L.R. Sherman 5/3/2009
The biggest challenge in teaching is coming up with activities that fire the imagination and energize the process of problem-solving – what happens along the way is the learning – specific and ancillary - to that objectives that are set by us and dictated by the curriculum standards. Learning is three dimensional – taking place on the cognitive, affective and psycho-motor planes and integrated in the psyche (Brunner, Polyani, et al) and the viscera (Demasio, et al.).
Activities to spark the imagination – mind and gut – stem from authentic contexts – what is going on in the world; one’s life and that of the community and community at large. Activities in text books and other made up ones rarely embody the richness of human context with its meaning - that touches the lives of students while they study in school.
The best place to look of activities is in what is happening with you the teacher, the students and their community, the nation and the world. The big questions and small questions – this context is truly multi disciplinary; inter-disciplinary, covering every discipline in pre-college, college, graduate, and professional school.
Activities – are what students do in cause of resolving a problem or answering a question. Activities are congruent with the objectives they are focused on and respond to the evaluations that are parallel to the objectives and activities. For example, students are evaluated within the context of the activity that they are/were engaged with to gain the knowledge aimed by the objective.
Activities – are actions initiated by a concern engaged in to solve problem/s to get information/ answers related to the concern, or results.
Actions begin with interest in the question and its solution. The pursuit of action, devising stratiges, plans, and actions to arrive at a solution or an approximation of a solution –involves a substantial period of ambiguity about the task, question and its framework and context.
Definition: Activity in general speaks to action – say doing something requiring the use of both small and large muscle movement – related to a task. Activity is generally goal-directed – in the interest of addressing a problem. Inquiry is any process that has the aim of augmenting knowledge, resolving doubt, or solving a problem.
(Is Listening an activity?)
Attributes of Dyad Activities*
Simple - Complex*
Short term - Long term*
Passive - Active *
Teacher paced - Student paced*
One type of material - Multiple types of materials *
Small muscle - Large-small muscle *
No electronics environment - Electronic environment *
Few degrees of freedom - Many degrees of freedom*
No inquiry – Inquiry*
Time off task - Time on task*
no verbral - regular verbal presentation*
sitting - standing when speaking*
short answer - narrative*
Friday, August 14, 2009
Thursday, August 13, 2009
Dyad Pedagogy 101
Dyad Pedagogy 101
DEFINITION: Dyad Pedagogy is a practical, goal-directed, learning method carried out by two individuals in their systematic pursuit of knowledge and skills, to solve a problem.
HERE IS HOW IT WORKS
1. Students are randomly assigned into dyads and always work together on inquiry-type problems.
2. The problem to be solved (the activity) is either theme-based OR a project designed by the teacher [Related to Standards]. It is critical that the problem be devised in a way that allows the dyads to seek its solution by working together.
3. The key to this methodology is the FEEDBACK CYCLE. The feedback cycle is pulsed by Working Periods (WP) and Reporting Periods (RP).
The Working Period (WP) – is the time alloted for dyads to work on the problem using materials, the internet, and each other.
The duration of the Working Period (WP) is defined by the teacher’s judgment and other time constraints. The WP is balanced with the Reporting Period.
The Reporting Period (RP) is the time when each dyad presents its work to the group: what they did, what they found out, the problems they ran into. During the RP, the teacher helps to connect the dots between the key conceptual and factual gaps in the student report. During this part of the FEEDBACK CYCLE the teacher has the opportunity to use the other dyads to comment, add, or differ with the student’s understanding – by means of leading to (rather than giving) the answers. The RP then returns to the next WP for dyads to use that feedback to drive the continuing involvement towards a solution.
Try to make time for at least two WP–RP cycles in a learning session.
4. Periodic Clarifying Presentations (PCPs) are used by the instructor to connect the main developments in the overall pursuit of learning goals and objectives. Set a maximum of 5 minutes for these ‘mini-moments.’
5. Each member of a dyad is given the same grade based on a metric devised by the teacher/s or administrator.
© LRS 4/26/09
DEFINITION: Dyad Pedagogy is a practical, goal-directed, learning method carried out by two individuals in their systematic pursuit of knowledge and skills, to solve a problem.
HERE IS HOW IT WORKS
1. Students are randomly assigned into dyads and always work together on inquiry-type problems.
2. The problem to be solved (the activity) is either theme-based OR a project designed by the teacher [Related to Standards]. It is critical that the problem be devised in a way that allows the dyads to seek its solution by working together.
3. The key to this methodology is the FEEDBACK CYCLE. The feedback cycle is pulsed by Working Periods (WP) and Reporting Periods (RP).
The Working Period (WP) – is the time alloted for dyads to work on the problem using materials, the internet, and each other.
The duration of the Working Period (WP) is defined by the teacher’s judgment and other time constraints. The WP is balanced with the Reporting Period.
