scholarly journals Kohti yhteiskehittelyä

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Henna Lahti ◽  
Sini Davies
Keyword(s):  
Discovery Learning ◽  
Manufacturing Processes ◽  
Apparel Design ◽  
Design Problems ◽  
Smart Clothing ◽  
Video Recordings ◽  
Teacher’S Role ◽  
Design And Manufacturing ◽  
Teacher's Role ◽  
Level Analysis

Artikkelissa tarkastellaan peruskoulussa toteutettua keksintöprojektia, jonka aikana oppilasryhmä suunnitteli ja toteutti älyvaatteen. Tutkimus on osa laajempaa tutkimushanketta, jossa koulua kehitetään keksivänä ja innovatiivisena yhteisönä. Tässä tutkimuksessa selvitetään, miten oppilasryhmän älyvaatteen suunnittelu- ja valmistusprosessi eteni ja mikä rooli opettajilla oli prosessin aikana. Tutkimusaineisto sisältää yhdeksän opetuskerran videoinnit. Videoaineistoon tehdyn makroanalyysin perusteella kartoitettiin kaikki ne opetustilanteet, joissa ilmeni vuorovaikutusta opettajan ja oppilaiden välillä. Teoriaohjaavaan analyysiin pohjautuen erotellaan ja tulkitaan vuoro-vaikutuksen erilaisia muotoja. Tutkimustuloksissa korostuu opettajan rooli sekä vaatteen yhteiskehittelyssä että oppilaiden toiminnan ohjaamisessa. Yhteiskehittelyn toteutuminen edellyttää riittäviä aika- ja taitoresursseja sekä motivaatiota ratkaista haastavia suunnitteluongelmia.   Towards co-creation: Observations of the teacher's role in the smart clothing project Abstract In this article we examined an invention project in a comprehensive school where a group of pupils designed and manufactured a set of smart clothing. The study is a part of a wider research project in which the school is being developed as an inventive and innovative community. In this study we analysed how the design and manufacturing processes of the smart clothing proceeded and what roles the teachers had during the process. The research data comprised video recordings of nine project sessions. All the teaching episodes containing interactions between the teacher and the pupils were surveyed as part of the macro level analysis. Based on the theory-driven analysis, the different forms of the interaction were identified and interpreted. In the results, the nature of the teacher's role emerged in both the co-creation of the smart clothing and in directing the pupils' actions. Successful co-creation requires enough time, skill, and motivation to solve challenging design problems.  Keywords: discovery learning, e-textiles, apparel design, smart clothing

scholarly journals Orchestrating Mathematical Classroom Discourse About Various Solution Methods: Case Study of a Teacher’s Development

2019 ◽  
Vol 41 (2) ◽  
pp. 357-389
Author(s):  
Chris Kooloos ◽  
Helma Oolbekkink-Marchand ◽  
Rainer Kaenders ◽  
Gert Heckman
Keyword(s):  
Classroom Discourse ◽  
Teaching Practice ◽  
Mathematical Problem ◽  
Video Recordings ◽  
Teacher’S Role ◽  
Solution Methods ◽  
Incorrect Solution ◽  
The Subject ◽  
Teacher's Role

AbstractDeveloping and orchestrating classroom discourse about students’ different solution methods is an essential yet complex task for mathematics teachers. This study reports on the first stages of classroom discourse development of one Dutch higher secondary school mathematics teacher who had no prior experience in including classroom discourse in her teaching practice. Four lessons in analytic geometry were developed iteratively, in collaboration with the teacher. The lessons consisted of students working on a mathematical problem plus classroom discourse concerning students’ different solution methods. Classroom discourse video recordings were collected and analyzed in order to develop a framework to characterize the teacher’s actions, and to describe the change in the teacher’s role in classroom discourse. The results reveal three main changes in the teacher’s role: First, the way the teacher reacted to correct or incorrect solution methods shifted from confirming or setting aside suggestions, toward making the solution methods the subject of discussion; second, the distribution of turns changed such that more students were involved in the discourse and in reacting to each other’s solution methods; third, the teacher’s actions shifted from convergent, teacher-led actions toward divergent, student-led actions. These results show that within four lessons, an important step has been taken toward establishing a discourse community.

A Review of Discovery

1968 ◽  
Vol 61 (2) ◽  
pp. 140-146
Author(s):  
Marvin L. Bittinger
Keyword(s):  
Learning Task ◽  
Discovery Learning ◽  
Learning Situation ◽  
Teacher’S Role ◽  
Teacher's Role ◽  
Learning By Discovery

Learning by discovery is the result of a rebellion against the authoritarian, lecture, or tell-to-do method of teaching. In this article learning by discovery is described as any learning situation in which the learner completes a learning task without extensive help from the teacher. In discovery learning the teacher's role may vary from careful guidance to no guidance at all.

