Category: For Students
I think the thing with metacognition is for students to move beyond listing subject-specific strategies (which isn’t that tricky), and instead to actually conceptualise what they might mean. Writing is an idiosyncratic process so what works once may not work again (at least for a while…). It is also a fairly tacit process, so just articulating a strategy again is not necessarily helpful.Read More
These past few years I have both seen and delivered a number of interview lessons. I believe these lessons reflect the philosophy of the observer as much as they do the capability of the teacher. The stakes for an interview lesson are high: will you be given a job? Or as an observer, can you judge that that teacher’s wider operation? These outcomes are pragmatically important but also reflect more profound approaches to the profession. So with this tension in mind, here are some of the ways I think about interview lessons:Read More
Narrative theory is undertaught I think. I have had to self-educate myself. It is essential when responding to novels because without it there is an undue focus on finding figurative language. Finding figurative language can be a huge issue when that might not be what the narrative is doing, especially when focalised on a character who is uneducated (or just normal!). Therefore, understanding focalisation is key… to whom do the words belong?Read More
Today I tried a simple tweak in my introduction to 1984.
My colleague Brian Taylor (see his work here!) created a useful resource where students considered 1984’s contemporary implications by reading examples of state-sanctioned oppression.Read More
The act of planning a single lesson plan for review is a necessary but problematic element of teaching. Geoff Petty, an educationalist whose consequentialist approach influences contemporary thought, says expert teachers do not necessary focus their planning on one-off lessons, but rather on the ‘bigger picture’. That bigger picture can include ideas for outside the class, adult-needs models of education, wider elements of cultural capital, and even just the assessment that the students are building towards.Read More
Some issues of the focus on close-analysis of literature – iGCSE and IB. How we do things differently?
I think we’ve seen some students really lack motivation to tackle literature. It’s bigger than one classroom, and maybe even in one school. Kierkegaard bemoaned how the humanities were losing their true purpose (posing questions about how to lead a better life), and Rosenblatt believes the same, too.Read More
Any job worthy of endeavour requires the worker to sovereign over their time. There aren’t many tasks in people-jobs that can simply be processed to completion. Time needs to be allocated, and life needs to roll on.Read More
This post shows an IB Lang/Literature Unit focusing on ‘The Experience of the Combatant for an IB Lang/Lit course I took in 2019.Read More
How do we address the need to continually teach ideas and skills in different subjects? Why does persuasive writing in English not seem to transfer to other subjects?Read More
What is the difference between two-dimensional and three-dimensional curriculum?Read More
The Teaching of Literature Should be Led by Ideas Literature is not a subject in itself. It has a...Read More