Titles
A-C
D-G
H-K
L-O
P-S
T-Z
A Vaccine Against Fake NewsAI Impact on Design Education: Confronting the Elephant in t...Analog Teachers in the Digital Realm: Three Artist-Educators...Anti-Anti: Teaching How Not To BuildAt the Vanguard: Building Design Education for the 21st Cent...Capacity-Building Pathways for Sustainability Competencies i...Changing Design Pedagogies with Emerging Trends Of Peri & Po...Changing the Ways of Teaching Architecture to Prevent Placel...Cinematography and Film StudiesCommand and Control in Challenge-Based Learning – why a da...Complexity Commonalities: Framing Future Developments in Edu...Correlation of Online Applications to the Effectiveness of F...Creating an 'intersectional third space' for contemporary ar...Designing Complex Systems Curricula for High School Science ...Developing Future-Scaffolding Skills through Complex Systems...Don’t Belabour!: Performing Bodies in the Design StudioEthics, Daylight, and Architectural Education: Managing Comp...Exploring the Complex, Emergent Choreography of Classroom Te...Futures teaching and interdisciplinary praxisHand(s)Off: Curricular Coordination and Instructor Collabora...How Architectural Education can Respond to an Learn Lessons ...Implementing Transdisciplinary Collaboration to Enhance Stud...Industry-University Partnerships As A Pathway To Internation...Interdisciplinary Peer-to-Peer Learning in Design and Policy...Interprofessional initiatives: At home in more than one disc...Japanese University Students Developing Global-mindedness th...Keynote PanelMaking Connections: The Layers of Loneliness COIL ProjectMixed Reality Environments: An Emerging Tool in Interior Des...Positive Sum Design: Design methods and strategiesPreparing Students for Complexity and Uncertainty: An Eviden...Rethinking Online Communities of Inquiry with Complexity The...Simulation as a Pedagogical Method in Teacher Education - a ...Strategic Issues in Business: Teaching Social Responsibility...Studio Problématique: A quest for alternative possibilities...Teaching Racism, Or How to Teach a Moving TargetTechnology, Education and Mastery; 10000 hours against the b...The Create-athon – using experiential learning to build a ...The Integration of Sustainability within Built Environment H...The Rise of AI Chat-bots: Suggestions for Integration in Hig...The Welcomed Problem: Centering the Ends to Develop the Mean...Use of Twitter as a Dispositional Tol for Teachers During th...Utilizing the Readymade as an Instrument to Develop an Under...Voices from The Field: Student Teachers’ Perspective on th...Welcome and IntroductionWhat is Online Learning in the Context of the 4th Industrial...Where do we Design? – Introducing a new studio hybridity
Schedule

IN-PERSON: Applying Education

Teaching and Learning Conference
Exploring the Complex, Emergent Choreography of Classroom Teaching & Learning
B. Knight
1:30 pm - 3:00 pm

Abstract

Classroom learning is a complex, emergent phenomenon. Classroom teaching is a complex, dynamic activity. Together, learning and teaching occupy a complex, non-linear and relational space which is often oversimplified and misunderstood. This paper will draw on my recent research on classrooms as complex systems (Knight, 2022), presenting mixed methods social network analysis (SNA) findings about the complex nature of group learning and its implications for teaching, teachers and teacher development. I will present one of four case study ‘Learning Narratives’ which integrates video observation, pupil self-report, interview and field note data to depict a range of complex dynamics at work in a short episode of collaborative classroom group work involving 8 and 9 year old learners. Findings show, among other things that learning emerges from some surprising sources (including pupil conflict) and that learners can become ‘salient’ to the outcomes of group work for various reasons (including personality, knowledge and social status). Combining insights from this study and a new book I am currently writing, the paper will also set out the case for the centrality of judgement in the act of teaching. If learning is complex, emergent, often tacit and inherently unpredictable, teaching can only succeed where it is flexible and responsive, and where teachers develop comfort with uncertainty and sensitivity to teachable moments.

Biography

Dr Ben Knight is a Senior Lecturer in Education at the University of the West of England, UK. A former teacher, Dr Knight has been lecturing on undergraduate and post-graduate teacher education programmes since 2009. He teaches Masters and Doctoral research methods modules and supervises a range of post-graduate research projects. Dr Knight’s primary research interests are in applications of complexity theory to systems of education, in particular classroom learning, teacher judgement as well as intuitive practice and teacher professional development.