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.

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. 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. 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. 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. 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. WARNING - CHECKLIST
• Make a note of what you have done – and
what you have still to do:

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. • 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. • 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. Notes on:
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Bandura
Bentham
Burr
Freire
Giroux
Kant
Robinson
Rogers …
AND ON:

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. • Role play and simulations – and their
role in teaching and learning
• Enlightened self interest,
utilitarianism, moral imperative

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. • Topic mediated dialogue – and its
role in teaching and learning
• Participant observation
• Academic writing#1 & #2

15. • Self-efficacy, self-confidence and selfesteem – in academia
• Gareth Malone (Choir)
• Last Chance Kids – the tyranny of
synthetic phonics

16. • Presentations: what, why, how.
• Positive thinking in academia: what
why, how
• All your peers’ poster presentations

17. • Research: the university and
community
• Research: ontology, epistemology,
positivism, interpretism…
• Drawing for teaching, learning
and research

18. Right
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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. Assessment
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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. 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. 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. 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. Structured Review
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Peer Review?
Why?
Why not?
You choose!
If peer reviewing – pose feedback
thoughtfully and constructively
• Take ten minutes
• Use the following questions:

24. •
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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. 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. Discuss…

27. Hand it in:
• Write your name on this log
• Hand in to your module tutor…

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. 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. 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