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Schools in transition : linking past, present, and future in educational practice / edited by Pauli Siljander, Kimmo Kontio and Eetu Pikkarainen
School is one of the most focal institutions in modern society. It is largely through the institutionalized forms of education that modern society attempts to secure and maintain its social and economic well-being and its valuable cultural life forms. In addition to this, school is the essential institution through which the future of a society is defined. Thus, at least when understood traditionally as a pedagogical institution, the school stands at the center of historically and socially constructed cultural life forms and at the brink of an unknown future: the determination of that future characterizes the pedagogical task of the school. It naturally ensues then, that modern discourses of the school have always been intertwined with the critical question of how past, present and future can be linked in educational practices so that schools can foster (in ever better ways) the well-being of individuals, societies and humanity. The chapters in this volume, despite the variety of viewpoints, share this critical view. The purpose of the volume is not to offer definite answers; rather it is to stress that to understand the role and functions of school in contemporary society and to orientate its transition, a well-founded critical evaluation of prevailing pedagogical practices and policy trends is required. This evaluation is vital for the future of school and society.
Book
Language Learning Environments
This book is the first in-depth examination of the application
of theories of space to issues of second language learning. The
author introduces the work of key thinkers on the theory of space
and place and the relevance of their ideas to second language
acquisition (SLA). He also outlines a new conceptual framework and
set of terms for researching SLA that centre on the idea of
'language learning environments'. The book considers the spatial
contexts in which language learning takes place and investigates
how these spatial contexts are transformed into individualised
language learning environments, as learners engage with a range of
human and nonhuman, and physical and nonphysical, resources in
their daily lives. Revisiting linguistics and language learning
theory from a spatial perspective, the book demonstrates that the
question of where people learn languages is equally as important as
that of how they do so. This work is essential reading for any
researcher wishing to research the role of the environment as an
active player in SLA.
eBook
Teaching as the Art of Staging
College teachers all too often still play Sage on the Stage - lecturing to rooms full of passive and supposedly absorbed students. The cutting-edge opposite is still supposed to be the Guide on the Side - facilitating wherever students themselves are already going, mentoring and coaching them along the way. But who says that these are the only - or the best - alternatives? This book advances another and sharply different model: the Impresario with a Scenario, a teacher who serves as class mobilizer, improviser, and energizer, staging dramatic, often unexpected and self-unfolding learning challenges and adventures with students.In this book, the author argues that to pose a single alternative to lecturing is profoundly limiting. In fact, he says there is no reason to have to choose between \"student-centered\" and \"teacher-centered\" pedagogies. The best ways to teach and learn are both. The same applies to the false choice between \"active\" students and \"active\" teachers - there can be more than enough activity for everyone. In particular, the author argues that we need a model in which the teacher is notably pro-active - a kind of activity for which certain theatrical metaphors seem especially appropriate.Picture a college teacher who regularly sets up classroom scenarios - challenging problems, unscripted dramas, role-plays, simulations, and the like - such that the scenario itself frames and drives most of the action and learning that follows. For teaching as staging, the primary work of the teacher is staging such scenarios. The basic goal is to put students into an urgently engaging and self-unfolding scenario, trusting them to carry it forward, while being prepared to join in as needed.This book offers a conceptual and practical framework for Teaching as Staging, grounding the approach with illustrative and sometimes provocative narrative from the literature as well as the author's own practice.Teaching as the Art of Staging offers a visionary challenge to the
eBook
IDeAL: A methodology for constructing artefacts and promoting transversal skills in the classroom
The spread of approaches like making, tinkering, coding, robotics and 3D modelling in schools leads necessarily to a rethinking of teaching practices. At the same time, there is the opportunity to frame such practices in methodological approaches that promote the development of cognitive strategies in support of deeper learning processes. This article illustrates an iterative design methodology called IDeAL that proposes a learning path focused on the production of virtual and physical objects. The methodology provides useful tools to promote analytical skills and creative aptitudes necessary to foster the development of transversal competences. The aim of this article is to present and describe the teaching methodology, for meeting the interest of teachers and researchers in the sector. IDeAL: Una metodologia per costruire artefatti e promuovere le competenze trasversali in classe La diffusione in ambito scolastico di pratiche di making, tinkering, coding, robotica e modellazione 3D porta ad un necessario ripensamento delle pratiche didattiche. Al contempo, si pone l’opportunità di inquadrare tali pratiche in percorsi metodologici che sappiano promuovere lo sviluppo di strategie cognitive a sostegno dei processi di apprendimento. Questo articolo illustra una metodologia progettuale chiamata IDeAL che propone un percorso di apprendimento incentrato sulla produzione di oggetti virtuali e fisici. La metodologia fornisce strumenti utili per promuovere capacità analitiche e attitudini creative necessarie per favorire lo sviluppo di competenze trasversali. Il contributo intende presentare e illustrare la metodologia, con l’auspicio che possa incontrare l’interesse di insegnanti e ricercatori del settore.
Journal Article
How to teach an additional language : to task or not to task?
This book provides a comprehensive, research-based account of how people learn a second/foreign language and shows how classroom practice can be organised around research-based principles. In the first part, the book provides up-to-date insights into the cognitive, motivational, and emotional dimensions of learning an additional language. In the second part, ten principles of high-quality additional language teaching are introduced and illustrated by a wealth of authentic, classroom-based examples. The book also explores implications for curriculum design and the assessment of additional language competences. A separate chapter is devoted to the ways in which innovation in language education can be fostered. Throughout the book, the question is addressed whether additional language teaching should primarily focus on meaningful tasks, form-based practice, or the integration of both. This book is a must-read for all those who are interested in improving the quality of second and foreign language education.
eBook