This document provides an introduction to the course PAMAOK003 on professionalizing teachers and raising the quality of care. The course aims to address how learning can be taught and will focus on learning how to learn. It will use co-generative dialogues and assessment for learning to facilitate shared responsibility for learning outcomes among participants. Students will also complete learning contracts and write blog posts to reflect on course ideas and related research.

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Introduction to PAMAOK003
PAMAOK003: Professionalising teachers and raising the quality of care
Week 1 | 9 November 2011
Ernst D. Thoutenhoofd
To review this presentation see www.slideshare.net/ernstt

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and social sciences sciences
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The paradox of learning
The paradox of learning a really new competence is this:
1 that a learner cannot at first understand what he needs to learn;
2 can learn it only by educating himself;
3 and can educate himself only by beginning to do what he does not yet
understand.
Schön 1987:93

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and social sciences sciences
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The central question of PAMAOK003
The central question to be addressed in this course is:
how can learning be taught?

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and social sciences sciences
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PAMAOK003 course meetings
09-11 Co-generative dialogue & assessment for learning Ernst Thoutenhoofd
16-11 Inquiring attitude & creativity Sanne Rikst Dooper
23-11 Learning (how) to learn Ernst Thoutenhoofd
30-11 Thinking skills Rob de Haas
07-12 Teaching-oriented coaching Ernst Thoutenhoofd
14-12 Coaching practicum Marieke van Roy
21-12 What have we learned? Ernst Thoutenhoofd
11-01 Assignment deadline You

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and social sciences sciences
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Can ‘virtue’ can be taught or learned?
In Plato’s Meno, young Meno asks Socrates how virtue is acquired. In reply,
Socrates asks Meno for a definition, which Meno cannot give.
For Socrates, we have an approximate sense of qualities (justice, virtue,
friendships, love)—but all attempts to give definitions end up in
contradiction.
Hence, neither virtue nor any ‘real’ competence can be taught or learned.
Woods 2011.
For Bruno Latour, all information is retroactive construction based on earlier
actions. In his constructivist perspective, anything taught and learned is a
contextual, local and temporary ‘network’ achievement. Harman 2009.
For neither Plato nor Latour there is ‘true’ (natural or real) knowledge.

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Carl Rogers’ learner-centred education (1986)
1 My experience has been that I cannot teach another person how to teach.
To attempt it is for me, in the long run, futile.
2 I have come to feel that only learning which significantly influences
behavior is self-discovered, self-appropriated learning.
3 As a consequence, I realize that I am only interested in being a learner,
preferably learning things that matter, that have some significant
influence on my own behavior.
Rogers 1986

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Towards a radical pedagogy
If others’ experience agrees with Carl Rogers we would do away with teaching,
examinations, grades, credits, ‘the exposition of conclusions’, and the whole
apparatus of formal education.
Schön 1987:91
—Such a ‘radical’ conclusion about education coheres with a line of thought
that stretches from Plato to Jean-Jacques Rousseau, John Dewey, Ivan Illich,
Paulo Freire, Carl Rogers, David Schön, Ken Robinson, Sugata Mitra, Ron
Miller, David Olson, Aharon Aviram and many others.

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Expertise and the social sciences
According to Dreyfus & Dreyfus, true or ‘virtuoso’ expertise escapes formal
research methods precisely because it is performance beyond rules and
lawful, predictable behaviour. True competence is intuitive, embodied,
sensed, creative, seemingly effortless and fluent.
Dreyfus & Dreyfus 1986
Social science should therefore reach beyond scientific methods towards new
means for comprehending and influencing. Bent Flyvbjerg suggests Aristotle’s
phronesis (φρόνησις)—the ‘prudence’ or ‘practical wisdom’ that should
govern both episteme (science) and techné (technology).
Flyvbjerg 2001

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Teaching skills in secondary education (N=520)
4
3
2
1
climate organisation instruction activation adjustment strategies involvement
© Data courtesy of Wim van de Grift & Michelle Hems-Lorenz (UOCG 2011)

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Learning (how) to learn
This course centres on learning as care for learners and teachers.
The focus this year is on learning (how) to learn.
At least four developments support this focus:
1 Inclusive education is placing much greater demands on teaching skills;
2 A life of learning calls for learning autonomy and self-regulation;
3 New technologies and infrastructures diversify the means of social
participation, including (re)sources of learning;
4 The relevance and productivity of formal learning and curricula are
increasingly questioned.

