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
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.
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...
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).
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
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.
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)
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
Different political/educational systems create different patterns Different subjects create different patterns Different teacher preferences create different patterns
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.
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...
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.