An Experimental Approach to the Introductory Political Science Course

1982 ◽  
Vol 35 ◽  
pp. 9-11
Author(s):  
William McClure ◽  
Michael Stohl
Keyword(s):  
Higher Education ◽  
Political Science ◽  
Experimental Approach ◽  
Expert Knowledge ◽  
Educational Process ◽  
Introductory Course ◽  
Teacher’S Role ◽  
Teacher's Role ◽  
Receiver Model ◽  
To Receive

The conventional introductory course rests upon the pedagogical assumption that the teacher's function is to transmit information (or knowledge) and that the student's function is to receive it. According to this transmitter-receiver model of the educational process, teaching begins with a “knower” who “transmits” what he knows to a “learner.” In higher education, certain euphemisms are employed to soften and furnish a color of legitimacy to this model: the teacher is a “scholar,” and “authority,” in his field; he possesses an “expert knowledge” which the student has come to school to “learn“; the student is the “learner.” The teacher's role, accordingly, is the active one of transmitting information and the student's role, accordingly, is the passive one of receiving and recording (or memorizing) this information.

“Not Taking it Personally”: “Performing” the Teacher’s “Role” and Responding to Challenging Behaviours

2003 ◽  
Vol 27 (1) ◽  
pp. 29-45
Author(s):  
Gwyn Symonds
Keyword(s):  
Parent Education ◽  
Positive Reinforcement ◽  
Sense Of Self ◽  
Body Awareness ◽  
Teacher Reflection ◽  
Teacher Response ◽  
Teacher’S Role ◽  
Acting Theory ◽  
Teacher's Role ◽  
Challenging Behaviours

This paper views the teacher’s role as “performance,”; as Acting theory defines it. This paradigm for teacher reflection allows practitioners working with students with challenging behaviours to mark out a space in which to operate where teacher response can avoid negative emotionalism, stress and personalisation of conflict with the student. This approach recognises that there is a “role”; that is played by teachers which is both professional and adopted, separate from the sense of self and personal identity that can be wounded by student oppositional behaviour, particularly if it is abusive. Being alert to aspects of performing that role enables teacher response to challenging behaviours to be de-personalised, thus increasing the teacher’s sense of self-efficacy, the effectiveness of interventions that defuse oppositional behaviour and effective student learning. Some of the delivery techniques of the craft of acting (body awareness, tone, breathing), and the concepts of the classroom as “stage”; and positive reinforcement as “script”; are discussed to assist teachers to bridge the gap between knowledge of the skills of positive reinforcement and positive correction and their implementation. The paradigm under discussion has been developed from my own professional experience in ED/BD classes, from imparting training and development on de-stressing the management of challenging behaviours to teachers and teaching assistants, as well as to practicum students under my supervision, and from the delivery of parent education courses to parents of students with oppositional behaviours. The methodological comparison between aspects of Acting theory and the performance of teaching is offered as an aid to enhance a professional, calm, and astute approach to the implementation of positive reinforcement and positive correction techniques. The use of Acting theory enables a professional mind shift for teacher reflection so that negative stimuli to student behaviour problems from teacher responses can be avoided.

Teacher's Rôle Book

AAUP Bulletin ◽  
1960 ◽  
Vol 46 (3) ◽  
pp. 269
Author(s):  
Emerson Shuck
Keyword(s):  
Teacher’S Role ◽  
Teacher's Role

The classroom as a stage and the teacher's role

2004 ◽  
Vol 20 (6) ◽  
pp. 589-605 ◽  
Author(s):  
Tove Pettersson ◽  
“Tina” ◽  
May Britt Postholm ◽  
Annlaug Flem ◽  
Sigrun Gudmundsdottir
Keyword(s):  
Teacher’S Role ◽  
Teacher's Role

Proving the Labeled Interval Calculus for Inferences on Catalogs

1990 ◽  
Author(s):  
Walid Habib ◽  
Allen C. Ward
Keyword(s):  
Mechanical Design ◽  
Formal System ◽  
Constraint Propagation ◽  
Operating Conditions ◽  
Manufacturing Processes ◽  
Entire System ◽  
High Level Language ◽  
Design Problems ◽  
High Level ◽  
Interval Constraint

Abstract The “labeled interval calculus” is a formal system that performs quantitative inferences about sets of artifacts under sets of operating conditions. It refines and extends the idea of interval constraint propagation, and has been used as the basis of a program called a “mechanical design compiler,” which provides the user with a “high level language” in which design problems for systems to be built of cataloged components can be quickly and easily formulated. The compiler then selects optimal combinations of catalog numbers. Previous work has tested the calculus empirically, but only parts of the calculus have been proven mathematically. This paper presents a new version of the calculus and shows how to extend the earlier proofs to prove the entire system. It formalizes the effects of toleranced manufacturing processes through the concept of a “selectable subset” of the artifacts under consideration. It demonstrates the utility of distinguishing between statements which are true for all artifacts under consideration, and statements which are merely true for some artifact in each selectable subset.

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