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education-ppt1

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by

Mark Johnson

on 10 January 2014

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Transcript of education-ppt1

Why is education usually rubbish?
We need better training for teachers and more funding!
Who says it's usually rubbish?
Is it the same for everyone?
In whose interests is it to say that things need improving?

My experience of education hasn't been great (with a few exceptions)
More money usually helps in most things in life if it's supported by coherent policy.
Training can have an effect on teachers' practice.
Who writes the policy? Who benefits? Who loses?
Where does the money come from?
Everyone has a diferent opinion of education!
But I believe I'm right on this...
We should find a way of getting everyone to have a shared vision of education so we can all move together
Who's right? What is it to be 'right'?
Is thinking we're 'right' the real problem here?
Is it possible to be right?
Is truth possible?
We should stop people lecturing: teachers should coordinate activities among learners rather than try and impart information
What about the great lectures?: the ones which change peoples' lives?
Isn't listening to a lecture an activity?
Maybe it's the learners fault for not listening...

Lectures were terrible:
Always the teacher talking and everyone else falling asleep...
We need a coherent policy on education backed up by proper financial provision.
We should implement proper research and monitoring of the effectiveness of funding for new practices
Money changes peoples practice but that does not mean that the practices are better.
Many people are incentivised by things other than money (particularly teachers!)
Money incentivises me to act in particular ways.
It can legitimise particular practices.
Bad policy is a real problem. But it is difficult to change!
Policy needs to be supported with proper research and thinking.
It should be based on evidence!
Who are the policy makers? What experience do they have? What education did they have?
Clear sighted leadership can make a huge difference to educational institutions
Poor leadership is disastrous
Research should focus on decision making at all levels: the teacher, the student, the leader...
What about the decisions of the researcher? Who is the arbiter of the 'goodness' of leadership? Whose success criteria are they?
When everyone gets together to talk, often the conversations go round in circles...
But this may be better than not talking...
Develop new methodologies for sharing experience and values
My experience of being right is a feeling of wanting to defend my identity.
It threatens me to think that I might be wrong.
The relationship between personal identity, ego, and the sense of being right needs to be properly analysed
Everyone wants to be right. (I want to be right about that!)
We need to implement methods that pursue truth in the light of evidence
Sometimes those lectures I remember being very boring suddenly become meaningful 20 years later...
was it really so rubbish?
Should we analyse boredom? Should we avoid it? We could look at the brain.
Some activities are great. But some are terrible. Sometimes I wish the teacher would simply tell us the stuff, rather than ask us to 'explore' it ourselves....
We should analyse the more efficacious learning designs and find ways of disseminating them.
Charismatic leaders and lecturers are important.. But Hitler was charismatic!
We should know more about the relationship between the manner of communication and the effect it has. We should take media studies seriously.
Isn't this about justice? Learners are in a powerless position with regard to teachers. But how can we conceive of the ethics of education?
How can a researcher, who has an ego and identity, investigate the nature of ego and identity and the sense of rightness?
What is the grounding of the methodologies?
Is anything other than a circular conversation about education possible?
Maybe we need to be bored sometimes.
Great things come out of boredom.
Learners have to make an effort.
What do we mean by information?
Where do we draw the boundary between activity, thought and learning?
Is naturalism possible in education?
QUESTION
EXPERIENCE/COMMON SENSE
CRITIQUE/DOUBT
ANALYTICAL PROPOSAL
EXPERIENCE/COMMON SENSE
ANALYTICAL PROPOSAL
CRITIQUE/DOUBT
EXPERIENCE/COMMON SENSE
ANALYTICAL PROPOSAL
CRITIQUE/DOUBT
EXPERIENCE/COMMON SENSE
ANALYTICAL PROPOSAL
CRITIQUE/DOUBT
Experience/common sense
analytical proposal
critique/doubt
EXperience/common sense
experience/common sense
experience/common sense
experience/common sense
experience/common sense
experience/common sense
experience/common sense
ANALYTICAL PROPOSAL
ANALYTICAL PROPOSAL
ANALYTICAL PROPOSAL
ANALYTICAL PROPOSAL
ANALYTICAL PROPOSAL
ANALYTICAL PROPOSAL
ANALYTICAL PROPOSAL
ANALYTICAL PROPOSAL
CRITIQUE/DOUBT
CRITIQUE/DOUBT
CRITIQUE/DOUBT
CRITIQUE/DOUBT
CRITIQUE/DOUBT
CRITIQUE/DOUBT
CRITIQUE/DOUBT
CRITIQUE/DOUBT
Full transcript