Posts Tagged Blooms

Put your money where your mouth is

Stepping it up this week a bit in the ‘modelling-best-practice’ stakes…

It occured to me that as I am advocating the importance of studying texts and their traditions to…well basically, the development of human society as we know it, that I’m not doing enough of this in my own university classes.

Last week I got a real buzz relating the theoretical material in this unit to contemporary texts and practices, namely to the story of Terminator II and to the ‘Pirates vs Ninjas’ meme.  So this week I am using another text as a way to relate to theory, this time going into even more depth.

I have chosen the film Pleasantville.  I am going to use this film to explore ‘critical literacy’ and interrogate the resistance to critical reading of text in secondary English.

Yes I am.

Now, to construct the learning experiences.

In the lecture I am going to focus in on metalanguage, showing students how historical paradigms of English curriculum (skills, cultural heritage, personal growth, critical-cultural) have been revisioned in two more recent literacy frameworks that have had significant influence on contemporary English curriculum – Luke and Freebody’s ‘Four Resources’ model, and Green’s ‘Three Dimensions’ of literacy (which we have already been using at length).  I’m also going to rock their world by showing them how subject-specific pedagogy relates to more general theories of pedagogy, such as the ‘Productive Pedagogies’ that are used here in QLD, as well as to theories of learning such as Bloom’s Revised Taxonomy.

The two hour tutorial though.  Hmmm.

My message in the coming weeks will be to embrace ‘workshops’ as well as individual and group ‘project based learning’ as alternative approaches to lesson organisation.  I want them to start thinking about how we traditionally do “class” and what learning experiences are encouraged there.  As I’m electing to ‘put my money where my mouth is’ this week I suppose I should give them a taste of this too…but what to do?

Perhaps I will split the two hours into a ‘workshop’ and a ‘project’.  Will I have time for both?  I’d like to also screen the first ~20 minutes of the film in class, giving me 30 minutes for the rest of the workshop.

That leaves ~50 minutes for students to complete a seperate project.  But what?

I’ve been watching Bianca do this – I know I need to start with a driving question or challenge

…and thus I am away to make coffee and have a think about this.

Ideas welcome x

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