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LIFELONG LEARNERS
NOTES FROM MY
HIGHER EDUCATION TEACHING CERTIFICATE STUDIES
by ALEC GILL
TUTOR'S ROLE:
Form sense of students being involved in a TASK FORCE.
ELEMENTS:
WHET APPETITE for the VAST TOPIC with the first questionnaire.
Introduce students to VASTNESS of the topic.
Point out the many approaches.
Never stop learning - inside and outside class.
Lifelong learners is a modern, vogue view, but based upon an ancient idea.
CHINESE PROVERB: Tell / Teach / Involve
LIFELONG LEARNERS = mature students anyway.
Driving Seat - modern concept.
Magic 7WH Formula is a good guide for almost any topic.
As tutor, I can offer direction - but you need to get heavily involved so that this
process can continue long after the course is over.
BUT we have each experienced GROUP DYNAMICS.
1:1 sessions.
AG: What do you as a TUTOR want to get across to your students so that they feel
they are going away with something valuable, tangible, something to think about or
knowledge / questioning style, approach to life?
Your questions at the start of each session, therefore, must be geared toward what
you have to say. Any other issues they raise are a bonus (and that is why you have such a
big body of notes).
FIRST IMPRESSIONS LAST:
a. need to dive in at the deep end with the topic they have paid to learn about. Not
get too bogged down with boring teaching (non-topic) information;
b. Get straight into topic; highlight its VASTNESS; Whet appetite, but then keep
interests;
c. perhaps 7WH formula for the whole topic??
d. Then ask HOW do we sort all this lot out?
e. Step back objectively to outline your style / form of teaching and group
dynamics.
INTENSIVE FOCUS GROUPS:
Using the environment to reflect FORM and CONTENT:
1. INTRODUCTION / CIRCLE TIME: Position group in open circle of chairs with no
tables - encourage greatest eye contact for maximum debate.
2. TABLE and CHAIRS around room facing the wall for students to go to individually
to complete questionnaires.
3. THEN INDIVIDUALS, paired with strangers, discuss between themselves their own
responses to each question.
4. LEARNING CIRCLE re-forms for group debate encouraged by me.
5. I then show slides / video / give lecture to reinforce and extend what has been
debated by the group.
6. Session one over.
7. Move on to the next topic - without over-bothering to make big links.
8. LESS MEANS MORE - Less work by you allows the students to gain more information.
TEACHING TIPS:
ENCOURAGE LIFELONG LEARNING FROM THE START.
Have you come here expecting me to TELL you what it is all about?
Well, I'm sorry to disappoint, but I cannot do that. If I TELL you anything, you'll
soon FORGET it - so why bother wasting your time and mine? Telling is a passive role on
the part of the listener.
LEARNING is a LIFELONG process.
It does not take place only while attending a course.
What we have to do here is simply plant the seeds for future growth. Learning is an
on-going thing.
TEACHING is easy if seen as an ATTITUDE toward making each student a LIFELONG
LEARNER and not just FILLING THEM WITH AS MANY FACTS AS POSSIBLE WITHIN A SHORT TIME -
that is futile.
NOTES: No one topic can be fully covered in one short course. By definition, it must
be a taster in which the student is encouraged to study the topic for themselves at a
greater depth in the future. And so much the better if the student wishes to specialize
within a narrower field - the course, therefore, gives an overall perspective or points
them in another direction within the broad subject (Old Norse, Latin, wedding taboos,
fishing sayings, etc).
Tutor facilitates learning.
"In adult learning, students are not just taught, but they are our greatest
asset in the learning process". There is a natural group chemistry which must be
encouraged for the benefit of all.
"Give the hungry a fish and you feed them for a day.
Show them how to fish and you feed them for a lifetime".
PARAPHRASE: Do you feed students with facts (which they will forget) or teach them
to find their own facts long into the future?
DRIVING SEAT STUDENTS
You, the students, are in the driving seat. I am merely your instructor. You decide
down which avenue we will explore. I'll do the map reading.
Put the students in the DRIVING SEAT. No driver ever passed their test by just
listening to an instructor telling them about how to drive. The only way to pass is to get
hands-on experience.
"Involve me and I will learn".
THE MAGIC "7WH" FORMULA
NOTE: The 7WH formula is useful for tackling any subject.
Who WHAT When Where HOW Which and WHY
The 7WH formula is a trick of the trade used by some journalists when writing about
any topic. Useful in looking at both the FORM and CONTENT issues.
