An Invitation to explore non-linear pedagogical approaches to ESDGC

We invite you to contribute to an on-line ESCalate Discussion Series.

Intended outcomes: We intend to edit the on-line discussion and publish an imterim version in early May 2011. This is to inform the 8th June UK ESDGC in TE conference, which follows on from a number of regional workshops due to take place between now and Summer 2011. Further pieces/items may well be added after the conference finalising the online discussion by Sept 2011.

We envisage short pieces of about 1000 words, but we are happy to consider any medium such as links to video or MP3, photo journal, concept map, blog, or wiki.

Even very short pieces, such as a brief description of one non-linear way of working with students, would help fuel the discussion.

You might consider writing about a critical incident or significant event. Have you noticed patterns in processes of teaching and learning that you adopt?

If you are interested in contributing then please reply to hliebling@googlemail.com or phone (0117 9520481) after 25th Jan to discuss details.

General Guidlines when writing for ESCalate. http://esd.escalate.ac.uk/2515

Intended audience

Our intended audience is teachers, tutors and student teachers, planners and policy makers. ESCalate claims a special role when engaging with the discipline of Education. ESDGC engages with Education in complex ways. ESCalate’s role is to work on multiple understandings of the ‘Education’ in ESDGC.

One-sentence definitions of non-linear pedagogical approaches

‘Teaching as if we had surrendered the belief that we can control nature.’

‘Learning from nature and living systems.’

‘What would happen if we used the principles of living systems as tools for learning?’

Examples of non-linear pedagogical approaches

• LinkingThinking WWF 2004 Sterling S et al
• Using simulation and role play in teaching.
• Feed-back advice to students following assignments, and feed-forward guidance to students preparing a thesis. These contain lots of feedback loops, iterated over a period of time, often resulting in unpredictable and creative work.
• A master class where a tutor gives supervision advice in a tutorial whilst being observed by a group of students who observe the process in preparation for their own tutorial at a later date.
• Five minutes of divergent and lateral thinking once a week for a year. Learning the power of being able to generate and reshape ideas. 100 things to do with a piece of string, an empty milk bottle, a tin can, a newspaper..... Redesign the human hand. Make something that stays in the air as long as possible.
• Visualisation: manipulation of shapes/pictures in the mind, imagining other scenarios, futurescoping then backcasting,
• Concept mapping to negotiate meaning, to record and develop connections over time.
• Leaving resources, a bit of equipment, a computer in a classroom, communal area or playground to be discovered and explored. [Sugata Mitra]

What would happen if we used the principles of living systems as tools for learning?

See Capra ‘Ecological Principles’ and [Link to an initial response] at the end.

We have been looking at some current work and been reminded of older ideas which we think need looking at again. [Some references & links]

Most of these approaches are not new.

What happens if we apply them to ESDGC?

Do any of them resonate with your current work with students?

Can we allow ourselves to return to considering process above content when the excesses of ‘coverage’ reduce the opportunity for ‘mastery’?

What would be the effect of working not even harder and faster, but perhaps smarter/wiser and slower?

Do we give ourselves and the learners time to think?

How can we re-connect our minds and bodies, connect self with other and hopefully re-connect with nature?

Henry Liebling & Tony Brown Jan 14th 2011