After clarifying some theoretical distinctions and then presenting some teaching ideas of his own, developmental researcher Huw Lloyd helps me to rethink some of my own classroom lessons. Classroom handouts are linked at the bottom of this description. (Initially published December 15, 2020)
Highlights include:
0:40 - Clarifying the relationship between activity and epistemological forms
3:40 - Attention is freed up when operations are achieved (gas-tank analogy)
7:24 - Designing lessons to distribute activities amongst the group
10:20 - Bringing multiple perspectives together
12:12 - Davydovian ways to introduce academic concepts (e.g., register)
20:16 - A request for feedback on some classroom lessons
21:40 - Activity 1: "Word meaning develops"
24:30 - Huw's feedback on lesson 1: redesigns to make students more active participants
31:24 - Reaching all students is a challenge -- some ideas
37:10 - Activity 2: building poetry-reading skills
41:33 - Huw's feedback on lesson 2: restructure to enhance independence & authentic inquiry
48:15 - Activity 3: the follow-up assessment to lesson 2
50:05 - Activity 4: "The Visitor" - imaginative in-role mentorship
54:00 - Huw's feedback on lesson 4
59:42 - Reaching all students is a challenge -- some ideas
1:02:10 - Ideas to extend or rethink lessons from a developmental education lens
1:07:04 - Seeing into students' heads is a challenge
1:08:42 - Pedagogical takeaways from Huw
1:13:04 - A final key point: redesigning for problem-oriented inquiry
References:
Lloyd, H. (2020) "A Study of Active Orientation, Part 1: A Perspective-Based Theory of Cognitive Development" - http://tiny.cc/vua6tz
Classroom handouts: http://tiny.cc/snr6tz
This chat is Part 3/3. Part 2 is here: http://tiny.cc/tnr6tz
