Secondary Drama/English/Media ITE

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Secondary Drama English MediaJohn Keenanjohn keenan newman ac uk Learning outcomes Have considered a pedagogy for teaching.
drama English media Greater understanding of some of theprocesses for learning Learning OutcomeHave considered a pedagogy.
How will I know What is your pedagogy What do you love About drama English media About teaching.
Poem for EverymanI will present youif you are patient and tender I will open drawersthat mostly stay closed.
and bring out places and people and thingssounds and smells loves and frustrations hopes and sadness bits and pieces of three decades of lifethat have been grabbed offand found lying in my hands .
they have eatentheir way into my memory carved their way intoaltogether you or I will never see them they are me .
If you regard them lightly deny they are importantor worse judge themI will quietly slowly begin to wrap them up .
in small pieces of velvet like worn silver and gold jewellery tuck them awayin a small wooden chest of drawersand close .
There is no such thing as a neutral educationprocess Education either functions as an instrumentwhich is used to facilitate the integration ofgenerations into the logic of the present system andbring about conformity to it or it becomes the.
practice of freedom the means by which men andwomen deal critically with reality and discover howto participate in the transformation of their world Jane Thompson 1999 Gramsci Freire and Adult Education Possibilities for Transformative Action by Peter Mayo Macmillan Page 5What is Miss Maclean s pedagogy .
Pedagogy of the OppressedStart with what the students loveUnderstand that they must want to learnTeacher learns from the students Popular Education.
I want to be an teacher because Other Pedagogies for Teaching1 Traditional2 Progressivist3 Postmodern Progressive.
all contribute to today s pedagogy Pedagogical Spaces 1 TraditionalPetrus Ramus Classical canon Great Men of History.
ChristianityKnowledge in books Pedagogical Spaces 1 TraditionalThe EnlightenmentRenee Descartes.
Pedagogical Spaces 1 Traditional Institutionalised Mass schooling Rigid systems Pedagogical Spaces 1 Traditional.
The iron cages of rationalisation 1846 1920 Pedagogical Spaces 1 TraditionalJohn Holt How Children Fail Most children in school fail .
Holt 1990 foreword Nobody starts off stupid what happens as we get older to this extraordinary capacity for learning and intellectualgrowth What happens is that it is destroyed We destroythis capacity above all by making afraid afraid of being.
wrong afraid to gamble afraid to experiment afraid to trythe difficult and the unknown We destroy the love oflearning in children by encouraging and compelling themto work for petty and contemptible rewards gold stars orpapers marked 100 and tacked to the wall or As in report.
cards We encourage them to feel that the end and aim ofall they do in school is nothing more than to get a goodmark on a test Holt 1990 pp 273 4 Pedagogical Space 2 Progressivist.
John DeweyMaria Montessori Pedagogical Space 2 ProgressivistJohn Dewey 1900 To imposition from above is opposed expression and.
cultivation of individuality to external discipline isopposed free activity to learning from teachers learningthrough experience to acquisition of isolated skills andtechniques by drill is opposed acquisition of them asmeans of attaining ends which make direct appeal to.
preparation for a more or less remote future is opposedto making the most of the opportunities of present life to static aims and materials is opposed acquaintance wita changing world cited in Katzinger and Cross 1993 pp45 6.
Pedagogical Space 2 ProgressivistJohn Dewey Textbooks and lectures give the result ofother men s discoveries and thus seem toprovide a short cut to knowledge but the.
outcome is just a meaningless reflectingback of symbols with no understanding ofthe facts themselves Dewey and Dewey 1915 cited in Cross and Katzinger 1993 p 46 Pedagogical Space 2 Progressivist.
John Dewey At school children should learn to be cooks seamstresses or carpenters cited in Katzinger and Cross 1993 p 45 Pedagogical Space 2 Progressivist.
Progressive Pedagogy as Ideology The idea of progress Standard English was to be the conclusion Correct acquisition served an industrial purpose Motivated student activity was a pedagogical tool in the.
interest of progress and modernity and these culturalassumptions were as powerfully singular as those of thetraditional curriculum of a classical canon even to the point ofsharing some of the same objectives correct grammar forexample albeit objectives that were now to be achieved by a.
different means Cross and Katzinger 1993 p 47 Pedagogical Space 3 The Progressivist Pedagogy of Postmodernism difference discontinuity.
cultural fragmentation linguistic fragmentation the postmodernists pronounce the end ofhistory the decadence of grandmetanarratives the demise of progress .
