#becomingeducational W28 part two:

The Essay… additional points and resources

We had an excellent session on the final essay this week – and we are hoping that you are all feeling confident about BOTH the final assignments!

A reminder:

PORTFOLIO: due in NEXT WEEK – W29 – Thursday 19th May – hand in to the Student Hub

ESSAY: due in W30 – Thursday 26th May – hand in to the Student Hub.

 READ ON – we are offering advice below about different things that you could be addressing in your essay – with reference to useful research or reading that you could do to substantiate your arguments… There are many live links – so you can just click and follow.

VISUAL STUFF

Some hints if you are writing about visual practices: collage, drawing, making:

“Drawings can both evoke and record insight into a situation, and different visualization techniques such as visual brainstorming, imagery manipulation and creative dreaming have been developed …” (Garfield, 1976; McKim, 1980; Shone, 1984; Parker, 1990).

“The idea of using drawings or pictures to think about issues is common to several problem solving or creative thinking methods (including therapy) because our intuitive consciousness communicates more easily in impressions and symbols than in words. (Garfield, 1976; McKim, 1980; Shone, 1984; Parker, 1990).”

Pictures can help you think: http://systems.open.ac.uk/materials/t552/pages/rich/richAppendix.html

And can be used in RESEARCH: “ … initially stimulates non-verbal activity and then via a probing of what images mean to research participants and why those images were chosen, it goes on to stimulate verbal responses that would otherwise not have been accessible to verbalisation.” (Boddy, 2007)

“Using visual stimuli calls for right-brain activation and bypasses more rational evaluation procedures, thus allowing the researcher to get at the more sub-conscious aspects of respondent’s minds.”  (Boddy, 2007)

Collage in focus group discussions – participants given a selection of magazines, newspapers or other pictorial materials to select a range of images which represent the [issue] being researched.

Resources

Explore links and information available from Pauline Ridley’s Drawing to Learn site:  http://www.brighton.ac.uk/visuallearning/drawing/

…  and ideas on visual learning strategies :
http://www.brighton.ac.uk/visuallearning/files/2412/8048/4894/D2L_ST_LOW.pdf

Observational skills for geoscience fieldwork : http://www.kingston.ac.uk/esg/fieldwork_tutorial/

Techniques for drawing botanical subjects under the microscope
http://www.microscopy-uk.org.uk/mag/indexmag.html?http://www.microscopy-uk.org.uk/mag/artfeb03/cbdrawing.html

Looking vs. Seeing: 15’Tutorial: Getting the most out of Microscope Viewing
http://shs.westport.k12.ct.us/mjvl/biology/microscope/looksee.htm

Picturing to Learn <http://www.picturingtolearn.org/>  This is part of the Harvard Envisioning Science Program. It enables undergraduate students to clarify their own understanding of scientific concepts and processes by making freehand drawings to explain these concepts to non-experts. These drawings are also used as assessment tools.

KEY MODULE ASPECTS

With CREATIVITY – you want to be using the NORMAN JACKSON article that we shared – and search online for articles by CHRISSI NERANTZI and/or ALISON JAMES.

If looking at creating SPACES for learning – obviously THORNBURG – you might want to find research on SOCIAL LEARNING SPACES – and if you want to get really clever – see if you can find and understand (!) stuff on THIRD SPACE.

GROUP WORK is written about a lot – and a simple web search will find you lots of material – but I think we focussed particularly on its potential for developing BELONGING and DIALOGUE – perhaps look for or reference BAKHTIN – and/or FREIRE.

Resources

DEWEY – for a democratic approach

Freire – on education that is designed for justice and action

hooks – for a critical pedagogy approach

Holt – on the problems with education/schooling

Illich – for the need to ‘de-school’ society

Robinson – on the problems with schooling

Rogers – on the need for unconditional positive regard, empathy and congruence.

HAVE YOU CHECKED OUT THE MODULE READING LIST?

