Upload
sandra-sinfield
View
104
Download
2
Embed Size (px)
DESCRIPTION
Theoretical perspectives and practical strategies for bringing life, relevance, creativity and engagement to our classrooms - with a special focus on welcoming the so-called non-traditional student into HE - and into emancipatory practice.
Citation preview
‘Take Five’: five minute teaching tips... For time poor lecturers
CELT: Tom Burns & Sandra SinfieldISS: Chris O‘Reilly
FSSH (CAIPAS): ClaireBradshaw
LondonMet 2014
Lines of escape• Our ‘fish’ (Bourdieu and Wacquant 1992), swim in
educational currents composed of the over-riding narratives of assessment, SATs, League Tables, OFSTED, moral panics about plagiarism – and the ‘dumbing down’ of education:
• There are Mickey Mouse students for whom Mickey Mouse degrees are quite appropriate (Starkey in Brockes ‘Taking the mick’ The Guardian, [online] 15 January 2003).
11/04/23 2
Caught on a cultural cusp
• Re-territorialising tricky academic space (Deleuze
& Guattari1987/2005) • Welcomed for their fees – but not for their selves
• Need to build self-esteem, power, voice
• LTA for engagement and action!!
11/04/23 3
Lines of flight• Staff too experience regimes of control and
surveillance• PRD• AWAM – every hour measured...• No time to ‘be with’ students
• FRAM and siloes of silence
11/04/23 4
How can we
• Celebrate and sustain creative practices …in this cold HE climate (Sinfield, Burns and Holley 2003)?
• Reignite our love of learning – and our collegiality?
11/04/23 5
Active and engaging learning:
Becoming an Educationalist:• Role playing and simulations• Creative and visual learning strategies (see http://
learning.londonmet.ac.uk/epacks/look_make_learn/ )• Inquiry-based and problem-based learning• Drawing, poetry and prose - analysis/discussion• Research projects• Resource/artefact production• #edcmooc and #ds106• Peer mentoring• Get Ahead conference:• http://learning.londonmet.ac.uk/epacks/get_ahead_conf/ )...• These activities matter...
11/04/23 6
http://sameerasconfessions.wordpress.com/2014/03/19/wednesday-march-19th-2014-900am-100pm-week-23/
Today has been so proactive that I hardly had the time
to take down any academic notes and just kept on listening. There was a guest speaker today, Chris O’Reilly, who spoke to us about the presentation and making of a short 3 minute film and what kind of research and methods go into making and preparing for it. I was so intrigued and fascinated throughout the whole piece that it just had given me so many ideas. I was bursting to how these ideas could relate to my research project Report.
11/04/23 7
Take Five
11/04/23 [email protected] 8
Celebratory & emancipatory practice• ... moved them from feeling like a ‘fish out of water’
struggling against the tide – to a sense of purposeful struggle for meaning and self in the academic world.
• Designed to re-territorialise tricky and exclusionary academic space
• To smooth away the reductionist striations of regimes of testing and inspection - of our current neo-liberal agenda.
• Foster nomads engaged in lines of flight, narrating powerful, multimodal academic selves.
• Active learning - once embraced and enjoyed = unpredictable, joyous things!
• Not a robot in sight!11/04/23 9
Questions
?
11/04/23 10
Inspirational stuff:• ‘How to trigger students’ inquiry through projects’
http://blogs.kqed.org/mindshift/2013/07/how-to-trigger-students-inquiry-through-projects/
• McIntosh, P Postgraduate nursing students – drawing-only reflective log: • http://qmul.academia.edu/paulmcintosh/Papers/731108/Creativity_and_
reflection_An_approach_to_reflexivity_in_practice• Schmidt, Laurel. ‘Great Teachers Don’t Take No (or Yes) for an Answer:
Teaching by Asking Instead of Telling’ Classroom Confidential: The 12 Secrets of Great Teachers . Portsmouth: Heinemann, 2004.
• Shuh, John Hennigar. ‘Teaching Yourself to Teach With Objects’ The Educational Role of the Museum: Second Edition . New York: Routledge, 2001, pgs. 80-91.
• André Smith1, Jane Gair2, Phyllis McGee3, Janice Valdez4, Peter Kirk5
• ‘Teaching empathy through role-play and fabric art: An innovative pedagogical approach for end-of-life health care providers’ http://www.ijcaip.com/archives/IJCAIP-10-Smith.html