Writing Retreat
W10: Becoming
http://becomingeducational.wordpress.com/2013/11/28/week-9-introduction-toresearch-drawing-f...
We write to learn…
But – we resist writing:
• Fear
• Of writing
• Of committing
• Of being judged.
How can we overcome our...
Ta Da: Writing Retreat:
• Creating a space to think, write and
think again
• Tackling our resistance to writing
• Supporti...
Becoming an Educationalist is…
• Intensive - four hours + five or six
• Writing & all tasks = essential
engagement with id...
Weekly tasks
• Revision of notes – clear identification of names,
theories, concepts and ideas
• Follow up on the names, t...
WARNING - CHECKLIST
• Make a note of what you have done – and
what you have still to do:
• Personal Blog, preferably as a Quadblog.
• Reflective learning logs: nine.
• Six word essay: How to succeed at
Universit...
• Collage & Artist Statement
• Digital Project: Developing digital self:
strategy and with regular reflections
• Becoming ...
• Poster presentation.
• Short essay: How far should our actions depend on our
values and beliefs?
• Drawings: including o...
Notes on:
•
•
•
•
•
•
•
•

Bandura
Bentham
Burr
Freire
Giroux
Kant
Robinson
Rogers …

AND ON:
• What is an educationalist?
• Who and what is education for?
• Socialisation, indoctrination or
emancipation: what sort o...
• Role play and simulations – and their
role in teaching and learning
• Enlightened self interest,
utilitarianism, moral i...
• Analytical and critical thinking – and
how to develop it in the self and
others

• Image mediated dialogue – and its
rol...
• Topic mediated dialogue – and its
role in teaching and learning

• Participant observation

• Academic writing#1 & #2
• Self-efficacy, self-confidence and selfesteem – in academia

• Gareth Malone (Choir)

• Last Chance Kids – the tyranny o...
• Presentations: what, why, how.

• Positive thinking in academia: what
why, how
• All your peers’ poster presentations
• Research: the university and
community
• Research: ontology, epistemology,
positivism, interpretism…

• Drawing for teac...
Right
•
•
•
•

How up to date are you?
How does that feel?
If you were the teacher – how would you feel?
What would you do...
Assessment
•
•

Reflective learning logs – 30%
Research Project – total 30%
1. Proposal 1000 words – week 19 (10%)
2. Repo...
Reflective Logs 30%
HIGH percentage - will need:
• Excellent observation, perception, acuity,
visual qualities
• Relevance...
Okay
By the end of today:
• Have produced real writing – for your
Reflective Log portfolio (and your
learning!!)
• Have re...
Writing a Log
• Choose a week - any week that you have the
notes for
• WRITE – 15 minutes:
• Week number and date
• What d...
Structured Review
•
•
•
•
•

Peer Review?
Why?
Why not?
You choose!
If peer reviewing – pose feedback
thoughtfully and con...
•
•
•
•
•
•
•
•
•
•
•
•
•

Week number and date?
Have all the activities from that week been identified?
Is there critical...
Return piece
• Read feedback
• Discuss with peer reviewer…
• Next steps:
• Produce an improved log – respond to
feedback –...
Discuss…
Hand it in:
• Write your name on this log
• Hand in to your module tutor…
Workshop or Retreat?
• The Workshop sessions will continue as a
mini-writing Retreat to get more real work
done...
• Or – ...
Workshop shape
• 10.15 – 10.30: identify writing task
• 10.30 – 11.00 – first writing session
• 11.00 – 11.15 – feedback a...
Workshop topics
• Collage artist statement
• 50-words on Writing or Reading at
University
• Paragraph on: Drawing for teac...
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Beco w10 writing retreat: half day Writing Retreat embedded in class time

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We reflected on the writing that could have been accomplished by the morning of week 10... Rather than berate people for not having completed all this valuable writing to learn - we set the day's task as: 1) Getting some real writing done 2) Attempting some constructive peer review of writing and 3) Hopefully - people coming up with a solution to their own writing resistance.

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Beco w10 writing retreat: half day Writing Retreat embedded in class time

