It has been a busy week, with a microteaching assessment and first PGCE observation.
The former was fine and the latter really helpful. The main feed back related to the teaching of international students. Because of the language barrier, we do tend to teach in in 'factoid' type way, and do not explore the subject and allow free reign as we would do with native speakers. But surely our international students have a 'right' to move through the phases of Bloom's taxonomy rather than being taught to pass exams.
This has been niggling me for a while, but I hadn't been able to put my finger on the problem. The goods news is that over a one year course it should be possible to change my role from 'priest mediator' to facilitator. However, the timing and mechanism isn't clear to me yet. Perhaps the first step is to consider the session plans for the second (of four) module and change their format. I'll be working on these next weekend so I will give it some more thought.
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Factoid teaching did you say? must remember to include as a new approach to teaching in my submission. But considering that international students pay so much to pass their exams and to pass well maybe bloom's is not the right approach and Factoid as you put it is really the best approach to achieve the required outcomes.
ReplyDeleteoh yeah! and changing from mediator to facilitator - I'm watching....
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