Delighted to share an interactive walk-through of the recently updated poster (available here). Click in the top right-hand corner to make the interactive fullscreen. There is also a video walk-through of the same poster below. Note the title of the poster has changed from using ‘objectives’ to ‘outcomes’.
Colleagues have been asking me for some time whether they can have copies of the various visualisations that I have produced over the years. These were usually developed as posters, from A3 to A1 sizes, for workshops and events. I am happy to share high-quality originals for colleagues to include in publications but I think it appropriate to charge for the majority of them.
The updated 2022 version of my comprehensive taxonomies of educational objectives poster is available. This and future versions will be available as high-quality downloads to be printed locally. This saves a fortune in packaging and postage and allows you to decide whether you want it board-mounted, matte or gloss, and so on.
In the setting up phase of this new ‘storefront‘, here is a discount code for 20% off the price. Just put in the code G4G5EURM at checkout. Look out for more useful visualisations and resources being posted over the coming months.
Welcome all. Please feel free to share this video if you think it would be of interest to your colleagues.
I want to talk today about some of the terminological differences that we have across the English language teaching world, particularly the terms, evaluation, assessment, and feedback. In North America, the word evaluation is very often used to describe the way we measure students’ performance. In United Kingdom, in Australia and New Zealand, we generally use the term assessment. So evaluation has a different meaning in parts of English-speaking world than it does in North America. Likewise, Assessment and evaluation are sometimes used more as synonyms in the North American context. And you need to be aware of that when you read literature, if you read any of the journals, you will find that sometimes those terms are used differently to perhaps your context. So, it’s worth being aware of that.
There’s also a distinction between evaluation and feedback, which is more conceptual rather than definitional. Which is that feedback is always what we give to the student. We should always be focusing on the feedback that’s given to students on their learning and evaluation in the UK, Canada, Canada, to some extent, but certainly in Australia and New Zealand, is used to describe what they tell us about our own performances tutors, or about the course or the institution. So, they provide evaluative comment, and we provide them with feedback.
I think it’s important that we try and stick to that use of language. If only because students need to value feedback in everything they do, and it’s much easier to label things as feedback for the benefit of your students if you’re consistent in the language that you use. So, feedback is given to students. Evaluation is provided by students, and evaluation in North America is sometimes synonymous with assessment. I hope that’s of interest.
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Welcome all. Please feel free to share this video with colleagues if you think they’d find it of interest.
Want to talk today about burnout. Being a teacher, being a lecturer, being an academic, very often leads to periods of intense pressure, and very often we see colleagues burning out. They leave the profession.
They literally just find the ongoing pressure too much to bear, and I think it’s really important that we support each other, but we also have to preserve ourselves and avoid exhaustion. We do that by setting boundaries. You need to learn to say no. You need to learn that your responsibilities have a limit.
Sometimes we find ourselves wanting to, take on all of the pressures, all of the responsibilities that our students expect the entire institution to provide for them, and it’s important that we make time for relationships, for relaxation, for recreation.
Education is a team game or a theatrical piece. It’s not a single performance. It’s not a solo game, nor are you actually a solo performer. You’re not a stand-up comedian standing alone on your stage. It’s a team effort. So if you do feel yourself under oppression. If you feel overly stressed, turn to a colleague and ask them for support. If those colleagues aren’t available for you to lean on, then you need to learn to escalate because it’s not your responsibility to run the entire college or the entire university or to run the entire school sector.
You need to be able to escalate your own stress just in order to avoid burnout. So if you feel the pressure lean on a colleague, if there’s no colleague to lead on, escalate.
Welcome all, please feel free to share this video with colleagues if you think they would find it of interest.
Let’s talk today about building professional relationships. Teaching can be quite a lonely experience. Depends a little bit on the organization that you teach in. You might be teaching in a very isolated part of the world, or you might be teaching a very specialist discipline. You might be the only person teaching that particular subject in your school, even in your area.
And having good connections with other practitioners that understand you, understand your context, definitely do serve to lower the level of anxiety that you might feel. There’s evidence to suggest that well- connected educators do suffer less anxiety.
So reaching out now is much easier. There are any number of digital platforms that you can engage with and connect with other people. And in doing so you benefit not just that level of human connectivity, but you’re also using them as a source of new ideas, new sources, new perspectives.
It’s very important if you do get involved in any of these platforms that you do become a contributor, as well as a consumer. That’s not just because that’s fair. It’s just, it’s also that echoing your voice is really important, using your voice to mirror the practice of others is part of the process of building those relationships.
