TJ 521 Successful Learners

Week 1

Group Work

Mahenthiran, S. and Rouse, P.J. (2000). The impact of group selection on student performance and

      satisfaction. The International Journal of Educational Management, 14(6), 255-265.

      My Annotated Bibliography for Mahenthiran, S. and Rouse, P.J. (2000)

Group Work Pages

Setting the assessment task
http://www.essex.ac.uk/assessment/providing%20information.htm

effective group work filetype:pdf site:edu

Get to know people activities

Questions

The group forms a circle. The teacher asks a question that everybody answers, for example, "How many brothers or sisters do you have?" or "What is your favorite color?" The layers commonly used here are: (1) the teacher asks the first few questions, then (2) the opportunity is given to the group members to question the group. (Allen, p81)

Questions that provide some insight into the personality of the group members or that will open up conversations are best. For example what is your favourite film?; TV show?; Book?; Holiday spot?. Do you play a musical instrument? When inviting group members to ask questions of the group the questioner should answer the question and then answer it for the group.

"All My Neighbors Who."

In this activity, a circle of chairs is used. One person, however does not have a seat, and he or she is instructed to stand in the middle of the group. This person makes a statement beginning with the words "All my neighbors who..." and completes it with anything such as "...are wearing tennis shoes" or"...have something blue on" or "...ate breakfast this morning." Those people who fit the stated category must leave their chair and find a new place to sit. At the same time, the person in the middle finds a seat, meaning that someone new will not have a chair. That person now comes to the center of the group and makes a new statement beginning with those same first four words. The three layers commonly used in this activity are: (1) exactly as described here, (2) adding the words "...have ever..." and (3) stealing, which occurs if two students can "steal" places, meaning they can exchange seats with another seated individual while the person in the middle is thinking of the next idea. (Allen, p81)

Tutorials School Photographs

Definition

Source: The Collins English Dictionary © 1998 HarperCollins Publishers
pedagogy [pdgg, -gd, -gud]
n. the principles, practice, or profession of teaching.
http://www.wordreference.com/English/definition.asp?en=pedagogy

An appropriate definition of pedagogy is systematized instruction or principles that promote student learning.
http://www.rit.edu/library/archives/rkelly/html/03_ped/ped_tea1.html

The word 'pedagogy', which comes from the Greek 'peda' (children) and 'gogy' (teaching), is itself contested. A literal translation of the term simply implies the teaching of children. To be good at pedagogy, or to be a good pedagogue, you have to be good at teaching children.
http://www.deakin.edu.au/education/crt_pe/teaching/default.htm

...the current definition of pedagogy as "the art or profession of teaching" (American Heritage, p. 914).
The concept of "teaching children" no longer seems to inhere to the term pedagogy.
http://www.anrecs.msu.edu/research/ferro.htm

Andragogy is defined by Knowles (1984) as the art and science of adult learning. It is to be distinguished from the strict definition of pedagogy, which is the art and science of teaching children.
http://les1.man.ac.uk/asa/Courses/ASA_Course_2002_report.htm

In 1968, Knowles brought the concept of andragogy, which was being used extensively in Europe, to the United States. He defined andragogy as "the art and science of helping adults learn" (Merrium & Brockett, 1997, p. 15). This definition contrasted with the definition of pedagogy, or the science and art of educating children (Merrium & Brockett, 1997).
http://www.tsjc.cccoes.edu/masters/pdaft/Chapt4%20AdultLearningCCSetting.htm

Artist: Pieter Bruegel
Born: c.1525
Died: 1569
Style: Renaissance
Title: Children's Games
Year: 1560
Medium: Oil on Wood
Original Size: 161 x 118 cm

Toy Museum Page

More about Pieter Bruegel

Lesson Plan Week 1

People Bingo

Week 2

Tutorials APA Style

APA style resources (2003, 4 March). Retrieved 4 March, 2003, from the
     World Wide Web: http://www.psywww.com/resource/apacrib.htm.

Scribe, A. (2003). The APA style e-sheet for referencing Internet sources.
     Retrieved March 4, 2003, from the World Wide Web:
     http://www.docstyles.com/archive/apasheet.pdf.

