Beco w10 writing retreat: half day Writing Retreat embedded in class time
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Writing Retreat
W10: Becominghttp://becomingeducational.wordpress.com/2013/11/28/week-9-introduction-to-research-drawing-for-thinking-learning-and-research
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http://becomingeducational.wordpress.com/2013/12/03/in-the-beginning/
We write to learn…
But – we resist writing:• Fear• Of writing• Of committing• Of being judged.
How can we overcome our fear and make time and space to write?
Ta Da: Writing Retreat:
• Creating a space to think, write and think again
• Tackling our resistance to writing
• Supporting ‘writing to learn’
• Structured self- or peer review
• Creating community of practice & inquiry…
Becoming an Educationalist is…
• Intensive - four hours + five or six
• Writing & all tasks = essential engagement with ideas and practices…
• Promote active learning and critical thinking.
• Must be done!
Weekly tasks
• Revision of notes – clear identification of names, theories, concepts and ideas
• Follow up on the names, theories, concepts and ideas. Do some talking, reading, thinking, writing.
• Tip: produce personal subject dictionary• Reflective learning log – preferably as a blog • Review of & comment on Becoming blog• All writing tasks set (and in the Module
Handbook) – especially if un-finished in class.• Developing Digital self project
WARNING - CHECKLIST
• Make a note of what you have done – and what you have still to do:
• Personal Blog, preferably as a Quad-blog.
• Reflective learning logs: nine.
• Six word essay: How to succeed at University.
• Free write: What is a successful educationalist?
• Collage & Artist Statement
• Digital Project: Developing digital self: strategy and with regular reflections
• Becoming research project: field notes and ideas
• 50-word essays: Successful University writing Or Successful University reading.
• Poster presentation. • Short essay: How far should our actions depend on our
values and beliefs?
• Drawings: including of ontology and epistemology.
• Paragraph on role of drawing in teaching, learning and research … plus
• Mini-Project: Research an artist, an art movement or a particular work of art – and consider how you might use what you have learned in your studying now – and your teaching in the future – for three-minute presentation, W11.
Notes on:
• Bandura• Bentham• Burr• Freire• Giroux• Kant• Robinson• Rogers … AND ON:
• What is an educationalist?
• Who and what is education for?
• Socialisation, indoctrination or emancipation: what sort of educationalist do I want to be?
• Role play and simulations – and their role in teaching and learning
• Enlightened self interest, utilitarianism, moral imperative
• Analytical and critical thinking – and how to develop it in the self and others
• Image mediated dialogue – and its role in teaching and learning
• Topic mediated dialogue – and its role in teaching and learning
• Participant observation
• Academic writing#1 & #2
• Self-efficacy, self-confidence and self-esteem – in academia
• Gareth Malone (Choir)
• Last Chance Kids – the tyranny of synthetic phonics
• Presentations: what, why, how.
• Positive thinking in academia: what why, how
• All your peers’ poster presentations
• Research: the university and community
• Research: ontology, epistemology, positivism, interpretism…
• Drawing for teaching, learning and research
Right• How up to date are you?• How does that feel?• If you were the teacher – how would you feel?• What would you do?
We are treating it as a pedagogy issue for us all to solve:
• What do you think the issues are?• What are the risks? Personally – and
academically?
Assessment
• Reflective learning logs – 30%
• Research Project – total 30%
1. Proposal 1000 words – week 19 (10%)
2. Report 1000 words – week 30 (20%)
3. Artefact: marks if in Appendix of Report and if referred to in Reflective Logs +/- final essay.
• Essay – 40%
Reflective Logs 30%
HIGH percentage - will need:• Excellent observation, perception, acuity,
visual qualities• Relevance to self-development as student
and as one becoming an educationalist• Short overarching commentary• Appendices of relevant activities: art work;
artist statements; writing tasks; blog links; artefacts…
Okay
By the end of today:
• Have produced real writing – for your Reflective Log portfolio (and your learning!!)
• Have reflected on your resistance to writing
• Have a new writing strategy to test out…
• Ready to bring an embryo portfolio W13
Writing a Log
• Choose a week - any week that you have the notes for
• WRITE – 15 minutes:• Week number and date• What did we do – ALL activities?• Why did we do each activity?• What was your reaction?• What was the learning?• What was your follow up?
Structured Review
• Peer Review?• Why?• Why not?• You choose!• If peer reviewing – pose feedback
thoughtfully and constructively• Take ten minutes• Use the following questions:
• Week number and date?• Have all the activities from that week been identified?• Is there critical reflection on the *why* of each activity? • Is it connected to the aims and assignments on the
module?• Is there a useful reflection on the personal reaction to the
activities? • Has there been some consideration of how negative
reactions might be tackled? • Or positive reactions harnessed?• Has the learning been summarised usefully? • Has it been linked to improving successful practice now
as a student? • And – to future practice as an educationalist? • And/or to the potential research project?• Is there evidence of further reading?• Are there any illustrations or other evidence of thoughtful
engagement?
Return piece
• Read feedback
• Discuss with peer reviewer…
• Next steps:
• Produce an improved log – respond to feedback – and to your own developed thinking: ten minutes…
Discuss…
Hand it in:
• Write your name on this log
• Hand in to your module tutor…
Workshop or Retreat?
• The Workshop sessions will continue as a mini-writing Retreat to get more real work done...
• Or – a few students are welcome to go with Sandra to take part in a one-day Reading/Writing Retreat that we are running for PhD students...
Workshop shape
• 10.15 – 10.30: identify writing task
• 10.30 – 11.00 – first writing session
• 11.00 – 11.15 – feedback and discussion; goal setting for the next writing
• 11.15 – 11.45 – second writing session
• 11.45 – discussion and concluding reflections, memory postcards
TOPICS on next slide
Workshop topics• Collage artist statement• 50-words on Writing or Reading at
University• Paragraph on: Drawing for teaching,
learning and research• Revising and improving old logs –
producing new logs: TEN by end of today!• Ideas for research project• Updates on digital me projects• Notes for Art & Artists mini-project