The Reporting Period (RP) is the time when each dyad presents its work to the group: what they did, what they found out, the problems they ran into. During the RP, the teacher helps to connect the dots between the key conceptual and factual gaps in the student report. During this part of the FEEDBACK CYCLE the teacher has the opportunity to use the other dyads to comment, add, or differ with the student’s understanding – by means of leading to (rather than giving) the answers. The RP then returns to the next WP for dyads to use that feedback to drive the continuing involvement towards a solution.
Try to make time for at least two WP–RP cycles in a learning session.
4. Periodic Clarifying Presentations (PCPs) are used by the instructor to connect the main developments in the overall pursuit of learning goals and objectives. Set a maximum of 5 minutes for these ‘mini-moments.’
5. Each member of a dyad is given the same grade based on a metric devised by the teacher/s or administrator.
© LRS 4/26/09
DYAD PEDAGOGY - a definition
“ Dyad Pedagogy is a practical, goal-directed learning method (system) – a process carried on between two human beings who are bound by mutual interest (concern) and mutual jeopardy (risk) in their systematic pursuit of knowledge and skills to solve a problem (intent).”
lrs © 2007
lrs © 2007
DYAD PEDAGOGY by Lloyd R. Sherman
American public education which was intended to create a literate public that is able to participate more fully in the social, political and economic life of the country, is now giving way to market forces and cultural shifts requiring a more singular “practical-oriented” rationale.
Contemporary student values equate happiness with comfort, status, and a solid, well-paying job.
This has created a sea change in the goal of education – transforming the school-university continuum, its intent, curricula and methodologies from an end in itself to “marketplace training.”
In order to meet this new demand for workplace savvy, how one learns is rapidly evolving as well. Both parents and students are now looking for a return on their 16- to 20-year investment. Learning at the feet of a master who dispenses knowledge to passive learners is on its way out. Active learning that engages the student in problem-solving, that is keyed to the workplace and one’s daily life, is now transforming academic into practical education.
Practical education requires pedagogy that results in practical learning. Practical learning is the natural means used by individuals to learn most of what they know – gained from others and spurred by individual curiosity, inquiry, and creative use of resources. At the core of these natural learning habits is personality with its key interests around which the individual builds personal knowledge and skills.
Dyad Pedagogy is a practical, goal-directed, learning methodology based on mutual interest – in the systematic pursuit of knowledge and skills. It uses the concept of TWO – a natural arrangement in which interactive processes create new knowledge and skills in both. The methodology makes use of learning and management theories that set in motion a three-dimensional learning/teaching model, incorporating simultaneous development in the cognitive, affective, and psychomotor domains of human behavior. It transforms the teacher in a growth continuum – from dispenser of information to facilitator/coach/mentor.
Dyad Pedagogy focuses on semester-long arrangements of students working in pairs, linked as a single learning unit. Spurred by the facilitator’s framing questions, organization of materials, creative use of context (including intra-dyadic interactions), Dyad Pedagogy keys in on learning outcomes and creates activities congruent with the goals and objectives of a course or program. Project-type activities underpin the learning process. Learning is measured by pre-post tests and performance in real time and through various other formats – with criteria calibrated by the instructor’s self-designed metrics.
Each dyad receives a single grade, just as Watson and Crick received one Nobel Prize for the both of them.
lloyd.sherman@mssm.edu
Contemporary student values equate happiness with comfort, status, and a solid, well-paying job.
This has created a sea change in the goal of education – transforming the school-university continuum, its intent, curricula and methodologies from an end in itself to “marketplace training.”
In order to meet this new demand for workplace savvy, how one learns is rapidly evolving as well. Both parents and students are now looking for a return on their 16- to 20-year investment. Learning at the feet of a master who dispenses knowledge to passive learners is on its way out. Active learning that engages the student in problem-solving, that is keyed to the workplace and one’s daily life, is now transforming academic into practical education.
Practical education requires pedagogy that results in practical learning. Practical learning is the natural means used by individuals to learn most of what they know – gained from others and spurred by individual curiosity, inquiry, and creative use of resources. At the core of these natural learning habits is personality with its key interests around which the individual builds personal knowledge and skills.
Dyad Pedagogy is a practical, goal-directed, learning methodology based on mutual interest – in the systematic pursuit of knowledge and skills. It uses the concept of TWO – a natural arrangement in which interactive processes create new knowledge and skills in both. The methodology makes use of learning and management theories that set in motion a three-dimensional learning/teaching model, incorporating simultaneous development in the cognitive, affective, and psychomotor domains of human behavior. It transforms the teacher in a growth continuum – from dispenser of information to facilitator/coach/mentor.
Dyad Pedagogy focuses on semester-long arrangements of students working in pairs, linked as a single learning unit. Spurred by the facilitator’s framing questions, organization of materials, creative use of context (including intra-dyadic interactions), Dyad Pedagogy keys in on learning outcomes and creates activities congruent with the goals and objectives of a course or program. Project-type activities underpin the learning process. Learning is measured by pre-post tests and performance in real time and through various other formats – with criteria calibrated by the instructor’s self-designed metrics.
Each dyad receives a single grade, just as Watson and Crick received one Nobel Prize for the both of them.
lloyd.sherman@mssm.edu
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