CROSS-SETTING
LEARNING
Bronwyn Bevan
February 10, 2014
2/10/14
CROSS-SETTING LEARNING
OVERVIEW OF THE RESEARCH
2/10/14
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WHY?
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IS THIS THE LATEST FAD?
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DOES ACCESS EQUAL Equity?
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ECOLOLOGIES, DIVERSITY, AND EQUITY
EXPLORATORIUM
A LABORATORY FOR LEARNING ABOUT LEARNING
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MUSEUM
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PUBLISHER
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APPS DEVELOPER
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TEACHER PD INSTITUTES
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YOUTH DEVELOPMENT
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RESEARCH ON LEARNING
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DESIGN STUDIO (EXHIBITS,
MUSEUMS)
2/10/14
EXPLORATORIUM
A LABORATORY FOR LEARNING ABOUT LEARNING
•
MUSEUM
•
PUBLISHER
•
APPS DEVELOPER
•
TEACHER PD INSTITUTES
•
YOUTH DEVELOPMENT
•
RESEARCH ON LEARNING
•
DESIGN STUDIO (EXHIBITS,
MUSEUMS)
2/10/14
EXPLORATORIUM
A LABORATORY FOR LEARNING ABOUT LEARNING
•
MUSEUM
•
PUBLISHER
•
APPS DEVELOPER
•
TEACHER PD INSTITUTES
•
YOUTH DEVELOPMENT
•
RESEARCH ON LEARNING
•
DESIGN STUDIO (EXHIBITS,
MUSEUMS)
2/10/14
EXPLORATORIUM
A LABORATORY FOR LEARNING ABOUT LEARNING
•
MUSEUM
•
PUBLISHER
•
APPS DEVELOPER
•
TEACHER PD INSTITUTES
•
YOUTH DEVELOPMENT
•
RESEARCH ON LEARNING
•
DESIGN STUDIO (EXHIBITS,
MUSEUMS)
2/10/14
EXPLORATORIUM
A LABORATORY FOR LEARNING ABOUT LEARNING
•
MUSEUM
•
PUBLISHER
•
APPS DEVELOPER
•
TEACHER PD INSTITUTES
•
YOUTH DEVELOPMENT
•
RESEARCH ON LEARNING
•
DESIGN STUDIO (EXHIBITS,
MUSEUMS)
2/10/14
EXPLORATORIUM
A LABORATORY FOR LEARNING ABOUT LEARNING
Research
Practice
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CROSS-SETTING LEARNING
WHY?
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CROSS-SETTING LEARNING
LIFE-LONG, LIFE-WIDE, LIFE-DEEP
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Learning is a process that takes place across time and
settings.
- Bransford et al., 2006.
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CROSS-SETTING LEARNING
LIFE-LONG, LIFE-WIDE, LIFE-DEEP
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Learning is a process that takes place across time and
settings.
- Bransford et al., 2006.
•
Values, beliefs, interests, and understandings are a
resource for learning: profoundly shaping how one
approaches and engages learning opportunities. - Banks et al.,
2006.
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CROSS-SETTING LEARNING
LIFE-LONG, LIFE-WIDE, LIFE-DEEP
•
Learning is a process that takes place across time and
settings.
- Bransford et al., 2006.
•
Values, beliefs, interests, and understandings are a
resource for learning: profoundly shaping how one
approaches and engages learning opportunities. - Banks et al.,
2006.
•
Values, beliefs, interests, and understandings are developed
in many places. They also fluctuate and may evolve into
sustained “lines of practice.” - Azevedo, 2011.
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CROSS-SETTING LEARNING
LIFE-LONG, LIFE-WIDE, LIFE-DEEP
Courtesy LIFE Center, U Washington, 2005
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CROSS-SETTING LEARNING
STEM LEARNING ECOLOGY
Web
Home
Media
Learner
School
Peers
Community
OST
Faith
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CROSS-SETTING LEARNING
STEM LEARNING ECOLOGY
Web
Home
Media
Learner
School
Peers
Community
OST
Faith
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CROSS-SETTING LEARNING
STEM LEARNING ECOLOGY
Web
Home
Media
Learner
School
Peers
Young people
Teachers
Parents
Professionals
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Community
OST
Faith
CROSS-SETTING LEARNING
5 DESIGN PRINCIPLES
1. Draw on values and practices from multiple settings.
a. Identify and integrate diverse values of all stakeholders.
b. Identify practices in one setting that can be used as a
resource to support learning in another setting.
-Penuel, Lee, & Bevan (2014)
2/10/14
CROSS-SETTING LEARNING
5 DESIGN PRINCIPLES
1.
