• Bodhisattvacharyavatara
    • Introduction
    • Chapter 1
    • Chapter 2
    • Chapter 3
    • Chapter 4
    • Chapter 5
    • Chapter 6
    • Chapter 7
    • Chapter 8
    • Chapter 9
    • Chapter 10
  • collected works
    • 25th August 1981 – count Up
    • askance From Hell
    • Batman
    • The Boats of Vallisneria by Michael J. Redford
    • Bob 1995-2012
    • Edward Hopper: Poems at an Exhibition
    • David Bowie Movements in Suite Major
    • Eglinton Hill
    • FLOORBOARDS
    • Granada
    • in and out / the Avebury stones / can’t seem to get / a signal …
    • Lapping Reflections [Deep Within Waters]
    • Miller’s Batman
    • mum
    • nan
    • Portsmouth – Southsea
    • Spring Warwick breezes / over Bacharach fieldwork and boroughs with / the occasional shift and chirp of David / in the pastel-long morning of the sixties
    • through the crash
  • index
    • #A-E see!
    • F–K, wha’ th’
    • L-P 33 1/3 rpm
    • Q-T pie
    • U-Z together forever
  • me
  • others
    • William Carlos Williams
  • poemics
  • poeviews
  • teaching matters
  • wormholes

mlewisredford

~ may the Supreme and Precious Jewel Bodhichitta take birth where it has not yet done so …

mlewisredford

Category Archives: teaching

grrr

what I am about to say is true / what I just said was a lie

15 Friday Apr 2016

Posted by m lewis redford in poems, teaching

≈ Leave a comment

Tags

2012, anxiety, career, education, identity, managerialism, offer, practice, time, truth

 

 

 

                           what I am about to say is true
                           what I just said was a lie

                           when you spent
                           eleven years being
                           too busy deciding and
                           leading my career
                           to consider what
                           I had offered
                           even while you
                           were asking of me
                           what I had to offer
                           you created an
                           anxiety in my
                           practice which
                           couldn’t be resolved
                           unless I ignored myself

 

 

 

————w(O)rmholes________________________________|—–

anxiety wormhole: David Bowie – Iris
career wormhole: dream career // groggy
education & time wormhole: the ancient tree
identity wormhole: 1964
managerialism wormhole: dear clown’s face
practice wormhole: because

 

Advertisement

Rate this:

the ancient tree

15 Friday Apr 2016

Posted by m lewis redford in poems, teaching

≈ Leave a comment

Tags

2012, birds, branches, crows, education, educational behaviourism, magpies, measure, performance management, time, trunk, value-bled education

 

 

 

                      once upon a quarter century
                      the beat and heart of teaching
                           thousands of birds
                           through all time
                           come to the ancient tree
                      was quantified immeasurably
                      inverse to a fading quality
                           generations now of
                           magpies and crows
                           who bring dispute
                           and change and sit
                           in the tree making
                           loud noises
                      all the better to make the numbers rise and fall my dear
                      consistency and behaviour to within an inch of its life
                           droppings in the branches
                           droppings down the trunk

 

 

 

————w(O)rmholes________________________________|—–

birds wormhole: Jon
branches wormhole: like ink – poewieview #23
crows wormhole: ‘in the midst of winter …’
education wormhole: new year’s eve 2014; train up to London to / walk the bridges across the Thames, and / listen to the voices say it is, and was, like, / but get back home before the fireworks / obliterate it all in the emptying twilight
performance management wormhole: the MagOO Effect Effect
time wormhole: Doctor Strange I – the trashcan tilted the better to see now the street

 

Rate this:

through

19 Saturday Mar 2016

Posted by m lewis redford in poems, teaching

≈ Leave a comment

Tags

2013, being, childhood, class, creativity, doors, identity, school, step, work

 

 

 

                     I go to school
                     I am nervous but

                     I have a friend if I
                     hold his hand and

                     I care for his nerve
                     like the son he has to be

                     and step through the door
                     to do the good job and grow

                     creative and seasonal through
                     the raw-open classrooms

 