Tonella, K. (2003, Feb 11). Journalism resources compiled and edited by Karla Tonella
     University of Iowa: Guide to citation style guides. Retrieved 4 March, 2003, from the
     World Wide Web: http://bailiwick.lib.uiowa.edu/journalism/cite.html.

See also my APA Style guides page and the local copy of Dr. Abel Scribe PhD. (2003).

The APA Style E-Sheet for Referencing Internet Sources.

Download The Elements of Style - Freeware 472KB

Updated January 2002. The Elements of Style was brought to the general public by a former student of William Strunk, E. B. White. In the 1950s White polished the original which was then published by Macmillan. It was revised in 1972, and updated in 1979, again by E. B. White. The fourth edition brings the work current to the 21st century. Everyone who writes has--at some time--studied Strunk & White.

The Elements of Style online http://www.bartleby.com/141

Download a copy of my EndNote Library for TJ512 you will need to unzip it using WinZip
UnZIP with WinZip

You may also like to take a look at my EndNote Library for my Masters litreview, which contains 60 references related to Digital Video Production in classrooms.
UnZIP with WinZip

Definition

A discourse is an instance of language use whose type can be classified on the basis of such factors as grammatical and lexical choices and their distribution in

• main versus supportive materials
• theme
• style, and
• the framework of knowledge and expectations within which the addressee interprets the discourse.
  http://www.sil.org/linguistics/GlossaryOfLinguisticTerms/WhatIsADiscourse.htm
  

  First, Foucault does not understand discourse simply as language-based; rather, discourse is materialized in a range of disparate texts, utterances, fields of knowledge, social practices, and modes of thought. In his article on “Discourse” in Critical Terms for Literary Study, Paul A. Bové addresses the full range of discourse’s meaning in the following way: “’Discourse’ provides a privileged entry into the poststructuralist mode of thought precisely because it is the organized and regulated, as well as the regulating and constituting, functions of language that it studies: its aim is to describe the surface linkages between power, knowledge, institutions, intellectuals, the control of populations, and the modern state as these intersect in the functions of systems of thought” (54-55). Second, Foucault uses the concept of discourse in order to rethink the protocols of “rational thought.” By analyzing the ways that knowledge is circulated, organized, and materialized in institutions, Foucault offers a critique of the idea that rationality or truth could ever exist completely apart from the machinations of power.
  http://icg.harvard.edu/~lit105/Class_Dictionary/Discourse.htm

For Foucault, a "discourse" is a body of thought and writing that is united by having a common object of study, a common methodology, and/or a set of common terms and ideas; the idea of discourse thus allows Foucault to talk about a wide variety of texts, from different countries and different historical periods and different disciplines and different genres. For example, the "discourse" on blindness would include writings by schools for the blind, writings by doctors who work with vision and blindness, novels with blind characters, and autobiographies of blind people, as well as writing about blindness from other disciplines.
http://www.colorado.edu/English/ENGL2012Klages/foucault.html

A BRIEF WORD ON "DISCOURSE"

Foucault is generally seen as being the theorist who has best articulated the idea of discourse, and he provides many examples to illustrate its nature and power. One example is his discussion on the discourse of "madness" (Foucault, 1967) which indicates how the understanding of madness changed over centuries. A "madman" during the middle ages was perceived as someone blessed by God, or under the influence of Satan. Earlier this century the discourse on madness has come under the control of a medical "lens", so that it was often seen as a biological failing involving either genetics or nerochemicals. This has progressed to a point where we now see "madness" as an interaction between biology, experience and social context. Of primary importance is that these understandings then lead to social attitudes and shape social action – such as practicing exorcisms, burning people, locking them away, or giving them drugs. Of course, discourses vary across cultures as well as time, and even vary within cultures. A comment was made at this conference that seeing visions and hearing voices need not constitute madness in aboriginal cultures, as is also the case in a number of other cultures. Thus, the social actions in response to a person’s "madness" will vary.
http://www.menshealth.uws.edu.au/Documents/Discourse_masculinities.html

define: postmodernism

site:edu "what is poststructuralism"

Post-structuralism From Wikipedia, the free encyclopedia. Post-Structuralism is a body of work that is a response to structuralism; it rejects structuralism yet for various reasons still defines itself in relation to it. So the best way to understand post-structuralism is to understand structuralism. (more) http://en.wikipedia.org/wiki/Post-structuralism

Week 3

UoB's link to online databases (This is where you will find journal articles)
Navigate - gateway to electronic resources

http://www.postergallery.com/posters/RS_SPQ548.html

Elsley, Arthur John

Level 1

The painting The Huntsman's Pet - Fox Hounds by Arthur Elsley
(1860-1952) shows two children admiring a Fox Hound puppy.

