The Impact of Children's Everyday Learning on Teaching and Learning in Classrooms and across Schools

Autor/inn/en	Bourke, Roseanna; O'Neill, John; Loveridge, Judith
Institution	Teaching and Learning Research Initiative (New Zealand)
Titel	The Impact of Children's Everyday Learning on Teaching and Learning in Classrooms and across Schools
Quelle	(2018), (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teaching Methods; Learning Processes; Informal Education; Learning Activities; Autobiographies; Teacher Student Relationship; Pacific Islanders; Ethnic Groups; Teacher Attitudes; Foreign Countries; Cultural Context; Social Environment; Ethnography; Student Attitudes; Elementary School Students; Family Environment; Parent Attitudes; Self Concept; Learning Strategies; Video Technology; Documentaries; Parent Child Relationship; Program Descriptions; New Zealand + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Informelle Bildung; Nichtformale Bildung; Lernaktivität; Autobiography; Autobiografie; Autobiographie; Teacher student relationships; Lehrer-Schüler-Beziehung; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Ethnie; Lehrerverhalten; Ausland; Soziales Umfeld; Ethnografie; Schülerverhalten; Familienmilieu; Elternverhalten; Selbstkonzept; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Documentary film; Documentary films; Dokumentarfilm; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Neuseeland
Abstract	The authors of this report explored children's informal learning outside of school and then investigated how this knowledge can enhance teaching and learning practice in the classroom. The authors worked alongside children to develop a conceptual framework of the variations in how Year 5 students learn informally in their everyday lives outside school. Some children developed digital autobiographies of their informal learning. These autobiographies, together with the researchers' conceptual framework, and semi-structured classroom observations of teacher-student interactions contributed directly to a data-led Ako Manga professional learning process for the participating teachers across 3 schools. The Ako Manga focused on informing and supporting teachers' experiences of incorporating children's informal, everyday learning strengths (activities, pedagogies and assessments) into formal learning contexts with their students. The overarching research question developed for the research project was: How can knowledge of students' informal learning outside of school enhance teaching and learning practice in the classroom? This overarching question was broken down into two research sub-questions that the authors planned to investigate over the 3 years of the Teaching and Learning Research Initiative (TLRI) project grant. Each of these in turn was articulated in three parts or strands, as follows: (1) How can children meaningfully identify and document their own learning? (Years 1 and 2); and (2) What can teachers and family/whanau learn from children's out-of-school informal learning to better support them in formal and non-formal learning activities at school? (Years 2 and 3). (ERIC).
Anmerkungen	Teaching and Learning Research Initiative. Available from: New Zealand Council for Educational Research. P.O. Box 3237, Wellington 6140 New Zealand. Tel: +64-4384-7939; Fax: +64-4384-7933; e-mail: tlri@nzcer.org.nz; Web site: http://www.tlri.org.nz
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01