10% INTRO: PURPOSE WHAT? BEGINNING
80% BODY: STRUCTURE HOW? MIDDLE
10% CONC: BENEFITS WHY? END
THE STUDENT GROUP
The very fact that students have enrolled for your course demonstrates that they
are:
(a) a self-selecting audience who bring with them
(b) a specialized knowledge of the topic to some degree which can
(c) be tapped for the benefit of the wider group.
NOTE: Never ask students or tell them that you prefer a high degree of STUDENT
PARTICIPATION - avoid this phrase, it causes anxiety.
Just ASSUME it in your head / attitude / behaviour and DO IT.
Don't ASK, just DO. And then MOVE ON to the next aspect of the overall course. Only
at the end of the course should the major strands be drawn together. Let the students
themselves make the links or ask about the relationships.
The people who attend ARC courses are not there by ACCIDENT or as an AUDIENCE, but
as STUDENTS specifically there to LEARN. Therefore, that gives you the authority as TUTOR
to control their learning in a confident, dynamic way.
Treat the students as FELLOW RESEARCHERS about to undertake their own project. Do
not just shovel tons of (Hull-based) facts on them.
THE TUTOR must build upon what the student already knows. and go forward. Added to
this, use what they know already to propel the class along.
UNLEARNING is as important as is learning. Thus, heated debates can prove very
useful.
STUDENTS
(1) are very special to a speaker. Without them, I do not exist!
They are special because they have taken the TROUBLE (and expense) to come and see
you or paid for a video/book/whatever.
They deserve to be treated as special. Never take them for granted or insult their
intelligence. If you do, you will soon know about it.
(2) Everybody has a different way of paying attention. Some smile, nod, give
eye-contact, look happy. Others, however, have a deep look of concentration which can
easily be misinterpreted as boredom, disapproval or disagreement. Do not be put off by
such people. Remember the comedians tale about the group of blokes on the front row who
never cracked their faces once. Unbeknown to him, they had a rule that whoever laughed
first bought drinks for the others all night.
1:1 TUTORIAL SESSIONS
In order to do my best for the students, I need to know:
(a) where they are coming from; and
(b) where they plan to go.
Everyone is individual and some 1:1 sessions are essential with each student during
break and meal times.
Each group has its own chemistry - created by the personalities within. Any group,
however, usually produces a behavioural pattern. We have all been in different groups and
observed what goes on.
What tends to happen? Who are the TYPES in a TYPICAL group?
What, for example, are the two extremes when it comes to joining in a group debate?
The CHATTER-BOX v. the WALL-FLOWER!!
Then there is the EXPERT or JOKER. Which are you? What label would you attach to
yourself? Show of hands.
Now, each has a vital role to play, but what problems can arise?
People talk too long and too much. The rest turn off! If you are someone who 'talks
too much' can I request from the start that you both allow and encourage quieter students
to join in too. (Otherwise, I will have to step in and ask you to be more democratic.)
KEEP DISCUSSIONS GOING BY GETTING THE STUDENTS TO:
- question / comprehend / analyse / synthesize / probe
WHILE THE TUTOR:
- reinforces and summarizes (at intervals)
IDEA:
Sometimes, the encouragement of CAMPS / SCHOOLS (like Schools of Psychology) might
work to create a light-hearted rivalry?
p.141 TEACHING ADULTS:
Step-by-step learning: How can this be applied to superstitions?
Home, sweet omens - "After looking at how superstitions are used to relate to
inanimate objects, next we will explore how they are used on our journey through life and
our interaction with animals.
Set clear SIGNPOSTS to learning stages / steps. Guide students toward their own
insights - folk magic. Let the students make the discoveries and interpretations
themselves.
Not everything has to have an answer or be resolved! Life is not a 2+2= question.
AG: You need to re-vitalize your own SELF-BELIEF!! Passion plus experience.
AG: What are my goals? What do I want to achieve?
A: Coming to understanding of subjects:
To change the outlook on the topic:
SUPERSTITIONS: psychological element
ENGLISH LANGU: joy of words
PSYCHOLOGY: self-confidence
FISHING LIFE: heritage + high price paid by fishing families
I REMEMBER WHEN: record life for posterity / therapeutic
TABOO GENERAL POINTS:
1. Use English Model of mini-conclusions at the end of each session so that students
feel a sense of achievement each time a meeting draws to an end - progress.