Draw on values and practices from multiple settings.
a. Identify and integrate diverse values of all stakeholders.
b. Identify practices in one setting that can be used as a resource to
support learning in another setting.
2.
Structure partnerships to encompass goals of all stakeholders.
-Penuel, Lee, & Bevan (2014)
2/10/14
CROSS-SETTING LEARNING
5 DESIGN PRINCIPLES
1.
Draw on values and practices from multiple settings.
a. Identify and integrate diverse values of all stakeholders.
b. Identify practices in one setting that can be used as a resource to
support learning in another setting.
2.
Structure partnerships to encompass goals of all stakeholders.
3.
Engage participants in building stories, imaginative worlds, and
artifacts that span contexts and that facilitate meaning making
across contexts.
-Penuel, Lee, & Bevan (2014)
2/10/14
CROSS-SETTING LEARNING
5 DESIGN PRINCIPLES
1.
Draw on values and practices from multiple settings.
a. Identify and integrate diverse values of all stakeholders.
b. Identify practices in one setting that can be used as a resource to
support learning in another setting.
2.
Structure partnerships to encompass goals of all stakeholders.
3.
Engage participants in building stories, imaginative worlds, and artifacts
that span contexts and that facilitate meaning making across contexts.
4. Help youth identify with the STEM learning enterprise.
a. Provide opportunities to contribute to authentic endeavors.
b. Name youth as contributors or potential contributors.
2/10/14
CROSS-SETTING LEARNING
5 DESIGN PRINCIPLES
1.
Draw on values and practices from multiple settings.
a. Identify and integrate diverse values of all stakeholders.
b. Identify practices in one setting that can be used as a resource to
support learning in another setting.
2.
Structure partnerships to encompass goals of all stakeholders.
3.
Engage participants in building stories, imaginative worlds, and artifacts
that span contexts and that facilitate meaning making across contexts.
4.
Help youth identify with the STEM learning enterprise.
a. Provide opportunities to contribute to authentic endeavors.
b. Name youth as contributors or potential contributors.
5. Use intentional brokering to facilitate movement acrs settings.
a. Prepare educators to play roles as brokers.
b. Prepare parents to play roles as brokers.
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CROSS-SETTING LEARNING
IS IT A FAD?
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CROSS-SETTING LEARNING
ECOLOGICAL SYSTEMS THEORY
•
Uri Bronfenbrenner
(1979)
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CROSS-SETTING LEARNING
ECOLOGICAL SYSTEMS THEORY
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Uri Bronfenbrenner
(1979)
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CROSS-SETTING
LEARNINGEcological Systems Theory
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CROSS-SETTING LEARNING
DOES ACCESS EQUAL EQUITY?
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CROSS-SETTING LEARNING
EQUITY IN STEM EDUCATION
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Access to ongoing, multiple opportunities to do and
learn STEM.
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CROSS-SETTING LEARNING
EQUITY IN STEM EDUCATION
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Access to ongoing, multiple opportunities to do and
learn STEM.
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STEM introduced as the best means towards
achieving goals that are meaningful to the
learner.
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CROSS-SETTING LEARNING
EQUITY IN STEM EDUCATION
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Access to ongoing, multiple opportunities to do and
learn STEM.
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STEM introduced as the best means towards
achieving goals that are meaningful to the
learner.
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Learning activities leverage children’s familiar
personal, family, and cultural resources and
routines.
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CROSS-SETTING LEARNING
ACCESS AND EQUITY
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Tinkering in Afterschool. Positioning students as capable
STEM learners by (1) leveraging play as developmental
resource. (2) making organic links to related practices at
home and in school. - Vossoughi, Escudé, Kong & Hooper, 2013.
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Rap Cyphers as Discourse Patterns. Educators familiar
with rap cyphers, including overlapping speech, heightened
emotions and gestures, can learn to identify and leverage
(rather than shut down) student engagement in STEM
discussions in classrooms. - Emdin, 2011.
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CROSS-SETTING LEARNING
EQUITY IN STEM EDUCATION
•
Access to ongoing, multiple opportunities to do and
learn STEM.
•
STEM introduced as the best means towards
achieving goals that are meaningful to the
learner.
•
Learning activities leverage children’s familiar
personal, family, and cultural resources and
routines.
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CROSS-SETTING LEARNING
ECOLOGICAL UNDERPINNIGS
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CROSS-SETTING LEARNING
INFRASTRUCTURE ELEMENTS
1.Establish programs and individuals who can broker
and support students in key transition moments
between time intervals (e.g., MS to HS) or settings
(school to afterschool).
