Teacher-Student-Subject interactions (schema)

Teacher-Student-Subject interactions (schema in development in 1997-98)

Student

Collective project

      = “course” or “subject”
    + supporting each other to maximum yield, i.e., the best work in the circumstances

Teacher

  • establishes some parameters
    • assessment & grading system [note]
    • course is a collective project in addition to individual projects
    • core case studies & activities
    • proposes ideal sequence to final paper/ report/ product
    • expectations
    • framing, e.g., courses with PT are high in abstract conceptualization
  • provides resources from experience
    • case studies [note]
    • critical heuristics/ angles of illumination [note]
    • other tools, e.g.,
      • writing
        • freewriting
        • direct writing
      • sharing & responding
      • mapping
    • binders
      • newspaper clippings
      • assignments of previous students
      • previous reports
    • websites
    • bibliographic suggestions, website addresses & contacts
  • reads & listens, i.e., is an audience
  • models
    • critical thinking
    • reciprocal animation
    • heterogeneous re/construction
    • learning, listening, facilitating, providing resources
  • learns, i.e, is a student also
    • current issues include…
    • on-going issues include….
    • conducts course evaluations that are useful for learning
  • facilitates
    • switches hats from teacher role
      to allow student insights to emerge & synergize

last updated 24 june 1998


Endnotes
“a chasm between a world others had built for him and his own not yet formed. It is this gap which mentors often serve to bridge.” Common Fire, p. 89.


Example of assessment scheme from a workshop research course


“Sense-making” to contextualize or to respond to written and spoken work


Brief reasons for experiencing/ experimenting with a structured planning process in a seminar course
Basic propositions of the ICA workshop process


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About Peter J. Taylor
Peter Taylor is a Professor at the University of Massachusetts Boston where he teaches and directs undergraduate and graduate programs on critical thinking, reflective practice, and science-in-society. His research and writing focuses on the complexity of environmental and health sciences in their social context, incl. Unruly Complexity: Ecology, Interpretation, Engagement (U. Chicago Press, 2005) and Nature-nurture? No (2014, http://bit.ly/NNN2014). On reflective practice, see Taking Yourself Seriously: Processes of Research & Engagement (with J. Szteiter, 2012, http://bit.ly/TYS2012).

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