Becoming an Educationalist - W2: PPT of lecture and simulation - followed by breakdown of the seminar activities.

1. W2: Lecture and Seminar
notes
Lecture/Simulation (1-hour):
Seminar/Workshop (2-hour)
In class activity (1-hour)
Then: reflect – blog – read –
write...

2. We covered:
 Brief recap of the module: Class Blog;
SOCCER; Study Hub; Context;
Assignments
 Nuclear Bunker and de-brief
Then:
 Topic mediated dialogue: Talk; Reflect
in pictures; Plenary...
 Academic Reading
 Freire articles: read – make notes –
write

3. Becoming...
• Becoming an Educationalist is
designed to get you exploring
what it means to be an
emancipatory, creative and
inspiring educationalist for the
21st Century
• Class blog:
http://becomingeducational.wordpress

4. SOCCER = Success
• Study
techniques
• Overview
• Creativity
• Communicate
• Emotions
• Review

5. Use our Study Hub
www.londonmet.ac.uk/studyhub
•LIKE Study Chat

6. An Educationalist
• Helps you think for yourself
• We are becoming... (see Deleuze)
• Over time, through experience,
reflection, reflexivity, action research,
grounded theory ...

7. Through
• IBL, PBL, mini-projects
• Art works & Visual practices
• Real research
• Resource development
• Blogging your learning
• #ds106 < http://ds106.us/>
• Peer Mentor support
• See:
http://lastrefugelmu.blogspot.co.uk/

8. Assignments:
•Reflective learning (30%)
•Research Project (30%):
Research Proposal
Research Report
Resource
•Essay (40%)

9. Reflective logs:
• Weeks: 3, 9, 15 formative assessment
• First one – NEXT WEEK!!!
• Week 30 - final submission of at least
three extracts with commentary (30%)

10. Research Project:
• Proposal 1000 words – week 19 (10%)
• Report 1000 words – week 30 (20%)
• Artefact – you will get marks for this
when you discuss the process and the
product in your Reflective Logs and/or
your final essay.

11. Essay 1500 words – week
30 (40%)
‘To what extent has the module
‘Becoming an Educationalist’
prepared you for the reality of
becoming an educationalist?
Justify your answer with reference
to at least three aspects of or
activities on the course.’

12. •Any Questions?

13. Next
• Nuclear Bunker
• Simulation & Role Play

14. Nuclear Bunker
• In groups of TEN
• Simulate the bunker experience
• Discuss who stays and who is
sacrificed – and why
• Reflect on activity
• Complete the de-brief ...

15. Bunker...
World War III has started. You and nine other people
find yourselves to be alone together in a Nuclear
Bunker. You are probably the last people left on earth.
There are some resources in the bunker – but not
enough for all of you to survive for a long time.
If all of you stay, then you will all live only for a
maximum of two years.
If three of you wish to survive for many years, seven
of you will have to leave ...
Who goes and who stays? You decide....

16. In your bunker, you have:
• sewage system
• water
• seeds
• some clothes
• a few books
• some medical facilities but no operating
material
• a greenhouse.

17. In the bunker
• Each person in the group of ten will be
allocated a character at random.
• Each of you then plays your role – and
argues why you should stay in the
bunker...
• ... and why someone else should go.
• The Group decides who stays and who
goes...
• Make notes.

18. In the bunker...
• Gay scientist
• Buddhist priest
• Married couple who are ‘green’ but childless (one person to
speak as couple)
• Single pregnant woman with a five year old girl
• Army officer who has mental instability of some sort but is useful
nonetheless
• Elderly woman
• Disabled man
• Bisexual lawyer
• Person who has been long term unemployed
• Atheist doctor.

19. Debrief:
• Did anyone emerge as a leader?
Why? Why not?
• How did this influence the choices?
• Explain why you feel your choices
were made.
• What influenced your decision?
• What does this tell you about your own
values and beliefs?
• How might this affect you as an
Educationalist?

20. Debrief
Leaders:
•Organise
•Take responsibility
•Stay neutral...
•Or very bossy?
•Implications for you as teachers?

21. Values: To be human is to:
• Reproduce the species?
• Be self-sacrificing?
• Be selfish?
• Be spiritual?
• Survive at all costs?
• Nurture resources?
• Teach others?
• Gain knowledge?
• Be adventurous & take risks?

22. Topic Mediated Dialogue
• Talk: In twos or threes, talk about the topics
below in as free and wide ranging a way as
possible for twenty minutes.
• Reflect: After 20-mins: Each person has to
draw a representation or a portrait of one
person in their group.
• Whole class plenary: Show and discuss
the portraits. Discuss the Topic Mediated
Dialogue session.

23. Discuss:
• Education is all about fitting in – knowing your place,
accepting your lot in life. Some are bred for success –
as for the rest - at best it bores us – at worst it
teaches us just how valueless we are.
• Schools these days are dumbing down the curriculum
– no one knows how to spell anymore – no one knows
any Maths. It’s a disgrace.
• If I had a child I would run away to sea and not come
back till they were 18. I would never put a child of
mine through the English education system with its
SATs and tests and League Tables. It’s not human.

24. Academic Reading
• Q: Question: think first – what do I already know on this subject? What do I need from
this reading?
• O: Overview: your course: read module aims and learning outcomes – read the
assignment question: these all tell you why you are reading!
• O: Overview: your book, chapter or journal: this will tell you what you are reading! Tips:
For a book – author, title, date; chapter headings; index. Chapter/article:
introduction/conclusion – first sentence of every paragraph…
• Q: Question: So – in the light of all that: Why am I reading this, now?
• R: Read the text actively and interactively – marking it up as you go. Tips: Underline,
highlight, circle key words or points – make notes in the margin: who would agree or
disagree? What does it remind you of? Where will you use the information?
• R: Re-read: your own annotations and marginalia – now you are ready to make your key
word/key point notes!
• R: Review your notes: are they any good (are they sourced: author (date) Title
location/publisher)? Can you use them? What will you now read or write?

25. Freire
• Giroux on Freire:
• http://www.truth-out.org/archive/item/93016:lessons-to-be-le
• Info-Ed: dialogue, praxis and education:
• http://infed.org/mobi/paulo-freire-dialogue-praxis-and-
education/

26. Use everything we’ve covered:
• Write a paragraph on:
• “What is a successful
educationalist?”

27. Reflect on the day:
Complete your learning log
or blog
Next week: Collages

28. Some resources
SOCCER game:
http://learning.londonmet.ac.uk/epacks/soccer/
Student Prezi – the secret of our success:
http://prezi.com/ssuuvqkdx9uz/uni/
DESK:
http://learning.londonmet.ac.uk/TLTC/learnhigher/d
esk/desk.html
Our writing space:
http://learning.londonmet.ac.uk/TLTC/connorj/Writin
gGroups/
Presentations: Interactive plan & write resource:
http://www2.elc.polyu.edu.hk/CILL/tools/presplan.htm
Interactive site - scientific reports:
http://www.ncsu.edu/labwrite/
STUDY HUB!
http://learning.londonmet.ac.uk/epacks/studyhub/