Ensemble pedagogy

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These are the slides which helped to structure a day long faculty workshop on ensemble pedagogy in theological contexts.

Text of Ensemble pedagogy

  • 1. Exploring ensemble pedagogy Phillips Theological Seminary Tulsa, OK 5 March 2014 ! ! ! ! prepared by Mary E. Hess
  • 2. to begin what great work youre doing! its a privilege to be able to see where youre going, and what youre seeking to do youre in the middle of a difcult transformation, but at the growing edge of theological education weve planned a combination of presentation and collaborative learning to dig further into your work together, and to help plan for what is next in several instances well be using techniques that are drawn from some of this literature, so that my hope is that youll come away with some additional pragmatic tools to use
  • 3. Part one Ensemble pedagogy
  • 4. What is ensemble pedagogy? more than parallel play, different from team teaching a metaphor for attending anew to the teaching/learning process in terms of integration, coherence and resonance a set of practices which draw their insight and inspiration from musical performance and learning still emerging!
  • 5. elements of ensemble pedagogy adult learning shifting paradigms (epistemological, pedagogical) learning vs. instruction collaborative and integrative learning reection vs. transfer
  • 6. adult learning
  • 7. shifting paradigms
  • 8. learning vs. instruction (or uncoverage vs. coverage)
  • 9. collaborative and integrative learning
  • 10. reectivity matrix
  • 11. [break]
  • 12. Part two Phillips experience
  • 13. Learning about Phillips experience with ensemble pedagogy: questions to ponder and a process to try out
  • 14. a conversation process core public agreement one question in each of three rounds, the fourth round is one of genuine inquiry brief silence before each round, and between each person 3 minutes per question, timed reciprocally
  • 15. core public agreement Speak for oneself; Use I statements. Own and offer your thoughts and feelings honestly; avoid grand pronouncements or stating positions of others Practice respect in speaking and listening; accept that others may have different views, without needing to debate or set them straight Be brief in comments; honor timeframes and refrain from interrupting Listen carefully, especially when something is hard to accept; suspend judgment Respect condentiality: After the conversation, do not attach names to comments made without permission Allow people to pass, or pass for now, if they are not ready or willing to respond to a question Respectful Conversations project
  • 16. (1) what in your experience as a teacher inuences your perspective on the topic of ensemble pedagogy? (up to three minutes each)
  • 17. (2) when you think about ensemble pedagogy, what matters most to you? (up to three minutes each)
  • 18. (3) within your own perspective, what questions do you still wrestle with? (up to three minutes each)
  • 19. (4) what genuine questions emerge for you?
  • 20. shared harvesting
  • 21. [lunch]
  • 22. Part three Pedagogical practices
  • 23. pedagogical practices animating/essential questions differentiating circles of ideas and concepts rubrics managing your own emotions
  • 24. (1) animating/essential questions cause genuine and relevant inquiry into the big ideas and core content provoke deep thought, lively discussion, sustained inquiry, and new understanding as well as more questions require students to consider alternatives, weigh evidence, support their ideas, and justify their answers stimulate vital, on-going rethinking of big ideas, assumptions, and prior lessons spark meaningful connections with prior learning and personal experiences naturally recur, creating opportunities for transfer to other situations and subjects Wiggins and McTighe
  • 25. some examples does the Bible support slavery? how can we provide solace in the face of suffering? who is on the Lords side (Exodus 32:26) can even these bones live? (Ezekiel 37:3) how shall this be? (Luke 1:34) where do you get that living water? (John 4:11) has God not made foolish the wisdom of the world? (1 Corinthians 1:20)
  • 26. what essential questions are you asking in your curriculum?
  • 27. (2) differentiate between ideas and concepts central to understanding ideas and concepts important to know and to do ideas and concepts worth being familiar with
  • 28. what is the enduring understanding or the central idea or concept that you want students to remember 10 years from now when they think about vital communities, vital conversations, or the public good?
  • 29. (3) use rubrics for clarity of expectation rubric for six facets of understanding individual assignment rubrics critical incident questionnaire
  • 30. how do the rubrics youre currently using support your essential questions and enduring understandings?
  • 31. (4) emotions and tensions of learning Kegans 4th order knowing: internal languages and social languages Zanders' art of possibility principles Brookelds Skillful Teacher : issues of impostership and the tensions of learning and resistance
  • 32. Robert Kegan from complaint to commitment from blame to personal responsibility from new years resolutions to competing commitments from big assumptions that hold us to assumptions we hold from prize and praising to ongoing regard fr