-Penuel, Lee, & Bevan (2014)
2/10/14
CROSS-SETTING LEARNING
INFRASTRUCTURE ELEMENTS
1. Establish programs and individuals who can broker and support students in key
transition moments between time intervals (e.g., MS to HS) or settings (school to
afterschool).
2.Create strategies and systems that can recognize and
make visible young people’s accomplishments from
one setting to another.
-Penuel, Lee, & Bevan (2014)
2/10/14
CROSS-SETTING LEARNING
INFRASTRUCTURE ELEMENTS
1. Establish programs and individuals who can broker and support students in key
transition moments between time intervals (e.g., MS to HS) or settings (school to
afterschool).
2. Create strategies and systems that can recognize and make visible young people’s
accomplishments from one setting to another.
3.Establish programs that connect youth with
professionals and workplace or public settings.
-Penuel, Lee, & Bevan (2014)
2/10/14
CROSS-SETTING LEARNING
INFRASTRUCTURE ELEMENTS
1. Establish programs and individuals who can broker and support students in key
transition moments between time intervals (e.g., MS to HS) or settings (school to
afterschool).
2. Create strategies and systems that can recognize and make visible young people’s
accomplishments from one setting to another.
3. Establish programs that connect youth with professionals and workplace or public
settings.
4.Establish programs that provide classroom educators
opportunities to work with students in different, lowstakes settings and contexts.
-Penuel, Lee, & Bevan (2014)
2/10/14
CROSS-SETTING LEARNING
INFRASTRUCTURE ELEMENTS
1. Establish programs and individuals who can broker and support students in key
transition moments between time intervals (e.g., MS to HS) or settings (school to
afterschool).
2. Create strategies and systems that can recognize and make visible young people’s
accomplishments from one setting to another.
3. Establish programs that connect youth with professionals and workplace or public
settings.
4. Establish programs that provide classroom educators opportunities to work with
students in different, low-stakes settings and contexts.
5.Use social media to link people and practices across
disparate settings and “problem spaces.”
-Penuel, Lee, & Bevan (2014)
2/10/14
CROSS-SETTING LEARNING
INFRASTRUCTURE ELEMENTS
1. Establish programs and individuals who can broker and support students in key
transition moments between time intervals (e.g., MS to HS) or settings (school to
afterschool).
2. Create strategies and systems that can recognize and make visible young people’s
accomplishments from one setting to another.
3. Establish programs that connect youth with professionals and workplace or public
settings.
4. Establish programs that provide classroom educators opportunities to work with
students in different, low-stakes settings and contexts.
5. Use social media to link people and practices across disparate settings and “problem
spaces.”
6.Intentionally relate (cf “align”) learning opportunities in
formal, informal, and afterschool settings in ways that make
apparent to all stakeholders how learning opportunities
reinforce and expand young people’s interest,
understanding, and commitment to STEM.
2/10/14
-Penuel, Lee, & Bevan (2014)
CROSS-SETTING LEARNING
INFRASTRUCTURE ELEMENTS
1. Establish programs and individuals who can broker and support students in key
transition moments between time intervals (e.g., MS to HS) or settings (school to
afterschool).
2. Create strategies and systems that can recognize and make visible young people’s
accomplishments from one setting to another.
3. Establish programs that connect youth with professionals and workplace or public
settings.
4. Establish programs that provide classroom educators opportunities to work with
students in different, low-stakes settings and contexts.
5. Use social media to link people and practices across disparate settings and “problem
spaces.”
6. Intentionally relate (cf “align”) learning opportunities in formal, informal, and afterschool
settings in ways that make apparent to all stakeholders how learning opportunities
reinforce and expand young people’s interest, understanding, and commitment to
STEM.
7.Create PD that works across institutional boundaries to
engage educators with how their efforts can collectively
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CROSS-SETTING LEARNING...
Cautions ...
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CROSS-SETTING LEARNING
CULTIVATING AN ECOLOGY
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Diversity is a hallmark of a robust ecology
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How do we expand diversity of learning opportunities?
