Becoming an Educationalist is designed to get you exploring what it means to be an emancipatory, creative and inspiring educationalist for the 21st Century.
We argue that learning is social, collective, embodied… and there are different ways of learning, knowing and being. Freire started where people were – in the slums of Brazil, writing ‘liberation’ on the walls. Gareth Malone ran ‘empowering’ Choirs – helping people find their voice and their collective power. ‘Strictly Come Dancing’ succeeds via tailored tuition. This module involves an incredible amount of active and engaging learning: role playing and simulations; creative and visual learning strategies; Inquiry Based and Problem Based Learning; Reflective learning; Drawing, Poetry and Prose analysis and discussion; Analysis of Educational Policy documents; Research projects and resource development; face to face, peer to peer and online learning. We will want you to contribute to the University’s annual student-facing Get Ahead conference (this year due in February).
You will be expected to talk, listen, discuss, present; to make notes, read actively and interactively; to join in with energy and enthusiasm to all the different things that you will be asked to do; and then to reflect on what you have done and why – to make your learning conscious… You will also be expected to engage in meta-reflection, that is, we expect you to be aware of how any particular activity or session will be useful to you when you are an educationalist (some form of teacher) in the future.
Assessment: reflective logs (and meta-reflection); research proposal; research report (and artefact); final essay
Learning is reflective practice. Each week you will be expected to consider what we have done – why we did it – and what you have learned from the activity or engagement. You will be expected to push that thinking deeper, asking: How will that help me as an educationalist in the future? We want you to keep weekly learning logs where you actively make your learning conscious. It is recommended that you make these logs as visually engaging and interesting as possible – and that you record them in an online blog. In weeks 3, 9 and 15 you will be expected to hand in a reflective log for formative feedback. At the end of the course you will have to hand in a selection of your best course reflections – with some form of overarching commentary (meta-reflection) on why you chose those particular examples – and what they demonstrate about the quality of your engagement with and learning on the course as a whole. Your logs should also seed your ideas for your Research Project – and should help you with your final essay for the course as a whole.
Assessments: due dates and weighting
Weeks: 3, 9, 15 formative assessment
Week 30 – final submission of at least three extracts with commentary (30%)
- Proposal 1000 words – week 19 (10%)
- Report 1000 words – week 30 (20%)
- Artefact – you will get marks for this when you discuss the process and the product in your Reflective Logs for credit and/or in your final essay.
Essay 1500 words – week 30 (40%)
‘To what extent has the module ‘Becoming an Educationalist’ prepared you for the reality of becoming an educationalist? Justify your answer with reference to at least three aspects of or activities on the course.’
Each week we will have:
1: 09.00-0955: Whole class lecture, simulation or other activity.
2: 10.00-11.55: Seminar groups with teaching, activities, discussion…
3: 12.00-13.00: Follow up activities with Peer Mentors.
The sessions are intensive and interactive – bring refreshments with you.
Weeks and activities
1: Big introduction to the course: what we are doing and why.
Your task is to make notes, ask questions and make sure you understand what we are doing, how and why. Put each assignment date in your diary.
2: Icebreakers and thinking about learning activities: Secret of Your Success; One Big Fear; Six word essay: How to succeed at University. Thinking with pictures: Image Mediated Dialogue: What is an educationalist? Discuss implications for practice as a student now and a teacher in the future.
3: Produce draft learning log. Swop and peer review. Re-draft log.
Essential: Create your personal Becoming blog. Think which blog site to use: Blogger or WordPress. Think Quadblogging. Share your blog with three other people – each week you agree to read each other’s Becoming blog and give some comment or feedback.
PPT slides for the first lecture: http://www.slideshare.net/sinfiels/make-your-mark-becoming-201314