(actually, I don’t and I didn’t since I wrote this, and I am not all too sure that I will be able to continue much longer since I let go the hand and sniffed around for the Recognition, because … that certainly weren’t coming anytime soon

 

 

————w(O)rmholes________________________________|—–

being wormhole: opening
childhood wormhole: quite … / … yet – poewieview #12
creativity wormhole: organ / sunlight in all our eyes – poewieview #11
doors wormhole: the sounds of 1969 // [would have] seemed that way – poewieview #13
identity wormhole: b / r / e / a / t / h / i / n / g
school & work wormhole: just saying, is all IV: // lost

 

Rate this:

just saying, is all IV: // lost

15 Tuesday Mar 2016

Posted by m lewis redford in poems, teaching

≈ 2 Comments

Tags

2013, career, cause and effect, confusion, connection, discussion, doing, ghosts, lost, organic, rhetoric, school, society, striving, work, world

 

 

 

           just saying, is all IV:

                           the world
                           has become
                           so saturated
                           with rhetoric
           that the connection between cause and effect has been lost

                           to strive
                           to put
                           organic
                           discourse
           and action in the world is to put yourself ghostly and confusing to the rhetoric

                           my activity
                           at work
                           was non-
                           rhetorical
           (even a-rhetorical) even though it was not; nonsense

 

 

 

————w(O)rmholes________________________________|—–

career wormhole: 1966 … actually sic // of it allllll-bsssssssh – poewieview #8
doing wormhole: strange / tarnish
ghosts wormhole: truly invisible
school wormhole: ‘the hour before dinner – / the empire of dusk’ – poewieview #6
society wormhole: crease and score of silver-morning sky
striving wormhole: library: start where you are IV // all the distance I have travelled!
work wormhole: quick inventory after coffee
world wormhole: organ / sunlight in all our eyes – poewieview #11

 

Rate this:

teached / in the ass

27 Saturday Feb 2016

Posted by m lewis redford in poems, teaching

≈ Leave a comment

Tags

2011, cognitive hierarchy, communication, conformity, curriculum, expertise, giving, infrastructure, management, managerialism, money, perception, play, politics, power, powerlessness, Principal, public service cuts, results-led education, seeing, value-bled education

 

 

 

                                          teached
                                          in the ass

                      whatever happened to that
                                public service
                      premised on creating and giving to
                                the ways to let one see
                      that its management ends by saying
                                we cannot all do
                                what we want?

                      whatever happened to that
                                public service
                      that proclaimed its strength of body through
                                pool of expertise
                      that its management ends by saying
                                we have no money
                                to do it?

                      whatever happened to that
                                public service
                      host and guardian of the humble exchange of idea
                                in every classroom
                      that its management ends by saying it’s not that simple
                                we have to jump
                                through hoops?

                      whatever happened to that
                                public service
                      that grew its own high-windowed
                                infrastructure
                      that its management ends by saying
                                it’s just not
                                what was needed?

                      whatever happened to that
                                public service
                      that plots a child’s cognitive development through
                                each and every curriculum
                      that its management ends by saying
                                it’s all about parents’
                                perception?

                      whatever happened to that
                                public service
                      that took the tumblings of a child’s play to measure
                                their trajectory
                      that its management ends by saying
                                does it improve
                                results?

                      whatever happened to that
                                public service
                      that pivots on the craft and poetry of
                                communication
                      that its management ends by saying
                                I am the Principal
                                I can do what I want?

