- WALLACE, S. (2007). Getting the buggers motivated in FE. The essential FE toolkit series. London, Continuum.
2 copies available for loan. Please remember to bring you staff ID card with you if you wish to borrow a copy.
Tuesday, March 17, 2009
The book you've been waiting for...
Just arrived in the Library today:
Thursday, March 12, 2009
Times Higher Education magazine
Times Higher Education (THE), the weekly magazine for higher education is now available in the Library. Includes news, reviews, people, opinion, appointments.
Tuesday, March 10, 2009
GALE: Resource for articles on teaching and learning
Alma Wardrope mentioned that our subscription resource “Gale database” is a good way to find full text articles on educational issues from a wide variety of magazines and newspapers.
Gale is listed on our library catalogue and on the library information page on the intranet. As it is a subscription resource, it is only available to registered staff and students of the College.
In College it can be accessed by IP address, off campus you will need your Athens username and password to gain access.
The web address is http://infotrac.galegroup.com/itweb/stevensc
I've also added this address to the useful links on the menu on the right-hand-side.
Get in touch with Alma or anyone in the library if you don't have an Athens account.
Gale is listed on our library catalogue and on the library information page on the intranet. As it is a subscription resource, it is only available to registered staff and students of the College.
In College it can be accessed by IP address, off campus you will need your Athens username and password to gain access.
The web address is http://infotrac.galegroup.com/itweb/stevensc
I've also added this address to the useful links on the menu on the right-hand-side.
Get in touch with Alma or anyone in the library if you don't have an Athens account.
Monday, March 9, 2009
The Reflective Practitioner
The next Education Development and Discussion Group (EDDG) meetings will be on Tuesday 21st and Thursday 23rd April, at 12.15-1.15 pm in 810 .
The topic is ‘The Reflective Practitioner’. If you have discovered good links or resources on this topic, either send them to me or add them to this blog. I’ve included a summary of Brookfield’s 4 reflective lenses, but you can access a lot more information on Brookfield from the library or internet. I’ve also included a link to Johari’s window , another tool for reflection: http://www.noogenesis.com/game_theory/johari/johari_window.html.
Stephen Brookfield
The 4 Lenses
1. Our Autobiographies as Learners and Teachers
· Learners : reflecting on our experiences – puts us in the role of the ‘other’.
· May be thought of as emotional, subjective, individualistic or merely anecdotal but
· Have a powerful impact on us which others recognise and :
· Patterns and rhythms emerge that can be described as generic
· At times of uncertainty or difficulty we instinctively fall back on memories as learners to guide us.
· Emulate positive experiences, avoid repeating negative ones.
Our Students’ Eyes
· Can be surprising – are students interpreting our actions in the sense we intend? Are they learning what we think we are teaching?
· We can be surprised by the diversity of meanings students read into our words and actions e.g. our creative efforts, our jokes etc.
· Students can be reluctant to be honest – teachers may profess to welcome critical feedback, but actions vary when it is actually expressed.
· It can be risky for students to be openly critical – need to consider power relations.
· Anonymous opinions are generally best
· When you have demonstrated a willingness to respond to criticisms students may engage in a more public debate.
· Essential to see the learning environment from the learner’s perspective.
Our Colleagues’ Experiences
· Colleagues’ experiences provide a rich source for discussion – help make us feel less isolated.
· Provide opportunities to problem solve and
· Create new ways to deal with issues.
· Gaining different perspectives on problems helps increase our chances of finding an interpretation that fits with what is happening in a particular situation
· Observation provides a critical mirror reflecting back images of our actions that may take us by surprise.
· Critical reflection may begin alone, but when it is established with our colleagues , it checks out our assumptions and helps change structures of power.
Theoretical Literature
How does it help?
· Helps ‘name’ our practice by illuminating the general elements of what we think is our individual experience.
· Helps us realise that what we perceived as our personal failings are the inevitable consequence of certain social, economic, political processes.
· Stops us falling victim to the belief that we are responsible to everything that happens in our classrooms.
· Helps us understand students’ hostility – learning can bring about change and students can often be angry about this, rather than being angry at us.
· Can give us ideas of different ways to teach , helping us reflect, for example of our learning and teaching style e.g. Honey and Mumford.
The topic is ‘The Reflective Practitioner’. If you have discovered good links or resources on this topic, either send them to me or add them to this blog. I’ve included a summary of Brookfield’s 4 reflective lenses, but you can access a lot more information on Brookfield from the library or internet. I’ve also included a link to Johari’s window , another tool for reflection: http://www.noogenesis.com/game_theory/johari/johari_window.html.
Stephen Brookfield
The 4 Lenses
1. Our Autobiographies as Learners and Teachers
· Learners : reflecting on our experiences – puts us in the role of the ‘other’.
· May be thought of as emotional, subjective, individualistic or merely anecdotal but
· Have a powerful impact on us which others recognise and :
· Patterns and rhythms emerge that can be described as generic
· At times of uncertainty or difficulty we instinctively fall back on memories as learners to guide us.
· Emulate positive experiences, avoid repeating negative ones.
Our Students’ Eyes
· Can be surprising – are students interpreting our actions in the sense we intend? Are they learning what we think we are teaching?
· We can be surprised by the diversity of meanings students read into our words and actions e.g. our creative efforts, our jokes etc.
· Students can be reluctant to be honest – teachers may profess to welcome critical feedback, but actions vary when it is actually expressed.
· It can be risky for students to be openly critical – need to consider power relations.
· Anonymous opinions are generally best
· When you have demonstrated a willingness to respond to criticisms students may engage in a more public debate.
