Balancing autonomy and structure
Some outcomes of the reAct project
Intro• Thieme Hennis
– reAct project– Factors to address in preparation for an autonomous classroom
• Ms. Davinia Hernandez Leo– QuesTInSitu (The Signal Orchestration System)– ICT-based orchestration of structured learning activity flows as a way
to foster students’ autonomy: a contradiction?
• Mr. Juan Carlos González González– PROJECT ELVIN– A new approach to the practice of the target language in language
learning
• Mrs. Teresa Guasch– eLene2Learn– Exploring and promoting the contribution of ICT and digital media to
the development of learning to learn competencies in lifelong learning.
My Talk
• Balancing structure and autonomy–What are factors we should keep in mind
when designing for autonomy in the classroom?
– How to deal with CHAOS!?
2 approaches to autonomy
• Structured: procedures and outcomes defined by teacher
• Chaotic: process less defined, more flexible, learners in control.
Why important?
• Learning to learn– Developing your own procedures,
managing groups, personalizing your learning environment (PLE)
• Motivation– Control over learning– Danger: ‘feeling lost’
reAct approach to autonomy
• Project based• Interest based• Creative• Learner control
but...• Adaptation to local circumstances
different implementations
2 pilots: MIX Academy & Berlage Lyceum
• 2 entirely different schools in Amsterdam
• How do they approach autonomy? What problems do they have? What can we learn from them?
MIX Academy
• Art Academy in Amsterdam, many dropouts
• Key points– Learner identity - inter-
dependence– From creative self-
exploration to self-direction & expression
• Topics– Art & Design– Entrepreneurship, branding
& identity building, critical thinking, collaboration
What is your
role in
society?
Is art education a good example of what education should be like?
MIX Approach to autonomy
“provide the overall perspective”
“entrepreneurship: earning while learning”
“be patient – identity doesnot develop overnight”
“no grades – only qualitative feedback”
“involvement of industry experts”
“group reflection”
“provide structure and rhythm”
“change of environment”
Berlage Lyceum
• Group of very demotivated migrant kids
• Key points– Standard curriculum
• Learners– Perception on education
traditional– Learning difficulties and
lacking basic skills in ICT, language, etc.
• Key outcomes– Personal relevance, managing
collaboration, setting expectations, project management support is needed
Berlage approach to autonomy
“starting with inspiration”
“arranging interships based on interest”
“using Social Media to communicate”
“Prezi, Pinterest, Facebook”
“More structured/pushy”
“International exchange”
“focus on creative expression”
How to approach autonomy?
• 10 lessons from the reAct experience
1/Perceptions and expectations from the project
• Do I know what I am doing?• Does the student know what he/she
is going to learn?• Cultural/educational values?
Manage expectations
• ASK STUDENTS– What they expect– What they already know– What they want
• Curiosity: Point out inconsistencies in their knowledge – challenge them
• Process: Keep a clear rhythm and link goals with their own objectives
• Context: Provide the larger picture, illustrate with real life examples
2/Confidence
• New situation:– Discomfort– Affects motivation and atmosphere (+/-)– Little confidence
Open environment
• Create an environment …–…where students can ask any question–… positive outcomes are reinforced–…with low thresholds and you can go
step-by-step (scaffolding)–…p2p-learning
3/Interests? Goals?
• Does the learner know what he/she wants?
Finding (common) goals
• Give some time for orientation, to explore, connect, reflect
• Creative exploration (collage / Pinterest)
• Create realistic goals based on interests and time
4/Experience and meta-cognitive skills
• Students’ capabilities?• What relevant/required experience
(ICT, project management, collaboration)?
More structure or more time?
• More time– … to explore, learn necessary skills, develop
understanding
• More structure– … to streamline process, create output (and
feedback)
• Strategy depends on…– …time ‘available’– …skillset and diversity of the students– …objectives of the project/course
5/Teacher ‘readiness’
• Teacher experience with project facilitation?
• ICT skills of the teacher?
Teacher training and clear procedures
• Teacher should be prepared– Training–Manuals and guidelines to facilitate
student-led projects– Practice with ICT
6/Group characteristics
• What kind of group of students are you dealing with?
• What is its size? Internal cohesion?
Collaboration techniques
With a large group…• …create smaller groups• …define roles (monitor, note-taker,
&c.)• …match on similar or
complementary skills and interests
7/Social environment
• Influence by parents, peers, friends, other teachers.
Involvement
• Opportunities for projects to involve:– Parents (i.e. skills or knowledge)– Other classes (i.e. ‘do social research’)– Friends (i.e. ‘Lifecasting’)– Collaborate with other teachers
8/Physical environment
• Impact on atmosphere and energy
Nice example
Real world & Change of environment
What is your brand?
Change of context
• Do not restrict students physically– Go out, talk to people– Visits and exhibitions– Internships
• Regular change of context
9/Institutional environment
• Rules, regulations, and restrictions?• How much time?• Official curriculum?• Management support?
Be flexible & make friends..
• Management support– Recognition (other teachers, students)– Sufficient time and space/equipment
•Find a buddy
• Curriculum restrictions?– Interdisciplinary: Mix & Merge topics– Extra-curricular activity
10/Technology
• What do you want to do/support? • What facilities are there?
Developing an initial toolset
• Predict what is going to be needed ( develop scenarios)– Support– Collaboration– Communication– Creativity
• Set requirements - Find tools (w. students) – Practice
• Don’t count on technology alone!
• START SIMPLE (limited toolset)
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