#becomingeducational W30 – so you’re still worried about the essay?

Becomingeducational: Essay Tips

The essay is 1500 words – this probably means ONE introduction – about 200 words – THREE paragraphs – about 300 words each – and ONE conclusion about 400 words…

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.’

THINGS TO THINK ABOUT WHEN PREPARING THE ESSAY:

FIRST – notice that the question is asking you about the module – so say something about Becoming: what was it trying to achieve? How was it trying to do that? What theories or beliefs underpin the module Becoming an Educationalist?

What is an educationalist? What do they do? What characteristics or attributes would it be helpful for an educationalist to have? What should they DO? What should they NOT DO? What theory or theorists would you refer to, to explain the sort of educationalist that you want to be?

Tips: Mention these in the INTRODUCTION – saying which THREE aspects of the course you are then going to focus upon.

WHAT WE THINK WE HAVE COVERED ON THE MODULE – CHOOSE THREE:

Simulations & role play – for critical thinking – belonging – learning through discussion – active learning

Rich pictures – when you drew your new world after the apocalypse – thinking though images…

SLOW reading – in groups – with collage and presentations – to help you crack the code of academic reading – and learn how to enjoy it.

IMD; Collage; TMD – all used to get you thinking differently – and usually talking with each other – dialogic engagement – learning in action that learning itself is socially constructed (Burr) – ALSO – each of these also a qualitative research method/

Exploring formal and informal learning spaces – to SEE learning, teaching and assessment differently – to start to critique taken for granted practices – and come to your own understanding of education.

Multimodal exhibition/Exhibitions & showcases – show case YOUR creativity and learning – self-efficacy developed – pride and joy?

REAL Research – modelling what all good teaching is – and discovering something new from your own actions – also preparing you for second year when you have to have a Dissertation proposal.

Free writing & peer review – overcoming writing blocks – discovering new ways to APPROACH writing – and discovering the value of peer review and feedback – towards taking ownership of your own writing rather than being over dependent on the tutor.

Music w/shop – enjoying a new process – help to prepare your own performances – but also learning a new way of thinking and expressing ourselves – music also has its own grammar/logic/rhetoric – that is – its own way of communicating ideas. What can you take form that into your own development?

Performance weeks – to showcase your learning – what you think aboyt good classroom practice – what you wanted to teach other people – and HOW you wanted to teach it…

Group work – all the time in all sorts of ways – but hopefully also with space to work individually… The value of making friends and finding collaborators!

Digital stuff – making brilliant digital things – to show you and everybody else that you do not come into education empty – but with skills and talents and just waiting to b stretched! Different to THE ESSAY – which can be very disempowering as so formal and rewards already existing cultural capital…

Blogging to learn – reflecting in own voice and space – to take op=wnership of the learning – to make the final essay writing easier…

Active learning; Question-based learning; Object-based learning; Project-based learning; Inquiry-based learning; Research-based learning; “Student as Producer”; Creativity in learning; and Critical thinking – all designed to develop Belonging; Self-efficacy/Self-esteem!!!

AS SAID – CHOOSE THREE – AND WRITE ABOUT THEM:

What activities have you enjoyed the most from the module? Why? How has any one particular one prepared you for the reality of becoming an educationalist? What theory or theorists would you refer to, to argue for that activity?

What aspects of the module have you felt were useful or important for someone who is becoming an educationalist? Why? How has any one particular one prepared you for the reality of becoming an educationalist? What theory or theorists would you refer to, to argue for that aspect?

What other activity or aspect do you want to write about? Why? How has that particular one prepared you for the reality of becoming an educationalist? What theory or theorists would you refer to, to argue for that activity or aspect?

WRITE A CONCLUSION

Remember to CONCLUDE your essay! Revisit the WHOLE question and prove that you have answered it: to what extent has the module ‘Becoming an Educationalist’ prepared you for the reality of becoming an educationalist? How do your three aspects of/or activities on the course demonstrate that?

TIP: BE CREATIVE? As you should have gathered by now, we hope that #becomingeducational has helped you to think more creatively about teaching, learning and assessment – so – if you want to attempt something more creative than a traditional written essay – we would be interested to hear from you – and see what you want to o and whether it could work!!

PEOPLE TO READ:

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 THE READING LIST:

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

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

Burns, T & Sinfield, S (2012) Essential study skills: the complete guide to success at university, London; Sage

Burns and Sinfield resources (also see the Journal articles that accompany each chapter) http://www.uk.sagepub.com/burnsandsinfield3e/study/default.htm

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

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

Chloe’s blog: https://noblechloe.wordpress.com/

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 (2010) Action Research and Reflective Practice: Creative and visual methods to facilitate reflection and learning London; Routledge

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

Good luck – and enjoy the assignments – Sandra & Tom

 

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