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Instructional Planning as Phenomenology

Instructional Planning as Phenomenology

Karen Franklin, Brian Sohn
Copyright: © 2023 |Pages: 18
ISBN13: 9781668482766|ISBN10: 1668482762|ISBN13 Softcover: 9781668482803|EISBN13: 9781668482773
DOI: 10.4018/978-1-6684-8276-6.ch014
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MLA

Franklin, Karen, and Brian Sohn. "Instructional Planning as Phenomenology." Phenomenological Studies in Education, edited by Jason D. DeHart, IGI Global, 2023, pp. 264-281. https://doi.org/10.4018/978-1-6684-8276-6.ch014

APA

Franklin, K. & Sohn, B. (2023). Instructional Planning as Phenomenology. In J. DeHart (Ed.), Phenomenological Studies in Education (pp. 264-281). IGI Global. https://doi.org/10.4018/978-1-6684-8276-6.ch014

Chicago

Franklin, Karen, and Brian Sohn. "Instructional Planning as Phenomenology." In Phenomenological Studies in Education, edited by Jason D. DeHart, 264-281. Hershey, PA: IGI Global, 2023. https://doi.org/10.4018/978-1-6684-8276-6.ch014

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Abstract

In this chapter, the authors explore the practice of instructional planning as phenomenology. They pay tribute to the late Howard R. Pollio, Ph.D., an award-winning professor of phenomenology and psychology. His exemplary instructional planning process was embodied, intentional, experiential, and experimental. The chapter is based on a phenomenologically oriented case study of instructional planning as it occurred over the course of one semester. The chapter includes an overview of phenomenological approaches to teaching and learning, a review of instructional planning practices, and a detailed analysis of the planning practices of Dr. Pollio. Authors found that Dr. Pollio was a phenomenologist and taught phenomenologically, emphasized student experience, worked to develop drama and intrigue, and meticulously arranged activity sequences while remaining open to go with the flow. Implications for instructors include practicing with authenticity, forgoing enforcement mechanisms, and insisting on student freedom.

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