Even if it’s just to go back to someone who’s posted something, you found a value to just say “I’ve used what you suggested. It worked very well for me” or it didn’t and I made this adjustment, and I did it this way. Having that level of feedback is really important.
So, I’m on a number of different platforms. I’m on LinkedIn. I’m on Twitter. I’m on Instagram. I’m on Tik Tok. I’m on YouTube and I’ve got my own website, but I think the two that everyone needs to start with are Twitter and LinkedIn. Build a profile on LinkedIn, doesn’t have to be expansive, but at least something that gives people a sense of who you are as a person.
And then Twitter is a great way of just picking up ideas, sources, perspectives, re-tweeting things that you think are of interest, identifying things more widely, and posting them and share that community experience. You’d be surprised how quickly it does build and giving you a solid network to lean on will undoubtedly reduce your anxiety.
So you might want to try some of those platforms for yourself. See how it goes.
Let me know. Be well.
Guidance to Educators: Reflecting after sessions
#teachers #learning #educators #education #university #tutors #lecture Visit http://www.sijen.com for transcripts and links. Please share, like and follow.
Welcome all. Please feel free to share this with colleagues. If you think they’ll find it of interest.
Let’s talk today about how you handle a session that doesn’t go so well. Any problems that crop up can be quite demoralizing. Sometimes you walk out of a session thinking either I dropped the ball or the students didn’t respond. Something just didn’t work in any given session.
Now not every session is going to go well. It could be something you have failed to plan for, it may be that you misjudged the receptivity of the students. It may be that they just were very resistant to what it was you’re asking them to engage with in the session and how you manage that system dynamic is obviously very problematic.
So after any session, educators really need to sit back and reflect if it, even if it just takes a few minutes, even if they’re just doing it in their heads, they need to be thinking about what went well, what didn’t go so well. If it doesn’t go well, there’s a particular problem in any given session, it’s a really good idea to journal it, write something down, even just a few notes on the back of your notes are fine, but to write something down as soon as possible after the session. To discuss it with colleagues, just to literally go back to the, whatever the virtual coffee room is, or the staff room and talk to your colleagues about why something didn’t go well and be open about that. You won’t be judged for it if you’re honest about it.
And thirdly, to reflect, and how deeply you reflect will depend a little bit on whether it was a serious issue or, or relatively minor issue. You maybe want to think about, from a positive perspective what you would do differently if you had it again.
And if you were faced with those similar circumstances in the future, how you might plan to do it differently. So it’s really important that you do reflect at some level, either using notes, conversation or indeed just thinking about it. I always try and make some notes after a session, particularly if it hasn’t gone well, but even if it’s gone well, I might want to make a note as to why I think it might’ve gone well.
I think it’s really important, and I would encourage you to do that. So do try something like that, try something similar.
Let me know how it goes. Be well.
Welcome all. Please feel free to share this with your colleagues, if you think they’ll find it of interest.
Let’s talk about how you make time in your learning. We all have a very busy curriculum. We have a lot of ‘content’ to get through a lot of concepts and learning, to convey to students during any one session. I think it’s really important that we make time for learning. I think teaching is better equated to a version of television rather than of radio. There’s a concept in radio of ‘dead air. Every, every silence has to be filled. That’s not true in television. If you’ve got something visual to look at, you don’t need to provide words to go with it.
So unless you’re developing podcasts for teaching, I think there’ll always be a visual element in any teaching encounter that you’re designing. There’s no need to worry about the dead air.
And in fact, a well-planned teaching session will always have space built into it, time built into it, to allow for some quiet reflection. And I think you do need to build that into your session at pertinent points, during any session that you’re delivering. So you can build in reflective questions.
For example, something I used to do literally to put up a slide that would have a question on it and just say. We are going to pause for a minute. I’m going to encourage you to think about that. Make some notes. Sometimes students might start talking to each other. That’s not necessarily a big problem. It’s only for a minute. It gives you a chance to gather your thoughts, have a glass of water, but it also paces the session quite effectively.
So please have a go try something similar. Let me know how it goes. Be well.
In recent weeks as the war in Ukraine has unfolded I have watched educators trying, with significant success, to use events as teachable moments. The intricacies of shifting boundaries and conflicts used to fuel debates about historical context. Economics teachers use economic interdependences between countries, evidenced through oil and gas supplies, phosphates and grains to great effect. Exploring ethnic identities form a core part of anthropological and social sciences conversations. What I see, are teachers in the English-speaking liberal democracies, the ‘West’ (where I have sight), teaching this war as not being ‘over there’, as some distant disconnected experience. Rather it is being taught in the context of ‘it is happening here’ or at the very least ‘could it happen here?’
