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WHY DO WE SCHOOL?AN INTRODUCTION TO THE COURSE AND TO THINKING ABOUT PEDAGOGY
PAUL HOPKINSFACULTY OF EDUCATION
MorningEducation, Schooling & Pedagogy
AfternoonAcademic Writing and Assignments
A CONTRIBUTORY SESSION
http://www.textwall.co.uk/post
There will be some things I will ask you to post
about during the course of the
session.
Also I will ask you to post questions as we go along and I will try to
pick up on these at some point.07537 402 400 - prefix with edskj
1. WHAT IS THE DIFFERENCE BETWEEN EDUCATION AND SCHOOLING?2. WHAT IS THE
PURPOSE OF SCHOOL (ING)?
3. WHO IS SCHOOLING FOR?
SO WHY BE A TEACHER?
WHAT DOES FILM / TV HAVE TO SAY?
AND THE MEDIA?
SO IF IT’S ABOUT ROLE MODELS WHICH OF THESE, FROM, (PROBABLY) THE BEST KNOW SCHOOL IN THE WORLD, WOULD YOU LIKE
YOUR PUPILS TO THINK OF YOU AS …
SO, WHAT INFLUENCED YOU TO BE A TEACHER?
personality and personal history
politics
role models from …
our own experiences
our work history
cultural experiences
adapted from Olsen
"Those who do not learn history are doomed to repeat it."George Santayana
THE
PGCE
THE PG
CE
Shu
lman
, 198
7
Shu
lman
, 200
5“One might say that professional
education is about developing pedagogies to link ideas, practices and values under conditions of inherent uncertainty that
necessitate not only judgement in order to act but also cognizance of the
consequences of one’s actions. In the presence of uncertainty one is obliged to
learn from experience”
Lea
ch &
Moo
n, 1
999
The educational spectrum?
Claxton and Lucas, 2014
What is success?
Hopkins, 2015
Complexity of practice
Hop
kins
et
alea
, 201
4
PEDAGOGIC MODELSor Theories of Learning
HOW DO WE LEARN?Long term acquisition and application of knowledge and
skills
Objectivism ConstructivismKnowledge is passed through inductive and deductive reasoning
Knowledge is constructed through personal understanding
from meaningful shared experiences
Student-to-content Student-to-StudentStudent-to-teacher
Student Alone
Reading, problems in books, presentations, lectures, papers, web
search …
Student-to-Student
Reviews, peer-critique, pairs, projects,
discussion, questioning …
Student-to-Many
Reflection, Blogging, Twitter, Journals,
Presentation, PBL, IBL …
Many-to-Many
Class discussion, debate, wikis, PBL,
IBL, role play …
Objectivism ConstructivismKnowledge is passed through inductive and deductive reasoning
Knowledge is constructed through personal understanding
from meaningful shared experiences
Epistemological Perspective
Behaviourism Cognitivism Constructivism Collaborative
Learning is …performing new behaviours
processing of information
making meaning by doing
intellectual convergence via discourse
Teaching is …
training for new behaviour
transmission of information to learners
facilitating activity where learners make meaning
inducting learners into the knowledge discourse
Behaviourism Cognitivism
constructivism collaborativism
We will have a brief look at one
or two ideas associated with each of these
theories - see if you can start to jot some ways in which this might impact on class
practice.
BEH
AVIO
UR
ISM
SOME BEHAVIOURISTS
B.F. Skinner - (1904-1990) - Operant Conditioning“Education is what survives when what has been learned has been forgotten.”
Ivan Pavlov - (1849-1936) - Classical Conditioning“Appetite, craving for food, is a constant and powerful stimulator of the gastric glands"
Edward Thorndike(1874-1949)Law of Effect
John Watson(1873-1958)Father of Behaviourism
CO
GN
ITIVIS
M
SOME COGNITIVISTSCharles Reigeluth(1948-)Elaboration Theory
Robert Gagné(1916-2002)Conditions of Learning
Jean Piaget - (1896-1980) - Stages of Development“The principle goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what other generations have done.”
Daniel Willingham - (1961-) - Reframing the mind“People are naturally curious, but we are not naturally good thinkers; unless the cognitive conditions are right, we will avoid thinking.”
CO
NS
TRU
CTIV
ISM
SOME CONSTRUCTIVISTS
John Dewey (1859-1952) - Functional Psychology“The self is not something ready-made, but something in continuous formation through choice of action”
Lev Vygotsky (1896-1934) - Social Constructavism“Speech and action are part of one and the same complex psychological function, directed toward the solution of the problem at hand”
Jerome Bruner (1915-) - Discovery Learning“One seeks to equip the child with deeper, more gripping, and subtler ways of knowing the world and himself.”
CO
NN
ECTIV
ISM
SOME CONNECTIONISTS
George Siemens (1965-) - Connectivism“The value of social media – blogs, wikis, podcasts, social networking – in learning is readily apparent. Any opportunity (or technology) that enables the formation of connections between learners and educators is worth exploring."
Stephen Downes (1959-) - New Media“We need to move beyond the idea that an education is something provided for us and towards the idea that an education is something that we create for ourselves”
a few contemporary ideas about teaching
and learning it’s worth knowing about …
How does this fit into your existing schema or ontology of education / schooling?
How does this fit with your experiences of education / schooling?
How does this challenge your model of education / schooling?
JOHN HATTIE: VISIBLE LEARNING
DYLAN WILIAM: FORMATIVE ASSESSMENT
DAN WILLINGHAM: COGNITIVE NEUROSCIENCE
ROBERT BJORK: DESIRABLE DIFFICULTIES
RON BERGER: AN ETHIC OF EXCELLENCE
GUY CLAXTON: BELOW THE LINE
CAROL DWECK: GROWTH MINDSET
STEVE WHEELER: LEARNING WITH ‘E’S
SUGATA MITRA: S.O.L.E.
1. WHAT IS THE DIFFERENCE BETWEEN EDUCATION AND SCHOOLING?2. WHAT IS THE
PURPOSE OF SCHOOL (ING)?
3. WHO IS SCHOOLING FOR?
RESOURCES AND SUPPORTwww.universityofhullscitts.org.uk
username: lincolncfbt
password: benbloom
Click on <enter> and then the CfBT
students
THIS PM: ACADEMIC WRITING AND ASSIGNMENTS
LUNCH!
REFLECTIVE THINKING &
WRITING.KEEPING A
PROFESSIONAL
DEVELOPMENT JOURNAL
ACADEMIC WRITING
Reflection is a form of mental processing that we use to fulfil a purpose or to
achieve some anticipated outcome. It is applied to gain a better understanding of
relatively complicated or unstructured ideas and is largely based on the
reprocessing of knowledge, understanding and, possibly, emotions that we already
process
Jenny Moon (2005)
GIBBS REFLECTIVE CYCLE (1988)
Left-hand page
Time, date, place
Description of the settings, surroundings,
context
Description of the session
Description of any critical incidents
Initial feelings and reactions
Right-hand page
Reflection
Analysis and evaluation
Reference to any theory or wider reading /
thoughts / pedagogic ideas
Thoughts added during mentor meetings, discussions with
colleagues or friends.
Adapted from Heath (1998)
ACADEMIC WRITING
THE ASSIGNMENTS
WHAT COULD I DO NEXT?
THE MA IN PEDAGOGY
AND PRACTICE
www.hullmapp.org.uk
Thank you …
p.hopkins@hull.ac.uk
@hullpgce@hullprimarypgce
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