The Pinwheel: A Classroom Design for Boosting Social Learning · Boosting Social Learning During...
Transcript of The Pinwheel: A Classroom Design for Boosting Social Learning · Boosting Social Learning During...
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ThePinwheel:AClassroomDesignforBoostingSocialLearning
Duringthisevent,Peterwill:
• Introduceanddescribethera0onaleforusingthe“pinwheel”structure
• demonstratealessonusingthepinwheelapproach
• provideanactivitywhichmaximizesstudents’talk-timewhilerotatingcontactandideasamongclassmates
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PeterEdwardsPeterEdwardsholdsanMAinLiteraturefromUCBerkeleyandaPhDinAppliedLinguis0csfromtheUniversityofNoFngham.HiscareerbeganinPoland,buthehasspentthepast24yearsteachingandresearchinginEastAsia.StudyAbroadandNeurodidac0csholdsomeofPeter’scurrentfocus.HeisafoundingassociatewithAcademicsSuppor0ngKorogocho(ASK),buildingschoolprogramsinNairobi,Kenya.HerecentlyconsultedinCali,Colombia,asanEnglishSpecialist,andcurrentlyadvisesagraduateprogramatMountKenyaUniversityinKigali,Rwanda.Hisnextposi0onisatauniversityinSaudiArabia.
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The Pinwheel AClassroomStructureforSimula1ng
Authen1cIntergroupContact
PeterA.Edwards,PhD
©2018byDr.PeterEdwards.ThePinwheel:AClassroomStructureforSimula7ngAuthen7cIntergroupContactfortheOfficeofEnglishLanguagePrograms.ThisworkislicensedundertheCrea0veCommonsAZribu0on4.0License,exceptwherenoted.Toviewacopyofthislicense,visithZp://crea0vecommons.org/licenses/by/4.0/
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The Contact Hypothesis
• ThePinwheelisbasedGordonAllport’s(1954)ContactHypothesiscondi0ons:• Equalstatus• Commongoals• Coopera0on• Authoritysupport• Friendshippoten0al
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Today’s OBJECTIVES
• DefinethePinwheelasaframeworktomixgroupsformorecontactlearningamongstudentsandprovidemoreindividualspotlighttalk-1me
• Showwaystodivideandpriori1zetopictogetmoreu1lityandoriginalityfromit
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Discussion Ques@on 1
Howcontentarewetohavejustthetopstudentsanswer
ques0ons?
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Discussion Ques@on 2
Howmuchdoourstudentscareaboutschoolsubjects
comparedwithschoolfriendships?
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Sid’s Story: The contact that sparked my career
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S.O.A.P. • Students’• Original• Abundant• Produc0on
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Humans are social animals!
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A.I.R.
• AZrac0ng• Intergroup• Respect
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A.I.R.
• AZrac0ng• Intergroup• Respect
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Is your classroom “bubbly”? (Bubbles come from soap & air.)
• HOWSOAPyisthequieterhalfofyourclass?
• Original=notread,parroted,ormemorized• Abundant=7+minutesof7+worduZerances
• HOWAIRyisyourwholeclass?• Flexibleenoughtomingleamonggroups• Intergroup—amongclasscliquesandstrangers
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The Pinwheel makes BUBBLES!
ThePinwheelisa7-stepframeworkwithtwomainfunc0ons…
1. Divideandmixstudentgroups!
2. Divideandmixpartsofanytopic!
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The seven steps of the Pinwheel!
1. MAKEGROUPS2. ASSIGNNUMBERS3. SPOTLIGHT4. DISCUSS5. SWITCH6. DIVIDE7. RANK
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Show Pinwheel Video
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1. GROUPS!
• Threestudentsineachgroup• OrganizeGroupsintoaclassroomcirclewithemptyspaceinthemiddle
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2. NUMBERS!
• Numberstudentswithineachgroup:1,2,and3
• Studentskeepthissamenumberfortheen0reclassday
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3. SPOTLIGHT TIME!
• Callonstudent#1tostandandspeakforanexactchosen0meonachosentopic(opinion,homework,etc).
• Speakersmaynotstall,finishearly,orgobeyondthe0melimit.
• OthergroupmemberslistenaZen0velybutsilently.Listenersclapbrieflywhenspeakerfinishesandsits.
• Repeatforstudents#2and#3.
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4. DISCUSS!
• Aserallmembersdothespotlightac0vity,studentsdiscussmorefreely.
• Topicscanbefurtherexploredwithques0onstospeakersorteacher.
• Teachercanpointoutlanguageortopicissues.
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5. SWITCH GROUPS! (1)
• All#1schangetonewgroupsbyrota0ngclockwise.#2srotatecounterclockwise.HINT:reduceconfusionbyhavingstudentspointtotheirnextgroupbeforetheymove!
• Repeatspotlightanddiscussion7mewiththesenewgroups.Alternatespeakerorder.
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5. SWITCH GROUPS! (2)
• Switchgroupsasneededforlanguageandideadevelopment.
• Returntooriginal“home”group.Exchangehowideashavedevelopedsincestudentslesthehomegroup.
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The basic pinwheel framework can be used with any number of students…
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Pinwheel with 23
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The Pinwheel also works with fixed desks, like in lecture halls and computer rooms….
