Session Information
03 SES 08 A, Towards Subject Integration
Paper Session
Time:
2009-09-30
08:30-10:00
Room:
JUR, HS 13
Chair:
Nienke M. Nieveen
Contribution
This paper reports on a research project which aimed to identify alternative and non-mainstream school practices in cross-curricular models of pedagogy and learning. It took as its starting point the hypothesis that increasing engagement in learning and supporting the integration of learning are potentially powerful means of enhancing the learning experiences of children and young people. A review of the international literature of innovative and alternative models of pedagogy and learning led us to identify four key conceptual ‘domains’ which appeared to have an effect on engagement and integration. The domains were:
• Relevance (e.g. thematic; enterprise and enquiry-led)
• Co-construction (e.g. negotiating the curriculum)
• Integration of learning inside and outside school (e.g. combining informal, formal and virtual learning)
• Learner-teacher mix (e.g. peer tutors, learning communities)
The paper looks in detail at two examples of alternative models of pedagogy and learning in each of these domains, offering analytical summaries of the approach taken and some implications for practice in schools, as well as links to other related models.
The search and analysis of alternative pedagogies used a simple framework intended to provide a quick, formative overview of each model. Our starting point was to take a very simple definition of pedagogy, which translated literally from the Greek means ‘to lead the child’. We then combined this definition with five questions which focused our review of the literature and our assessment of initiatives which were truly innovative. The questions addressed what was radical and innovative about:
Who led the learners in their learning?
What the young people were engaged in, and directed towards, in their learning?
Where and when were young people involved in learning processes?
Why this approach was adopted?
In addition, we attempted to address the question of ‘How’ all of this was achieved in terms of translating individual innovations into whole school implementations, as well as assessing the scale of the innovation under review. Finally, we undertook a cross-initiative analysis to interrogate and refine our conceptual framework and draw out key findings.
Method
Sources were identified from a range of educational databases, including: BEI (British Education Index) and ERIC (Education Resources Information Center). As the search focused on potentially innovative and radical approaches, we also examined a range of websites, including those of national agencies, international educational organisations and research bodies. References to key initiatives, projects and research programmes related to pedagogy and curriculum innovation were also noted and investigated further in consultation with relevant agencies in the UK such as QCA, Becta and the National Strategies.
Expected Outcomes
The paper concludes with the suggestion that a balanced pedagogy will consider and develop aspects of all of the four domains, with schools determining the emphasis to meet their context and the needs of their learners. It also draws out some implications for the large scale curriculum reviews currently taking place in the UK and elsewhere.
References
Alexander, T & Potter, J (eds.) (2005) Education For A Change - Transforming The Way We Teach Our Children (London: RoutledgeFalmer) Ofsted (2008) Curriculum Innovation in Schools (London: Ofsted)
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