The boy and girl are both dressed in upper class clothes. The puppy is being shown to them by a Huntsman dressed in a red hunting jacket and black riding cap.

The setting is an English rural idle typical of Elsley's style. The sky is blue with some light clouds, in the distance we can see a lake or river with steps descending to the water.

Trees are in leaf and Roses bloom on a stonework wall setting the scene in spring or early summer.

The children appear delighted to see the puppy. Both children appear to be on their way either to or from playing. Their parents are not present and it looks like the encounter with the Huntsman and his puppy was a spontaneous one.

The boy is pictured holding a tennis racket with a tennis ball at his feet. The girl is holding the paw of the puppy and appears to want to hold the puppy. The boy is dressed in a jacket and short pants the girl in a yellow dress with pink sash.

The girl appears to be around 4 - 5 years of age with the boy both older and taller at around 6 - 7 years of age.

Level 2

The paintings by Elsley typically portray dogs and children in rural settings. Elsley's paintings were very popular with the affluent middle class. His paintings were reproduced in large numbers and he exhibited widely. Today many of his paintings are available as posters for sale on the Internet.

It appears that the demand for idyllic depictions of rural family life is as popular today as it was last century when Elsley was painting.

Elsley was a well-respected and well-known artist with many people attending exhibitions of his work. Society rewarded him for his artistic merit and his ability to deliver the idyllic images that he specialised in.

It may be that Elsley was painting his father and daughter in this picture.

The Huntsman is in his late 60's or early 70's The children pictured are the age of grandchildren of the Huntsman.

Level 3

During the middle of the 19th Century the affluent middle class wanted paintings depicting an idealised view of everyday family life. The new affluent middle class was particularly interested in scenes of adorable little children and their pets in playful settings.

Elsley was 45 when he painted The Huntsman's Pet - Fox Hounds at the time his daughter was 2 (assuming painting 1905) It is possible that he himself was a doting father who would see those angelic qualities in his own young child, and wanted to share this with the rest of the world. It is the limitation of his own fatherhood that might account for such a portrayal of children, and the 'proper' attitude of servants towards them.

Level 4

The picture shows an idealised version of childhood at the turn of the nineteenth century, one that turns from some of the horrors of child abuse and neglect that is so evident in the writings of Charles Dickens, for example.

In a sense, it is the peak of Victorian era sentimentality that reinforces all sorts of stereotypes:

Class:

• the dutiful servant
  
• the barely suitable clothing for such activity for the idle rich
  
• the ludicrous sporting equipment
  

Gender:

• Pretty frock, curls, socks etc for the girl
  
• Suited leisure wear for the boy: distinguished from the adult male only by the size
  
• Motherly stance from the girl, not from the boy, re the puppy
  

Innocence:

• Gender obvious, but not sexuality
  
• No gender for the animals
  
• Smiles on all the faces
  

In sum, it is a distortion through stereotyping that does little to give an understanding of real people represented in this picture. As such, however, it presents us with a powerful representation of attitudes to children, childhood, and successful learners. These are young people in the hands of indulgent inferiors, not expected to do anything much but find amusing ways to fill in otherwise empty hours of idleness.

Reference:

Arthur John Elsley (1860-1952) - Rehs galleries, inc. (n.d.). Retrieved March 11, 2003,
     from the World Wide Web: http://www.rehs.com/arthur_john_elsley_virtex.htm

Week 4 Progressivism

Berding, J. W. A. (2000, May, 17). John Dewey's participatory philosophy of education.
     Education, experience and curriculum. Retrieved March 18, 2003, from Nijmegen
     University Website: http://www.socsci.kun.nl/ped/whp/histeduc/misc/dewey01.html

Jean Jacques Rousseau Association (2003, February, 14). Rousseau Association.
     Retrieved March 18, 2003, from the World Wide Web:
     http://www.wabash.edu/Rousseau

