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Advanced Integral Learning

Advanced Integral Learning. What is our pedagogical model/cycle? Typical IL profile Different ways of Knowing Link between IL, SCPraxis & others More indepth about ABCD ways of knowing. Different pedagogical models. Yoram Harpaz = ‘fertile questions’ Quality Teaching Framework

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Advanced Integral Learning

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  1. Advanced Integral Learning • What is our pedagogical model/cycle? • Typical IL profile • Different ways of Knowing • Link between IL, SCPraxis & others • More indepth about ABCD ways of knowing

  2. Different pedagogical models • Yoram Harpaz = ‘fertile questions’ • Quality Teaching Framework • Shared Christian Praxis • BOS cycle of TLAR • Timperley, ‘How People Learn’ • PEEL • UNESCO • Integral Learning is ONE such model

  3. Elements of a Pedagogical CycleHow would you complete your teaching/learning cycle? 1. Previous planning & evidence of prior learning 2. Guiding Theme(cf. shared Christian praxis) 8. Teacher responds to this cycle of learning; uses evidence to plan next cycle of TLAR Teachers engage in PD to help them teach the pedagogical cycle of TLAR

  4. Elements of a Pedagogical Cycle(TLAR = Teaching, Learning, Assessment, Reporting) 1. Previous planning & evidence of prior learning 2. Guiding Theme 8. Teacher responds to this cycle of learning; uses evidence to plan next cycle of TLAR 3. Naming of student’s and/or society’s experience Teachers engage in PD to help them teach the pedagogical cycle of TLAR 7. Responding to an issue, challenge, or invitation towards transformation 4. Critical Reflection 6. Linking & Integrating human experience, knowledge & traditions 5. Dominant story or narrative of KLA or Tradition; Articulation of “new knowledge”

  5. Integral Learning • What is Integral Learning? • Choosing your IL profile • Questions & issues that it raises • Applications for the classroom

  6. Integral Learning Profile Bruce ‘Chopper’ Reid?

  7. Example of a Triple Dominant Profile • Code 3111 • 3 most preferred quadrants are B, C and D • Person characterised by a fair degree of balance between the organised, structured (B), emotional interpersonal (C), holistic, synthesising, and creative (D) processing modes • Non-preferred quadrant (even avoided) is related to logical, rational and analytical processes (A) • Typical profile for teachers, social workers, trainers, artists

  8. The emerging learning culture • lifelong learners • learning to learn • learner directed learning • customised and personal learning • collaborative and cooperative learning • contextualised learning • transformative learning • ‘just in time’ learning(Ellyard, Lepani, Atkin)

  9. Julia Atkin and 5 ways of knowing? • Scientia – learning for knowing • Theoria – learning via contem- plation, reason and reflection • Poiesis (incorporates techne) – learning for doing, for artistic & skilled ‘making’ • Praxis (includes phronesis, the habit of practical wisdom or prudence) – learning for being, experiential, cycle of action & reflection • Sophia – (includes episteme, scientific knowledge, and nous, intuitive intelligence) learning for transcendent wisdom and ‘ultimate truth’.(Bawden, 1989, p. 11; Groome, 1991, pp. 42-46; Mudge, 1998, p. 38)

  10. More diagrams about ‘ways of knowing’ – the Four F’s (2)

  11. ‘Ways of Knowing’ (3)

  12. Ways of Knowing (4)

  13. More diagrams about ‘ways of knowing’ (5)

  14. No.6

  15. 7

  16. 8

  17. 9

  18. Summing up Ways of Knowing Cf. Scientia, Theoria and their integration with Poiesis, Praxis and Sophia for Authentic Knowing

  19. Elements of a Pedagogical Cycle(TLAR = Teaching, Learning, Assessment, Reporting) 1. Previous planning & evidence of prior learning 2. Guiding Theme 8. Teacher responds to this cycle of learning; uses evidence to plan next cycle of TLAR 3. Naming of student’s and/or society’s experience Teachers engage in PD to help them teach the pedagogical cycle of TLAR 7. Responding to an issue, challenge, or invitation towards transformation 4. Critical Reflection 6. Linking & Integrating human experience, knowledge & traditions 5. Dominant story or narrative of KLA or Tradition; Articulation of “new knowledge”

  20. Thank You

  21. The End

  22. What is learning? • Learning is not driving in the same pothole twice (Banting/de Bono) • You suddenly understand something you’ve understood all your life but in a new way (Lessing) • Learning is a process leading to change, to the ability to perceive differently, adapt perform, create or recreate (Julia Atkin) • Learning is like bees making honey or like making a cake. The ingredients are gathered and combined but the process results in something new and different. (Julia Atkin)

  23. Experiential model of learning - learning as a process of ‘making meaning’ Window on the World Maps FINDING OUT Model of Learning Person Events and Things TAKING ACTION (Bawden based on Kolb, 1984, in Atkin, 2001, p. 15) Bag of Tricks

  24. More diagrams about ‘ways of knowing’ (1)

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