Thursday, 25 March 2010

Briefing for Second Year One Study Day

Click on the heading to download the Briefing Paper for the next Study Day on 24 April.

Posted by James A at 13:06

4 comments:

  1. Ska, not a good mother but working on it24 April 2010 at 17:52

    thanks, James. I found your lecture thought provoking but I have a question which I didn't ask:
    'is the acceptance of the existence of threshold concepts by learners necessary to be able to take true responsibility for their own learning?'

    any thoughts?

    ReplyDelete
  2. James A24 April 2010 at 20:07

    Great question, Ska, and thanks for posting it...

    I should have made it clear that as far as we know, it matters not at all whether or not learners know that what they are grappling with is a threshold concept. It is our problem, not theirs.

    I'll expand on this a little on the blog in a day or two...

    ReplyDelete
  3. Ska, not a good mother but working on it25 April 2010 at 22:22

    that's interesting. So it is really down to us, as teachers, to present the material in such a way so they 'get' the threshold concept but it is OUR recognition of it that is important? I'm still wondering though about learners taking responsibility for their own learning and I may well come back to you later when I have seen the rest of your comments!
    Sally (from Polhill - my google nickname is ska)

    ReplyDelete
  4. James A25 April 2010 at 23:39

    Sorry, but yes. The introduction to the 2006 book starts with a strange parable about the roasting of a potato from the potato's point of view. (It is actually specified as a Desiree, while I would have gone for King Edward or perhaps Maris Piper--certainly floury rather than waxy...) But the point is that the learner can not anticipate his/her/its/their journey. It is the teacher/cook who has the overview of the process.

    Rupert, our West Highland terrier, is now very old and a few months ago he went blind (cataracts from diabetes). Being a dog, he can navigate very well within the range of his sense of smell. Beyond that he is totally disoriented. If we put him in an area where he can bump into something and recognise it he gets his bearings and can navigate happily.

    He is stuck there, he won't recover his sight, sadly. But our learners' perspectives will expand. TCs are a form of scaffolding...

    Thanks for your comment, Sally, it's expanded my understanding of the idea. (aka-- you have taught me! Result!)

    ReplyDelete

Subscribe to: Post Comments (Atom)