While researching for a course I am writing I found this article on the web which I thought was most interesting. Despite it being about school classrooms - and American ones at that! - it offers a great example of how we can develop active apprenticeships in our more constrained educational environments. I shall certainly be looking at how I can incorporate the key elements of this work into my new course.
http://projects.coe.uga.edu/epltt/index.php?title=Cognitive_Apprenticeship
Showing posts with label learning assessment curriculum teaching training. Show all posts
Showing posts with label learning assessment curriculum teaching training. Show all posts
Thursday, 13 May 2010
Sunday, 14 June 2009
A focus on learning - great article to read!
Most of the materials I write or courses I facilitate encourage people to think about the learner before the teacher. Most of my key messages are about being learner focused, at the planning stage, the participation stage and when recording and assessing progress.
A recent Training the Trainers course with a surgeon colleague led us to consider the three different types of curriculum: the specified, enacted and experienced curriculum. I was as usual emphasising the point that as educators and trainers we tend to focus more on the first two - ie what is laid down to be taught, and what we need to 'deliver' at the expense of what our learners are experiencing and where that takes them.
The surgeon involved has taken this concept and mapped it onto a whole training programme for a set of operative skills in a most inspiring way, using other learning and assessment ideas to ensure that skills in this area can be learned in a structured, supported and cascaded environment. His ideas were the most exciting ones I have seen in years. I shall share them in greater detail once they have been written up.
What this conversation led me to do was to revisit the Open University materials with which I worked for 9 years on curriculum and learning. The chair of that OU course has been re developing that course and I came across part of her revised work in a very useful article which summarises the key ideas of the course.
I post the link here and encourage anyone involved in training and education to read it. It encapsulates most of my philosophy on learning and teaching and gives us all food for further thought.
http://www.sagepub.com/upm-data/24800_01_Murphy(OU_Reader)_Ch_01.pdf
Happy reading and do let me know what you think.
A recent Training the Trainers course with a surgeon colleague led us to consider the three different types of curriculum: the specified, enacted and experienced curriculum. I was as usual emphasising the point that as educators and trainers we tend to focus more on the first two - ie what is laid down to be taught, and what we need to 'deliver' at the expense of what our learners are experiencing and where that takes them.
The surgeon involved has taken this concept and mapped it onto a whole training programme for a set of operative skills in a most inspiring way, using other learning and assessment ideas to ensure that skills in this area can be learned in a structured, supported and cascaded environment. His ideas were the most exciting ones I have seen in years. I shall share them in greater detail once they have been written up.
What this conversation led me to do was to revisit the Open University materials with which I worked for 9 years on curriculum and learning. The chair of that OU course has been re developing that course and I came across part of her revised work in a very useful article which summarises the key ideas of the course.
I post the link here and encourage anyone involved in training and education to read it. It encapsulates most of my philosophy on learning and teaching and gives us all food for further thought.
http://www.sagepub.com/upm-data/24800_01_Murphy(OU_Reader)_Ch_01.pdf
Happy reading and do let me know what you think.
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