Meier Publisher: Routledge ISBN: Category: Education Page: View: Nature Education with Young Children is a thoughtful, sophisticated teacher resource that blends theory and practice on nature education, children's inquiry-based learning, and reflective teaching. Implementing nature study is one critical way that educators can integrate more science learning across the ECE curriculum and do so in an active, discovery-based manner.
Nature Education with Young Children strives for an American version of what the Reggio Emilia educators do so well: creating a seamless integration of science concepts into the daily intellectual investigations that occur in classrooms everywhere. Consulting in Uncertainty articulates a model of consulting that addresses the uncertainty and interconnectedness of the world in a post-industrial, knowledge era.
Its award-winning inquiry model challenges participants to take control of their own learning. Inquiry learning methods also offer learners meaningful and productive approaches to the development of their knowledge of the world, yet such methods can present significant challenges for teachers and students. Orchestrating Inquiry Learning addresses the key challenge of how to resource and support processes of inquiry learning within and beyond the classroom.
It argues that technological support, when coupled with appropriate design of activities and management of the learning environment, can enable inquiry learning experiences that are engaging, authentic and personally relevant.
This edited collection of carefully integrated chapters brings together, for the first time; work on inquiry learning and orchestration of learning. Drawing upon a broad range of theoretical perspectives, this book examines: Orchestration of inquiry learning and instruction Trajectories of inquiry learning Designing for inquiry learning Scripting personal inquiry Collaborative and collective inquiry learning Assessment of inquiry learning Inquiry learning in formal and semi-formal educational contexts Orchestrating Inquiry Learning is essential reading for all those concerned with understanding and promoting effective inquiry learning.
The book is aimed at an international audience of researchers, post-graduate students, and advanced undergraduates in education, educational technology and psychology.
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Their combination is not an additive one - they create a new whole which is only relatively predictable on the basis of analyzing each element before its integration with the other.
There are also non-surface elements which enter into each exchange, and thus increase unpredictability. For instance, the student may be carrying introjects from past experience - former pedagogical impositions for example - which comprise an element in the communication, and alter the emergent whole. Finally, the ecological process is non-linear. The whole system can be altered by the influence of minor effects. For example, in an educational situation, the logical structures of one individual may not coincide with the logic of the whole system.
What for one individual may represent merely an aspect of the current state of the system may, for another, represent a an element which triggers its transforma- tion. What seems minor for one may be «the last straw» for another. A system which appears to be far from transformation may re-organize in the following moment, and visa versa - a system which appears primed for transformation may hang in a state of stagnation indefinitely.
Thus, the phenomenon of pedagogical manipulation reveals itself, on closer scrutiny, to be an element of a larger pedagogical system which has inherent ecological properties - it is polydimensional, emergent, irreversible, non-linear and unpredictable. Surface elements share transfor- mative power with non-surface elements, and elements which are present and literal with «non-present» elements like hidden assumptions, introjects and projections.
In the specific pedagogical context of community of inquiry, we can follow Vygotsky and Lipman in de- scribing the process of learning as the internalization by each element of the system of the movement of the system as a whole. From the perspective of the system as a whole, the whole group as a collective subject is reorganizing and in the process constructing new meanings which are internalized, i.
This communicative process functions through «mutual imposition,» which is as much to say, creative or ecological manipulation - which is as much as to say, ambiguous control. But when education is understood from an ecological perspective and in terms of open systems, the «mistake» can be seen as a key trigger for transformation - with the difference that in an open system, which understands itself, whatever the outward appearances, as non- hierarchical, it is equally possible and likely for teachers to make mistakes as students.
Once this possibil- ity is recognized and allowed to surface within the discursive system, education comes to be understood as a multi-logical system of possibilities rather than crude monological imposition. The main function of an academic situation is that of presenting to the student a certain model of a correct or exemplary action. In the situation of academic evaluation, the communicator of the model is the teacher who is qualified as an expert.
In this situation, a mistake is an action or response which does not conform to a certain model of behavior. In so far as not only students make mistakesnmature professionals do, too, but also amateurs who learn things for pleasuren we may speak about a mistake as a mediator—not only of academic situations, but also that of any transformation, be it in the realm of professional, maturational, or personal development.
In any situation of transformation - whether professional or academic—there is a moment of com- munication between the transformed and the transformer, the evaluated and the evaluator. One of them expresses either verbally or nonverbally a certain meaning to the other one through a comparison of behavior and model.
Should there be a discrepancy between the two, an erroneous status is attributed to the actions of one or the other. This attribution actually constitutes a perspec- tive, in the sense that it is a whole-system state in which some inequality is understood to exist between its members.
This inequality is interpreted as the superiority of the standard or the model which currently governs the system over some element of the system. In a situation in which a hierarchy of models cannot be established, and no one element of the system can be characterized as «expert» in relation to another - or if no element of the system is willing to perform the function of «expert» which could be understood as meaning that expertise is distributed through the system, and is present at some moment and to some degree in each element - then to characterize a behavior as a mistake is impossible.
