Hands on is Better. A Vignette.

 

It was September 2019 at a primary school in the north western area of Florida, Buenos Aires. The teacher was delivering an English lesson on plants and their parts for 29 third graders between the age of 8 and 9. The classroom was at its full capacity and attendance was total.  The teacher took her own projector, speakers and computer out of her backpack and started setting things up. The children knew they were about to watch a video and started asking quite enthusiastically what the video was about. When everything was ready, the teacher used a still image of the story called The Farmer and the Beet to elicit answers from her students and to tap into prior knowledge. While the video was playing, students could stand and mimic the movements that the Farmer and his family did to take the beet out of the ground. Every single child in the room was paying attention. Once the story finished, the teacher revised the parts of the plants using flashcards and sticky notes. This time, not all the students seemed to be engaged in the activity and some of them were distracted doing other things, such as drawing or playing with their pencils. After a few minutes of revision, the teacher told the class that for next week they were going to plant their own vegetables to create an orchard. The kids clapped and smiled as in sign of approval.

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Multimedia Stemmed Narratives in Teacher Education.

 

Outline of the article: Dolk, M., & den Hertog, J. (2008). Narratives in teacher education. Interactive Learning Environments, 16(3), 215-229. doi:10.1080/10494820802113970

●       Purpose: To prove the importance of using multimedia stemmed narratives in teacher education.

●       Thesis statement: Using multimedia stemmed narratives may bridge the divide between theoretical knowledge and real classroom practice for prospective teachers.

●       Audience: Prospective mathematics teachersand teacher trainers.

1. ABSTRACT
2. INTRODUCTION

A.    Prospective teachers’ needs: Theory and practice.

3. BODY

A.    Multimedia interactive learning environment (MILE)

B.     Narratives

1.      Describing narratives.

2.      Constructing narratives from learning experiences.

C.     Research method.

1.      Defining design research.

2.      Detailing the experiments.

3.      Creating a multimedia-use framework.

D.    Narrative knowledge in teaching education.

                                                                              1.            Using multimedia to bring about narratives.

                                                                              2.            Listing the benefits of narratives in teaching education.

E.     Student teachers’ stories samples.

F.      Theoretical framework.

                                                                              1.            Observing.

                                                                              2.            Sharing and discussing information.

                                                                              3.            Analysing.

                                                                              4.            Reflecting.

                                                                              5.            Developing narrative knowledge.

                                                                              6.            Generalizing.

4. CLOSING REMARKS
5. NOTES
6. REFERENCES

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The Power of Multimedia Stemmed Narratives in Teacher Education.

ANNOTATED BIBLIOGRAPHY 

Dolk, M., & den Hertog, J. (2008). Narratives in teacher education. Interactive Learning Environments, 16(3), 215-229. doi:10.1080/10494820802113970

 

In this article, Dolk and den Hertog (2008) emphasize the importance of using narratives as a tool for constructing practice-related  knowledge for prospective mathematics teachers. By means of experimenting with trainees’ narratives created on the basis of video input taken from a database called MILE, the authors devise a six-step  framework for constructing meaningful narratives in order to move from the level of storytelling to the development of narrative knowledge which can only be acquired through the cyclic and collaborative  processes of observing and analysing paradigmatic events in light of their underlying theory. As a result of merging both theory and practice in a reflective and critical manner, teachers will be able to build their own didactical theory, hence improving their classroom practice.

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The Science Behind Writing for Knowledge Transforming (outline).

 

Outline of the article: Chang, D., Marzouj, Z., Rakovi, M., & Winne, P. (2019). Towards knowledge transformation in writing argumentative essays from multiple sources: A methodological approach. Companion Proceedings of 9^th International Conference on Learning Analytics & Knowledge (LAK 19). At: Tempe, AZ, USA. Volume: 2019. Retrieved fromhttps://www.researchgate.net/publication/333680138_Towards_knowledge_transforming_in_writing_argumentative_essays_from_multiple_sources_A_methodological_approach 

 

●       Purpose: To provide a methodological approach for the development of knowledge- transforming (Bereiter & Scardamalia, 1987) [VP1] writing.

●       Thesis statement: A computational tool deviced out of writing analytics algorithms may help writers to move towards knowledge- transforming writing.

●       Audience: teachers,[VP2]  writing experts, linguists.

1. INTRODUCTION

A.    Establishing degrees of relation between the rhetorical and content problem space when argumenting.

B.     Differentiating knowledge-telling and knowledge-transforming.

C.     Presenting the hypothesis and thesis statement.

D.    Describing the aims of the study.

2. THEORETICAL FRAMEWORK

A.    Explaining writing models

B.     Explaining Bloom’s Taxonomy

C.     Drawing a parallel between Bloom’s taxonomy and the writing models.

1.      Devising a sentence classifying framework. 

3. METHOD & CONCLUSIONS

A.    Gathering information.

1.      Describing the corpus and writing task.

B.     Coding and categorizing sentences extracted from the tasks.

1.      Coding.

2.      Calculating reliability.

C.     Analysing data in light of theoretical framework.

1.      High accessibility vs. low accessibility anaphoric devices.

2.      Semantic overlap.

3.      Connectors.

4. REFERENCES
5. APPENDIX

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The Science Behind Writing for Knowledge Transforming (annotated bibliography).

ANNOTATED BIBLIOGRAPHY 

Chang, D., Marzouj, Z., Rakovi, M., & Winne, P. (2019). Towards knowledge transformation in writing argumentative essays from multiple sources: A methodological approach. Companion Proceedings of 9th International Conference on Learning Analytics & Knowledge (LAK 19). At: Tempe, AZ, USA. Volume: 2019. Retrieved from  https://www.researchgate.net/publication/333680138_Towards_knowledge_transforming_in_writing_argumentative_essays_from_multiple_sources_A_methodological_approach 1-6 

In this paper, Raković, Marzouk, Chang and Winne (2019) explain the difference between the models of knowledge-telling and knowledge- transforming and conduct a study focusing on the linguistic markers such as anaphoric references, connectors and semantic overlaps that provide evidence of a higher degree of relation between the rhetoric and the content problem space, therefore indicating that mature argumentative writing skills have been achieved. Analysing the data in light of Bloom’s Taxonomy and both writing models, the authors device an algorithm and propose a methodological approach to scaffold knowledge-transforming writing in novice writers.