#ILTA192 week 3 Questions?

I just knew this would be a challenging session and I didn’t listen to my own suggestion. I think I failed to bring clarity which I hoped would come through engaging everybody through questioning and a variety of activities. It was too much and perhaps disorientated some. The mid term term feedback may also indicate this as so far, I have been avoiding to give answers but use questioning to get responses from the class. Even if they are ambiguous, I was hoping that these would generate an appetite for further exploration outside the classroom depending on own questions and interests. I hope this can still happen.
The mid-term feedback, not all managed to provide a response as we did this at the end of the session and some had to leave, generated the below. Additional comments were added at the beginning of week 4.

I thought to use Vygotsky’s Zone of Proximal Development…

ILTA_zpd

Responses from week 3 and 4

And then also the stop, start, continue strategy…

ILTA_stopstartcontinue

with additions in week 4

I ask so many questions. I didn’t know what to think about this initially and started blaming myself that I do use far too many questions in my teaching. But then I wanted to come to the root of this approach and perhaps I should have shared this in week one. I think I should have done this together with my creativity manifesto,when I invited my colleagues to think about their educational autobiography and their learning and teaching philosophy as who we are defines what we do, how and why. But the comment doesn’t say I ask “too many questions”…

As I said earlier, I wanted to better understand after the session my own position and why I do things the way I do them. I reached out to some basic concepts within a range of learning theories which I feel provide some insights into what I do, how and why. While there are many many learning theories, older and newer ones, what does help do some kind of sorting depending on relevance or usability depending on what type of teaching approaches we are using in a particular situation. I also linked back to key theories of teaching to illustrate the links see that directly relate to my practice. I am adding below my visual representation. I can see now, how something like this would be useful to share at the beginning of a programme like ours. This would provide a clearer explanation and the rationale for why I do things the way we I do them and help our colleagues to get taste of how some of the theories live within us and define who we are, what we do and why. It would help also help them to start synthesising their own visualisation around learning and teaching.

cn_pic_learning and teaching theories

A quick visualisation of my learning and teaching world… dynamic and evolving

We were lucky. The sun was shining. It was too nice and too warm to stay in the room so we went in the park. We could have gone much earlier, maybe even spent the whole session there. It could have been more productive and focused as the activities we did to model Problem-Based Learning would have worked better if used for longer. Looking back now, I do feel that this activity could form the basis of the whole session and I didn’t really need much else. It is definitely something to consider for next week. All I needed would a link from reflection and learning theories to approach to teaching and then invite colleagues to explore some of these using the scenarios. What I feel would help is a longer unit. The team is planning to address this in the near future and I hope that there will be more time and space to engage colleagues in a wider range of experiences and approaches and in more depth so that they can consider some of these for their own practice.

Looking forward to week 4 in the centre of Manchester.

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