May 23rd 2016

Guerrilla Literacy Learners (EMMA)

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Are you a teacher coaching learners to make sense of their mistakes in knowledge clips by linking rules in an unorthodox way? GuLL offers a new language acquisition approach connecting open educators with graphic facilitation, the art of hosting, narrative coaching and user-centered design. This MOOC is for any educator who is committed to inclusive education, making sure all learners know how to succeed.

Guerrilla Literacy Learners creates a mistake-driven language acquisition approach. Starting from mistake approaches from structuralism, error analysis, Montessori to Freinet, we develop an approach that applauds the mistakes being made as they allow us to create this new way of learning. Mistakes are pathways to new strategies.These will be described and remediated in lay terms. Teachers and learners learn how to create knowledge clips based on digital storytelling; gather Guerrilla paths through narrative coaching, graphic facilitation, human-centred design, art of hosting and formulate and apply Guerrilla patterns in Communities of Practice.

At the end of the MOOC:

- The teacher has defined/chosen her learner role (such as grammar nerd, error spotter, mathematician, do-gooder, cultural mixer, creative mixer, red-light admirer, word dweller, aesthetician) and her preferred teacher environment (structuralism, error analysis, Montessori, Steiner, Freinet, Dalton);

- She can use human centred design, narrative coaching, art of hosting, graphic facilitation and digital media to collect Guerrilla pathways;

- She can coach her students using graphic facilitation to explain their Guerrilla Ways;

- She can use digital media to include all students;

- She knows how to create a knowledge clip as a digital story;

- She can coach her students while creating a knowledge clip as digital story;

- She can launch, nurture and delegate a CoP;

- She can formulate Guerrilla patterns based on Guerrilla pathways;

- She can link Guerrilla pathways to Guerrilla patterns;

- She can coach her students in finding their learner role;

- She can coach her students when they create an example for every Guerrilla role;

- She can invent new roles through new examples;

- She can restore her students' shame narrative into a Guerrilla narrative;

- She can assess students' learning trajectory through European frames of reference, through self- and peer-assessment, through a learning diary.