Proposal Title
Co-Constructing Knowledge- Re-framing Teaching and Learning
Abstract
In a recent pilot study exploring the connections between teaching and learning, 96.7% of teachers agreed that there was an interconnected or mutual relationship between teaching and learning. As researchers, we have attempted to define and redefine this relationship and examine the roles of teaching and learning within PreK - 12 classrooms. We’ve found that as teachers move beyond rote learning and procedural teaching and into critical thinking and problem solving, the role of teacher and learner begins to shift. This process is facilitated and enriched when both participants co-reflect on the problem, with each participant bringing their own unique voice, knowledge and perspective. It is within this intentional co-reflection that each party begins to learn and teach simultaneously. As a result of our work, we see co-construction as a multidimensional and scaffolded process that allows learning to deepen and extend over time as both teacher and student engage in dialogue and reflection. We have grounded our model of co-construction in research on reflection and meta-reflection and in emerging educational practices. In this poster session, we will share both our model of co-construction and preliminary data collected from 50 teachers in various education settings ranging from early childhood to universities. We hope to spark an ongoing dialog with educators about the pedagogical implications of our emerging model of co-construction.
Start Date
28-3-2018 12:10 PM
End Date
28-3-2018 1:00 PM
Presentation Type
Poster
Disciplines
Art Education | Curriculum and Instruction | Early Childhood Education
Co-Constructing Knowledge- Re-framing Teaching and Learning
U-Hall 2-078 or Atrium
In a recent pilot study exploring the connections between teaching and learning, 96.7% of teachers agreed that there was an interconnected or mutual relationship between teaching and learning. As researchers, we have attempted to define and redefine this relationship and examine the roles of teaching and learning within PreK - 12 classrooms. We’ve found that as teachers move beyond rote learning and procedural teaching and into critical thinking and problem solving, the role of teacher and learner begins to shift. This process is facilitated and enriched when both participants co-reflect on the problem, with each participant bringing their own unique voice, knowledge and perspective. It is within this intentional co-reflection that each party begins to learn and teach simultaneously. As a result of our work, we see co-construction as a multidimensional and scaffolded process that allows learning to deepen and extend over time as both teacher and student engage in dialogue and reflection. We have grounded our model of co-construction in research on reflection and meta-reflection and in emerging educational practices. In this poster session, we will share both our model of co-construction and preliminary data collected from 50 teachers in various education settings ranging from early childhood to universities. We hope to spark an ongoing dialog with educators about the pedagogical implications of our emerging model of co-construction.