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Action-research on learning to learn
This course participates in a learning to learn action-research network.
1. Teachers in the local area are experimenting in their classrooms with
learning to learn didactics.
2. We are, in this course, experimenting with assessment for learning.
3. Master students write dissertations about each of the projects involved.
4. Our collective action research focuses on assessment for learning (AfL).

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Instructional design
Cogenerative dialogue (cogens)
Each meeting starts with a short lecture, followed by structured dialogue
aimed at steering our agenda for learning.
Assessment for learning (AfL)
The objective of co-generative dialogue is assessing the progress we are
making with the course and our learning; its goal is agreement on how to
evaluate the learning we have done.
Blog-writing
Shared academic reflection, in which we all contribute blogposts about ideas
that emerge and connect those ideas to scholarly literature.

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PAMAOK003 | The blog
http://pamaok003.wordpress.com/
Each group is expected to write a post and comment on another post at least
once a week. Each new post must reference a relevant article or book.
How you organise that is up to yourselves.

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What are cogenerative dialogues?
Cogenerative dialogues are theory-building conversations among participants
about shared experiences for the purpose of changing praxis and are typically
scheduled soon after particular lessons.
Ritchie, Tobin, Roth and Carambo 2007:155
Teachers and students assume collective responsibility for outcomes.
Teaching and learning are examined, so that unhelpful strategies can be
challenged. Roth, Tobin, Carambo and Dalland 2005:700
Teachers and students review evidence from class and cogenerate resolutions
for shaping the course, taking collective responsibility for change. ‘Cogens’
resolve contradictions and create consensus and solidarity about learning.
Tobin 2006:133

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Dimensions of cogens
1. Dialogic practice aimed at a communal responsibility for learning.
2. It gives all participants equal voice.
3. It commits everyone to shared goals for doing learning.
4. Cogens generate a feasible action plan for teaching and learning.
5. The shared action plan is evaluated every week (revised and updated).
In this course (because of numbers!) we will practice cogens in groups.

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What is assessment for learning (AfL)?
1 250 Studies on formative assessment were systematically reviewed.
2 Factors considered included responsiveness, goal orientation, self-
perceptions as learners, self- and peer-assessments, links to theories of
learning, types of task, asking questions, the use of tests, quality of
feedback, transparancy of teaching strategy.
3 The observed effect sizes ranged 0.4–0.7 (larger than those found for
other educational interventions).
4 These factors were assembled into four dimensions,
collectively called assessment for learning.
Black & Williams 1998

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AfL’s four (+1) dimensions
1 Eliciting information —Where are we?
2 Appropriate feedback —How are we doing (good and bad)?
3 Shared aims and objectives —Where are we going; when are we there?
4 Formative, (peer- and self-)assessment —What have we achieved?
I will add a fifth, suitable for self-regulated learning in higher education:
5 Shared decision-making —What are we going to do next (clear targets)?

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and social sciences sciences
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Your personal learning contract (due next week)
—Your first task is to set out a learning contract that reflects:
1 What do you already know?
2 What do you want to learn?
3 What will you do to learn it?
4 How will you later evaluate what you have learnt?
You can set up these learning contracts individually, as a group, or in sub-
groups, as you please. We then share them between us.

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Thank you for your attention
Please move to group-work mode

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References
Black, P. and Williams, D. (1998) Assessment and classroom learning. Assessment in education: Principles, policy
and practice. 5(1):7–74.
Dreyfus, H.L. and Dreyfus, S.E. (1986) Mind over machine: The power of human intuition and expertise in the era
of the computer. Free press/Macmillan.
Flyvbjerg, B. (2001) Making social science matter: Why social inquiry fails and how it can succeed again.
Cambridge UP.
Harman, G. (2009) Prince of networks: Bruno Latour and metaphysics. Re.press (book also available as free digital
download).
Ritchie, S.M., Tobin, K., Roth, W.M. and Carambo, C. (2007) Transforming an academy through the enactment of
collective curriculum leadership. Journal of curriculum studies, 39(2):151-175.
Rogers, C. (1986) Freedom to learn. Charles E. Merrill.
Roth, W.M., Tobin, K., Carambo, C. and Dalland, C. (2005) Coordination in coteaching: producing alignment in real
time. Science education 89(4):675-702.
Schön, D.A. (1987) Educating the reflective practitioner: Toward a new design for teaching and learning in the
professions. Jossey-Bass/Wiley.
Tobin, K. (2006) Learning to teach through coteaching and cogenerative dialogue. Teaching education 17(2):133-142.
Woods, C. (2011) Plato’s Meno. SSRN (free download).