In the first case, the teacher is the «expert,» in the second, the student. In either case, transformation is impossible unless there is a definition of the boundaries of correctness of the behavior, for only through this clarification of boundaries does the possibility for transformation of the system emerge.
Thus understood, a mistake is an indicator of the bound- aries of a possible action. Problem with asking questions for company leaders exposes their lack of expertise and leaves them vulnerable. People are rushing around, going from 1 job to another, without actually realizing what they are doing. The brain is on high alert. But who or what is this predator, and is he chasing us?
Many people have not requested these fundamental questions, for example:- Mountain metaphor. Why does it have to be said? Imagine if you could state it in a way that has never been before done?
How might you do that? From the bestselling author of A More Beautiful Question , hundreds of big and small questions that harness the magic of inquiry to tackle challenges we all face--at work, in our relationships, and beyond.
When confronted with almost any demanding situation, the act of questioning can help guide us to smart decisions. By asking questions, we can analyze, learn, and move forward in the face of uncertainty. But 'questionologist' Warren Berger says that the questions must be the right ones; the ones that cut to the heart of complexity or enable us to see an old problem in a fresh way.
In The Book of Beautiful Questions , Berger shares illuminating stories and compelling research on the power of inquiry.
Drawn from the insights and expertise of psychologists, innovators, effective leaders, and some of the world's foremost creative thinkers, he presents the essential questions readers need to make the best choices when it truly counts, with a particular focus in four key areas: decision-making , creativity , leadership , and relationships.
The powerful questions in this book can help you: - Identify opportunities in your career or industry - Generate fresh ideas in business or in your own creative pursuits - Check your biases so you can make better judgments and decisions - Do a better job of communicating and connecting with the people around you Thoughtful, provocative, and actionable, these beautiful questions can be applied immediately to bring about change in your work or your everyday life.
Grab our notes from every episode: www. The power of inquiry:- If you never actually do anything about a problem yourself — then you are not questioning, you are complaining. When encountered with a problem, one could say OMG, what exactly are we going to do?
The CI teacher manipulates the way a fisherman manipulates his prey. After an analysis of the kind of fish student he is planning to catch, he chooses a certain bait academic material.
Then he looks for favorable weather conditions a psychological microclimate for fishing. At the moment in which all these well-constructed conditions are administered, the fish has no alternative but to swallow the bait.
If the bait consists of methods of logical thinking, the child masters these. If the bait consists of the mastery of the methods of fishing - i. Thus the antithesis. But if we examine it closely enough, it too begins to shift into something else. For it we look closely at the interactive dynamics either of fishing or of teaching, we realize that it is actually impossible to impose something on either a child, an adult or a fish without his or her more or less active participation.
If not, a situation of resistance is created, and the teacher cannot be sure that the text is even read in any but the most mechanical and uncomprehending way by the student. She can succeed in the game just as well by asking questions from within the zone of her actual development as from her zone of proximal development.
The task is carried out formally with no resulting change of state. The material is literally done away with. For this reason, a better metaphor for evoking the pedagogical skills of a good teacher might be—rather than fishing—the activity of a pilot in an extreme situation. The pilot both acts and reacts - imposes and imposes upon. Relations of power are never unilateral - to imagine so is to court disaster.
The student is also involved in pedagogical manipulation - also trying to «catch» the teacher. The more pedagogically resistant—that is to say awkward, inflexible, insensitive, inert—the teacher is, the harder is the process of mastering the material, and the more resourceful and creative the student must be.
The implication of this reversal is that both parties in the relationship - the teacher and the student - must sincerely accept the alternative models which each one carries, and consider it as equal to his or her own. Only in this case is there is no place for the unilateral imposition of the material. If both are understood as engaged in creative manipulation, in a context of equality, outward manipulation turns into deep communication on the level of basic meanings, dispositions, and values.
Therefore, the image of teacher-manipulator - the one who appears to know where to go and what to do - ultimately fails in explaining the phenomenon of pedagogical action. In fact in this context, resistance turns out to be the only condition common to both - although this very resistance is the driving force in their search to define their own individual positions.
The question then is and remains , who is manipulating whom? Whose view is imposed, and upon whom imposed? In fact given the complications which gather around the concept of manipulation, and its expansion into more of a field-phenomenon than a form of conscious intentionality, we find our- selves obliged to drop a term whose referent has outgrown it, and substitute a descriptor taken from systems theory - «diverse» or ambiguous control.
This term refers to the observation that systems tend to resist one permanent locus of control, and in fact that all elements are engaged in continually shifting relations of power, i. Each element of an open system is at one moment or another attempting to impose its energy or direction - i. Thus, the more an element plays with the shifting power relations rather than attempting to freeze them, the more effective it becomes in moving the system forward - by which we understand facilitating its inherent drive for positive transformation.
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