Teacher-Student-Subject interactions (schema)

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


Collective project

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


  • 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

“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


About Peter J. Taylor
Peter Taylor teaches and directs programs on critical thinking, reflective practice, and science-in-society at the University of Massachusetts Boston. He studies the complexity of environmental and health sciences in their social context as well as innovation in teaching, group process, and interdisciplinary collaboration (see bit.ly/pjtaylor). He is especially interested in conversations with others who are, in diverse ways, "troubled by heterogeneity" (bit.ly/tbhblog)

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