Presentation to CfBT - September 22nd, 2015

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Information about Presentation to CfBT - September 22nd, 2015

Published on September 22, 2015

Author: hullpgce

Source: slideshare.net

1. WHY DO WE SCHOOL? AN INTRODUCTION TO THE COURSE AND TO THINKING ABOUT PEDAGOGY PAUL HOPKINS FACULTY OF EDUCATION

2. Morning Education, Schooling & Pedagogy Afternoon Academic Writing and Assignments

3. A CONTRIBUTORY SESSION http://www.textwall.co.uk/post There will be some things I will ask you to post about during the course of the session. Also I will ask you to post questions as we go along and I will try to pick up on these at some point. 07537 402 400 - prefix with edskj

4. 1. WHAT IS THE DIFFERENCE BETWEEN EDUCATION AND SCHOOLING?2. WHAT IS THE PURPOSE OF SCHOOL (ING)? 3. WHO IS SCHOOLING

5. SO WHY BE A TEACHER?

6. WHAT DOES FILM / TV HAVE TO SAY?

7. AND THE MEDIA?

8. SO IF IT’S ABOUT ROLE MODELS WHICH OF THESE, FROM, (PROBABLY) THE BEST KNOW SCHOOL IN THE WORLD, WOULD YOU LIKE YOUR PUPILS TO THINK OF YOU AS …

9. SO, WHAT INFLUENCED YOU TO BE A TEACHER? personality and personal history politics role models from … our own experiences our work history cultural experiences adapted from Olsen

10. "Those who do not learn history are doomed to repeat it." George Santayana

11. “One might say that professional education is about developing pedagogies to link ideas, practices and values under conditions of inherent uncertainty that necessitate not only judgement in order to act but also cognizance of the consequences of one’s actions. In the presence of uncertainty one is obliged to learn from experience”

12. PEDAGOGIC MODELS or Theories of Learning

13. HOW DO WE LEARN? Long term acquisition and application of knowledge and skills Objectivism Constructivism Knowledge is passed through inductive and deductive reasoning Knowledge is constructed through personal understanding from meaningful shared experiences Student-to-content Student-to-StudentStudent-to-teacher Student Alone Reading, problems in books, presentations, lectures, papers, web search … Student-to-Student Reviews, peer-critique, pairs, projects, discussion, questioning … Student-to-Many Reflection, Blogging, Twitter, Journals, Presentation, PBL, IBL … Many-to-Many Class discussion, debate, wikis, PBL, IBL, role play …

14. Objectivism Constructivism Knowledge is passed through inductive and deductive reasoning Knowledge is constructed through personal understanding from meaningful shared experiences Epistemological Perspective Behaviourism Cognitivism Constructivism Collaborative Learning is … performing new behaviours processing of information making meaning by doing intellectual convergence via discourse Teaching is … training for new behaviour transmission of information to learners facilitating activity where learners make meaning inducting learners into the knowledge discourse

15. We will have a brief look at one or two ideas associated with each of these theories - see if you can start to jot some ways in which this might impact on class practice.

16. SOME BEHAVIOURISTS B.F. Skinner - (1904-1990) - Operant Conditioning “Education is what survives when what has been learned has been forgotten.” Ivan Pavlov - (1849-1936) - Classical Conditioning “Appetite, craving for food, is a constant and powerful stimulator of the gastric glands" Edward Thorndike (1874-1949) Law of Effect John Watson (1873-1958) Father of Behaviourism

17. https://www.youtube.com/watch?v=Mt4N9GSBoMI

18. SOME COGNITIVISTS Charles Reigeluth (1948-) Elaboration Theory Robert Gagné (1916-2002) Conditions of Learning Jean Piaget - (1896-1980) - Stages of Development “The principle goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what other generations have done.” Daniel Willingham - (1961-) - Reframing the mind “People are naturally curious, but we are not naturally good thinkers; unless the cognitive conditions are right, we will avoid thinking.”

19. SOME CONSTRUCTIVISTS John Dewey (1859-1952) - Functional Psychology “The self is not something ready-made, but something in continuous formation through choice of action” Lev Vygotsky (1896-1934) - Social Constructavism “Speech and action are part of one and the same complex psychological function, directed toward the solution of the problem at hand” Jerome Bruner (1915-) - Discovery Learning “One seeks to equip the child with deeper, more gripping, and subtler ways of knowing the world and himself.”

20. SOME CONNECTIONISTS George Siemens (1965-) - Connectivism “The value of social media – blogs, wikis, podcasts, social networking – in learning is readily apparent. Any opportunity (or technology) that enables the formation of connections between learners and educators is worth exploring." Stephen Downes (1959-) - New Media “We need to move beyond the idea that an education is something provided for us and towards the idea that an education is something that we create for ourselves”

21. a few contemporary ideas about teaching and learning it’s worth knowing about …

22. How does this fit into your existing schema or ontology of education / schooling? How does this fit with your experiences of education / schooling? How does this challenge your model of education / schooling?

23. JOHN HATTIE: VISIBLE LEARNING

24. DYLAN WILIAM: FORMATIVE ASSESSMENT

25. DAN WILLINGHAM: COGNITIVE NEUROSCIENCE

26. ROBERT BJORK: DESIRABLE DIFFICULTIES

27. RON BERGER: AN ETHIC OF EXCELLENCE

28. GUY CLAXTON: BELOW THE LINE

29. CAROL DWECK: GROWTH MINDSET

30. STEVE WHEELER: LEARNING WITH ‘E’S

31. SUGATA MITRA: S.O.L.E.

32. 1. WHAT IS THE DIFFERENCE BETWEEN EDUCATION AND SCHOOLING?2. WHAT IS THE PURPOSE OF SCHOOL (ING)? 3. WHO IS SCHOOLING

33. RESOURCES AND SUPPORT www.universityofhullscitts.org.uk username: lincolncfbt password: benbloom Click on <enter> and then the CfBT students

34. THIS PM: ACADEMIC WRITING AND ASSIGNMENTS

35. LUNCH!

36. REFLECTIVE THINKING & WRITING. KEEPING A PROFESSIONAL DEVELOPMENT JOURNAL ACADEMIC WRITING

37. Reflection is a form of mental processing that we use to fulfil a purpose or to achieve some anticipated outcome. It is applied to gain a better understanding of relatively complicated or unstructured ideas and is largely based on the reprocessing of knowledge, understanding and, possibly, emotions that we already process Jenny Moon (2005)

38. GIBBS REFLECTIVE CYCLE (1988)

39. Left-hand page Time, date, place Description of the settings, surroundings, context Description of the session Description of any critical incidents Initial feelings and reactions Right-hand page Reflection Analysis and evaluation Reference to any theory or wider reading / thoughts / pedagogic ideas Thoughts added during mentor meetings, discussions with colleagues or friends. Adapted from Heath (1998)

40. ACADEMIC WRITING

41. THE ASSIGNMENTS

42. WHAT COULD I DO NEXT? THE MA IN PEDAGOGY AND PRACTICE www.hullmapp.org.uk

43. Thank you … p.hopkins@hull.ac.uk @hullpgce @hullprimarypgce

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