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CROSS-SETTING LEARNING
CULTIVATING AN ECOLOGY
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Avoiding a cultural deficit model
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How do we ensure that opportunities are welcoming,
generous, and insightfully building on strengths and
interests of young people to support interest in STEM
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as both possible future STEM professionals and
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as STEM “competent outsiders”? (Feinstein, 2011)
CROSS-SETTING LEARNING
CULTIVATING AN ECOLOGY
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Cultivation as a metaphor
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Starting with children’s interests, peer groups, and
strengths
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Deepening and extending the experiences
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CROSS-SETTING LEARNING
DESIGN CONSIDERATIONS
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ACCESS OR EQUITY
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DIVERSITY AND ROBUST ECOLOGIES
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CULTIVATION AS A METAPHOR
bronwynb@exploratorium.edu
2/10/14
bronwynb@exploratorium.edu
Bronwyn Bevan, PhD
Director, Exploratorium Institute for Research and
Learning
2/10/14
CROSS-SETTING LEARNING
REFERENCES
•
Azevedo, F. S. (2011). Lines of practice: A practice-centered theory of interest relationships. Cognition and Instruction,
29(2), 147-184
•
Banks, J. A., Au, K. H., Ball, A. F., Bell, P., Gordon, E. W., Gutierrez, K. D., . . . Zhou, M. (2007). Learning in and out of
school in diverse environments: Life-long, life-wide, life-deep. Seattle, Washinton: The LIFE Center (The Learning in
Informal and Formal Environments Center), University of Washington, Stanford University, and SRI International and Center
for Multicultural Education, University of Washington.
•
Bevan, B., & Michalchik, V. (2013). Where it gets interesting: Competing models of STEM learning after school. Afterschool
Matters, 17, 1-8.
•
Bransford, J. D., Brown, A. L., & Cocking, R. R. (1999). How people learn: Brain, mind, experience, and school.
Washington, DC: National Academy Press.
•
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cam- bridge: Harvard
University Press.
•
Khisty, L. L., & Willey, C. J. (2012). After-school: An in- novative model to better understand the mathematics learning of
Latinas/os. In B. Bevan, P. Bell, R. Stevens, & A. Razfar (Eds.), LOST opportunities: Learning in out-of- school-time (pp.
233–250). Dordrecht, Netherlands: Springer.
•
Emdin, C. (2011). Dimensions of communication in urban science education interactions and transactions. Science
Education, 95(1) 1-20.
•
Feinstein, N. (2011). Salvaging science literacy. Science Education, 95(1), 168-185.
•
Penuel, W.P., Lee, T., & Bevan, B. (2014). Designing and Building Infrastructures to Support Equitable STEM Learning
Across Settings
•
Vossoughi, S., Escudé, M., Kong, F., & Hooper, P. (2013). Tinkering, learning, and equity in the after-school setting. Palo
Alto, CA: Stanford University.
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END
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CROSS-SETTING
LEARNINGINTEREST LINES OF
Practice
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A line of practice is a “distinctive, recurrent pattern of long-term
engagement” in how a person spends their time.
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They result through the interaction of Preferences and Conditions.
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Preferences refer to a person’s “deep, long-term goals, values, and
beliefs.”
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Conditions refer to the opportunities and barriers that a person
encounters, including those at micro, meso, and macro levels of the
system.
•
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-Azevedo (2010)
CROSS-SETTING LEARNINGEquity in
Education
1.Learning is situated in broad socioeconomic and historical contexts and is
mediated by local cultural practices and
perspectives.
•
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-Banks et al. (2006)
CROSS-SETTING LEARNINGEquity in
Education
1.Learning is situated in broad socioeconomic and historical contexts and is
mediated by local cultural practices and
perspectives.
•
-Banks et al. (2006)
Learning depends as much on the
context as the learner
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CROSS-SETTING LEARNINGEquity in
Education
2.Learning takes place not only in school
but also in the multiple contexts and
valued practices of everyday lives across
the life span.
•
2/10/14
-Banks et al. (2006)
CROSS-SETTING LEARNINGEquity in
Education
2.Learning takes place not only in school
but also in the multiple contexts and
valued practices of everyday lives across
the life span.
•
-Banks et al. (2006)
Learning happens all of the time
and all of the place
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CROSS-SETTING LEARNINGEquity in
Education
• All
learners need multiple sources of
support from a variety of institutions to
promote their personal and intellectual
development.
•
2/10/14
-Banks et al. (2006)
CROSS-SETTING LEARNINGEquity in
Education
• All
learners need multiple sources of
support from a variety of institutions to
promote their personal and intellectual
development.
•
-Banks et al. (2006)
Learning depends on coordinating opportunities
across institutions
2/10/14
CROSS-SETTING LEARNINGEquity in
Education
• Learning
is facilitated when learners are
encouraged to use their home and
community language resources as a
basis for expanding their linguistic
repertoires.
•
2/10/14
-Banks et al. (2006)
CROSS-SETTING LEARNINGEquity in
Education
• Learning
is facilitated when learners are
encouraged to use their home and
community language resources as a
basis for expanding their linguistic
repertoires.
•
-Banks et al. (2006)
Build on the strengths
that children already have
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