                                          there is no good rejoinder
                                          to this song
                                          there is just no end
                                          to lost

 

 

 

————w(O)rmholes________________________________|—–

communication & management wormhole: the MagOO Effect Effect
giving wormhole: plop!
managerialism wormhole: portrait
money wormhole: 1959 –– MANHATTAN –– 2012
play & results-led education wormhole: the Apple
politics wormhole: … anymore
power wormhole: sit
seeing wormhole: gentle

 

Rate this:

development

31 Sunday Jan 2016

Posted by m lewis redford in poems, teaching

≈ Leave a comment

Tags

2014, beach, death, doubt, foundation, ideas, identity, investment, management, pointlessness, professional development, walls, waves

 

 

 

                                              development

                                will never happen
                unless you allow ideas
                                              to die
                                              like waves on a flat beach
                                most ideas won’t work (but that
                management will drive them through
                                to recoup the return
                                on the initial speculative investment)
                                              but then
                                once the doubt is cast
                                              once the walls appear hollow
                                              even the deepest foundation reinforces
                                                              my own transparency

 

 

 

————w(O)rmholes________________________________|—–

beach wormhole: dream 230315
death & walls wormhole: finding my own true nature – Plumstead, Woolwich, 190915
identity & pointlessness wormhole: spit / spot
management wormhole: my life / of others
waves wormhole: bougainvillea

 

Rate this:

the Apple

26 Thursday Mar 2015

Posted by m lewis redford in teaching

≈ Leave a comment

Tags

analysis, cognitive, connection, creativity, educational behaviourism, evaluation, feedback, function, growth, knowledge, learning, learning objective, lesson planning, measure, organic education, play, preparation, pupils, questioning, resource, results-led education, task, understanding, value-bled education

 

AfL apple

 

Teaching and learning can ONLY happen organically – when infused, before, during and after, with an understanding of how a mind builds its cognitive structure.   It’s simple: Knowledge >>> Understanding >>> Evaluation (KUE; actually I wonder if ‘Exploration’ is a better word than ‘Evaluation’, less preclusive, more open).   You can teach unorganically, reductively, intensively (as in, farming), results-led (value-bled).   It is much easier to measure (and therefore be used as political manure) like this.   But the learning becomes Pavlovian – set stimulae, set responses to get the grade – pupils are given the knowledge, and they learn (= remember) it, or not.   Pupils are also given the Understanding and the Evaluation/Exploration, and they learn/remember that as well, or not.   They are not taught, as such, but are Educationally Behaved.   Organic education is … the teacher’s apple (look at the shape of the diagram).

 

Preparing: teaching is the unpacking of (already established and recognised) knowledge.   Unpacking happens every lesson, beginning with the identification of the Learning Objective (Learning Horizon) from the curriculum.   Having focussed on the horizon, the map to it is opened-out by the teacher.   The map is the structure/template through which to unpack knowledge – the components of Knowledge, Understanding and Evaluation (KUE) which are the structure and levels of cognitive learning – and this map is the PLANNED lesson.   The way to write the map is to start with the learning objective and ask three sets of questions which deconstruct it into its constituent cognitive components – what are the facts (K), how do they work (U), what are the issues (E)?   The answers to these questions yield the raw ingredients of the lesson.   This level of analysis is conceptual and learned and requires a mastery of the subject in order to achieve it, clearly and efficiently.

Tasking: then comes the creativity in the lesson planning.   Working from the raw ingredients you ask: how could the pupil find, identify, collect, collate etc. the facts of the topic (knowledge), how could the pupil connect the facts together to see how the topic functions (understanding), how might the connections be tested to evaluate the functionality of the topic (evaluation)?   What is different about this stage of questioning is that you are thinking of questions that enable pupils to make the discovery themselves – the creativity is in the enabling, thinking of tasks that let them work the cognitive way back to the learning objective from discovery (of facts features – knowledge) through linking (the knowledge – understanding) to playing (with the links – evaluation).   If the tasks do not allow discovery/linking/playing then they have lost reference to what they were trying to achieve (the Way to the learning objective) and they become directionless and pointless – there is activity, but it is not clear why it is being done even though it may have some related or recognisable association with the learning objective.   The key, therefore, to this stage of lesson planning, is to build not any-old tasks that keep them occupied for a lesson, but tasks which ‘window’ the discovery, ‘thread’ the linking and ‘allow’ the play: growth.   If you ask the right questions in the lesson, the learning will grow itself.   Once you have got the questions right, only then do you think about resources and delivery – a mere formality after the main work of questioning has been done.

