Paul Simpson, Irene Dudley-Swarbrick & Laura Taylor AH&SC - - PowerPoint PPT Presentation

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Paul Simpson, Irene Dudley-Swarbrick & Laura Taylor AH&SC dudleyi@edgehill.ac.uk simpsonp@edgehill.ac.uk taylorl@edgehill.ac.uk

Agenda

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Andragogy: philosophy

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Defining & identifying analytical skills, a checklist at level 4.

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Encouraging analytical skills – practicalities at level 5 plus: a) Being analytical – an interactive resource b) Modes of organizing c) Analytical writing.

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Current practice

 Jot down what you do to promote critical thinking by

yourself, among any students & colleagues.

 Share with your neighbour /s. Any patterns?  Share with whole group.

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Andragogy – philosophy of learning

 Feminism - learner’s positioning inherently political, yet

unequal relations covert and pre-reflective. (Barad, 2012; Freire, 1984; Haraway, 1988). Location shapes us and a resource.

 Socialist humanism - Freire (1970; 1993; 2005) ‘pedagogy

• f the oppressed’ and ‘conscientization’:

‘… the oppressed must be their own example in the struggle for their redemption’ (Freire, 1970: 54).[

 Critical theories (egalitarian, humanist & pragmatist) –

encourage critique as (developing) habit that entertains ‘alternatives to orthodoxies’ & are critical of themselves (Brookfield: 1997; 2005).

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Criticality: level 4

www.eshare.edgehill.ac.uk/6588

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Analytical skills – checklist, L4

 Explained theories/concepts with concrete examples, accessible to

intelligent person NOT tutor. Kept explanation brief - precursor to evaluation.

 Read between the lines or behind appearances? Unpacked

assumptions behind theory – how fits with learners’ observed experience?

 Noted anything missing that the theory should reasonably address or

has addressed inadequately? Fit with observed experiences - any ‘screaming silences’ (Serrant-Green 2004; 2010). Yours/others experiences absent/erased/silenced?

 Explained pros &cons of theories? Used as debating tools & assessed

which theory, on balance, has most explanatory value & why? Encourages taking a stand.

 Nuanced your evaluation? Identified what parts of a theory hold up &

in what contexts. Which parts of a theory can you accept, reject or even modify? Check: have you presented a logically unfurling story that elaborates a position/comes to a conclusion?

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Practical tips

1) Do you discourage linear note-taking & encourage

a format that builds in analysis?

2) Do you set assignments that oblige analysis? 3) Thought about playing DARTS (Directed

Activities Related to Texts) - exercises that require reading for meaning – give two short examples of descriptive and analytical prose in class and get students to assess merits. Timed just before assessment.

4) Do you use tales of the unexpected – counter-

intuitive, controversy &, in context, use of provocative stereotypes.

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Being analytical – level 5+

http://www.eshare.edgehill.ac.uk/6872/ Interactive resource – 4 questions, a checklist & an article that encourages looking beyond commonsense.

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Is it working? Analytics

 On e-share – universally

available.

 Available via BB to 7

programmes and at least 1,000 students.

 340 hits and 240

downloads (69%).

 Effects? Meeting a need

and just before assessment? Under review.

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Organizing for analysis

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Writing analytical

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Over to you... applications

Thank you for listening – welcome your thoughts & questions. Application to your area? Suggestions for improvement?

dudleyi@edgehill.ac.uk simpsonp@edgehill.ac.uk taylorl@edgehill.ac.uk

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Take-home messages

 Value of critical theories/andragogies that involve politics,

cognition & learning through emotions and premised on

• engagement. These view student experiences as a resource

& start-point for development of habitual, critical attitude.

 Shared resources - interactive and aimed at analytical

writing – adaptable to level & require ongoing evaluation and improvements in light of student feedback and tutor judgement.

 Analytics suggest that learners see some value in our

resources especially just before assessment period – good timing essential.

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