Secondary Drama/English/Media ITE John Keenan john.keenan@newman.ac.uk

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Learning outcomes Have considered a pedagogy for teaching drama/English/media Greater understanding of some of the processes for learning

Learning Outcome Have considered a pedagogy How will I know?

What is your pedagogy?

What do you love?

About drama/English/media

About teaching

poetry

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 their way into my heart. altogether- you or I will never see them - they are me. If you regard them lightly, deny they are important or worse judge them I will quietly, slowly, begin to wrap them up, in small pieces of velvet, like worn silver and gold jewellery, tuck them away in a small wooden chest of drawers and close. John Wood

Freire

There is no such thing as a neutral education process There is no such thing as a neutral education process. Education either functions as an instrument which is used to facilitate the integration of generations into the logic of the present system and bring about conformity to it, or it becomes the ‘practice of freedom’, the means by which men and women deal critically with reality and discover how to participate in the transformation of their world. Jane Thompson, 1999, Gramsci, Freire, and Adult Education: Possibilities for Transformative Action, by Peter Mayo, Macmillan. Page 5

The Blot What is Miss Maclean’s pedagogy? Hannah

Pedagogy of the Oppressed Start with what the students love Understand that they must want to learn Teacher learns from the students

I want to be an teacher because... Popular Education Example I want to be an teacher because...

Other Pedagogies for Teaching Traditional Progressivist Postmodern Progressive all contribute to today’s pedagogy

Petrus Ramus Classical canon Great Men of History Christianity Pedagogical Spaces 1: Traditional Petrus Ramus Classical canon Great Men of History Christianity Knowledge in books . 16th century Frech shcolar invented the education system of today - took it away form the 1:1 philosopher and guide to printed text books that Shakespeare would have had knowledge taken away from sounds and into books. It was a mater of learning all techniques for writing or division or biology or enything in Ong’s words, dissecting and dividing down, taking apart and this is what happened to literature. Behind I is an ideology that nly men are great, that only certain books are worthwhile and there is one God and the king is on his throne.

The Enlightenment Pedagogical Spaces 1: Traditional Renee Descartes It follows a peculiar way of looking at the world which tok hold and is still with us today. Renee Descartes was a philoshopher who summed up the prevalent thought in the early 17th century. He was the one who gaveus cogito ergo sum - I think therefore I am. He also gave us a way of thinking dependent on rules - that if something happens we can find a reason for it and create a rule and then we can make it or stop it happening again. Before this, there were sprits, God, ilnesses were called by vapours. There was a whole other condition of living which there still is in pre-industrial parts of the world today about respect for ancestors, culture, tradition. The Enlightnemnet swept this away in a cloud of logic and it is on this that the West is based and it might be seen that its success starts with this philosophy. GET SHEET ON THE ENLIGHTNEMENT PRINTED AND GO OVER

Institutionalised Mass schooling Rigid systems Pedagogical Spaces 1: Traditional Institutionalised Mass schooling Rigid systems

Pedagogical Spaces 1: Traditional The ‘iron cages’ of rationalisation This is the time of modernism. Max Weber’s ideas have the birth of modernity as the separation between family and business. IRON CAGES MCDONALDS IKEA Max Weber (1846-1920)

Testing John Holt – ‘How Children Fail’ ‘Most children in school fail’ Pedagogical Spaces 1: Traditional Testing John 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 intellectual growth? What happens is that it is destroyed…We destroy this capacity above all by making afraid, afraid of being wrong…afraid to gamble, afraid to experiment, afraid to try the difficult and the unknown …We destroy the … love of learning in children…by encouraging and compelling them to work for petty and contemptible rewards – gold stars or papers marked 100 and tacked to the wall or As in report cards…We encourage them to feel that the end and aim of all they do in school is nothing more than to get a good mark on a test’ (Holt, 1990: pp.273-4)

Pedagogical Space 2: Progressivist John Dewey Maria Montessori

Pedagogical Space 2: Progressivist John Dewey 1900 ‘To imposition from above is opposed expression and cultivation of individuality; to external discipline is opposed free activity; to learning from teachers, learning through experience; to acquisition of isolated skills and techniques by drill is opposed acquisition of them as means of attaining ends which make direct appeal; to preparation for a more or less remote future is opposed to making the most of the opportunities of present life; to static aims and materials is opposed acquaintance wit a changing world’ cited in Katzinger and Cross, 1993: pp45-6

Pedagogical Space 2: Progressivist John Dewey ‘Textbooks and lectures give the result of other men’s discoveries, and thus seem to provide a short cut to knowledge; but the outcome is just a meaningless reflecting back of symbols with no understanding of the facts themselves’ Dewey and Dewey 1915 cited in Cross and Katzinger, 1993: p.46 To Steiner schools and sumerhill