Very often teachers are struggling to answer questions from students and still ‘getting through’ the prescribed content, predetermined in curriculum structures and resources imposed from outside. The best national, regional and institutional systems empower teachers to leverage events that are affecting their students. The worst amongst them have rigid content requirements. These later are written by bureaucrats not by teachers. Concepts are more powerful than content, ideas more enduring than facts. Giving students a framework for critical thought using ideas and concepts allows them to seek out and identify facts and content. Importantly, it empowers the student to make connections between disparate thoughts, across time and geographies.
I think education should be radical, it should be focused on change, not on maintaining the status quo; it should be focused on transformation not normalising; it should be focused on the individual as a member of diverse and overlapping communities, not as unique cogs in a machine. Radical education should be innovating not perpetuating, enriching not sustaining, challenging not confirming.
Oscar Wilde said that
“The whole theory of modern education is radically unsound. Fortunately in England, at any rate, education produces no effect whatsoever. If it did, it would prove a serious danger to the upper classes, and probably lead to acts of violence in Grosvenor Square.”
True. So little has changed since the 19th century despite the dawning of a digital Information age. In my view, we are still too committed to a curriculum of content rather of concepts.
Courageous teachers across the world are navigating troubling times with creativity and insight. They are often forced to bend and circumvent an imposed curriculum to make the learning effective and real. Why teach about supply and demand to business students using Californian almond production when you can explore the impact of disrupted wheat exports from Ukraine? Why explore the English Reformation when a contemporary example of religious disaggregation is happening today in the Orthodox Churches. Ideally, teachers should have the flexibility to compare and contrast established (predetermined resources) with students’ own contemporary comparators.
Welcome all. Please feel free to share this video with colleagues, if you think they would find it of interest.
I want to talk today about engaging students about the need to mix it up a little bit in terms of the way that we deliver our learning, the way that we engage our students. It is important to be consistent from a quality perspective but to avoid repetition. And it’s very easy to make an excuse and say, well, “this is the room that I’ve been allocated, to teach in”, or “this is the confines of the webinar space that I’m being expected to operate in”. And that becomes a defense mechanism on the part of educators. So this is the way this is the way it’s always been done. “This is the way the lectures work. This is the way it’s done.”
And I think we need to avoid that.
It’s important that we focus on the notion of engagement of the learning we need to think about, what’s going to provoke the learner, provoke the student, to engage with the concepts and the knowledge that’s being shared or imparted.
And that doesn’t necessarily making every session a very different form of active learning, but it does mean you have to focus in on the concepts and think about how best to illustrate those concepts. Visually, ideally. So the best way to do that is to review the concepts within an individual session and put it in the context of a broader course, and then identify whether or not you think this particular concept is best experienced through some lecture form,
or through some seminar form or through some active learning form you might throw in a moot or a discussion you might throw in a question, answer session. You might throw in a way of giving students to do peer learn from each other, even within a lecture theater, anything is possible. It’s really important that you break out of the mold of doing repetitive forms of delivery. It’s really important that we mix it up to maintain the engagement of our students. So look at the whole series of sessions, identify individual concepts, take a course wide view, and then map out what best form of engagement you think is going to work that ensures some variation in the learning experience.
And that’s much more likely to engage, maintain, engagement of your learners.
Welcome all. Please feel free to share this with your colleagues. If you think they’ll find this. Interesting. So let’s talk today about how you deliver your notes. I’m going to assume that if you’re delivering any kind of lecture, you will have notes and it’s absolutely critical that you don’t stand and read.
It’s also important that you don’t substitute your notes with PowerPoint slides that have bullet-pointed versions of your notes, and you end up just reading out the bullet points. There’s good practice and bad practice in that. There’ll be other resources available around that shortly. So, I think it’s really important that you think about how you convey the message of the learning using your notes.
It’s ‘notes’, not a script. Don’t illustrate with bullet points, use as much eye contact as possible and make sure that you are illustrating key points. If you are going to use PowerPoint as a visual tool, it is a visual tool, not a text-based tool. It’s absolutely critical that you recognize that the most powerful tool you have when you’re teaching is your own voice.
And there are things you can do to train your voice. There are ways that you can encourage your voice to carry more meaning, more conviction, and there’ll be resources about that coming out shortly. So I tend to rehearse at least part of any presentation. I don’t always rehearse the entire one hour lecture or 40-minute lecture or 35-minute lecture, but I will always try and rehearse at least part of it to make sure that the tone is right, that the notes are structured in such a way that they will support what it is I want to teach.
So I would suggest that you try something similar. Let me know how it goes. Be well.