Lesson: then comes the magic of the lesson.   The pupil works as far as s/he can through the lesson (K > U > E) and checks their progress through feedback which is phrased in the same KUE references.   The journey is made naturally if the lesson has been constructed right ( // the questions have been posed organically).   There is no chore here (in the sense of work for a deferred or prospective outcome), there is the momentum of: what-is-it, how-does-it-work, let’s-play-with-it?   The learning should develop through stages of integration: having found things (discovery), you see how those things fit together (how they work, function), then you test how they fit together (practise their use if the subject is a skill, develop their use if the subject is a study).   There should be no sense of having to lead-the-horse-to-water, the only thing holding back the pupil will be h/er current cognitive development.*

*There are some pupils with a measured low cognitive ability (i.e. CAT score), or low ability to develop (SEN), who, indeed, are ‘stuck’, lesson after lesson, year after year, because – I would argue – they have inexorable experience of task-for-no-immediately-discernable-gain which emphasises the frustration that their diagnosis identifies.   Organically grown lessons should enable practice, lesson after lesson, year after year, of meeting the limit of their cognitive and learning ability and then pushing that limit a little further, rather than confirming their limit.   In this way their education would truly be a transformative experience of growth rather than a consignment to limitation.

Feedback: after the journey has been made, the product of the lesson is given to the teacher who measures how far the pupil got and puts a level/grade on it.   Every lesson.   Is this onerous?   No, because the breakdown of the lesson by the teacher should be clear and organic enough that the measure of the progress through it will be one of recognition, of mere identification: does it have those facts, does it show the connections between the facts, does it use/test the connections?   The only ‘new ground’ that might be developed in the pupil’s work (and will therefore need more than cursory viewing) will be the higher explorations in evaluation; but these will be new findings, new applications, and the teacher will want to read them in full.   Will the teacher need to give summative and formative analysis for each piece of work?   Once there is a shared assimilation of cognitive development (K > U > E through teaching, K > U > E in learning) between teacher and pupil, borne through lesson-after-lesson, year-after-year of organic experience … no.   Until then, yes, but make it a learning experience: single-word summations, prods, suggestions, questions, directions related directly to the level they have brought their work to and the next step beyond it.   Again, if the cognitive road-map of the lesson has been constructed clearly and organically then the summative and progressive feedback to be given is clear.

 

 

 

————w(O)rmholes________________________________|—–

creativity wwormhole: relapse
evaluation & knowledge & understanding wormhole: Structure & d y n a m i c
learning wormhole: no biggie:
results-led education: what I am about to say is true / what I just said was a lie

 

Rate this:

Structure & d y n a m i c

07 Wednesday Jan 2015

Posted by m lewis redford in teaching

≈ Leave a comment

Tags

assessment, cognitive hierarchy, evaluation, knowledge, learning objective, lesson planning, medium term planning, teaching craft, understanding

The ‘unpacking’ of the Learning Objective needs to be done by applying a cognitive ‘filter’ to the Learning Objective so that its ‘Knowledge’, ‘Understanding’ and ‘Evaluation’ elements are discerned.   If the topic is understood well by the teacher/subject leader, this analysis will be quick and easy – the progression from easy to difficult, from knowledge to evaluation, from level 3/E to 8/A* is coordinated and parallel.   The lesson almost constructs itself – the decisions to be made will be one of resources/access.

This becomes directed learning: in unpacking a topic according to a cognitive hierarchy and providing a roadmap that shows the route of this unpacking, the way for the pupil is clear – to integrate back through the hierarchy with h/er study.   If the presentation of all topics is done according to the same cognitive development hierarchy, what needs to be done for the pupil will always be clear (indeed for higher ability pupils they should become self-directed in their learning, they will be able to work the template themselves).

