(3), 234-248.
Hart, R. (1997). The development of children’s environmental knowledge, concern, and action. In Chapter 1, Children’s participation. The theory and practice of involving young citizens in community development and environmental care ( pp. 17-22). New York, NY: Unicef.
Sobel, D. (2005). Reconceptualising environmental education. In Place-based education: Connection classrooms and communities (pp. 9-12). Great Barringtom, MA: Orion Society.
Yeager, D.S. and Walton, G.M. (2011). Social-psychological interventions in education: They’re not magic. Review of Educational Research, 81(2), pp. 267–301.
Recommended
Derr, V., Chawla, L., Mintzer, M., Flanders Cushing, D., & Van Vliet, W. (2013). A city for all citizens: Integrating children and youth from marginalized populations into city planning. Buildings, 3(3), 482-505.
Foucault, M. & Miskowiec, J. (1986). Of other spaces. Diacritics. 16(1), 22-27. Gruenewald, D. A. (2003b). The best of both worlds: A critical pedagogy of place. Educational Researcher, 82(4), pp.3-12.
Posted in Curriculum Studies, Environmental Education, Gender, Learning, Place & Space, Reggio Emilia, Student Symposia, Students
Tagged Curriculum, Environment, Ethics, Learning, Pedagogy, Place, Reggio, Students, Teachers, Theory
Alexis Gonzalez, Gerald Tembrevilla, Tsubasa Saito, and Elise (Ling-Hui) Chu organized an exciting, engaging symposium last week on “Exploring Curriculum-as-plan and Curriculum-as-lived in Science and Math Education.” The balance of theory and practice had us thinking and acting throughout out. I also really liked the balance of epistemologies and philosophies, including a very attentive engagement with the work of Ted Aoki.
As well, I would like to extend a heartfelt acknowledgement and appreciation for Prof. Keith Taber, who skyped in and talked with us from Cambridge, and to Prof. Anne Phelan, who interacted with us for the entire symposium and walked us through a really interesting essay by Aoki. Thank you!
Posted in Curriculum Studies, Learning, Pedagogy, Student Symposia
Tagged Curriculum, Learning, Pedagogy, STEM, Students, Theory
Wednesday, October 26, 2016
1:00-4:00 Scarfe 1214
Guest Speaker
Dr. Keith Taber (via Skype)
(On Science and Math Education)
Professor of Science Education Chair of Science, Technology & Mathematics Education Academic Group University of Cambridge
Guest Speaker
Dr. Anne Phelan Professor
(On Aoki and Curriculum)
Department of Curriculum and Pedagogy University of British Columbia
Panelists:
Alexis Gonzalez, Gerald Tembrevilla, Tsubasa Saito, (Elise) Ling-Hui Chu
Readings
Taber, K. S., Ruthven, K., Mercer, N., Riga, F., Luthman, S., & Hofmann, R. (2016). Developing teaching with an explicit focus on scientific thinking. SSR, 97(361), 75-85.
Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
Aoki, T. T. (2004). Legitimating lived curriculum: Toward a curricular landscape of multiplicity. In W. F. Pinar & R. L. Irwin (Eds.), Curriculum in a new key: The collected works of Ted T. Aoki (pp. 199-215). New York, NY: Routledge. (Original work published 1993)
References
Aoki, T. T. (2004). Teaching as indwelling between two curriculum worlds. In W. F. Pinar & R. L. Irwin (Eds.), Curriculum in a new key: The collected works of Ted T. Aoki (pp. 159- 165). New York, NY: Routledge. (Original work published 1986)
Fatah, A., Suryadi, D., Sabandar, J., & Turmudi, T. (2016). Open-ended approach: An effort in cultivating students’ mathematical creative thinking ability and self-esteem in mathematics. Journal on Mathematics Education, 7(01), 11-20.
Posted in Curriculum Studies, Learning, Pedagogy, Student Symposia, Students
Tagged Curriculum, Learning, Pedagogy, STEM, Students, Theory
“It is important that students bring a certain ragamuffin, barefoot irreverence to their studies; they are not here to worship what is known but to question it.”
(Bronowski, 1973/2011, pp. 341-342)
“… barefoot irreverence to their studies”? “not here to worship what is known”?
Is this true? What does it mean?
