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Unit 1 session: 8 October 2014 presentation

Unit 1 session: 8 October 2014 presentation

The context of post-compulsory education, underpinning values and assumptions, and how it all relates to the practice of teaching.

James Atherton

October 10, 2014
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  1. These are some of the themes which are mentioned on

    the web-page And this relates to the underpinning values question we look at later...
  2. The Tension Field (Illeris) 7 Content Incentive Interaction Whereabouts would

    you locate your bit of PCE in the “tension field”?
  3. 10 Images of Teaching and Learning Some fairly familiar images

    of teaching and learning—but more vivid than a mere written definition...
  4. 11 Your images  What are your images of teaching

    and learning?  Share them in pairs/trios Draw them  Discuss their connotations for each of you  Which do you find most congenial?  Which apply most to your teaching?  Share major points with the rest of the group
  5. 12 Your images  What are your images of teaching

    and learning?  Share them in pairs/trios Draw them  Discuss their connotations for each of you  Which do you find most congenial?  Which apply most to your teaching?  Share major points with the rest of the group I should probably have kept copies of the few examples we were able to see.
  6. They included a lighthouse in a storm (perhaps an image

    of the charismatic teacher?) Fitting the missing piece into the jigsaw of understanding breaking down a wall, to allow a new understanding See the piece of the web page about how this is becoming unacceptable—and how it related to the next bit...
  7. ... in all pre-modern societies, […] education was designed to

    preserve what had already been achieved and to put a brake on the ingenuity and curiosity of the individual, which could undermine the stability of a community that had no means of integrating or exploiting fresh insights. ARMSTRONG K (2001) Islam: a short history London: Phoenix (pp. 87-88).
  8. Your comments: And we discussed how this approach is necessary/

    desirable under certain circumstances, such as the creation of a tight-knit, mutually dependent group working in uncertain and dangerous conditions—like the armed forces
  9. Learning is the key to prosperity […] Investment in human

    capital will be the foundation of success in the knowledge-based global economy of the twenty-first century. This is why the Government has put learning at the heart of its ambition. [...] To achieve stable and sustainable growth, we will need a well-educated, well-equipped and adaptable labour force. To cope with rapid change […] we must ensure that people can return to learning throughout their lives… BLUNKETT D (1998) Foreword to The Learning Age: a renaissance for a new Britain Department for Education and Employment Green Paper; London HMSO.
  10. Your comments: We discussed your range of experience in this

    area. Particular issues concerned the value of real-world experience and practice, and the role of the tutor
  11.  At this point we watched Ken Robinson's TED talk

    on “New Educational Paradigms” (link on web-page).
  12. As expected, Sir Ken was Marmite. One response was to

    suggest that teaching is a skill which applies regardless of context.
  13. As expected, Sir Ken was Marmite. One response was to

    suggest that teaching is a skill which applies regardless of context. Another argued that “facilitating” is the bottom line Another theme was about the relative importance of the content of education or the way in which it is achieved. (This goes back to Illeris, earlier)
  14. 24 Components of the System  Learner  includes group,

    peers etc.  Subject  includes sponsors etc.  Teacher  includes institution etc.
  15. 25 The model Dominance: role/nature not negotiable: other components adapt

    Teacher Learner Subject distance between elements and width of connecting lines show strength of identification between elements See the web-page for a link to an article on this
  16. JSA - 18.01.00 26 Different Teaching/Learning Structures and Strategies 

    Different political/educational systems create different patterns  Different subjects create different patterns  Different teacher preferences create different patterns
  17. 27 Different Teaching/Learning Structures and Strategies  Different political/educational systems

    create different patterns  Different subjects create different patterns  Different teacher preferences create different patterns This was as far as we got in class, but here are a couple more slides—and further links from the web-page to related topics.
  18. JSA - 18.01.00 28 Over to you  Use the

    cards to “sculpt” either:  a teaching/learning situation you have recently witnessed, or  your own teaching situation (much harder!)  Discuss with a partner  Would you want to change the arrangement?  If so, what would it involve? This is an interesting exercise because like the images of teaching exercise, it adds a different channel of communication...
  19. Students are…  lions to be tamed; the teacher is

    a lion-tamer  audiences to be entertained; the teacher is an entertainer.  collaborators; the teacher is a “new romantic” (Hargreaves, 1975: 164-167) More on this from the web-page.