W2: Lecture and Seminar notes

Lecture/Simulation (1-hour):Seminar/Workshop (2-hour)In class activity (1-hour)

Then: reflect – blog – read – write...

We covered: Brief recap of the module: Class Blog;

SOCCER; Study Hub; Context; Assignments

Nuclear Bunker and de-briefThen:

Topic mediated dialogue: Talk; Reflect in pictures; Plenary...

Academic Reading Freire articles: read – make notes –

write Blog about it!

Becoming...

• Becoming an Educationalist is designed to get you exploring what it means to be an emancipatory, creative and inspiring educationalist for the 21st Century

• Class blog: http://becomingeducational.wordpress.com/

SOCCER = Success•Study

techniques•Overview•Creativity•Communicat

e•Emotions•Review

Use our Study Hubwww.londonmet.ac.uk/studyhub

•LIKE Study Chat

An Educationalist

• Helps you think for yourself

• We are becoming... (see Deleuze)

• Over time, through experience, reflection, reflexivity, action research, grounded theory ...

Through• IBL, PBL, mini-projects• Art works & Visual practices• Real research• Resource development• Blogging your learning• #ds106 < http://ds106.us/>• Peer Mentor support• See:

http://lastrefugelmu.blogspot.co.uk/

Assignments:

•Reflective learning (30%)

•Research Project (30%): Research ProposalResearch ReportResource

•Essay (40%)

Reflective logs:

• Weeks: 3, 9, 15 formative assessment

• First one – NEXT WEEK!!!

• Week 30 - final submission of at least three extracts with commentary (30%)

Research Project:

• 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 and/or 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.’

•Any Questions?

Next

• Nuclear Bunker

• Simulation & Role Play

Nuclear Bunker

• In groups of TEN• Simulate the bunker experience• Discuss who stays and who is

sacrificed – and why• Reflect on activity• Complete the de-brief ...

Bunker...World War III has started. You and nine other

people find yourselves to be alone together in a Nuclear Bunker. You are probably the last

people left on earth. There are some resources in the bunker – but not enough for all of you to survive for a long

time.

If all of you stay, then you will all live only for a maximum of two years.

If three of you wish to survive for many years, seven of you will have to leave ...

Who goes and who stays? You decide....

In your bunker, you have:• sewage system• water• seeds• some clothes• a few books• some medical facilities but no

operating material• a greenhouse.

In the bunker• Each person in the group of ten will

be allocated a character at random.• Each of you then plays your role –

and argues why you should stay in the bunker...

• ... and why someone else should go.• The Group decides who stays and

who goes...• Make notes.

In the bunker...

• Gay scientist• Buddhist priest• Married couple who are ‘green’ but childless (one

person to speak as couple)• Single pregnant woman with a five year old girl• Army officer who has mental instability of some sort but

is useful nonetheless• Elderly woman• Disabled man• Bisexual lawyer• Person who has been long term unemployed• Atheist doctor.

Debrief:

• Did anyone emerge as a leader?  Why? Why not? 

• How did this influence the choices? • Explain why you feel your choices

were made. • What influenced your decision? • What does this tell you about your

own values and beliefs? • How might this affect you as an

Educationalist?

Debrief

Leaders: •Organise•Take responsibility•Stay neutral... •Or very bossy?

•Implications for you as teachers?

Values: To be human is to:• Reproduce the species?• Be self-sacrificing?• Be selfish?• Be spiritual? • Survive at all costs?• Nurture resources?• Teach others?• Gain knowledge?• Be adventurous & take risks?

Topic Mediated Dialogue

• Talk: In twos or threes, talk about the topics below in as free and wide ranging a way as possible for twenty minutes.

• Reflect: After 20-mins: Each person has to draw a representation or a portrait of one person in their group.

• Whole class plenary: Show and discuss the portraits. Discuss the Topic Mediated Dialogue session.

Discuss:

• Education is all about fitting in – knowing your place, accepting your lot in life. Some are bred for success – as for the rest - at best it bores us – at worst it teaches us just how valueless we are.

 • Schools these days are dumbing down the

curriculum – no one knows how to spell anymore – no one knows any Maths. It’s a disgrace.

 • If I had a child I would run away to sea and not

come back till they were 18. I would never put a child of mine through the English education system with its SATs and tests and League Tables. It’s not human.

Academic Reading • Q: Question: think first – what do I already know on this subject? What do I need

from this reading? • O: Overview: your course: read module aims and learning outcomes – read the

assignment question: these all tell you why you are reading! • O: Overview: your book, chapter or journal: this will tell you what you are

reading! Tips: For a book – author, title, date; chapter headings; index. Chapter/article: introduction/conclusion – first sentence of every paragraph…

 • Q: Question: So – in the light of all that: Why am I reading this, now? • R: Read the text actively and interactively – marking it up as you go. Tips:

Underline, highlight, circle key words or points – make notes in the margin: who would agree or disagree? What does it remind you of? Where will you use the information?

 • R: Re-read: your own annotations and marginalia – now you are ready to make

your key word/key point notes! • R: Review your notes: are they any good (are they sourced: author (date) Title

location/publisher)? Can you use them? What will you now read or write?

Freire

• Giroux on Freire:• http://www.truth-out.org/archive/item/93016:le

ssons-to-be-learned-from-paulo-freire-as-education-is-being-taken-over-by-the-mega-rich

• Info-Ed: dialogue, praxis and education:• http://infed.org/mobi/paulo-freire-dialogue-

praxis-and-education/

Use everything we’ve covered:

• Write a paragraph on:

• “What is a successful educationalist?”

Reflect on the day:

Complete your learning log or blog

Next week: Collages

Some resourcesSOCCER game:http://learning.londonmet.ac.uk/epacks/soccer/Student Prezi – the secret of our success: http://prezi.com/ssuuvqkdx9uz/uni/ DESK:http://learning.londonmet.ac.uk/TLTC/learnhigher/desk/desk.html Our writing space:http://learning.londonmet.ac.uk/TLTC/connorj/WritingGroups/Presentations: Interactive plan & write resource:http://www2.elc.polyu.edu.hk/CILL/tools/presplan.htm Interactive site - scientific reports:http://www.ncsu.edu/labwrite/STUDY HUB!http://learning.londonmet.ac.uk/epacks/studyhub/