Arkiv för kategorin ‘Elevinflytande’
tisdag, januari 24th, 2012
Thoughtful discussion in school is encouraged by methods like the Socratic seminar, philosophy for/with children, and deliberative dialogues. The paper explores how didactics (as the art and science of teaching) can be analyzed from considering how the teacher plans the product and/or process of teaching. The switching between the different didactic positions will teach students habits of mind to promote a lifelong learning process. To motivate the students to learn, the sequence in which the different didactic positions are addressed is important. The paper endeavors to explain what function the methods for thoughtful discussion have in the school curricula when integrated with other instructional methods. Thoughtful discussion might serve as a start of the learning process but might also help to challenge and integrate along the way. However, whether or not thoughtful discussion is seen as a meaningful way of teaching is dependent on the inner pedagogical theory of the teacher.
Read the paper: Thoughtful dialogue in relation to other instructional methods
tisdag, januari 24th, 2012
Bildspel, se hela: Tematiskt arbete
tisdag, januari 24th, 2012
Bildspel, se hela: Elevledda utvecklingssamtal
lördag, februari 12th, 2011
Att utveckla inflyatnde och ansvar i elevgruppen är ett komplicerat, men nödvändigt läroplansbundet arbete. Utvecklingsmatrisen ger dig hjälp att själv fundera på hur långt du kommit i arbetet för elevinflytande och ansvar med hjälp av de olika kriterier som Celestin Freinet, den franske pedagogen ställde upp, bl.a. i sin bok ”För folkets skola”. Matriserna kan också användas för kollegial eller rektors återkoppling, som observationsunderlag vid lektionsobservationer. De fungerar för alla klassrumssituationer, oavsett barnens ålder.
Se matrisen: Utvecklingsmatris Freinetpedagogik i undervisningen
måndag, november 15th, 2010
”i historiens ljus…”
Bildspel
Se hela: Celestin Freinets teorier
måndag, november 15th, 2010
Ann S Pihlgren
When I, in the year 2000, began my position as principal at Freinetskolan Mimer, a private school in Norrtälje, I did a review of the work methods, routines and quality of instruction at the school. My impression as a new leader for the school was that the methods and instruction were of very high quality. In certain areas the work methods could be strengthened and improved. Such a development project concerned the children’s possibility to develop their thinking regarding value questions and ethical dilemmas through Socratic seminars as a work method1, with the methods used for example at the Paideia schools in the USA as a starting point. As a result of this work I will follow the project in my position of doctoral student at the Stockholm Institute of Education as a part of my dissertation.
Se hela: A Modern Reading of Dewey Together with Freinet and Adler
måndag, november 15th, 2010
- Comparing the dialogue in Socratic seminars and in progressive community meetings
Ann S Pihlgren, Stockholm University
The teacher‟s voice still dominates the classroom: a teacher talks 70-75 % of the time, even in discussions (Dysthe, 1996, Hillocks, 1989, Liljestrand, 2002, Nystrand, 1997). Where individual work or work in small groups is practiced, this pattern changes: half to two thirds of the talk becomes “desk-talk”, i.e. students talking to each other during teacher conducted discussions (Lindström, Arnegård & Ulriksson, 2003, Lindblad & Sahlström, 1998, Tholander, 2002). The conversational pattern of the classroom often is restricted to the teacher asking questions with given answers (Goodlad, 1983, Liljestrand, 2002). The lessons follow certain “rules” for interaction, during which the teacher dominates and the students try to discern the required solution (Edwards & Mercer, 1987, Lemke, 1990). Talk moves regarding knowledge or reasoning are relatively prevalent, but talk moves linking participants‟ ideas are not (Wolf; Crosson & Resnick, 2006).
Se hela: Thinking together vnartikel till prof Lars Lindstrm
måndag, november 15th, 2010
På Freinetskolan Mimer har vi under hösten inlett ett arbete med utvecklingssamtal som leds av barn och ungdomar. Bakgrunden är att på ett systematiskt sätt hjälpa barnet /ungdomen att fokusera på sitt eget lärande och att detta ska manifesteras i det utvecklingssamtal som sedan hålls med barnets förälder. Vi har hittat inspiration i skolor i Nya Zeeland, i Padeiaskolorna i USA, i Stenkullens högstadium och på Freinetskolan Bild och Form i Göteborg, där man sedan ett tag bedrivit utvecklingsarbeten med portfolio och elevledda konferenser.
Se hela:Elevledda utvecklingssamtal