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

Progressive Pedagogy as Ideology 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 cultural assumptions were as powerfully singular as those of the traditional curriculum of a classical canon, even to the point of sharing some of the same objectives - correct grammar, for example - albeit objectives that were now to be achieved by a different means’ Cross and Katzinger, 1993: p.47 In other words here done in a related wayas an outgrowth of the child -rogani. Dewey also wanted to erase cultual difference and the curriculum gav singluarity c

Pedagogical Space 3: The Progressivist Pedagogy of Postmodernism difference discontinuity cultural fragmentation linguistic fragmentation ‘the postmodernists pronounce the end of history; the decadence of grand metanarratives…the demise of progress’ Cross and Katzinger, 1993: p.48

Pedagogical Space 3: The Progressivist Pedagogy of Postmodernism High Windows When I see a couple of kids And guess he's fucking her and she's Taking pills or wearing a diaphragm, I know this is paradise Everyone old has dreamed of all their lives-- Bonds and gestures pushed to one side Like an outdated combine harvester, And everyone young going down the long slide To happiness, endlessly. I wonder if Anyone 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 hide What you think of the priest. He And his lot will all go down the long slide Like free bloody birds. And immediately Rather than words comes the thought of high windows: The sun-comprehending glass, And beyond it, the deep blue air, that shows Nothing, and is nowhere, and is endless. Philip Larkin Post-modernism is a theory. The people who write about it, though do not have any real agreement,. It is in a sense, a philosophy and one you can get hold of again and critique. You can consider how true you think it is. Just as Foucault is best described to me by God and angels. So poetry brings the subject up of the death of God as here in Philip Larkin’s High Windows READ

The reasons why this incredulity crept in are, like philosophy up for debate but multinational firms are either a response to the changes ie they crept in because the nation state declined in power and could not put up a fight against them. Which of us wants to rail against McDonalds in a way, I suspect before the war we would have had a yanks go home attitude and stuck to our roast beef. It also could be a contributor, particularly the multinational media firms which bring their images and the different global ways of interpreting relaity which undermines our own.

Pedagogical Space 3: The 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 experience power to marginalised discourses e.g. Creole Language 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 button Vox Box Press the record button My pedagogy is...

Teach...learn

Learning Outcome Greater understanding of some of the processes students undertake in learning How will I know?

‘when I came into teaching no-one said anything about learning’ On being asked to go to a teaching and learning training session: ‘when I came into teaching no-one said anything about learning’

Learn? Qualified Teacher Status ‘understand...pupils’ learning’

What is your name – learned fact What is your quest – learned fact Learning Monty Python What is your name – learned fact What is your quest – learned fact What is your favourite colour – learned fact (?) What is the capital of Assyria – not learned Grey, 2006: 47 http://uk.youtube.com/watch?v=IMxWLuOFyZM

What is learning ‘learning is an active process of acquiring and retaining knowledge so it can be applied in future situations’ Sousa, 2001: 24 ‘making meaning’ Watkins et al, 2000: 6

Learning is change

Acquisition of knowledge Constructing understanding Change of behaviour Acquisition of knowledge Constructing understanding Adapted from Pritchard, 2005: 2

How do people learn?

teaching without learning or learning without teaching? Which do you think is more prevalent – teaching without learning or learning without teaching? Pritchard, 2000: 11

More is learnt in the bedroom of the teenager than the classroom.

‘It’s not that I haven’t learnt much ‘It’s not that I haven’t learnt much. It’s just that I don’t really understand what I’m doing’ Ruddock, Wallace and Harris, cited in Watkins et al, 2000: v

Closure strategies – tell your partner what you know Learning Strategy Already know Get attention Relevant Model Teams Goals Visuals Think and talk aloud Mnemonics Note taking Closure strategies – tell your partner what you know Adapted from Fulk 2000 cited in Sousa, 2001: 34

Your task In pairs 10 minutes Choose one learning outcome Follow the strategy through a lesson Be ready in 10 minutes to feedback to the group how you will know you have achieved your learning outcome

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WHICH 3 DO YOU DO MOST OFTEN IN CLASS? COPY FROM A BOOK 67 56 MORI POLL 2010 2000 COPY FROM A BOOK 67 56 LISTEN TO THE TEACHER FOR A LONG TIME 37 37 CLASS DISCUSSION 31 31 Cited in Grey, 2012: 215

New learning Existing concepts, knowledge and experience Geoff Petty

Teach others/immediate use of learning 5 % 10 % 20 % 30 % 50 % 75 % 90 % Listening Reading Audio -Visual Demonstration Discussion groups Practice by doing Teach others/immediate use of learning Students Receive information Students Apply their Learning Students are Increasingly active, and challenged. Experience is increasingly practical and multi-sensory Student’s recall rate 25 ways of teaching without telling

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