Research and Practice. Oriented Teaching Elena Belokurova Strelna Summer School, July 1, 2012
Why Research and Practice. Oriented Teaching? Political and social challenges: n n n Technological and informational progress New public management “by outcome” Post-industrial economy Academic challenges: n n n Bologna process (orientation on the labor market) Theory of Curriculum development (from the end) New federal standards (competence-oriented approach)
Some European examples of Research training methodology n n Learning research (Lehrforschung) Problem based learning: • learning to learn • teacher as a facilitator • team work problem identification -> literature overview -> from reading to writing -> team writing -> presentation
Research oriented teaching: design of the curriculum n n n Research question, significant for society / politics Theories Research question redefined Methodology relevant for subject and selected theories Explanation and theoretical generalization and extension Problem-solving from different perspectives
Practice-oriented approach: knowledge and competencies n n n Critical thinking Academic reading and writing Communication / presentation Leadership / moderation Team work Creativity / flexibility
How to teach competencies? Civic – political – adults education Benjamin Bloom Taxonomy n n n Knowledge Comprehension Application Analysis Synthesis Evaluation
Knowledge transfer n n Lectures: interactive presentation Associations building Stories to schoolchildren ?
Comprehension n n Team work: explaining to the others Scientific conference simulation Interactive presentations Who is author and why does he write it? ?
Application n n Tasks to apply technologies or methods: EU institutions – lobbing strategies Fundraising technologies ?
Analysis n n n Comparative statistical analysis Comparison of cases Advantages / disadvantages Legislative base analysis (from parts to the general one) ?
Evaluation n Evaluation of the own work Evaluation of the others’ work ?
Synthesis n n Application of the whole knowledge Simulations: simple (two sides negotiations) and complicated (many roles and complicated strategybuilding) Cases ?
Task for small groups Methods for teaching of German and Russian identity transformation by students, with a help of the book: n Knowledge n Comprehension n Application n Analysis n Synthesis n Evaluation
The question: n n What competencies were thought and learned by you? What kind of Bloom’s taxonomy was used in this exercise and how effective it was for your learning?
Assessment of students’ performance: some alternative ways (ABILITY TO APPLY KNOWLEDGE, TO TRANSLATE IT FROM THEORETICAL LANGUAGE INTO PRACTICAL ONE) n n n n Self-reflection and evaluation / feed-back Practical analytical report Press-release, article Press critic paper Examination of media stories Background paper for politicians Political forecast
Thank you very much! Good luck!
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