#becomingeducational: https://becomingeducational.wordpress.com/

Buckets and fires – teachers’ blog http://bucketsandfires.blogspot.co.uk/

Burns, T & Sinfield, S (2016) Essential study skills: the complete guide to success at university, London; Sage

Buzan, B. & Buzan, T. (1995) The Mind Map Book BBC

Creativity – The Curious Creative:  https://flipboard.com/section/the-curious-creative-b5vmw7

Develop a Digital Me:

Jeffers, S. (1997) Feel the Fear and do it Anyway London; Century

Hybrid Pedagogy blog – see especially this post on classroom design: http://www.hybridpedagogy.com/journal/discovering-natural-classrooms-hybrid-collective-learning-spaces/

Isaacs, S, Blundell, D, Foley, A, Ginsburg, N, McDonough, B, Silverstone D & Young, T (2014) Social Problems in the UK: an introduction London; Routledge

Last Refuge Blogspot: http://lastrefugelmu.blogspot.co.uk/ Academic blog and essential reading for all Becoming students.

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

Malone, G The Choir episodes:

http://www.bbc.co.uk/programmes/b008y125/episodes/guide

Play in HE: http://www.creativeacademic.uk/uploads/1/3/5/4/13542890/cam2__part_a.pdf and

http://www.creativeacademic.uk/uploads/1/3/5/4/13542890/cam2_part_b.pdf

Robinson, K. (2006) Ken Robinson says ‘Schools kill creativity’ (speech) ONLINE: http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.html accessed 10.12.10

Robinson, K. (2009) ‘Changing Education Paradigms’ (speech) ONLINE:

http://www.ted.com/talks/ken_robinson_changing_education_paradigms

Sentimental education? The school that Tilda built: http://www.theguardian.com/film/2015/jun/13/education-school-tilda-swinton-scotland

Schmidt, Laurel. ‘Great Teachers Don’t Take No (or Yes) for an Answer: Teaching by Asking Instead of Telling’ in Classroom Confidential: The 12 Secrets of Great Teachers . Portsmouth: Heinemann, 2004. 

Shuh, John Hennigar. ‘Teaching Yourself to Teach With Objects’ in The Educational Role of the Museum: Second Edition . New York: Routledge, 2001, pgs. 80-91.

Study Chat:  – https://www.facebook.com/LondonMetStudyChat   *Like* and follow #studychat for tips, trix and study ideas

Study Hub: www.londonmet.ac.uk/studyhub – for study tips and tricks – and calendar of study support events including Writing Clinics

Teach Thought blog: http://www.teachthought.com/

Thornburg D (2007) http://tcpd.org/Thornburg/Handouts/Campfires.pdf Tracey – journal: http://www.lboro.ac.uk/departments/aed/staff-research/research-groups/drawing-visualisation-tracey/

Victor, B https://vialogues.com/vialogues/play/23929/ – 1-hr video on representations…

Visual Directions – sketchbook site: http://cltad-web2.arts.ac.uk/cetl/visual-directions/index.htm

Visual practices in learning and research: http://www.utpteachingculture.com/unflattening-scholarship-with-comics/

http://www.utpteachingculture.com/youve-got-to-draw-it-if-you-want-to-see-it-drawing-as-an-ethnographic-method/

Wheeler, S Educational Theory blog: http://steve-wheeler.blogspot.co.uk/

Workshops – preparing them: http://youthwebonline.com/teachers/activities/culture/index.html

THANK YOU!!

Thank you for being a wonderful class – a wonderful group and sets of groups – we have really enjoyed having this year with you.

Good luck and best wishes,

Tom & Sandra

 

 

 

 

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2 thoughts on “#becomingeducational W28 part two:

  1. Thank you for teaching such an inspirational module. It brought out such creativity within the group and I believe it changed the group dynamics as we had to work with various people whom we generally wouldn’t.
    Thank you for all your support within the module and the experience was truly invaluable.:-)

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