CLAUS BRABRAND DAIMI SANDBJERG AUG 23, 2006
CLAUS BRABRAND© BRICS / DAIMI 2006
Department of Computer Science
University of Aarhus, Denmark
DIDACTIC SITUATIONS
"Teorien om didaktiske situationer"Carl Winsløw (Kap. 7)
[ 2 ]CLAUS BRABRAND DAIMI SANDBJERG AUG 23, 2006
Outline
Presentation of TDS: Knowledge: transmission vs. active construction Personal knowledge vs. Official knowledge "The puzzle" (example of a didactic situation) The 5 main phases (in the didactic game) The didactic contract Pitfalls and dangerous side-effects
Exercise (design a didactic situation): Devolution Action Formulation Validation Institutionalization
[ 3 ]CLAUS BRABRAND DAIMI SANDBJERG AUG 23, 2006
"Learning-by-transmission" is dead:
Learning: active construction in concrete situations(and always wrt. personal knowledge and experience)
Constructivism
TEACHER'sperspective (x-y-z)
LEARNER A'sperspective (x-y)
LEARNER B'sperspective (y-z)
An Elephant is soft and mushy
[ 4 ]CLAUS BRABRAND DAIMI SANDBJERG AUG 23, 2006
Personal vs. Official Knowledge
Personal knowledge: "erkendelse" (dansk) "connaissance" (french) individual informal implicit subjective (can be) unstable (wrt.) specific situations
Official knowledge: "viden" (dansk) "savoir" (french) shared formal explicit objective stable (esp. natural science) general
Two processes (opposite directions):
Personalknowledge
Officialknowledge
Officialization
Personalization
[ 5 ]CLAUS BRABRAND DAIMI SANDBJERG AUG 23, 2006
Communication (of Knowledge)
Speak-Listen:
Write-Read:
Personal
knowledge
Official
knowledge
Personal
knowledge
OfficializationOfficialization
Per
sona
lizat
ion
Personalknowledge
Official
knowledge
Per
sona
lizat
ion
tion
Personal
knowledge
OfficializaOfficializa
[ 6 ]CLAUS BRABRAND DAIMI SANDBJERG AUG 23, 2006
New (usable) Knowledge...
...is constructed in 2 steps: 1. Personalization of the new knowledge
(in relation to a concrete task or problem) 2. Officialization of this new personal knowledge
(which may then be shared with others)
Teacher's role (plan teaching so as to): 1. Facilitate personalization (via didactic situations) 2. Officialize results (subsequently)
Personalknowledge
Officialknowledge
Officialization
Personalization
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Product: personal knowledge
Process: same, but supervised by a teacher
(and carefully planned by the teacher) w/o a teacher, the student may go astray...
The Quest for Knowledge
Product: official knowledge
Process: produced based on personal knowledge
(e.g. intuition) result often excludes idea-sequence to goal knowledge!!!
new knowledge(?)
new knowledge???
RESEARCHER
STUDENT
May loose. :(
(result unknown)
(result known by teacher)
(controlled by the researcher)
(controlled by the teacher)
knowledge(!)
[ 8 ]CLAUS BRABRAND DAIMI SANDBJERG AUG 23, 2006
"The Puzzle" (6th - 7th grade)
"The Puzzle"(in groups of 5 students):
Each student gets a piece to scale 7:4 Additive vs. multiplicative scaling(?)
Reassemble using new scaled pieces
One (forståelsesbetinget) winning strategy: Wrong (additive) strategy
the puzzle will not assemble common realization To overcome the situation, diffference in methods
(additive vs. multiplicative) has to be made explicit
7
4
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The 5 Main Phases (didactic game)
Devolution: presentation of game, rules, goal, expectations, & success criteria
Action: (passively) observe as the students explore
Formulation: the students will form hypotheses (help by need)
Validation: validation of hypotheses (supervised by need)
Institutionalization: the teacher officializes the new gained (personal) knowledge
as new official knowledge for the students
adidactic(primary)learning-situations
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misc.....
Tempting (and dangerous) alternative: Institutionalize knowledge directly (w/o exercise)
will be based largely on the student's memory (will not be integrated with student's personal knowledge)
DEFINITION:"adidactic": when the students work with a didactic environment (w/o teacher intervention)
[ 11 ]CLAUS BRABRAND DAIMI SANDBJERG AUG 23, 2006
Didactic vs. Adidactic Situations
Didactic/Adidactic situations (the 5 phases):
Devolution
Action
Formulation
Validation
Institutiona-lization
Initiate + explain
Observe + reflect
Organize + ask
Listen + evaluate
Present + explain
Receive + understand task
Act + reflect
Formulate
Argument + reflect
Listen + reflect
Didactic
Adidactic
Adidactic or didactic
Normallydidactic
Didactic
Teacher's role
Student'srole
Situation
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Fagdidaktisk arbejde (~ TDS)
Develop + document didactic situations: Thorough planning + description of didactic variables:
Devolution Action Formulation Validation Institutionalization
...incl. knowledge-preserving transformations of the exercise (harder/easier, alternatives, ...)
DEFINITION:"fundamental situation": when the intended knowledge is a crucial winner-strategy
[ 13 ]CLAUS BRABRAND DAIMI SANDBJERG AUG 23, 2006
Fagdidaktisk arbejde (...fortsat)
It is not about spectacular teaching methods, but about:
chosing and constructing didactic situations (that make student learning possible)
reflecting on the student learning outcome of them
"Man kan sige at et hovedelement i lærerens didaktiske eks- pertise består i at kunne oversætte (eller bruge oversættelser af) officiel viden til fundamentale situationer."
-- Carl Winsløw
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Ideal vs. Reality (trade-offs)
Didactic situations: Planed towards acquisition of new official knowledge
PRO: effective! CON: expensive!
Cost/benefit: Unrealistic to do this for every aspect of teaching
Thus: identify and focus on particularly important aspects (that aren't enough to just institutionalize)
[ 15 ]CLAUS BRABRAND DAIMI SANDBJERG AUG 23, 2006
The didactic rules
The didactic game...: ...is won when the students learn rules?
The didactic contract: Students:
must accept the didactic environment
Teacher: must design the game (with simplifications) so that the
students can actually win
= contract (between teacher and student)
otherwise, effective teaching is simply not possible
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Uheldige effekter
"The Topaze-effect" (spoon-feeding): Gradual af demands for exercise (to avoid
students loosing), until teacher is "giving fish"
"The Jourdain-effect" (monkey-exercise): Students can win by following a step-wise plan
("head under the arm") without needing to understand content or conclusion
[ 17 ]CLAUS BRABRAND DAIMI SANDBJERG AUG 23, 2006
Uheldige effekter
"Meta-cognitive shift" (over-simplification): Simplification of assignment, so the
institutionalization becomes a "heuristic"version of the intended official knowledge
"Type-assignments": Students can identify variations (compared
to previous exercises), which are then mimicked (without a need for understanding)
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Uheldige effekter (...fortsat)
"Need for variation": Exercise reusage spontaneous need
for variation (according to teacher), but: a (non planned) variation will most likely
affect the 5 phase-variables beyond intention!
"Teacher interference":
~ quantum mechanics: "modification by observation"
CLAUS BRABRAND DAIMI SANDBJERG AUG 23, 2006
Exercise:(design a didactic situation)
Devolution Action Formulation Validation Institutionalization