Assessment for Learning simply becomes the completion of the experience for the pupil – the measure of how far s/he managed to take it.   Self-assessment, peer- assessment and group-assessment are formative assessments, done when there is a pause after the initial impetus of effort has happened (the first ‘go’/’shot’), a check to orient how far the pupil has got and where s/he needs to go.   The teacher-assessment is summative, corroborating what all have commonly understood about development if they have been using the same cognitive hierarchy.

Assessment for Learning means the integration of the lesson/study/assessment through this common cognitive hierarchy – it is the means through which the topic, the lesson and the pupil’s work can communicate; it is the dialectic between the curriculum and the pupil.

The teacher is axiomatic to this dialectic, not just in constructing the lesson and learning (structure), not just in measuring the learning (assessment), but – vitally – in having the instinctive, adaptive, visceral, intuitive human skill to connect it all together (dynamic).   You might have a Medium Term Plan, Lesson Plans and a method of assessment and these might all be present in the classroom as paper, and they might be ostensibly happening in the classroom, but without the Alchemist turning all of this (iron) into gold, you would have an immovable, unchangeable process-led lesson in which minds were not learning.

In recent years teachers have been disempowered from their own art of teaching.   Assessment for Learning should re-instate the integral-ness (the integrity) of the teacher back into the heart of learning, the catalyst/dynamic/alchemy outside the structure that enables the process to actually happen.   Structure just ‘sits there’ without the dynamic to make it work. Targets will just ‘sit there’ without the dynamic to realise them, ’doesn’t matter how much you ‘work’ the structure, ’doesn’t matter how much you treat the teacher as part of the structure.

————w(O)rmholes________________________________|—–

evaluation & teaching craft & understanding wormhole: constructalesson
knowledge wormhole: Dr Strange V – all the words of all the times of all the worlds speak

 

Rate this:

constructalesson

22 Tuesday Jul 2014

Posted by m lewis redford in teaching

≈ 2 Comments

Tags

allmostsome, course, evaluation, knowledge, learning, learning objective, medium term planning, plenary, questioning, starter, syllabus, teaching craft, understanding

 

How do courses start for a teacher?   We have a syllabus or specification which is often little more than a list of topics.   All a medium-term plan should be is a matching of those topics against dates and the curriculum time you have to teach the course, when coursework and exams are, and what overall resources you have to meet them.

The medium-term plan could comprise the ‘menu’ for a course, written in Powerpoint perhaps, it need only have the list of Syllabus Objectives to cover, some dates / lesson-apportioning, assessment tasks if needed and a fundamental layout of the Facts of the Syllabus Objects (the Knowledge), the Concept of the SO (Undertsanding) and the Issue of the SO (Evaluation).   What else would it need other than the actual details of weaving them into individual lessons?   Each Syllabus Objective in the MTP could have a link to its own individual lesson …

constructalesson I

… a template which gives the ‘layout’ of a lesson in the form of key ‘construction’ questions which work from the Title/LO/starter >>> ALL-task >>> the MOST-task >>> SOME-task >>> Plenary.   This would supply the whole lesson, constructed from the start to the height develop-able, all on one slide viewable for most of the lesson.   If the purpose of the lesson is clear and stimulating from the Title/LO/starter, and the development of the learning is integrated and mapped out before them, theoretically there is no excuse for the pupil not to WANT to progress through it – unless they are pathological.   Pupils would work through this lesson as fast as they are motivated and as far as they can.   The Title/LO/starter, the ALL-task, the MOST-task, the SOME-task can each have their links to stimulus resources (although I wonder if only the Title/LO/starter would need this if the succeeding questions are clear enough).

So, for the teacher, how do you construct a lesson from scratch?

Why construct it from scratch, why not use the textbook and the questions, why not use the lessons already constructed? Because lessons from textbooks mostly do not, or lessons written before do not necessarily, follow a cognitive development pattern – therefore delivering them can be meandering.   Because even if they are cognitively-constructed their breakdown-analysis has been done by someone else and therefore the way to integrate may be awkward to you – the teacher – to take pupils through it.

