Using Activity Theory to Help Teachers Redesign their Practice

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Using Activity Theory to Help Teachers Redesign their Practice. Yrjö Engeström University of Helsinki Center for Activity Theory and Developmental Work Research. The Site. A Junior High School in Helsinki, Finland More than 30% of the students from recent immigrant or refugee families. - PowerPoint PPT Presentation

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Center for Activity Theory and Developmental Work Research 2000 1

Using Activity Theory to Help Teachers Redesign their Practice

Yrjö EngeströmUniversity of Helsinki

Center for Activity Theory and Developmental Work Research

Center for Activity Theory and Developmental Work Research 2000 2

The Site• A Junior High School in Helsinki, Finland

• More than 30% of the students from recent immigrant or refugee families

Center for Activity Theory and Developmental Work Research 2000 3

The Intervention• Change Laboratory: 11 weekly meetings in the fall 1998 and winter 1999

• 26 teachers and research group– analyzed contradictions– constructed a vision – designed concrete steps toward the vision for the activity system of the

school

Center for Activity Theory and Developmental Work Research 2000 4

Focus of this presentation• One concrete step: putting computers in the

corridors for students to use during recess• Part of improving the physical work

environment of the school

Center for Activity Theory and Developmental Work Research 2000 5

Expansive cycle of learning

4. Examiningthe new model

3. Designing anew model

5. Implementingthe new model

6. Reflecting onthe process

7. Consolidating thenew practice

2. Analyzingcontradictions

1. Need state /ethnography

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4. Examiningthe new model

3. Designing anew model

5. Implementingthe new model

6. Reflecting onthe process

7. Consolidating thenew practice

2. Analyzingcontradictions

1. Need state /ethnography

Ethnographic documentation

Ethnographic documentation

4. Examiningthe new model

3. Designing anew model

5. Implementingthe new model

6. Reflecting onthe process

7. Consolidating thenew practice

2. Analyzingcontradictions

1. Need state /ethnography

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Fall 1998:

”There is nothing to do…and no place to sit!”

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QuickTime™ jaDV - PAL pakkauksen purkuohjelmatarvitaan elokuvan katselemiseen.

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Students:”They could put a computer there…… but it wouldn’t stay

there for long”

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QuickTime™ jaDV - PAL pakkauksen purkuohjelmatarvitaan elokuvan katselemiseen.

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4. Examiningthe new model

3. Designing anew model

5. Implementingthe new model

6. Reflecting onthe process

7. Consolidating thenew practice

2. Analyzingcontradictions

1. Need state /ethnography

4. Examiningthe new model

3. Designing anew model

5. Implementingthe new model

6. Reflecting onthe process

7. Consolidating thenew practice

2. Analyzingcontradictions

1. Need state /ethnography

Mirror

Mirror

Ethnographic documentation

Center for Activity Theory and Developmental Work Research 2000 12

QuickTime™ jaDV - PAL pakkauksen purkuohjelmatarvitaan elokuvan katselemiseen.

Center for Activity Theory and Developmental Work Research 2000 13

Novice teacher:”There were computers

in the corridor of my previous school”

CHANGE LAB SESSION 2

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QuickTime™ jaDV - PAL pakkauksen purkuohjelmatarvitaan elokuvan katselemiseen.

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4. Examiningthe new model

3. Designing anew model

5. Implementingthe new model

6. Reflecting onthe process

7. Consolidating thenew practice

2. Analyzingcontradictions

1. Need state /ethnography

Benchmarking and sharpening of contrasts

Benchmarking and sharpening of contrasts

4. Examiningthe new model

3. Designing anew model

5. Implementingthe new model

6. Reflecting onthe process

7. Consolidating thenew practice

2. Analyzingcontradictions

1. Need state /ethnography

Mirror

Ethnographic documentation

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”Students use computers during recess, no problems”

Computer teacher from another Junior High School:

CHANGE LAB SESSION 3

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QuickTime™ jaDV - PAL pakkauksen purkuohjelmatarvitaan elokuvan katselemiseen.

Center for Activity Theory and Developmental Work Research 2000 18

4. Examiningthe new model

3. Designing anew model

5. Implementingthe new model

6. Reflecting onthe process

7. Consolidating thenew practice

2. Analyzingcontradictions

1. Need state /ethnography

Documentation of resistance and innovation

4. Examiningthe new model

3. Designing anew model

5. Implementingthe new model

6. Reflecting onthe process

7. Consolidating thenew practice

2. Analyzingcontradictions

1. Need state /ethnography

Documentation of resistance and innovation

Benchmarking and sharpening of contrasts

Mirror

Ethnographic documentation

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Contradiction I:Apathy vs. Energy

CHANGE LAB SESSION 3

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QuickTime™ jaDV - PAL pakkauksen purkuohjelmatarvitaan elokuvan katselemiseen.

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Contradiction II:

Control vs. Trust

CHANGE LAB SESSION 3

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QuickTime™ jaDV - PAL pakkauksen purkuohjelmatarvitaan elokuvan katselemiseen.

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Contradictions in the activity system

INSTRUMENTS:Control vs. trust

RULES:Schedules andtimetables

COMMUNITY:School

DIVISION OF LABOR:School subjects andgrade levels

SUBJECT:Teacher

OBJECT:Student as apathetic vs.student as energetic

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Teacher:”It’s not impossible but…”

CHANGE LAB SESSION 9

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QuickTime™ jaDV - PAL pakkauksen purkuohjelmatarvitaan elokuvan katselemiseen.

Center for Activity Theory and Developmental Work Research 2000 26

4. Examiningthe new model

3. Designing anew model

5. Implementingthe new model

6. Reflecting onthe process

7. Consolidating thenew practice

2. Analyzingcontradictions

1. Need state /ethnography

Documentation of change

Documentation of change

4. Examiningthe new model

3. Designing anew model

5. Implementingthe new model

6. Reflecting onthe process

7. Consolidating thenew practice

2. Analyzingcontradictions

1. Need state /ethnography

Documentation of resistance and innovation

Benchmarking and sharpening of contrasts

Mirror

Ethnographic documentation

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A year later:The computers are there!

(and so are the sofas)

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QuickTime™ jaDV - PAL pakkauksen purkuohjelmatarvitaan elokuvan katselemiseen.

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Thank You!