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Let’s now look at Part Two: the last steps of the Pinwheel…
Wecanalreadydothefirstfivesteps:GROUPS—NUMBERS—SPOTLIGHT—DISCUSS—SWITCH!
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Part Two: Dividing Topics
• Topicssuchas“learningEnglish”or“pets”maybetoobigforstudents.
• Theymightnotknowwheretostarttalkingorhowtosaysomethingoriginal.
• But!Weasteacherscanhelpbydividingtopicsintopartsthatstudentscanmoreeasilyanduniquelycombine!
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1
Cut up BIG TOPICS!
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Now… 6
• DIVIDETOPICintoPARTS!• Teacher(orstudents)selectssevenparts,types,elements,etc.ofonetopic
• Example:“7factorsforlanguagelearning”or“7popularpets”
• Thenumbersevenhasseveraladvantages:• Itallowsforvarietyandcrea0vitywithoutbeingoverwhelming
• It’sacommonnumberofdivisions:rainbows,musicalnotes,etc.
• Everyonedividesandorganizestheirweeksintosevendays!
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And…. 7!
• RANKTOPICPARTSintoHIGH,MIDDLE,andLOWlevels• Studentsplacethesevenpartsintothreelevels(2/3/2)
• Example:importance,favor,etc.• Thisreducesthecomplexity.Studentscandiscussoneortwoparts
• Whatisonehigh-levelfactor,andonelower-levelfactorforlanguagelearning?
• Whatkindofanimalwouldyoumost/leastwanttohave?
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Let’s divide the topic of language learning into seven possibly helpful factors. 1. Supportathome2. PriorL2success3. Classroomenvironment4. Teacher’sfaithinstudentssuccess5. Personality6. Age7. ComfortspeakingL2aroundL1users
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Let’s all choose two… the most and least important in our opinion • Thisissimilartoourbody’sfitness!• ImagineyouwanttoplayyourfavoritesportbeZer
• Whichfitnessfactorswouldbemostandleastimportant?
• Strength?• Flexibility?• Endurance?
• Nowtrywiththesevenlanguagelearningfactors!
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Let’s divide the topic of language learning into seven possibly helpful factors. 1. Supportathome2. PriorL2success3. Classroomenvironment4. Teacher’sfaithinstudentssuccess5. Personality6. Age7. ComfortspeakingL2aroundL1users
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How would one student experience a Pinwheel class? • Let’stakethetopicofpets.• Ourclasshadthehomeworkofrankingsevenpetsintothreelevels.
• Let’slookatjustsomeofhowwecanusethePinwheel…
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Meet Doris…
Dorisreallylikescats.Sheneverthoughtaboutotheranimalsaspets.Intoday’sclassshemeetsclassmateswithdifferentopinions.
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PETS
M T W T F
Dividetopicsintosevenparts.
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TOPIC BOOKSHELF
High
Low
Middle
M
T W T
F
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Imagine Doris going through one cycle, four seasons, of the Pinwheel... • Doriswillhavecontactwithsixotherstudents.• Eachoftheotherstudentshasdifferentopinionsaboutpets.
• Dorislistenscarefullytowhatandhowherclassmatesspeak.
• ThroughthePinwheel,Doris’sopinionsaboutpetschange!
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Order ScorefromDoris
HIGH
HIGH
MIDDLE
MIDDLE
MIDDLE
LOW
LOW
WINTER ✔➖
✔
WINTER(HOME)
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HIGH
HIGH
MIDDLE
MIDDLE
MIDDLE
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✔➕
SPRING ✔
SPRING(2)
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HIGH
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MIDDLE
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SUMMER(3)
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AUTUMN ✔➕
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AUTUMN(HOMEagain!)
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Let’s look over Doris’s Pinwheel journey…
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Doris’sfirstthoughts.Catsarecute.Snakesarescary.
Doris’swinterthoughtsCatsscratchfurniture.Snakesarenotslimy.
Amir
Doris’sspringthoughtsCatshatenewpets.Snakeseatonceaweek. Bahar
Doris’ssummerthoughtsCatsplayosen.Snakesareunusualtopics.
Chang
Canisa Butch
Doris’sautumnthoughtsCatsarefunny.Snakesareeasy.
Amir2
Anna2 Anna
Doris’sfinalthoughts.Catsarecomplex.
Snakesarenotcrazypets
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Remember!ThebasicstructureofthePinwheelisverysimple,butitcanbeusedinmanywaysto…• increasecontactand
talk-0me• togetmoreoutof
anytopic
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Yuka’sSketch:Whatideas from our presenta@on today do you see here?
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Seven References
1. Allport, G. W. (1954). The nature of prejudice. 2. Schultz, K. (2011). Being wrong: Adventures
in the margin of error. 3. Lieberman, M. D. (2013). Social: Why our
brains are wired to connect. 4. Christian, B., & Griffiths, T. (2016). Algorithms
to live by: the computer science of human decisions.
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Seven References (con@nued)
5. Willingham, D. T. (2009). Why don't students like school?: A cognitive scientist answers questions about how the mind works and what it means for the classroom. 6. Tokuhama-Espinosa, T. (2014). Making classrooms better: 50 practical applications of mind, brain, and education science. 7. Morgan, A., & Barden, M. (2015). A beautiful constraint: how to transform your limitations into advantages, and why it's everyone's business.