Situation - Simon Skov Fougt

SITUATION BASED TEACHING AND 

LITERACY EVENTS 

SIMON SKOV FOUGT 

PHD FELLOW, UNIVERSITY OF AARHUS, DENMARK 

Contact: sifo@dpu.dk 

Slides:i simon-skov-fougt.dk/main/foredrag 

A CASE STUDY WITH AN INTERVENTION 

SITUATION BASED TEACHING – PARIS IAMTE 2013 


PARIS IAMTE 2013 

JUNE 13TH 2013

RESEARCH QUESTION AND OUTLINE 

› What happens to the ways in which teachers think 

and act when introduced to Situation Based 

Teaching and the principles of situated learning 

practices 

› Definitions: Situation Based Teaching, Literacy events 

› Method 

› Challenges 

› Means and ressources 

› Two cases 

› Findings 

SITUATION BASED TEACHING – IAMTE PARIS 2013 


JUNE 13TH 2013 

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SITUATION BASED TEACHING 

› Commonly accepted learning theory: 

› The best way to learn is by dealing with a meaningful 

problem in a meaningful and social so-called 

‘authentic’ situation (Bundsgaard, Misfeldt & Hetmar 2011) 

› Situation Based Teaching (SBT): Planning, completion 

and evaluation of courses, where subject matters are 

contextualized in social, meaningful situations 

(Fougt in press) 

› Contextualised and applied subject matters 

› Situated learning 

(Lave & Wenger 1991) 




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› Literacy events are activities where literacy has a role 

› (Barton & Hamilton 2000) 

› SBT is one way to recontextualize (Bernstein 1996) literacy 

events 

› SBT is one way to deal with literacy events in a social, 

meaningful situation 




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METHOD 

› 20 7th – 9th grade teachers at 4 different schools 

› Observed while teaching Danish (mother tongue) 

› Interviewed on their view of teaching 

› Intervention (SBT introduced at a workshop) 

› Joint planning individually with each teacher 

(discussions, meetings, mails, observations) 

› 20 projects of action research (Tiller 2004) – continious 

adjustments of the course 




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CHALLENGES 

› The main challenge is tradition 

› School-only (Purcell-Gates et al 2007) 

› IRF / Two-thirds-rule (Sinclair & Coulthardt 

1975)/(Barton 2007) 

› Focus on isolated parts of the subject - e.g. spelling 

› (Bundsgaard & Kuhn 2007) 

› Focus on activities - They plan with a focus on doing 

instead of learning (Eva 2012) 

› To cope with the situation to recognize the subject 

matters = Scenario competence (Bundsgaard 2011) 




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MEANS AND RESOURCES 

› SBT(Fougt in press, Bundsgaard, Misfeldt & Hetmar 2011) 

› Directed authonomy: The pupils’ attention is 

‘directed’ to selected parts of the subject matters 

› (Jensen 2007) 

› Primary traits – selected parts of the subject matters 

are evaluated (Berge 2005) 

› Intervention/Action research with a continious 

adjustment of the course 




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SITUATION BASED TEACHING AND 




CASES 




JUNE 13TH 2013

CASES 

› Case 1: Writings of Martin Andersen Nexø and social 

injustice 

› - Danish curriculum canon – mandatory writers 

› Case 2: Culture canon 

› Reading, discussing and writing (literacy events) with 

and for a purpose 




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CASE 1 - STARTING POINT 

› Writings of Martin Andersen Nexø and social injustice 

(canonized, mandatory writer) (8th grade) 




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CASE 1 - THE SITUATION 

› Writings of Martin Andersen Nexø and social injustice 

(canonized, mandatory writer) (8th grade) 

› Challenge: Language 

› Situation? 

› Present the social injustice in a multimodal photo 

story - comparing with their own narrative on social 

injustice today in another photo story 

› Contextualize the literacy events 




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PAINTINGS 

› Christian Krogh: Albertine in the Police 

Doctor's Waiting Room, 1887 

› Hans Andersen Brendekilde: Worn Out, 

1889 

› Erik Henningsen: Evicted, 1892 




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CASE 1 - LITERACY EVENTS 

› Focus on social injustice - reading and listening to 

short stories/ Pelle the Conqueror 

› Reading with and for a purpose 

› Writing a draft letter from one of the characters 

› Visualizing/telling about his/her social injustice in a 

photo story 

› Discussing the photo stories 

› DA/PT: Point of view, social injustice, narration, 

wordings 

› Comparing with their own narrative on social 

injustice today in another photo story 




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CASE 1 – LET’S GO HOME 

› Wealthy part of Denmark, north of Copenhagen 

› BMW, Audi, Mercedes 




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CASE 2 – STARTING POINT 

› The Danish Culture Canon 

› http://kum.dk/Documents/Temaer/Kulturkanon/KUM_kulturkanonen_OK2.pdf 

› Architecture, art, design, movies, 

music, theater 




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CASE 2 - THE SITUATION 

› The Danish Culture Canon 

› Situation: ‘The Ministry of Culture has decided to 

introduce a youth culture canon. A committee has asked 

pupils to present their proposals 

› Pupils in groups each present their proposal to the 

committee – a winner is elected 

› Two parallel «courses» - the school-only and the fictious 

- workning with the «authentic» canon Working 

with the Youth Culture Canon 




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LITERACY EVENTS – CASE 2 

› Researching 

› What is youth culture? 