Therefore, move your bit endings around and disperse that big chunk.
2. Adopt mystery approach - with you being objective.
3. State clearly that you are working toward a New Psychology Model for your
conclusion and that you welcome their critical feedback. That is what they can debate,
challenge or put forward own views.
The students themselves must make the LINKS and relationships in superstitions - you
must not spoon feed them - e.g. Mimic magic, the role of women, rites of passage?? Lead
them into asking WHY?
Treat each student as a committed researcher in the process of (self) discovery.
Ask: Can you explain what is going on here in terms of Psychology, Sociology, 5
schools, witchcraft, folk magic, fear, guilt, the occult, spiritual, mysterious, primitive
thinking, etc.
ALAN ROGERS (1986) TEACHING ADULTS Milton Keynes: Open University
p.123) The role of teacher is to introduce the subject-matter to the student and then
gradually withdraw so that the student can cope directly with the material under study.
p.124) The teacher must never cease to be a learner - they provide a model of learning for
students to follow.
p139+) Attitude of Discovery
TEACHING is not about shovelling a load of facts and figures over to the students.
It is about ADOPTING an ATTITUDE of DISCOVERY toward the topic so that in the
future, students can go away to learn for themselves.
The TUTOR must not set himself up as a GUARDIAN or DEFENDER of KNOWLEDGE - but as an
AGENT of / for learning (wisdom?) to encourage / enthuse others to research for themselves
so that they can get deeply involved in the topic thereafter.
It is not for me to get into an argument of right or wrong on any issue. That is not
teaching, but prejudice.
STUDENT-CENTRED LEARNING does not require the teacher to teach everything known on
the topic. That is absolutely impossible and ridiculous to attempt.
The MAIN AIM (ulterior motive) is to teach STUDENTS to become their own
self-motivated LEARNERS.
You have simply to WHET THEIR APPETITE with the colour of the topic to make them
eager and hungry for more KNOWLEDGE on this SUBJECT. You have to excite and enthuse them -
that is your sole role as a teacher. This is achieved by SAMPLING a SMALL SUBJECT in some
depth rather than quickly skimming from one topic to the next (like ducks and drakes).
Through pre-session handouts, the sees of classroom debate are set firmly.
Appreciation of the depth is your aim - let them take the plunge in their own time after
the course is over.
The name of the game is ACTIVE LEARNING. This College is a keen advocate of this
principle. Indeed the idea is not new. There is an Ancient Chinese Proverb which
goes:
TELL ME and I WILL FORGET
TEACH ME and I WILL REMEMBER
INVOLVE ME and I WILL LEARN
It is based upon this old-fashioned principle that this course will be run. A modern
phrase is LIFELONG LEARNING.
PAIRED INTRODUCTIONS
THE BEDROCK OF THIS COURSE IS THAT IT IS RUNS ON A FRIENDLY BASIS. AFTER ALL, WE ARE
GOING TO BE TOGETHER FOR SOMETIME. SO THE BETTER WE KNOW ONE ANOTHER THE EASIER WE CAN
INTERACT AND EXCHANGE IDEAS AMONGST OURSELVES.
"GETTING TO KNOW YOU"
As students go round I can INTERJECT with little open-ended
questions, etc..
INTRODUCTION:
INTRO to ALEC GILL and his work:
Hull born 1946: Nov 2 (Scorpio)
Park Avenue Special Handicap School 1952
Ordinary Schooling - Secondary Modern (1954-62)
Messenger Boy 1962 - Export Manager 1969-72
TRAVEL: Berlin 1965 / Malta 1967 / Eire + Ulster
1971? / Israel 1973
HULL UNIVERSITY: Psychology 1974-77Mature Student
PHOTO: Hessle Road = 20 exhibitions
UNIV. of WALES P/grad 1979-84
MORE TRAVEL: USA (1981) + USSR (1983)
1984 - 1994 FIVE BOOKS (+2 plates)
1985 Village Within A City / 1987 Hessle Road: (Photos) / 1989 Lost Trawlers of Hull
(900) / 1991 Good Old HR: (Target tales)
1993 SUPERSTITIONS: Folk Magic
1991/2 Two wall plates
1995/6 Five videos
1994 Sponsored by Thomson Stott + Nightingales.
Now = ARTICLES / MEDIA / TALKS / ARC
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