Emergent curriculum presentation
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Transcript of Emergent curriculum presentation
“If we knew what it was that we would learn, it wouldn’t be research, would it?” Sister Mary Corita Kent
“We’re breaking all of the rules. Even our own rules. And how do we do that? By leaving plenty of room for X quanIIes.” John Cage
Rule #8: Don’t try to create and analyze at the same Ime. They’re different processes.
“If one wishes to inject creaIvity in the educaIonal system, the first step might be to help students find out what they truly love, and help them to immerse themselves in the domain – be it poetry or physics, engineering or dance. Mihaly Csikszentmihalyi
a promising educaIonal pracIce that provokes, provides resources and producIve constraints to sImulate learning and produce diverse, idiosyncraIc and creaIve responses through an iteraIve process of co-‐learning.
An Emergent Curriculum
OUT-‐OF-‐THE-‐SYLLABOX THINKING Applying the Concept of Emergent Design to Higher Educa<on Learning
The learning is reciprocal and horizontal—not a typical top-‐down approach to teaching and learning.
An established rela<onship of reciprocity and deep listening inform the teaching and learning prac<ce.
Pairing mentors from different disciplines could provide a dynamic interac<on, sparking trans-‐disciplinary exchange and learning.
THE ROLE OF THE TEACHER/MENTOR
The process is emergent, iteraIve and idiosyncraIc.
Encouraging divergent ways of communicaIng & presenIng.
Introducing creaIve thinking and innovaIve approaches into higher educaIon coursework.
HOW IT WORKS
An expressive approach is encouraged through the use of art materials, digital photography, creaIve narraIve, interacIve & performance pracIces.
Students revisit their thinking in small groups through discourse centered on creaIve & reflecIve documentaIon of the process.
Collaborators from the broader community are invited into the research & exploraIon process.
IDEATE
RESEARCH
CREATE
WONDER IMAGINE
EXPERIMENT
PROTOTYPE
PROVOKE RESOURCE CONSTRAIN
TEAM UP
EXPLORE
ACTIVE LEARNING MODE
TEACHER MENTOR
EMERGENT CURRICULUM
IDEATE
RESEARCH
CREATE
CONSTRUCT
SHARE
OBSERVE LISTEN
CLARIFY
WONDER IMAGINE
EXPERIMENT
PROTOTYPE TEAM UP
EXPLORE
ACTIVE LEARNING MODE
DOCUMENT REFLECT SHARE
EMERGENT CURRICULUM
CONSTRUCT
SHARE
OBSERVE LISTEN
CLARIFY
ITERATE CAPTURE REVISIT
DOCUMENT REFLECT SHARE
PROGRESS
EMERGENT CURRICULUM
PROVOKE RESOURCE CONSTRAIN
ITERATE CAPTURE REVISIT
TEACHER MENTOR
PROGRESS
EMERGENT CURRICULUM
IDEATE
RESEARCH
SYNTHESIS
CREATE
CONSTRUCT
SHARE
OBSERVE LISTEN
CLARIFY
WONDER IMAGINE
EXPERIMENT
PROTOTYPE
PROVOKE RESOURCE CONSTRAIN
ITERATE CAPTURE REVISIT
TEAM UP
EXPLORE
ACTIVE LEARNING MODE
DOCUMENT REFLECT SHARE
TEACHER MENTOR
FINAL PRESENTATION
PROGRESS
EMERGENT CURRICULUM
Through this highly interacIve & relaIonal way of learning, students may develop excep<onal abili<es to communicate and negoIate social & interpersonal interacIons, leading to effecIve team building and a growing proficiency with self-‐assessment and providing construcIve feedback.
Value proposiIon: spin-‐off learning outcomes
Students expand their creaIve voice and unlock their innate potenIal to generate, innovate & ideate.
A community of pracIce develops, as students further their own work through reflecIon & feedback, as well as support the advancement of the work of their peers.
Academic discourse moves towards the construc<on of new understandings & direcIons, moIvaIng teachers & students to pursue further research, development & innovaIon in their field of study & across academic domains.
The process is similar to methods used in highly successful businesses where team building, creaIve outcomes & iteraIve processes are the norm for working with large-‐scale projects that cross domains and develop through a series of constraints provided by the client.
a real-‐world provocaIon
Emergent Curriculum is a promising new approach for teacher training programs, aimed to inspire emerging educators to generate a new curriculum for the 21st century.
Preparing a new generaIon of educators
a promising educaIonal pracIce that provokes, provides resources and producIve constraints to sImulate learning and produce diverse, idiosyncraIc and creaIve responses through an iteraIve process of co-‐learning.
OUT-‐OF-‐THE-‐SYLLABOX THINKING
IDEATE
RESEARCH
SYNTHESIS
CREATE
CONSTRUCT
SHARE
OBSERVE LISTEN
CLARIFY
WONDER IMAGINE
EXPERIMENT
PROTOTYPE
PROVOKE RESOURCE CONSTRAIN
ITERATE CAPTURE REVISIT
TEAM UP
EXPLORE
ACTIVE LEARNING MODE
DOCUMENT REFLECT SHARE
TEACHER MENTOR
FINAL PRESENTATION
PROGRESS
EMERGENT CURRICULUM