The case of Now you Try one Peter Liljedahl amp Darien Allan THE PHENOMENON Pretending to try to solve a problem Doing their French homework in class Pretending to use cell phone as a calculator ID: 599569
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Slide1
Studenting: The case of "Now you Try one"
- Peter Liljedahl & Darien AllanSlide2
THE PHENOMENON
Pretending to try to solve a problem.
Doing their French homework in class.
Pretending to use cell phone as a calculator.
Copying homework from someone else.
Mimicking the teacher’s example.
Sharpening their pencil.
Passive note taking.
Pretending to have done homework.
Pretending to be collaborating.
Pretending to be doing in-class assignments.
Pretending to be studying.
Pretending to be reading.
Forgot something in the locker.
Going to the bathroom. Slide3
THE PHENOMENON
Common Traits
t
here is a façade (seems to be directional)
it subverts the teacher’s intentions (not always deliberately)
it isn’t learning!
SO WHAT TO CALL IT?Slide4
STUDENTING
The concept of
studenting
or
pupiling
is far and away the more parallel concept to
that of
teaching
. [..] there
is much more to
studenting
than learning how to learn. In the school setting
,
studenting
includes getting along with one’s teachers, coping with one’s peers,
dealing with
one’s parents about begin a student, and handling the non-academic aspects
of school
life
.
(
Fenstermacher
,
1986,
p.
39)Slide5
STUDENTING
[T]
hings
that students do such as ‘psyching out’ teachers, figuring out how to get certain grades, ‘beating the system’, dealing with boredom so that it is not obvious to teachers, negotiating the best deals on reading and writing assignments, threading the right line between curricular and extra-curricular activities, and determining what is likely to be on the test and what is not
.
(
Fenstermacher
, 1994, p
. 1)Slide6
STUDENTING
Studenting
is what
students do while in a learning
situation.
conducive to learning
conforms with the teacher’s wishes
OR NOT
OR NOTSlide7
STUDENTING vs. GAMING
STUDENTINGSlide8
METHODOLOGY Slide9
INITIAL CONTEXTS
now you try one
(PME 2013)
grade 10 (n=32)
homework (PME-NA 2013)
grade 10-12 (n=100)
note taking (TBA)
grade 12 (n=30)
…Slide10
TEACHER’S INTENTIONS
Ms.
Duo
Well, I use them to give the students a
chance to
check their understanding of
what
we had
just
learned. This way, if
they
don't understand
something we can catch it right away.Researcher And what do the students do with these
problems
?
Ms.
Duo
For the most part they do the problems.
You'll see
when we are in there that
there are a couple of boys in the back that don't do them but they don't really do anything. Everyone else, though, does them. Slide11
AMOTIVATION (N=3)
disengaged for the full class.
Frank
I
don’t get it
.
[shrugging his
shoulders
and looking back down
at
his cell phone]
Andrew My tutor will help me with this tonight.
Jason
I'm
just tired today
.Slide12
STALLING (N=4)
went to the bathroom (n=2)
sharpened their pencil
looking for calculator
Barry
I was waiting
until there was a
break
in
the lesson.Slide13
FAKING (N=2)
pretended to try
Keesha
I
don't want to mess up my
notes.
Jennifer
Not
only will she give us the
answer
, she will give us the best
answer
. This is the one I want in
my
notes
.Slide14
MIMICKING (N=17)
constant referencing to the previously solved
problem
[
n
task
(n-1)
example
]
John
This
is how we do things in
this class
. The teacher
gives
us an
example and we
write it down. Then she gives us one to try and we copy what we did in the example.Slide15
REASONING (N=6)
tried it on their own
reasoned their way through it
anticipated next example
Kenneth
I
don't know. Maybe. … I mean it
all
makes sense. If anything
maybe
the examples just showed
me
what kinds of questions are
possible.Slide16
NOW YOU TRY ONE
catching up on notes (n=0
)
N=32Slide17
NOW YOU TRY ONESlide18
NOW YOU TRY ONE – Ms. Duo’s view
Ms.
Duo
So, as predicted, those three boys in the back
didn't
do much. But everyone else was pretty
much
on task. I mean, they didn't all get the
problems
right, but they did them. And the
ones
that made mistakes had a chance to
learn
from their mistakes when we went over
it
. Slide19
SO, WHY IS THIS IMPORTANT?
It gives us insight into the
student
as opposed to the
learner
.
didactic
contract – “
the
teacher is obliged to teach and the pupil to
learn
”
(Brousseau and Otte
,
1991)
learning is often
NOT
the goal
It has relevance for a great many
teachers
and a great many classrooms. verisimilitude – “the appearance of being true or real” (Oxford Dictionaries)Slide20
CONCLUSION - STUDENTING vs. GAMING
STUDENTINGSlide21
CONCLUSION - STUDENTING vs. GAMING
STUDENTINGSlide22
MORE WORK - THEORIZING ABOUT STUDENTS
doing being … a student (Sacks)
practical rationality (Aaron)
law of least effort (
Kahnemann
)
motivation and avoidance (
Hannula
)
didactic tension (Mason)
goal regulation (
Hannula
)
self-determination theory (
Deci
& Ryan)Slide23
MORE WORK - TAXONOMY OF GAMING Slide24
CONCLUSIONS - THEORIZING ABOUT TEACHERS
THESE
RESULTS
…
are recognizably problematic
are a recognizable reality
have verisimilitude
are familiar
provide a reality check
YET …
are seen as important to change
are
within the realm of things that can be
changedSlide25
MORE WORK - THEORIZING ABOUT TEACHERS
PROBLEMS PRESENTED IN
OTHER
RESEARCH:
are
seen as social
engineering
→
teaching
methods are seen as
solutions
in need of a problem
are far removed from individual teachers’ classrooms
are seen as abstract or theoretical
represent an ideal
do not easily bridge to the practical
are often seen as systemicSlide26
Q & A
QUESTIONS and ABUSESlide27
THANK YOU!
liljedahl@sfu.ca
www.peterliljedahl.com/presentations