Is it from scratch?   No, actually, you would have the ingredients of the LO (from the syllabus/course…) and any resources already owned.   The construction will be purely analytical at this stage.   Take the LO and ask ‘what is it?’.   Write down the answer – this will be the definition, basic or complicated, according to the level of study.   This will also comprise the ‘U’ objective of the lesson.   Then take the definition and break it down by asking the question ‘what are the components/parts of the topic?’.   Note down the components, this will comprise the ‘K’ objective of the lesson.   Then return to the Understanding Objective and ‘open’ it out by testing its definition respectively – improve, what if, solve, devise, revise, expand, rewrite, compose, synthesize, theorise, integrate, project, invent, modify, develop, conclude, critique, judge, weigh, evaluate?   Note down the issue(s).   This will comprise the ‘E’ part of the lesson.

constructalesson II

This leaves you with the elements / raw ingredients: the LO, the concept (U), the knowledge (K), the issue (E).   Then you need to plot the way to ‘cook’ the ingredients – put the elements into a provocative, stepped learn.

First you need to provoke the learning: headline the topic, plot their co-ordinates and start the enquiry.   You need to take the title as the ‘window’, as the ‘view’ (within the whole of all knowable things in the universe, or even within the syllabus/subject/course being studied) through which is de-fined the Particular that will be concentrated on for this lesson.   But we still have a large ‘area’ to navigate through, so we need a Title to tell us what it is we are looking at through this window (… telescope?); the LO is the co-ordinate of the topic.   Then we need a starter.   Why do we need a starter?   Because we need to provoke the impetus to find out, provide the motivation to learn.   We need to present a ‘snapshot’ of the topic which shows why it is important (to know about it), a snapshot which shows both the function (K & U) and which opens the conjecture (analysis, evaluation, issues, E) on the topic.   There are various ways this could be achieved – show the end result, use juxtaposition, picture & question, demonstration, theatre, role reaction, video clip …   These elements/raw ingredients are not so distinct as their listing suggests, they work together to introduce the lesson, they are integrated: the opening shot of the film-with-title, the riff and beat of the song, the setting of the joke.   The result of the LO/title/starter is a stimulus to learn: they should leave in the pupil the impetus to want to find out, it should provoke curiosity.

This initial analysis is brief – ‘what is it?’ >>> ‘how can I show it/demonstrate it?’ – and if we know our subject we can ask and answer those questions within a minute.

constructalesson III

To recap and then complete:
1: SO (from the syllabus); ask ‘what is it?’, the answer provides the key concept to be understood (U) of the lesson
2: of the concept to be understood (U) ask, ‘what is it called?’ (answer = title, will mostly be the same as the Syllabus Objective), then ‘what does it ‘do’?’ (answer = Learning Objective for the lesson), then show it (U) (= starter).   This is the spine of your lesson.
3: ask of U/LO ‘what are the parts (that work together)?’ (answer = the facts of the lesson), then ‘how are the parts related (connected) to work together?’ (answer = the patterns/arrangement of the facts).   This comprises the Knowledge base (K), the access point to the lesson for pupils
4: ask of U/LO ‘does it work well?’, ‘can (and should) it work alternatively?’; these questions (not their answers) provide the springboard for the evaluative part of the lesson (E)

constructalesson IV

So the lesson happens – hopefully well, constructively and different pupils of the class having worked through as far as they can, then …

constructalesson V

… and especially if the lesson has studied well, have a good, whole-class exploration of …

constructalesson VI

… responses to provocative questions and ‘what if’s such that EVERY pupil should be able to contribute because they have just studied it

This is how pupils will experience your constructed lesson: the title and LO will locate them, the starter will pique them, the K task will find and then sort the facts, the U task will require them to explain how the facts work, the E task will get them to test if they work well, the Plenary will allow them to sit back and survey the big picture.

constructalesson VII

Here is a suggestion of a lesson format that could be used for a constructed lesson

constructalesson VIII

 

————w(O)rmholes________________________________|—–

evaluation & knowledge & learning & teaching craft & understanding wormhole: the Telescope

