Archive for category learning community
You may have heard the internet expression ‘explain it like I’m five’ or ELI5.
Living with someone who knows a lot about science means I get a lot of things explained to me that don’t directly build on the expertise I have in my own field of English curriculum, but honestly, these explanations are much higher level than what you’d give to a five year old.
This morning, I woke up to this household share, and oh boy. It is good.
I had the thought – what really happens in my house isn’t ELI5, its ELI-ET: he explains it like I’m an English teacher.
If you are an Arts creature like me, but still like to have your mind blown by science – you have to watch this video uploaded yesterday by melodysheep.
It will be 10 minutes well spent!
A re-tweet set from my feed to capture some 2018 ideas and intentions. Welcome back to work muggles!
…and I had promised you I would write back. This is probably going to be about my speed. Unless we pick up pace. Time will tell.
I honestly don’t know anyone who has gone to those research coursework seminars and felt differently. The stuff is always too general, but you’ve hit the nail on the head – it’s hard to do otherwise. With adult learners, that is. Though I’m surprised you didn’t get credit for already doing similar courses, that’s a shame. The flipside is though, that you also typically learn something interesting or important at those things, even if you don’t know until way down the track how relevant some tidbit will turn out to be.
Like, that activity you described, where images are used as metaphors to get people talking about their feelings…that’s a cool idea. I plan to steal that. Thank you Sandy Shuck.
So, you seem pretty confident about conceptual frameworks, but can I ask you this – it’s the question I asked at the end of your blog post. Do you know the difference between a theoretical and a conceptual framework, and can you explain it? I had not honestly given enough though to the difference between the two. I looked back on my own thesis and found that I sectioned things out like this:
Chapter: Research Design.
Subheadings: ‘research issue and key questions’, ‘research framework’, ‘theoretical orientation’, ‘methodology’ and ‘methods’.
It got me wondering whether I just used non-standard headings for some things. That sounds like me. But also whether my ‘research framework’ was more or less conceptual or theoretical. One thing I do often wonder is how anyone can have a conceptual framework before having reviewed the relevant research literature. Surely it should go: lit review first, THEN select some research questions based on gaps in the field, THEN choose conceptual/theoretical frameworks and methodologies to best answer those questions, and THEN select methods suitable to collect and analyse data.
I wonder if you would like to share a part of your research proposal. I’m curious how you wrote up the bit about researching in your own school, and glad to hear you were satisfied with the direction you had worked on with Jane. Is it a…practitioner inquiry? case study? …?
Um, tips. You have to write. So write me back. It’s not a kind of writing you can rush. It’s good to have an audience in mind, so write me back.
In the spirit of that, I am also going to tell you in this letter about a thought I’ve had recently, and that I’m presently investigating for a research paper later this year. I’ve been thinking about the specifics of PBL and what the advantages of project-based vs other inquiry approaches (problem-based, challenge-based etc.) might be, in relation to democratic education. I still have no interest in trying to argue that project-based learning is ‘better than’ any other particular type of learning inquiry, but I do suspect it may be more democratic. This is based on the way PBL encourages and provides students with tools to frame their learning in the context of socially and textually authentic, personally relevant driving questions. At a gold standard it also incorporates opportunities for students to exercise choice and voice, and work toward presentation of a public product. Positioning students as knowledge creators, not just knowledge consumers, is vital here.
Here’s where you might take up the Dewey reading sooner rather than later, because that’s what I’m revising and I could use a buddy. What do you think PBL has to do with democratic education, or freedom? A question for another day maybe! I’d also like to attempt reading some of Garth Boomer’s work about English curriculum specifically, but because about to start semester 2, reading time is limited.
I have been wondering what advice I should give to my pre-service teachers (PSTs) next semester before their first prac., about how many hours a week a new teacher actually works, generally speaking.
Here is my working so far:
- Each school day (Mon-Fri) you work your teaching timetable from about 8am-3pm. Or 8.30am-3.30pm. Whatever. A roughly 8 hour day, including roll call, teaching, prep periods, playground duty, and yes a recess and lunch break when we are probably meeting with students or colleagues or…ugh, so many things eat up the lunch breaks, don’t even try to suggest that teachers enjoy many lunch breaks.
- Let’s say you do leave straight after school, maybe you pick up your own kids and/or grab some groceries, make some dinner, eat and wait until the house is settled. Or maybe you crash into an epic nap to recover from the work day. You can probably start working again if you need to around 8pm.
- Experienced teachers perhaps don’t do as much work at this time of night as others (unless they are also in a leadership role or have taken up extra duties/further studies – thoughts?) but beginning teachers will generally do another 2-4 hours every night to keep on top of the workload. For new English teachers this work includes reading new texts they are planning to teach, marking assessment tasks and draft work, finding and preparing resources for upcoming lessons such as AV materials and student support strategies. Let’s say an average extra 3 hours per night. But perhaps this is conservative – I know I did more, and rarely saw bedtime before 1am.
- When teachers are new it takes them a long time to mark each piece of student work. This results in long weekend marking sessions. I’d estimate I did around an extra 4 hours each weekend day in my first couple of years of teaching. Sometimes more, sometimes less. Rarely none. Teaching has peak periods and slower patches, but truthfully there’s always something big on – half yearly or yearly exams, half yearly or yearly reports, year 11 and 12 assessment task marking sometimes double marked, year 10 and 12 formal, camp, debating finals, school musical…
That’s a 59 hour work week for new/graduate teachers.
I’d love to hear in comments below if you think I’m on or off the mark on this.
NB. The holiday clause:
Yes teachers get about 10 weeks of non-teaching time a year. Only a few weeks over summer break of this are truly ‘on holiday’.
In the three 2-week school ‘holiday’ breaks, new teachers invariably are sick for the first of the two weeks. Ask anyone, it’s true. Also true for many experienced teachers, but new teachers are still literally building up their immune system to cope with the range of nasty illnesses around a school, so are highly susceptible. The the second week is spent doing increasing amounts each day, until a final panicked frenzy of non-stop work in the weekend before school goes back.
Am I right?
So also don’t give teachers any grief about having ‘more holidays’ because although yes having respite from face-to-face teaching for a couple of weeks is essential and so so so welcome, it is rarely a relaxing or nourishing time. You may not rack up 59 hours of work in these weeks, but you probably would rather do that than be in holiday sick bay.
You really have to have some experience under your belt and work hard and be super organised to use your holiday time wisely.
I just think it would be best if PSTs prepared themselves for this. And realised that their prac placements are likely going to be just as intense. You know?