In Chapter 11 of The Ascent of Man— yes, ascent, not descent– Bronowski makes a point about the “irony of history:”
When the future looks back on the 1930s it will think of them as a crucial confrontation of culture as I have been expounding it, the ascent of man, against the throwback to the despots’ belief that they have absolute certainty. (p. 348)
Heisenberg was a graduate of the University of Göttingen, so Bronowski wants to make a point of the culture that eventually shaped the “uncertainty principle.” “The symbol of the University,” he says,
is the iron statue outside the Rathskeller of a barefoot goose girl [the Gänseliesel] that every student kisses at graduation. The University is a Mecca to which students come with something less than perfect faith. (p. 341)
Now comes the famous pronouncement on academic expectations: “It is important that students bring a certain ragamuffin, barefoot irreverence to their studies; they are not here to worship what is known but to question it.”
Is this true?
Wednesday, November 18, 2015
1:00-4:00 Scarfe 1214
Kwesi Yaro & Ting Zhang
1:00pm Welcome everyone, Introduction
1: 05 – 1:45pm Presentation on Constructivism by Dr. Samson Nashon (Guest Speaker)
1:45 – 2:15pm Presentation on Parental Involvement in Children’s math learning by Kwesi Yaro
2.15pm – 2:30pm Break
2:30 – 3:00pm Presentation on Robotics in Math Classrooms by Ting Zhang
3:00-3:45pm
3:45 – 3:55pm Large group feedback/Reflections -Experience with the speakers and presenters -how does this topic apply to YOUR research / interests?
3:55 – 4:00pm Wrap-up and housekeeping for the class for the upcoming week(s)
4:00pm End of class
Posted in Curriculum Studies, Learning, Pedagogy, Student Symposia
Tagged Curriculum, Learning, Pedagogy, Students
Wednesday, October 28, 2015
1:00-4:00 Scarfe 1214
Mashael Alharbi, Angela R. Katabaro & David Strich
1:00pm Welcome everyone, Introduction
1:05 Video: My journey to start a school for girls in Kenya: Kakenya Ntaiya at TEDxMidAtlantic 2012 https://www.youtube.com/watch?v=3OMgvtWNHp4
1:15 Presentation by Andrea Burk & Kate MacLeod (Looking Glass Foundation) (guest speakers), Q&A
1.45 Presentation by Hartley Banack (guest speaker) on research experience, Q&A
2:00 Break
2:15 Presentation by Kerry Renwick and Sandra Scott (guest speakers) on Health, Science and Environment Education, Q&A
2:45 Presentation on STEM by Samson Nashon (guest speaker), Q&A
3:15 Small group discussion– Respond to a quote from: -the reading/ websites / video / speakers -Sharing
3:35 Large group analysis: [1 min each] -Experience with the speakers -the introductory video -other experiences to share -how does this topic apply to YOUR research / interests?
3:55 Wrap-up and housekeeping for the class for the upcoming week(s)
4:00pm End of class
Posted in Curriculum Studies, Pedagogy, Student Symposia
Tagged Curriculum, Learning, Pedagogy, Students
Jennifer Anaquod, Naomi Kawamura & Saeed Nazari organized and presented in an excellent symposium on The Role of Narrative in Transformative Education. We are all grateful and honoured to have been welcomed to the Longhouse. Special thanks to Jennifer for sharing the story of the Longhouse and arranging with the First Nations House of Learning to host the symposium.
We also extend a kind thank you to Kenthen Thomas who energized and inspired us with the story of how “Bear and Coyote make Day and Night.”
Posted in Curriculum Studies, First Nations' Stories, Learning, Pedagogy, Storytelling
Tagged Curriculum, First Nations, Learning, Pedagogy, Story
Wednesday, October 14, 2015
1:00-4:00 Scarfe 1209 + First Nations House of Learning
Jennifer Anaquod, Naomi Kawamura & Saeed Nazari
Posted in Curriculum Studies, Pedagogy, Student Symposia
Tagged Curriculum, Learning, Pedagogy, Students
Orca Tricks at Dismaland
To what degree is Banksy a curriculum theorist? Par excellence? To what degree a curriculum designer? A pedagogical visionary? To what end? And is Dismaland curriculum? Is it curriculum in the best way? Worst way? To what degree and end is this public curriculum and pedagogy?
Posted in Curriculum Studies, Dismaland, Pedagogy
Tagged Curriculum, Learning, Pedagogy, Theory
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