Knight, K. (2003). Pestalozzi and Pestalozzianism. The Catholic Encyclopedia. R
     Retrieved March 18, 2003, from the World Wide Web:
     http://www.newadvent.org/cathen/11742b.htm

Pestalozzi, Johann Heinrich (2001). Columbia Encyclopedia.
     Retrieved March 18, 2003, from the World Wide Web:
     http://www.bartleby.com/65/pe/Pestaloz.html

Week 5

Week 6

PowerPoint Lecture week 6 (UoB Intranet)

The 2005 Revue
First meeting
Where: COO1
When: This Wednesday @ 12:30

Kolar, S., & D'Ambrosio, L. (2002, August 11). Vygotsky Resources. Retrieved April 2, 2003, from
     the World Wide Web: http://www.kolar.org/vygotsky

Schütz, R. (2002, March 3). Vygotsky >Vygotsky & language acquisition. Retrieved April 2, 2003, from
     the World Wide Web: http://www.sk.com.br/sk-vygot.html

Week 7

Check Your Learning Style

The Keirsey Temperament Sorter: find out more about your personality
http://www.keirsey.com

Index of Learning Styles Questionnaire
http://www2.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/ilsweb.html

Learning Styles
Results for: Rupert Russell

ACT             X           REF
   11 9 7 5 3 1 1 3 5 7 9 11
            <-- -->

SEN                 X       INT
   11 9 7 5 3 1 1 3 5 7 9 11
            <-- -->

VIS   X                     VRB
   11 9 7 5 3 1 1 3 5 7 9 11
            <-- -->

SEQ         X              GLO
   11 9 7 5 3 1 1 3 5 7 9 11
            <-- -->

Note: Learning Styles are individual and may vary over time or for different subject matter. These tests give only a general indication and are not definitive.

If you wish to you can either post the results from the following tests to the Successful Learners Forum or you can comment in the forum on your understanding of your own learning styles both before and after completing these tests.

Learning Styles & Multiple Intelligence
http://www.ldpride.net/learningstyles.MI.htm#Interactive%20Learning%20Styles%20Test

Multiple Intelligence Inventory
80 questions
http://www.ldrc.ca/projects/miinventory/miinventory.php

Results for: Rupert Russell

Linguistic 28
Mathematics 30
Visual/Spatial 40
Body/Kinesthetic 37
Naturalistic 31
Music 37
Interpersonal 29
Intrapersonal 26

What's your learning style?
30 questions
http://www.ldpride.net/learning_style.html

A Learning Style Survey for College
32 questions
http://www.metamath.com/multiple/multiple_choice_questions.cgi

Learning from Your Mistakes: Understanding Metacognition
http://www.ldrc.ca/projects/projects.php?id=23#stencils
This is an interesting test. It is not so much related to Multiple Intelligences of Learning Styles as to Metacognition. It is probably best used as an extension activity for students who have completed the above learning styles tests.

Week 8

Tutorials

Note: This is a 3MB file and as such will take a while to play.

Example of Individual Learning Pathway presented as a poster in 2003

Allen, R.H. (2002). Impact teaching: Ideas and strategies for teachers to
      maximize student learning. Boston: Allyn & Bacon.

Check availability at the Mt Helen Library

Week 9

Tutorials

How to acknowledge sources
http://www.services.unimelb.edu.au/lsu/PDF/flyers/sources.pdf

Learning Skills Unit. (n.d.). How to acknowledge sources.
     Retrieved May 6, 2003, from University of Melbourne, Learning Skills Unit
     Web site: http://www.services.unimelb.edu.au/lsu/PDF/flyers/sources.pdf

Other Free Downloadable Flyers from the University of Melbourne Learning Skills Unit include:

• online referencing
• using APA: American Psychological Association Referencing Style

From: ABC Health-Updates, April 24, 2003

NEW HEALTH LIBRARY TOPIC: ATTENTION DEFICIT HYPERACTIVITY DISORDER
Attention Deficit Hyperactivity Disorder, or ADHD, is one of the most
controversial topics in children's health today. Read our new Fact File on
ADHD to find out how the disorder is diagnosed, what the symptoms are and
how it's treated. There are also links to related news stories and other sites.
http://www.abc.net.au/health/library/adhd.htm
http://www.abc.net.au/health/library/adhd_ff.htm

Critically reflect on the following statements:

Teachers and principals act in the belief that all students have both the capacity and the right to learn and should be given equal opportunity to develop their maximum potential.