› Which 6 items should be canonized? 

› Reading and comparing quality 

› Arguing 

› Presenting 

› DA/PT: The argumentation 

› The visuals in the presentations 

› Reading and discussing the «authentic» culture 

canon – also as an argumentative text 




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SITUATION BASED TEACHING 



AND LITERACY EVENTS 

FINDINGS 




JUNE 13TH 2013

SBT AND LITERACY EVENTS 

› What happens to the ways in which teachers think and 

act when introduced to SBT and the principles of situated 

learning practices? 

› Scenario based teaching - vs. Situation based teaching 

› It makes sense – a good buzz word 

› Literacy events with and for a purpose 




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SBT AND LITERACY EVENTS 

› To cope with the situation to recognize the subject 

matters = Scenario competence (Bundsgaard 2011) 

is still difficult - uncertainty on the subject matters 

› Situation - organization and structure 

› Directed authonomy (Jensen 2007) 

› Primary traits (Berge 2005) 




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AND THEN WHAT? 

› SBT contextualized subject matters – they are used 

› Some parts of the subject matters are neglected 

(DA/PT) 

› Holistic evaluations are needed from time to time 

› YES! But ... The understanding of subject matters is 

still a challenge (What shall they do vs. What shall 

they learn) (Eva 2012) 

› Slides: Simon-skov-fougt.dk/main/foredrag 

› Contact: sifo@dpu.dk 




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REFERENCES 

› Barron, B (et al.) (1998). “Doing with Understanding: Lessons from Research on Problem- and Project-Based Learning”. I: The Journal of the Learning Sciences, 7(3/4), 

271-311 

› Barton, D. (20007): Literacy. An Introduction to the Ecology of Written language. Oxford: Blackwell Publishing 

› Barton, D., & Hamilton, M. (2000). “Literacy practices”. In D. Barton, M. Hamilton, & R. Ivanic (Eds.), Situated literacies: Reading and writing in context (pp. 7-15). New York: 

Routledge. 

› Berge, K.L. (2005). ”Skrivning som grundleggende ferdighet og som nasjonal prøve – ideologi og strategier”. I Aasen, A.J. & Nome, S. (red.): Det nye norskfaget. Oslo: 

Fagbokforlaget/Landslaget for Norskundervisning 

› Berstein, B. (1996): Pedagogy, Symbolic Control and Identity. Theory, Research, Critique. New York & Oxford: Roman & Littlefield Publishers 

› Bundsgaard, J. (2005). Bidrag til danskfagets it-didaktik – Med særligt henblik på kommunikative kompetencer og på metodiske forandringer af undervisningen. Ph.d.afhandling. 

Odense: Forlaget Ark 

› Bundsgaard. J. (2011). ”The missing link - prototypiske situationer som didaktisk kategori : en homage til Svein Østerud”. I: Nordic Journal of Digital Literacy, Vol. 6, Nr. 

Special_issue, 12.2011, s. 295-308 

› Bundsgaard, J. og Kühn, L. (2007): Danskfagets it-didaktik. København: Gyldendal 

› Bundsgaard, J., Misfeldt, M. og Hetmar, V. (2011): ”Hvad skal der ske i skolen? Et bud på en prototypisk situationsorienteret curriculumlogik”. I: It-didaktisk design. Cursiv 

nr. 8, 2011: København: Institut for Uddannelse og Pædagogik, Aarhus Universitet 

› EVA (2012). Fælles Mål i folkeskolen. En undersøgelse af lærernes brug af Fælles Mål. DANMARKS EVALUERINGSINSTITUT 

› Fougt, S.S: (in press): “Skrivning, situationsdidaktik og storyline”. In Friss, K. & Madsbjerg S (red.) Skrivelyst i fagene. Købehavn: Dansk Psykologisk Forlag 

› Gee, J.P. (2000). The new literacy Studies: From ‘socially situated’ to the work of the social. In D. Barton, M. Hamilton, & R. Ivanic (Eds.), Situated literacies: Reading and 

writing in context (pp. 180-196). New York: Routledge. 

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Manaster, C., Gonzales, P. & Stigler, J. (2003). ”Highlights from the TIMSS 1999 Video Study of Eighth-Grade Mathematics Teaching”. National Center for Educational 

Statistics. US Department of Education. 

› Jensen, T.H. (2007). Udvikling af matematisk modelleringskompetence som matematikundervisningens omdrejningspunkt – hvorfor ikke? IMFUFA-tekst, nr. 458. Ph.D.afhandling. 

Roskilde: Roskilde Universitetscenter. 

› Lave, J. & Wenger, E. (1991): Situated Learning. Legitimate Peripheral Participation. Cambridge: Cambridge University Press 

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Research Quarterly, v42 n1 p8?45 Jan-Mar 2007 

› Sinclair, J. & Coulthard, M. (1975): Towards an analysis of discourse: The English used by teachers 

and pupils. London: Oxford University Press. 

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Situation - Simon Skov Fougt

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