Positioning Practices & Possibilities: Strategy Document

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Description

Positioning Practices and Possibilities

There are so many ways to think about the how and why of inviting students to position themselves as particular types of learners. The primary reason is to establish a collaborative context for the learning journey.

Why bother teaching POSITIONING PRACTICES and POSSIBILITIES?

  • By encouraging students to ‘try out’ positioning practices increases their response range and helps students move away from a single-minded approach and a preference for staying with the familiar, to embracing a wide range of responses for complex situations 
  • ‘Trying out’ positioning practices supports students to understand that there are many ways to make sense of the world, thus increases capacity of and appreciation for other’s lives and ways of being in the world
  • When students practice changing how they position themselves in the face of opportunities and problems it liberalizes thinking and offers them a chance to engage with the previously unthought thus facilitating choices that include new ways of acting and thinking 
  • Positioning Practices allow for engagement with attributes and/or identity categories that may previously have been cast in a negative light therefore unavailable. This offers students a chance to reclaim some parts of a previously discredited but preferred way of being, increasing a richer range of choices in possible responses

This strategy supports a collaborative context where the learner’s voice will contribute significantly to the way the learning is carried out, to the pace, the possibilities to be explored, and the roles that are chosen during the learning tasks.

Lesson planning and teaching strategies that support the scaffolding students experiences of residence and adaptable in problem solving situations

 

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