526 research outputs found
Professional Learning Communities : The case of Learning study
No full textThe Learning study was introduced in Hong Kong and Sweden some fifteen years ago. It combines the teacher driven Lesson study with the theoretical grounded Design experiment. In the Learning study, the educator (acting as a facilitator) and the teachers have a shared goal; to gain knowledge about the nature of the object of learning in order to enhance students’ learning. In an iterative process of planning and evaluating lessons the teacher team collects data that is used for inquiring how teaching affect students’ learning. In this process a theory of learning, commonly variation theory (Marton, Runesson & Tsui, 2004; Marton, 2014,) is used as a guiding principle. Several studies have demonstrated that the Learning study has effect, not just on students’ learning, but on teachers’ professional development too. However, the educator can benefit from the Learning study also. In the presentation Runesson demonstrated how and what educators can learn from participating in the Learning study.</p
Different possibilities to learn from the same task (Diferentes posibilidades para aprender con una misma tarea)
No full textIn this paper we focus on variation of the design and the implementation of a specific task during three mathematics lessons in the 8th grade in a learning study (Marton & Tsui, 2004; Runesson, 2008). The theme of the lesson was division, with a denominator between 0 and 1. The teachers wanted their students to understand that when dividing with a denominator less than 1, the quotient is larger than the numerator. Four teachers collaboratively planned, analyzed and revised three lessons in a cyclic process. The study shows that the implementation of the task changed between the lessons. Although the same task was used in the lessons, the way it was enacted provided different possibilities to learn.
RESUMEN
En este artículo nos centramos en la variación del diseño y la implementación de una tarea específica durante tres sesiones de clase de matemáticas en octavo grado en un estudio de aprendizaje (Marton y Tsui, 2004; Runesson, 2008). El tema de las clases fue la división con un divisor entre 0 y 1. Los profesores querían que sus estudiantes entendieran que, cuando se divide por un divisor menor que 1, el cociente es mayor que el numerador. Cuatro profesores colaboraron, en un proceso cíclico, en la planificación, análisis y revisión de las tres sesiones de clase. El estudio muestra que la implementación de la tarea cambió entre las sesiones. A pesar de utilizarse la misma tarea en las sesiones, la manera en que se implementó proporcionó diferentes posibilidades para aprender
Runesson, U. & Rönnerman, K. (Red.). Pedagogiskt arbete. Ett forskarutbildningsämne i utveckling vid IPD
No full textDiferentes posibilidades para aprender con una misma tarea
No full textIn this paper we focus on variation of the design and the implementation of a specific task during three mathematics lessons in the 8th grade in a learning study (Marton & Tsui, 2004; Runesson, 2008). The theme of the lesson was division, with a denominator between 0 and 1. The teachers wanted their students to understand that when dividing with a denominator less than 1, the quotient is larger than the numerator. Four teachers collaboratively planned, analyzed and revised three lessons in a cyclic process. The study shows that the implementation of the task changed between the lessons. Although the
same task was used in the lessons, the way it was enacted provided different possibilities to learn.En este artículo nos centramos en la variación del diseño y la implementación de una tarea específica durante tres sesiones de clase de matemáticas en octavo grado en un estudio de aprendizaje (Marton y Tsui, 2004; Runesson, 2008). El tema de las clases fue la división con un divisor entre 0 y 1. Los
profesores querían que sus estudiantes entendieran que, cuando se divide por
un divisor menor que 1, el cociente es mayor que el numerador. Cuatro profesores colaboraron, en un proceso cíclico, en la planificación, análisis y revisión de las tres sesiones de clase. El estudio muestra que la implementación de la tarea cambió entre las sesiones. A pesar de utilizarse la misma tarea en las sesiones, la manera en que se implementó proporcionó diferentes posibilidades para aprender.This research was funded by a grant from the Swedish National Research Council
Different possibilities to learn from the same task
No full textIn this paper we focus on variation of the design and the implementation of a specific task during three mathematics lessons in the 8th grade in a learning study (Marton & Tsui, 2004; Runesson, 2008). The theme of the lesson was division, with a denominator between 0 and 1. The teachers wanted their students to understand that when dividing with a denominator less than 1, the quotient is larger than the numerator. Four teachers collaboratively planned, analyzed and revised three lessons in a cyclic process. The study shows that the implementation of the task changed between the lessons. Although the same task was used in the lessons, the way it was enacted provided different possibilities to learn
PNA
No full textResumen basado en el de la publicaciónSe centra en la variación del diseño y la implementación de una tarea específica durante tres sesiones de clase de matemáticas en octavo grado en un estudio de aprendizaje (Marton y Tsui, 2004; Runesson, 2008). El tema de las clases es la división con un divisor entre 0 y 1. Los profesores quieren que sus estudiantes entiendan que, cuando se divide por un divisor menor que 1, el cociente es mayor que el numerador. Cuatro profesores colaboran, en un proceso cíclico, en la planificación, análisis y revisión de las tres sesiones de clase. Se muestra que la implementación de la tarea cambia entre las sesiones. A pesar de utilizarse la misma tarea en las sesiones, la manera en que se implementa proporciona diferentes posibilidades para aprender.ES
The same task? - different learning possibilities
No full textIn this chapter we focus on variation of the design and the implementation of a specific task during three mathematics lesson in the 8th grade in a learning study (Marton & Tsui, 2004; Runesson, 2008). The theme of the lesson was division, with a denominator between 0 and 1. The teachers wanted their students to understand that when dividing with a denominator <1, the quotient is larger than the numerator. Four teachers collaboratively planned, analyzed and revised three lessons in a cyclic process. The study shows that the implementation of the task changed between the lessons. Although the same task was used in the lessons the way it was enacted provided different possibilities to learn
Pedagogical and learning theories and the improvement and development of lesson and learning studies
No full textPurpose It has been suggested that, if pedagogical and learning theories are integrated into lesson and learning study, a systematic construction of pedagogical knowledge is possible (Elliott, 2012). In this Special Issue, it is reported how theory and theoretical concepts can add value to lesson and learning study. The purpose of this paper is to introduce the Special Issue and explore the above concepts. Design/methodology/approach This paper presents the Special Issue papers thematically and the main issues are discussed. Findings Together the papers suggest that pedagogical theories and theorizing practice may contribute to the improvement of teachers’ practical knowledge and knowledge about teachers’ professional tasks and objects. Furthermore, some theories and theoretical concepts hitherto under-exploited in lesson and learning study are presented and discussed from the point of view how these might improve the quality of the studies. Originality/value As a total, this collection of papers bring out issues about the role of pedagogical and learning theories and how these could inform lesson and learning study
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