Dr Kirsten Hardie: Wow – The Power of Object-based Learning and Teaching ‘Students are asked not to present or explain their chosen item: “the student’s voice is communicated by objects. Neither students nor teacher talk. Silence is only to be broken by the exclamation of ‘Wow! A genuine utterance of this single word ultimately confirms… Continue reading Object-Based Learning
Creative Non-Fiction
Fiction as research method ‘Our wilful creation of events is driven by energies of our own psychic and social history.’ (Peter Clough, 2002, page 84) Seeing as an act is not passive. This is like Stone and Heen talking about separating interpretation from information in ‘Thanks for the Feedback’. Stories containing knowledge, example given of… Continue reading Creative Non-Fiction
Charismatic Leadership
Interview: https://hbr.org/podcast/2009/02/what-charisma-really-is-and-is Barbara Kellerman, Harvard Kennedy School Charismatic leadership actually involves strong, emotional bond between leader and followers, evoking powerful feelings and moving to action. Example, Barack Obama. Relationship between followers and leaders is key. Power and role of follower is neglected. Thinking about specific situations when we are trying to inspire students to action… Continue reading Charismatic Leadership
Feedback
Douglas Stone and Sheila Heen: Thanks for the Feedback Tension in feedback ‘Receiving feedback sits at the intersection of these two needs – our drive to learn and our longing for acceptance.’ Page 8 What you need to do when giving feedback Be specific ‘here’s what I noticed’ and ‘here’s what you need to do’… Continue reading Feedback
Empathy
Dan Siegel: 5 Types of Empathy I am interested in helping students develop: Empathic Concern I feel your hurt and want to do something about it Compassion Empathy + Action I want them to be buoyed up by: Empathic Joy Excited by other people’s happiness I want all students to feel: Empathic Resonance To feel… Continue reading Empathy
Presence
Patsy Rodenburg: The Second Circle Great teachers and great performers exist in The Second Circle. Rather than: First Circle Energy focused towards yourself Of the past Third Circle Generalised energy Takes up space Controlling Of the future Second Circle Energy exchange – coming in and going out Focused on one thing We’re all born here… Continue reading Presence
The Undercommons
Stefano Harney and Fred Moten: The Undercommons Dismantling not recognition ‘We refuse to ask for recognition and instead we want to take apart, dismantle, tear down the structure that, right now, limits our ability to find each other, to see beyond it and to access the places we know lie beyond it’s walls’ Page 6… Continue reading The Undercommons
Belonging
Lindsay Jordan: Love and Belonging in the Educational Realm, Anna Julia Cooper Anna Julia Cooper talking about being on the margins of different worlds Belonging – what we belong to – Different groups Maybe in thinking about student journey this what we need to be more specific about – what we want them to belong… Continue reading Belonging
A Will to Learn
Ronald Barnett: A Will to Learn Anxiety ‘A pedagogical task of higher education lies in helping students to understand that anxiety is a condition of being a student’ ‘A pedagogical achievement of higher education is that – on the student’s part – of coming to live purposefully with anxiety.’ (page 36) ‘the epistemological anxiety is… Continue reading A Will to Learn
Learning Roles and Feedback
I have not begun working out these yet: ‘Learning sessions directly engaging students in activities and discussion around their own learning role’ But I have started this: ‘Opening up discussion around the language educators use when gathering feedback and why a word like ‘satisfaction’ is problematic.’ _____________________ What I did 1. Invited student reps to… Continue reading Learning Roles and Feedback