· Essential to see the learning environment from the learner’s perspective.
Our Colleagues’ Experiences
· Colleagues’ experiences provide a rich source for discussion – help make us feel less isolated.
· Provide opportunities to problem solve and
· Create new ways to deal with issues.
· Gaining different perspectives on problems helps increase our chances of finding an interpretation that fits with what is happening in a particular situation
· Observation provides a critical mirror reflecting back images of our actions that may take us by surprise.
· Critical reflection may begin alone, but when it is established with our colleagues , it checks out our assumptions and helps change structures of power.
Theoretical Literature
How does it help?
· Helps ‘name’ our practice by illuminating the general elements of what we think is our individual experience.
· Helps us realise that what we perceived as our personal failings are the inevitable consequence of certain social, economic, political processes.
· Stops us falling victim to the belief that we are responsible to everything that happens in our classrooms.
· Helps us understand students’ hostility – learning can bring about change and students can often be angry about this, rather than being angry at us.
· Can give us ideas of different ways to teach , helping us reflect, for example of our learning and teaching style e.g. Honey and Mumford.
Thursday, March 5, 2009
social networking sites
Have a look at this interesting article on social networking sites and let me know what you think: http://uk.news.yahoo.com/4/20090220/tuk-get-off-facebook-and-get-a-life-dba1618.html
Tuesday, March 3, 2009
Engaging the reluctant learner - EDDG meeting summary
Engaging the reluctant learner : Tuesday meeting 3/3/09
There was an excellent turnout for this meeting, so clearly the issue was one that struck a chord with many people.
Some of the issues discussed were :
How the fear that many students experience can lead to anxiety and aggression.
The interview process and follow-up.
How induction can help with alleviating fear, by building up positive relationships between lecturers and students, as well as between students in the group. We discussed a lot of issues around induction including the class lay-out, expectations of lecturers and students, teaching methods and styles and appreciating cultural differences. For some students this was their first time away from home and therefore consideration needed to be given to feelings of loss and isolation. It was agreed that it would be worth having more information and discussion on how we could develop induction throughout the college.
Feedback from students and how we process this. We discussed how we get feedback on our teaching and how we respond to this. Personal experiences were shared and there seemed to be a general agreement that there needed to be more opportunities for people to reflect on their practice. We thought this may be a good topic for another EDDG meeting.
Blogs as tools for reflection. Discussed how effective these were , and everyone was encouraged to add their comments to the EDDG blog.
There was an excellent turnout for this meeting, so clearly the issue was one that struck a chord with many people.
Some of the issues discussed were :
How the fear that many students experience can lead to anxiety and aggression.
The interview process and follow-up.
How induction can help with alleviating fear, by building up positive relationships between lecturers and students, as well as between students in the group. We discussed a lot of issues around induction including the class lay-out, expectations of lecturers and students, teaching methods and styles and appreciating cultural differences. For some students this was their first time away from home and therefore consideration needed to be given to feelings of loss and isolation. It was agreed that it would be worth having more information and discussion on how we could develop induction throughout the college.
Feedback from students and how we process this. We discussed how we get feedback on our teaching and how we respond to this. Personal experiences were shared and there seemed to be a general agreement that there needed to be more opportunities for people to reflect on their practice. We thought this may be a good topic for another EDDG meeting.
Blogs as tools for reflection. Discussed how effective these were , and everyone was encouraged to add their comments to the EDDG blog.
Wednesday, February 4, 2009
Engaging the reluctant learner
The next Education Development and Discussion Group (EDDG) is on Tuesday 3rd March and Thursday 5th March @ 12.15-1.15 pm , in room 810 . The discussion topic is ‘Engaging the reluctant learner’ . If you have any links to articles etc. which relate to this topic, please send them to me for distribution.
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Suggested article to read from Carole Paterson: http://www.ascd.org/publications/educational_leadership/sept04/vol62/num01/The_Engaged_Classroom.aspx
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Carole also recommended ‘Getting the Buggers Motivated in FE’ by Susan Wallace and, thoughtfully, summarises it for us a bit ...
Wallace (post-compulsory education, Nottingham Trent U., UK) offers thoughtful advice for teachers in "further education" (ages 14 to adult in the UK) who need advice on motivating unmotivated learners. She frames the advice in narrative vignettes followed by bulleted lists of steps and strategies. Characterizing the four major "demotivators" as fear, boredom, previous negative experience, and loss of hope, the author takes on specific populations (e.g. 14-16 year olds, English as a second language students) and discusses strategies that include reward as motivation, the use of entertainment, the motivating power of positive relationship-building, and exercises in self-respect in terms of each of the four concerns.
-----------
Suggested article to read from Carole Paterson: http://www.ascd.org/publications/educational_leadership/sept04/vol62/num01/The_Engaged_Classroom.aspx
-----------
Carole also recommended ‘Getting the Buggers Motivated in FE’ by Susan Wallace and, thoughtfully, summarises it for us a bit ...
Wallace (post-compulsory education, Nottingham Trent U., UK) offers thoughtful advice for teachers in "further education" (ages 14 to adult in the UK) who need advice on motivating unmotivated learners. She frames the advice in narrative vignettes followed by bulleted lists of steps and strategies. Characterizing the four major "demotivators" as fear, boredom, previous negative experience, and loss of hope, the author takes on specific populations (e.g. 14-16 year olds, English as a second language students) and discusses strategies that include reward as motivation, the use of entertainment, the motivating power of positive relationship-building, and exercises in self-respect in terms of each of the four concerns.
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