Teachers and principals act in the belief that individual differences should be recognised and responded to by providing learning experiences consistent with developmental stages.

Teachers and principals act in the belief that the use of a variety of teaching strategies in the implementation of learning tasks motivates, encourages and challenges students to give their best.

Teachers and principals, in their position of trust, recognise that as influential role models their responsibility is to convey the culture and values of society.

Teachers and principals, in their position of trust, recognise that as influential role models their responsibility is to respect other people's rights to hold different positions and views in our society.

Margaret Zeegers

 

The following extract is taken from an in-depth investigation by A. Madden titled "The Reflective Practitioner and Successful Learners" available on-line at: www.ballarat.edu.au/~m16811/reflective_practitioner.doc Schon Donald Schon elucidates on the notion of the loss of the stable state. Belief in the stable state, he suggests, is belief in ‘the unchangeability, the constancy of central aspects of our lives, or belief that we can attain such a constancy’ (Schon 1973: 9) In brief, this represents the continuous process of the transformation our society, and all of its institutions, as opposed to a state of stasis, and enduring social certainty. Man must therefore become adept at gaining knowledge, of understanding, or developing a skill in, by study, instruction or experience. In applying professional knowledge, teachers need the ability to recognise the problems encountered, and find a solution. They must also realise that there is not just one method of practise or solution. The solution may not be predictable; it is primarily an on-the-spot response. Schon calls it reflection-in-action. This idea goes beyond the auspices of Deweyan thought. It characterises practitioners as being able to think while acting, spontaneously, or reflection-in-action, and subsequently, after an action, consider what has transpired as reflection-on-action. Schon brought the area of reflection into a centre of understanding of what professionals do. Reflection in action and reflection on action are key essentials to his contribution to educational theory. Schon rejects scientific or intellectual, theoretical knowledge for practice based common knowledge. Fendler in her discussion on Schon offers the notion of Feminist anti-establishment interventions as another influence in the development of the reflective (Fendler, 2003) Masculine, technical rationality socialised over time have no agency over one’s own intelligence and inner voice, which act as sources of empowerment. Reflection, in this sense, is a way of tapping into the inner self in a way that has not been potentially corrupted by theoretical tools. References Fendler, l. (2003). Teacher reflection in a hall of mirrors:      Historical influences and political reverberations.      Educational Researcher, 32(3), 16 - 25. Schon, D. A. (1973). Beyond the stable state.       Harmondsworth: Penguin.   The following links are taken from an in-depth investigation by A. Madden titled "The Reflective Practitioner and Successful Learners" available on-line at: www.ballarat.edu.au/~m16811/reflective_practitioner.doc Descartes - reflection as an execution of self awareness http://web.ask.com/web?q=Cartesian&o=8001 Dewey - reflection as triumph of reason and science over impulse and instinct http://web.ask.com/web?q=Dewey&o=8001 Schon - reflection as part of a practitioner based intuition http://www.infed.org/thinkers/et-schon.htm Feminism - tapping into one’s authentic inner voice http://www.aera.net/pubs/er/pdf/vol32_03/AERA320303.pdf

 

Week 10

Tutorials

Week 11

From:

Plucker, J. A. (Ed.). (2003). Human intelligence: Historical influences,
      current controversies, teaching resources. Retrieved [May 20, 2004],
      from http://www.indiana.edu/~intell

http://www.indiana.edu/~intell/intelmap.pdf

Möbius Strip

Möbius Strip II, 1963 by M.C. Escher

http://www.questacon.edu.au/html/mobius_strip.html

http://scidiv.bcc.ctc.edu/Math/Mobius.html

Danca, A. C.SWOT analysis. Retrieved May, 21, 2003, from the World Wide Web:
     http://www.stfrancis.edu/ba/ghkickul/stuwebs/btopics/works/swot.htm

Tower of Hanoi on the Web some history of the puzzle.
http://hanoitower.mkolar.org/HThistory.html

Play it online http://hanoitower.mkolar.org/Hanoi.html?English

Another much more appealing online version http://www.mazeworks.com/hanoi/

Week 12

Tutorials

Week 13

Tutorials