 

Rate this:

the Telescope

16 Wednesday Jul 2014

Posted by m lewis redford in teaching

≈ 2 Comments

Tags

assessment for learning, evaluation, integration, knowledge, learning, learning objective, lesson planning, questioning, teaching, teaching art, teaching craft, telescope, understanding, unpacking

Unpacking the Telescope

Having ‘sighted’ the Learning Objective, here is where the true magic begins.   The teacher – with all h/er degree course, holistic understanding of the Learning Objective – needs to ‘unpack’ it.   The whole Learning Objective (the topic) needs to be broken down so that the pupil can begin to access it.   A skilled teacher does not wade straight in with the issues and analysis of a topic, s/he will plan the lesson which starts with identifying the topic (knowledge), then showing how it works (understanding) and finally, if a pupil can get that far, nurture analysis or discussion of it (evaluation).   The lesson is the topic unpacked (which takes a high level of discerning analysis on behalf of the teacher, we do need to know our subjects at degree-level).   Teaching is the alchemy of taking the pupils’ minds through the lesson, of making them see, guiding them, allowing them, clueing them in, clueing them through, pointing them to the Bigger Picture of the Learning Objective.   This requires the art of communication – the tricks, foolery, adjustment and dancing which can never be captured in a tick-box sheet of paper.   This is where the power of the teacher lies, not just in producing the lesson (a marvel in itself if well unpacked – and mapped), but in taking the pupil through the lesson (the creative, unmethodical dynamic which is communication).   The ‘telescope’ needs to be opened out in order to see through it.

Looking Through the Telescope

The pupil’s learning – the response to the lesson – is one of finding and then integrating.   Finding straight facts is one level of learning, categorising them is a higher level, linking them together is a higher level, relating them is yet higher, testing them is yet higher still, analysing them still higher, contextualising them from a macro perspective…   Each successive level of learning requires the fitting of what has been already learnt into a wider perspective – integration.   The lazy pupil will be satisfied with the straight facts (the disaffected pupil won’t even get this far); the enquiry of a pupil (or the skill of a teacher) will seek to see how far their knowledge can be taken.   If the way to integrate the knowledge is clear (again the skill of the teacher) learning will develop (not just be ‘received’).   The telescope will be folded back once the view has been seen: knowledge fits into understanding fits into evaluation.

 

————w(O)rmholes________________________________|—–

evaluation wormhole: tag cloud poem VI – anyone’s eyes
knowledge teaching craft & understanding wormhole: the View: from Here to the Learning Objective to the Learning Horizon
teaching art wormhole: The Future of Teaching: performance or capability (‘oh, not ‘teaching’ then?’)

 

Rate this:

← Older posts

… Mark; remember …

"... the impulse to keep to yourself what you have learned is not only shameful; it is destructive. Anything you do not give freely and abundantly becomes lost to you. You open your safe to find ashes." ~ Annie Dillard

pages coagulating like yogurt

  • Bodhisattvacharyavatara
    • Chapter 1
    • Chapter 10
    • Chapter 2
    • Chapter 3
    • Chapter 4
    • Chapter 5
    • Chapter 6
    • Chapter 7
    • Chapter 8
    • Chapter 9
    • Introduction
  • collected works
    • 25th August 1981 – count Up
    • askance From Hell
    • Batman
    • Bob 1995-2012
    • David Bowie Movements in Suite Major
    • Edward Hopper: Poems at an Exhibition
    • Eglinton Hill
    • FLOORBOARDS
    • Granada
    • in and out / the Avebury stones / can’t seem to get / a signal …
    • Lapping Reflections [Deep Within Waters]
    • Miller’s Batman
    • mum
    • nan
    • Portsmouth – Southsea
    • Spring Warwick breezes / over Bacharach fieldwork and boroughs with / the occasional shift and chirp of David / in the pastel-long morning of the sixties
    • The Boats of Vallisneria by Michael J. Redford
    • through the crash
  • index
    • #A-E see!
    • F–K, wha’ th’
    • L-P 33 1/3 rpm
    • Q-T pie
    • U-Z together forever
  • me
  • others
  • poemics
  • poeviews
  • teaching matters
  • William Carlos Williams
  • wormholes

recent leaks …

  • “…and may the great elements…”
  • paisley // implicitly
  • this pocketed being
  • the inevitable tock // when we close our eyes
  • time
  • the simple prayer // the tattered poem // the bitter lament
  • taking birth
  • mirror
  • long / road
  • ‘in my car I pass…’