  1. 1. Writing Retreat W10: Becoming http://becomingeducational.wordpress.com/2013/11/28/week-9-introduction-toresearch-drawing-for-thinking-learning-and-research / http://becomingeducational.wordpress.com/2013/12/03/in-the-beginning/
  2. 2. We write to learn… But – we resist writing: • Fear • Of writing • Of committing • Of being judged. How can we overcome our fear and make time and space to write?
  3. 3. Ta Da: Writing Retreat: • Creating a space to think, write and think again • Tackling our resistance to writing • Supporting ‘writing to learn’ • Structured self- or peer review • Creating community of practice & inquiry…
  4. 4. Becoming an Educationalist is… • Intensive - four hours + five or six • Writing & all tasks = essential engagement with ideas and practices… • Promote active learning and critical thinking. • Must be done!
  5. 5. Weekly tasks • Revision of notes – clear identification of names, theories, concepts and ideas • Follow up on the names, theories, concepts and ideas. Do some talking, reading, thinking, writing. • Tip: produce personal subject dictionary • Reflective learning log – preferably as a blog • Review of & comment on Becoming blog • All writing tasks set (and in the Module Handbook) – especially if un-finished in class. • Developing Digital self project
  6. 6. WARNING - CHECKLIST • Make a note of what you have done – and what you have still to do:
  7. 7. • Personal Blog, preferably as a Quadblog. • Reflective learning logs: nine. • Six word essay: How to succeed at University. • Free write: What is a successful educationalist?
  8. 8. • Collage & Artist Statement • Digital Project: Developing digital self: strategy and with regular reflections • Becoming research project: field notes and ideas • 50-word essays: Successful University writing Or Successful University reading.
  9. 9. • Poster presentation. • Short essay: How far should our actions depend on our values and beliefs? • Drawings: including of ontology and epistemology. • Paragraph on role of drawing in teaching, learning and research … plus • Mini-Project: Research an artist, an art movement or a particular work of art – and consider how you might use what you have learned in your studying now – and your teaching in the future – for three-minute presentation, W11.
  10. 10. Notes on: • • • • • • • • Bandura Bentham Burr Freire Giroux Kant Robinson Rogers … AND ON:
  11. 11. • What is an educationalist? • Who and what is education for? • Socialisation, indoctrination or emancipation: what sort of educationalist do I want to be?
  12. 12. • Role play and simulations – and their role in teaching and learning • Enlightened self interest, utilitarianism, moral imperative
  13. 13. • Analytical and critical thinking – and how to develop it in the self and others • Image mediated dialogue – and its role in teaching and learning
  14. 14. • Topic mediated dialogue – and its role in teaching and learning • Participant observation • Academic writing#1 & #2
  15. 15. • Self-efficacy, self-confidence and selfesteem – in academia • Gareth Malone (Choir) • Last Chance Kids – the tyranny of synthetic phonics
  16. 16. • Presentations: what, why, how. • Positive thinking in academia: what why, how • All your peers’ poster presentations
  17. 17. • Research: the university and community • Research: ontology, epistemology, positivism, interpretism… • Drawing for teaching, learning and research
  18. 18. Right • • • • How up to date are you? How does that feel? If you were the teacher – how would you feel? What would you do? We are treating it as a pedagogy issue for us all to solve: • What do you think the issues are? • What are the risks? Personally – and academically?
  19. 19. Assessment • • Reflective learning logs – 30% Research Project – total 30% 1. Proposal 1000 words – week 19 (10%) 2. Report 1000 words – week 30 (20%) 3. Artefact: marks if in Appendix of Report and if referred to in Reflective Logs +/final essay. • Essay – 40%
  20. 20. Reflective Logs 30% HIGH percentage - will need: • Excellent observation, perception, acuity, visual qualities • Relevance to self-development as student and as one becoming an educationalist • Short overarching commentary • Appendices of relevant activities: art work; artist statements; writing tasks; blog links; artefacts…
  21. 21. Okay By the end of today: • Have produced real writing – for your Reflective Log portfolio (and your learning!!) • Have reflected on your resistance to writing • Have a new writing strategy to test out… • Ready to bring an embryo portfolio W13
  22. 22. Writing a Log • Choose a week - any week that you have the notes for • WRITE – 15 minutes: • Week number and date • What did we do – ALL activities? • Why did we do each activity? • What was your reaction? • What was the learning? • What was your follow up?
  23. 23. Structured Review • • • • • Peer Review? Why? Why not? You choose! If peer reviewing – pose feedback thoughtfully and constructively • Take ten minutes • Use the following questions:
  24. 24. • • • • • • • • • • • • • Week number and date? Have all the activities from that week been identified? Is there critical reflection on the *why* of each activity? Is it connected to the aims and assignments on the module? Is there a useful reflection on the personal reaction to the activities? Has there been some consideration of how negative reactions might be tackled? Or positive reactions harnessed? Has the learning been summarised usefully? Has it been linked to improving successful practice now as a student? And – to future practice as an educationalist? And/or to the potential research project? Is there evidence of further reading? Are there any illustrations or other evidence of thoughtful engagement?
  25. 25. Return piece • Read feedback • Discuss with peer reviewer… • Next steps: • Produce an improved log – respond to feedback – and to your own developed thinking: ten minutes…
  26. 26. Discuss…
  27. 27. Hand it in: • Write your name on this log • Hand in to your module tutor…
  28. 28. Workshop or Retreat? • The Workshop sessions will continue as a mini-writing Retreat to get more real work done... • Or – a few students are welcome to go with Sandra to take part in a one-day Reading/Writing Retreat that we are running for PhD students...
  29. 29. Workshop shape • 10.15 – 10.30: identify writing task • 10.30 – 11.00 – first writing session • 11.00 – 11.15 – feedback and discussion; goal setting for the next writing • 11.15 – 11.45 – second writing session • 11.45 – discussion and concluding reflections, memory postcards TOPICS on next slide
  30. 30. Workshop topics • Collage artist statement • 50-words on Writing or Reading at University • Paragraph on: Drawing for teaching, learning and research • Revising and improving old logs – producing new logs: TEN by end of today! • Ideas for research project • Updates on digital me projects • Notes for Art & Artists mini-project

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