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OER4Schools/Programme review and action research: Difference between revisions
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Revision as of 09:08, 23 October 2013
, 12 years ago→Reflective educators
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Heidegger has pointed out that our minds are prone to wandering between past, present and future. The most challenging type of reflection is thinking about your current actions and about your thinking, shifting between ‘thinking about doing’ and ‘doing the thinking’. | Heidegger has pointed out that our minds are prone to wandering between past, present and future. The most challenging type of reflection is thinking about your current actions and about your thinking, shifting between ‘thinking about doing’ and ‘doing the thinking’. | ||
{{activity|tpr| on what you are doing now|10 }} Have a go at thinking about what are you doing now. Are you really thinking of | {{activity|tpr| on what you are doing now|10 }} Have a go at thinking about what are you doing now. Are you really thinking of the present or are you thinking of what you need to do next after this workshop or what has happened prior to coming here? What is the implication for your students? Are they usually ‘present’ in your class? How do you know or not know if they are? Spend a few moments thinking about these questions before sharing your ideas with another participant. | ||
{{ednote|text= Walk around the groups of pairs and try and get a sense of how many of the participants are thinking of the present. More than half the group? Less than half the group? Is it similar or different to a typical classroom situation? Could you have correctly predicted the participants responses by their non-verbal reactions? Reflecting well on students’ learning in the present requires to be sensitive and insightful about the | {{ednote|text= Walk around the groups of pairs and try and get a sense of how many of the participants are thinking of the present. More than half the group? Less than half the group? Is it similar or different to a typical classroom situation? Could you have correctly predicted the participants responses by their non-verbal reactions? Reflecting well on students’ learning in the present requires you to be sensitive and insightful about the non-verbal reactions of the students. Going back to the LfL principle of ‘focusing on learning’, it will be just as important to study the non-verbal reactions of the students during your class (e.g. facial expression, ‘awake-ness’, looking around) as it is to listen to their verbal reaction. | ||
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