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Moving beyond teaching excellence - developing dialogic collaboration
- 1. Moving Beyond Teaching Excellence - Collaboration Through Dialogue (in roughly 9 diagrams) Dr Phil Wood Bishop Grosseteste University
- 2. A Need for Dialogue (and diagrams) At present, a truly creative dialogue, in the sense that has been indicated here, is not at all common, even in science. Rather the struggle of each idea to dominate is commonly emphasized in most activities in society.’ Bohm and Peat (1987: 243) ‘A key difference between a dialogue and a discussion is that, within the latter, people usually hold relatively fixed positions and argue in favour of their views as they try to convince others to change.’ Bohm and Peat (1987: 241) Presentations often follow a linear assertion of a single position Text builds an explicit, linear narrative Use of diagrams and visuals where possible to try to open up multiple interpretations and dialogue about meaning
- 3. Geography PhD Interest in complexity School teacher and AST Worked on pedagogic development with other teachers locally and nationally Education PhD Focus on curricular and pedagogic innovation (‘personalisation’) Post-grad teaching and innovation – esp. on research methods and masters pedagogies (lesson study) Bringing together pedagogic innovation and organisational change Emergence of My Own Thinking
- 4. The Emerging Problem With Teaching Excellence Stage 1 Interest in developing practice, including • Reflecting on student needs • Starting from the position of students • Dialogue and communication • Making use of technologies • Problem-solving methodologies • Development of transferable skills • Flexibility and choice (Skelton, 2004) Stage 2 A tool for measuring against standards, and as a marketing and strategies tool. ‘Centres of Excellence’ ‘Programmes of Excellence’ ‘Global Excellence’ The beginnings of the slide into reductivism and a focus other than on practice Stage 3 The rise of the TEF and ‘excellence’ as reductive (and inaccurate) measurement ‘the focus on quality of education and on teaching excellence are connected to the need for state- directed interventions within the education industry in order to increase national productivity in the interests of capital.’ Charles (2017: 8)
- 6. An Alternative Starting Point Process Philosophy Complexity Theories Pragmatism Abductive Thinking
- 7. Holiploigy is the emergent enactment of the processes of educative experiences. It is based on the complex interaction of curriculum, teaching, learning and assessment as enacted by tutors and students, mediated through philosophies, contexts and research. These emergent processes foster the growth of expertise in both tutors and students Holiploigy Holiploigic Literacy Philosophies & ethics Organisation Social Application Policy & Metrics Temporal Environment Knowledge Resource Environment • Teaching • Learning • Spaces Application • Employability • Skills • Work placements Organisation • Academic culture • Research • Innovation Knowledge • Curriculum • Assessment • Threshold Concepts Resource • Technology • Collaboration • Critical reading/writing Temporal • Growth and development • Reflection • Research Philosophies & Ethics • Values • Authenticity • Aims Social • Collaboration • Dialogic culture • Open access & sharing Policy and Metrics • Data generation & use • Dialogic development • Organisational support Curriculum Teaching AssessmentLearning TUTORS STUDENTS
- 8. Based on Iveroth and Hallencreutz, 2016 Establishing Holiploigic Change
- 9. Lesson Study as a Dialogic Space
- 10. A ‘Studio’ Model