Uncanny Tops

  • me
  • Moebius strip
  • YOUNG WOMAN AT A WINDOW by William Carlos Williams
  • 'in my car I pass...'
  • 'the practice ...'
  • 'I can write ...'
  • like butterflies on / buddleia
  • meanwhile
  • 'hello old friend ...'
  • under the blue and blue sky

category sky

announcements awards embroidery poems poeviews reflectionary teaching

tag skyline

'scape 2* 3* 4* 5* 6* 7* 8* 20th century 1967 1979 1980 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 acceptance afternoon air Allen Ginsberg anxiety architecture arm in arm attention awareness Batman beach beauty bedroom being birds birdsong black blue Bodhisattvacharyavatara books Bowie branches breakdown breathing breeze brown Buddha buildings career Carol cars change child childhood children city clouds coffee shop colour combe end comics communication compassion compromise crane creativity curtains dancing dark death distraction divorce doing doors dream Dr Strange earth echo Edward Hopper Eglinton Hill emergence emptiness evening eyes faces family father feet field floorboards garden Genesta Road girl giving glass gold grass green grey growth haiku hair hands Have hedge hill hills history holiday hope horizon house houses identity kitchen leaf leaves lemon letting go life lifetimes light lime listening living London looking lost love management managerialism mauve meaning mind mist moon morning mother mouth movement Mum muse music night notice open openness orange others park passing pavement people performance management pink Plumstead poetry pointlessness politics portrait posture power practice professionalism purple purpose quiet rain reaching reading realisation reality red requires chewing river roads roof rooftops samsara sea searching seeing settling shadow shops silence silhouette silver sitting sky skyline sleep smell smile snow society sound space speech step stone streetlight streets sun sunlight superhero table talking talking to myself teaching teaching craft Thames thinking thought time train travelling trees true nature university voices walking walls water waves white William Carlos Williams wind windows wood Woolwich words work world writing years yellow zazen

Enter your email address to subscribe to this blog and receive notifications of new posts by email.

Join 1,847 other subscribers

... just browsing

  • 49,934 what th'-s

I wander around after this lot a lot …

m’peeps who notice I exist

these things I liked …

A WordPress.com Website.

SoundEagle 🦅ೋღஜஇ

Where The Eagles Fly . . . . Art Science Poetry Music & Ideas

Classic Rock Review

The home of forgotten music...finding old reviews before they're lost....

A Reading Writer

I write because I read. I read because I write.

Buddhism in Daily Life

Buddhist meditation applied to our everyday lives...

Laughter Over Tears

Where books, movies, anger, confusion and musing live together in sin.

Sunra Rainz

Poetry. Art. Photography. Musings.

A girl seeking joy and serenity

Silver Birch Press

Poetry & Prose...from Prompts

whimsy~mimsy

a few words spewing from my soul...

naïve haircuts

The daily addict

The daily life of an addict in recovery

The Sixpence at Her Feet

Privacy & Cookies: This site uses cookies. By continuing to use this website, you agree to their use.
To find out more, including how to control cookies, see here: Cookie Policy
  • Follow Following
    • mlewisredford
    • Join 1,847 other followers
    • Already have a WordPress.com account? Log in now.
    • mlewisredford
    • Customize
    • Follow Following
    • Sign up
    • Log in
    • Report this content
    • View site in Reader
    • Manage subscriptions
    • Collapse this bar
 

Loading Comments...