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What is Good Teaching and Learning ( and how do we know it when we see it)?

What is Good Teaching and Learning ( and how do we know it when we see it)?. Pottery, Teaching, Learning and the Curriculum. Curriculum. Expect the expected, hope for the unexpected, expect the unexpected ( Curtis and Rachel, 1994 )

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What is Good Teaching and Learning ( and how do we know it when we see it)?

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  1. What is Good Teaching and Learning(and how do we know it when we see it)? Pottery, Teaching, Learning and the Curriculum

  2. Curriculum • Expect the expected, hope for the unexpected, expect the unexpected (Curtis and Rachel, 1994) • A subject or topic, knowledge about something. Being told what I need to know and learn to pass a test (Eleanor, 2014).

  3. Curriculum • Evolving knowledge through thinking and sharing these thoughts. • Being able to confidently challenge viewpoints and perceptions. • Learning something new. • Learning from each other. • Actively participating in the development of ideas, thinking and knowledge. • Taking risks with ideas. • Learning with the tutor’s guidance. • Researching and questioning. • Passing the essay • Lifelong learning • Making a contribution to the curriculum. (Medway BA (HONS) EYL students, 2014)

  4. Curriculum as power • Societal power • Governmental power • Marketplace power • University power • Programme power • Tutor power • Student power • Power of relationships and partnerships?

  5. Organic CURRICULUM The Craft of Pottery as a Metaphor by Tony Ross-Gower

  6. GOOD TEACHING AND LEARNING requires Expert Knowledge The ‘what’, ‘when’ and ‘where’: facts; history; equipment; specialist vocabulary; firing temperatures; ingredients; etc.

  7. GOOD TEACHING AND LEARNING requires SPECIAL SKILLS The ‘how’: wedging; throwing; turning; glazing; firing; cooling; shaping; etc.

  8. GOOD TEACHING AND LEARNING requires Understanding and Application The ‘why’: reasons for studying the discipline; different vessel shapes – dependent on context/need; use of different clays; firing processes; etc.

  9. Good Teaching and Learning:what else? • Pedagogical Content Knowledge (PCK: Schulman, 1992)? • Performing skills (DfE, 2011; www.cirquedusoleil.com)? • Inclusive and egalitarian teacher/learner relationships (Dewey, 1903; Freire, 1996, Booth and Ainscow, 2011)? • Emotional engagement with the curriculum – whether philosophy or pottery (Easton, 2009; Krathwohl, Bloom and Masia, 1973)? • Empathy, trust, respect, humour, love (Bowlby and Ainsworth in Bretherton, 1992; Campbell, 1984 – moderated love; hooks, 1999 – professional love)? • All that other stuff…

  10. Good Teaching and Learning: the unexpected and/or the unknown? curriculum knowledge skills understanding

  11. References Dahl, R. (1986) Four Tales of the Unexpected. London: Heinemann/Octopus. Dewey, J. (2012) Democracy and Education. Hollywood: Simon and Brown. Easton, F. (2009) ‘Educating the whole child, ‘head, heart and hands’: learning from the Waldorf experience’, Theory into Practice, Volume 36 (2), pp. 87-94. Freire, P. (1970, reprinted 1996) Pedagogy of the Oppressed. London: Penguin. Great Britain, Department for Education (2013) Teachers’ Standards: Guidance for school leaders, school staff and governing bodies. Nottingham: DfE. hooks, b. (1999) All about love: new visions. New York: HarperCollins. Krathwohl, D. R., Bloom, B. S. and Masia, B. B. (1973) Taxonomy of Educational Objectives: the Classification of Educational Goals. Handbook II: Affective Domain. New York: David McKay Co. Shulman, L. (1992) ‘Ways of seeing, ways of knowing, ways of teaching, ways of learning about teaching’, Journal of Curriculum Studies,Volume 28, pp. 393-396.

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