Cross and Katzinger 1993 p 48 Pedagogical Space 3 The Progressivist Pedagogy of PostmodernismHigh WindowsWhen I see a couple of kidsAnd guess he s fucking her and she s.
Taking pills or wearing a diaphragm I know this is paradiseEveryone old has dreamed of all their lives Bonds and gestures pushed to one sideLike an outdated combine harvester .
And everyone young going down the long slideTo happiness endlessly I wonder ifAnyone looked at me forty years back And thought That ll be the life No God any more or sweating in the dark.
About hell and that or having to hideWhat you think of the priest HeAnd his lot will all go down the long slideLike free bloody birds And immediatelyRather than words comes the thought of high windows .
The sun comprehending glass And beyond it the deep blue air that showsNothing and is nowhere and is endless Philip Larkin Pedagogical Space 3 The Progressivist Pedagogy of Postmodernism.
Progressivist Pedagogy of Postmodernism humans are active meaning makers no universal meaning polysemic no privileged discourses the death of the author.
a curriculum relevant to experiencepower to marginalised discourses e g CreoleLanguage is a system of signs structured in the infinite play of difference Aronwitz and Giroux 1991 p 13 cited in Cross and Katzinger 1993 p 50.
Press the record buttonMy pedagogy is Teach learn Learning OutcomeGreater understanding of some of the.
processes students undertake in learningHow will I know On being asked to go to a teaching and learning training session when I came into teaching no onesaid anything about learning .
Learn Qualified Teacher Status understand pupils learning Monty PythonWhat is your name learned fact.
What is your quest learned factWhat is your favourite colour learned fact What is the capital of Assyria not learnedGrey 2006 47http uk youtube com watch v IM... .
What is learning learning is an active process of acquiring and retaining knowledge so it can beapplied in future situations Sousa 2001 24 making meaning .
Watkins et al 2000 6 Learning is change Change of behaviourAcquisition of knowledgeConstructing understanding.
Adapted from Pritchard 2005 2 How do people learn Which do you think is more prevalent teaching without learninglearning without teaching .
Pritchard 2000 11 More is learnt in the bedroom ofthe teenager than the classroom It s not that I haven t learntmuch It s just that I don t really.
understand what I m doing Ruddock Wallace and Harris cited in Watkins et al 2000 v Learning StrategyAlready knowGet attention.
Think and talk aloudNote takingClosure strategies tell your partner what you knowAdapted from Fulk 2000 cited in Sousa 2001 34 Your task.
10 minutesChoose one learning outcomeFollow the strategy through a lessonBe ready in 10 minutes to feedback to the group how you will know you haveachieved your learning outcome.
You haveminutes left CAS 2004 You haveminutes left CAS 2004 You have.
minutes left CAS 2004 You haveminutes left CAS 2004 You haveminutes left CAS 2004.
You haveminutes left CAS 2004 You haveminutes left CAS 2004 You have.
minutes left CAS 2004 You haveminutes left CAS 2004minute left CAS 2004 CAS 2004.
WHICH 3 DO YOU DO MOST OFTEN IN CLASS MORI POLL 2010 2000COPY FROM A BOOK 67 56LISTEN TO THE TEACHER FOR A LONG TIME 37 37CLASS DISCUSSION 31 31.
Cited in Grey 2012 215 New learningExisting concepts knowledge andexperience.
Geoff Petty Student srecall rateListening 5 StudentsReading Receive.
10 informationStudents areIncreasingly Audio Visualactive and 20 challenged .
Experience is Demonstrationincreasingly 30 practical andDiscussion groupsmulti sensory 50 .
Practice by doing Students75 Apply theirTeach others immediate use of learning25 ways of teaching without telling Enjoy your evening.
Poem for Everyman I will present you parts of my self slowly if you are patient and tender.I will open drawers that mostly stay closed and bring out places and people and things sounds and smells, loves and frustrations, hopes and sadness, bits and pieces of three decades of life that have been grabbed off in chunks and found lying in my hands. they have eaten their way into my memory, carved ...

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