Monday, 28 September 2015

CYNEFIN Framework


#EdBlogNZ Challenge WK 1 
Think about your teaching practice. How has it evolved over time? What are you currently working on developing in your practice? What tools have you used during this inquiry time? Blog about it!



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I’m currently working with what does it mean to teach for complexity.


As a mental model I am using the CYNEFIN framework.


Unknown.jpg


The CYNEVIN framework offers me an explicit ability, with others, to oscillate between teaching and learning in certain and uncertain spaces.


An example is, whilst teaching mathematics in the complicated / Good Practice space (Based on the idea it is not only what we know,  but what we can do with what we know) I am able to explicitly nudge the teaching into an Emergent Unknown space. Which is called the Complex space. The tricky thing for me is to sense how long students can be within the Emergent Unknown space.
When teaching, I hold the complicated / certain space and complex / uncertain spaces lightly.

The challenge is to keep these spaces in balance.



1 comment:

  1. Fascinating to listen to the explanation of the Cynefin Framework - it's going to take a little bit of getting my head around but interested in understanding just how you structure lessons using this framework. What do they look like in practice? I really like and relate to the idea of a "place of multiple belongings" but unsure how that looks in a maths lesson? Thanks for sharing.

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