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Achieving Harmony: Tuning into Practice

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Disciplinary and Cultural Diversity [clear filter]
Thursday, June 18
 

10:30am

CON05.07 - Small number's adventures in mathematics and language

The main aim of this workshop is to discuss the following question: how can we increase students' engagement with academic concepts in a way they find attractive, interesting, and thought provoking?

To steer this discussion we will share our experience from our attempt to use popular media to promote and teach concepts coming from seemingly unconnected areas: First Nations' languages and mathematics. We will also show a selection of clips from animated films about Small Number, a young boy who recognizes mathematics in everything around him. We will give a few examples how the films have been used as learning resources in various forms, nationally and internationally. The Small Number stories have been translated and narrated into several First Nations' languages. 

We invite everyone who has experimented with or is thinking about using popular media in teaching to join us for this session. Some of the questions that we intend to discuss include: Are popular media appropriate vehicles to communicate 'high culture' with students? What do we gain or/and lose when we adjust complex and possibly trandisciplinary ideas to the format of a particular medium? How do we measure the impact that a learning resource in the pop cultural format makes, both locally and globally? And what happens when our learning resources get their (pop cultural) lives on their own?

References:

Jungic, V., & Mac Lean, M., (2011). Small Number: Breaking the pattern, CMS Notes, Volume 43 No. 6, 10-13

Singh, S., (2013). The Simpsons and Their Mathematical Secrets. New York, NY: Bloomsbury.




Thursday June 18, 2015 10:30am - 11:15am
Salon 2

3:45pm

CON08.10 - Discursive dexterity: Rhetoric and the resolution of disciplinary tensions
In this interactive session participants will explore educational rhetoric and seek strategies for negotiating discursive tensions amidst diverse academic cultures (Pinar, 2004). Because concepts like “data,” “assessment,” “engagement,” and “educational objectives” carry different connotations in different scholastic communities, and because scholars of teaching and learning often function as liaisons amongst these communities, it is important to acknowledge the cultural ramifications of language and develop a degree of linguistic dexterity in order to foster respectful exchange amongst these diverse communities (Noddings, 2012; Davis et al, 2000). After a brief introduction and critique of contemporary curricular terms and rhetoric (Luce-Kapler, 2004), participants will engage in small group discussions, examining problematic or contentious educational language from different disciplinary perspectives. Thereafter the facilitator will lead a large group discussion where participants will share findings from their small groups. Both the small and large group discussions will provide opportunities to identify and disseminate the strategies participants employ in their respective practices for translating or disambiguating educational terms and rhetoric. 

Davis, B., Sumara, D. & Luce-Kapler, R. (2000). Engaging minds: Learning and teaching in a complex world. Mahwah, NJ. Lawrence Erlbaum.

Luce-Kapler, R. (2004). Writing with, through and beyond the text: An ecology of language. Mahwah, NJ. Lawrence Erlbaum.

Noddings, N. (2012). Philosophy of education. Boulder, CO. Westview Press.

Pinar, W. (2004). What is curriculum theory?. Mahwah, NJ. Lawrence Erlbaum.


Thursday June 18, 2015 3:45pm - 4:15pm
Salon 2
 
Friday, June 19
 

8:30am

CON10.08 - Gesture-based teaching in the undergraduate L2 classroom
“Tuning into practice” for second language learners means functioning in the second language from the earliest possible stages of learning. This challenge is addressed in the beginning classroom by the AIM (Accelerative Integrated Method), an innovative second language teaching method which employs codified gestures to support L2-only interaction in the beginner classroom. In this interactive presentation, participants with an interest in undergraduate and adult L2 can experience a theoretical and practical introduction to the AIM, originally designed by B.C. Educator, Wendy Maxwell, for the teaching of French, Spanish, Mandarin and ESL in the K-12 system. The presenter will explore how and why one might want to adapt a K-12 approach to undergraduate and adult L2 learners and report on the presenter’s experience pioneering the AIM at the post-secondary level. Participants will experience the method as authentic beginners using a fictitious language. They will learn a limited inventory of codified gestures to use with other participants in a teaching role-play. They will be given a brief introduction to AIM theory and resources for illustrative and discussion purposes. The presentation will be supported by available research, which so far has focussed on K-12 (Mady, Arnott, Lapkin, 2009; Bourdages & Vignola, 2009, etc.). Participants will also hear preliminary results of groundbreaking research being conducted by the presenter on the use of the AIM in the presenter’s undergraduate classrooms. There will be an opportunity to reflect upon and discuss how the AIM might be adapted for use in participants’ own classrooms and disciplines. 

References:

Arnott, S. (2011). Exploring the dynamic relationship between the accelerative integrated method (AIM) and the core french teachers who use it: Why agency and experience matter. The Canadian Journal of Applied Linguistics, 14(2), 156-176.

Bourdages, J. S., & Vignola, M. (2008). Évaluation des habiletés de communication orale chez des élèves de l'élémentaire utilisant AIM. The Canadian Modern Language Review / La Revue Canadienne Des Langues Vivantes, 65(5), 731-755. 

Goldin-Meadow, S. (2003). Hearing gesture: How our hands help us think. Cambridge, MA.: Harvard University Press. 

Mady, C., Arnott, S., & Lapkin, S. (2009). Assessing AIM: A study of grade 8 students in an Ontario school board. The Canadian Modern Language Review / La Revue Canadienne Des Langues Vivantes, 65(5), 703-729.


Friday June 19, 2015 8:30am - 9:15am
Director Room