Session 2 Critical Reading And Writing Final

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Session 2 Critical Reading And Writing Final

  1. 1. Year 3 Professional Studies <ul><li>Session 2 </li></ul><ul><li>Starter </li></ul><ul><li>Objectives </li></ul><ul><ul><li>To develop approaches to critical reading and writing </li></ul></ul><ul><ul><li>To develop confidence in approaching journal articles </li></ul></ul><ul><li>Plenary </li></ul><ul><ul><li>Tasks to complete for next week </li></ul></ul>
  2. 2. Paired Discussions <ul><li>What is critical reading / writing? </li></ul><ul><li>Why as a teacher is necessary to be critical? </li></ul><ul><ul><li>Important to take stance </li></ul></ul><ul><ul><li>Being critical involves: </li></ul></ul><ul><ul><ul><li>counter argument </li></ul></ul></ul><ul><ul><ul><li>using critiques and </li></ul></ul></ul><ul><ul><ul><li>writing your own critiques </li></ul></ul></ul>
  3. 3. A research ‘tip’ <ul><li>When downloading pdf copies of journal articles, Harvard Reference the file name </li></ul><ul><li>Download ‘ Classes, Groups and Transitions: structures for teaching and learning’, (Blatchford et al, 2008). </li></ul><ul><li>http://www.primaryreview.org.uk/Downloads/Int_Reps/9.Teaching-learning/RS_9-2_briefing_160508_Structures_for_teaching_learning.pdf </li></ul><ul><li>Blatchford, P. et al (2008) Classes, Groups and Transitions </li></ul>
  4. 4. An approach to critical reading <ul><li>Using different coloured highlighters classify each sentence with the following criteria: </li></ul><ul><li>Context (background information, previous research evidence, cultural setting) - Red </li></ul><ul><li>Concrete (statement of fact, results / empirical research, narrative) – Yellow </li></ul><ul><ul><li>(empirical: from experiment and observation, rather than theory) </li></ul></ul><ul><li>Conjecture (assertions, interpretations, hypothesis) - Blue </li></ul>
  5. 5. In your groups, consider your classification and reasons for this <ul><li>What are the proportions of these criteria in the passage? </li></ul><ul><li>Do you think there should be a balance to these criteria? </li></ul><ul><li>What, therefore, makes a good argument? </li></ul>
  6. 6. David Kolb <ul><ul><li>In pairs, discuss what you found out about David Kolb </li></ul></ul><ul><ul><ul><li>With reference to Kolb, what is the difference between a ‘learning style’ and a ‘learning preference’ </li></ul></ul></ul><ul><ul><ul><li>Peer review each other’s Harvard Referencing </li></ul></ul></ul><ul><ul><li>From your own experience, what is your stance regarding learning styles? </li></ul></ul><ul><ul><ul><li>Problematise the issue </li></ul></ul></ul>
  7. 7. Personalised learning? I’d rather be a 60’s throwback <ul><li>Philip Beadle The Guardian, Tuesday February 21, 2006 </li></ul><ul><li>Assessing students’ learning styles, keeping the data and using it to plan lessons is, like the rest of the cod-psychological tosh on the web, a bucketful of nonsense. You cannot take a snapshot of someone’s preferences on one day and use it to plan their whole future, as their responses are dictated by mood. Tomorrow, perhaps, I may be feeling more entrepreneurial, more kinaesthetic, more political, less intuitive. My answers, and consequently my profile, will be different. </li></ul>
  8. 8. ‘ Kolb’s Learning Styles and Learning Preferences: Is there a linkage?’ Robert Loo <ul><li>Comment on the structure of the article – what are its component parts? </li></ul><ul><li>What type of audience is the author targeting his article at? </li></ul><ul><li>What are the central claims in his argument? </li></ul><ul><li>What evidence does he use to support the points he is making? </li></ul>
  9. 10. Abstracts <ul><li>Robert Loo’s paper has had the abstract removed. Your task is to write an abstract for the paper </li></ul><ul><ul><li>What should an abstract look like? </li></ul></ul><ul><ul><li>What should an abstract contain? </li></ul></ul><ul><ul><li>Take some time to research what an abstract should contain </li></ul></ul><ul><li>Swap your abstract with another group; peer review and give feedback </li></ul>
  10. 11. How does it compare …
  11. 12. Critique of Loo’s article <ul><li>Example of critical analysis of Loo’s article </li></ul><ul><li>How effectively have the following points been answered : </li></ul><ul><ul><li>Highlight the point the author is making </li></ul></ul><ul><ul><li>Contextualise the argument </li></ul></ul><ul><ul><li>Provide a counter argument </li></ul></ul><ul><ul><li>Weigh up what has been said </li></ul></ul>
  12. 13. Improving critical analysis <ul><li>Does the author make any claims that are not supported by evidence? </li></ul><ul><li>Do you think the evidence is sufficient, for an article in an academic journal? </li></ul><ul><li>Does the author use any emotive words or statements? (If so, highlight any that you identify) </li></ul>
  13. 14. Plenary <ul><li>Objectives </li></ul><ul><ul><li>To develop approaches to critical reading and writing </li></ul></ul><ul><ul><li>To develop confidence in approaching journal articles </li></ul></ul><ul><li>Next week’s session: </li></ul><ul><ul><li>Scenario 1: Ideologies of Education </li></ul></ul><ul><li>Theorists influencing educational debate/thought </li></ul><ul><ul><li>Pound, L (2005) How Children Learn: From Montessori to Vygotsky - Educational Theories and Approaches Made Easy London, Step Forward Publishing </li></ul></ul>

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