2.3 Your learning history You do not need to explore this in detail - just pause for a moment and think about: References 7 Conclusion Reading is a core activity in most courses of study. The purpose of it is to enable you to learn. But learning is not a passive process, you don't just let ideas wash over you. You have to make sense of them as you read and then use them to think with. 6.1 What is a ‘good’ reader? If you ever worry about: your rate of progress as you read how much you understand how much you will remember later then join the club. Here is one student offering support to another who expressed self-doubt in an online chat room:
5.1.6 Are the conclusions justified? Though I was interested in the idea of treating high incomes as ‘pollution’, I did wonder whether taxing people to pay for the pollution caused by their rising incomes would work. In general though I was reasonably convinced by the conclusions Layard drew. On the other hand, if I was studying the subject more seriously, I might find that wider reading and further thought would make some of the conclusions seem less convincing. 5.1.3 Does the argument follow logically? As I was making sense of paragraph 3, I did pause to consider whether it was logically possible to say that on average richer people are happier, yet getting richer has not made us happier. Later, when I read that women in the US were less happy since their incomes had come closer to men's, it occurred to me that they would be unlikely to volunteer to revert to previous levels of inequality. This made me question what happiness really means, if it is not necessarily a state that a person woul 3.3.1 Why it might be useful The main similarity between using academic theory and getting feedback is that both can offer you a perspective that may be different from your own. We have already seen how additional perspectives can be valuable in rounding out the understanding that you have about yourself. One possible big advantage with academic theory is that this additional perspective can come from someone who has become recognised as an expert or authority. Drawing on theory opens up the possibility of building on th 5.1.7 Literature
Drabble, M. (ed.) (1995) The Oxford Companion to English Literature, Oxford, Oxford University Press. 2.1 A lack of insight? One of the curious things about learning to write essays is that you are seldom offered much insight into what you might be setting out to produce. You know only too well what your essays look like and what your tutor says about them, but you don't know what else you might have done. For instance, you have very little idea what other people's essays are like and what comments they get back. Perhaps you are told your essay ought to be ‘more structured’ or ‘less subjective†3.2 Case Study 1: Caswell's cockroaches The setting is a class of nine- and ten-year-olds in Toronto, Canada. The curriculum focus is biology. The classroom has been carefully organised to mirror the way in which a real adult scientific research community operates at the University of Toronto's zoological department, local to the school. Over a ten-week period, the young students are given the opportunity to become immersed in a culture of ‘scientific inquiry’ by their teacher, Beverley Caswell, who has chosen to make the Madag Acknowledgements This unit was prepared for TeachandLearn.net by John Morgan.
John works at Bristol University where he teaches on the geography PGCE course. Before that he taught geography in schools and colleges. He is the co-author of Essential AS Geography (2000) Nelson Thornes and Teaching to Learn Geography (forthcoming) RoutledgeFalmer.
T 5 Summary and conclusion In this unit we have considered questions surrounding the future of school geography. This may at first seem an odd question, but it is salutary to remember that the advocates of geography had to work very hard to make the case for the subject's place in the English National Curriculum. As the unit sought to show, even if we can agree that geography has an important role to play in schools, opinions vary as to the purpose of the subject: Is it a 1.2 The mentor role in the OU flexible PGCE What makes a good mentor? Student teachers and mentors generally agree that the good mentor is approachable; offers encouragement; has the ability to listen; gives constructive feedback; and challenges thinking. It is also important that both the mentor and the student teacher have a good understanding of the programme – the aims, assessment and timing of activities. 1.3.5 Images Images can also be found online. Some useful image databases are: Stating desirable conditions This structure is used to show conditions which are desirable.
Should + infinitive
The site should be within one hour of an international airport. 3.2.1 Ever-changing labels A few years from now, there will undoubtedly be new labels for people with learning disabilities and mental health problems, and other groups who are seen to need care. This is because new labels which are intended to de-stigmatise get contaminated by some of the negative attitudes attached to the condition they are describing. Thus ‘sub-normal’, introduced to replace ‘mental defective’ in the Mental Health Act 1959, is now seen as a term of abuse. At the time, however, it was seen as References 8.2 Summary Enid and Sarah mentioned relatives and friends, but the others sounded as if they were managing on their own, or within their immediate family unit. Care work can be an isolating experience. The hours are long. Sometimes they are unpredictable, and being cared for doesn't always mean that you're necessarily going to be able to have the time or energy to develop other relationships. You might like to consider whether demographic changes are likely to have an effect on who is available for care 6 Audio clip 5: Alex Zinga At the time of the interview, Alex Zinga had recently turned 60. She lived on her own in a small terraced house in Sheffield. 1 Arrangements for care and support In this audio unit, Helen Robinson interviews five different, but not untypical, people who have set up arrangements for care and support, which suit themselves and others. All the arrangements involve cash payments, or have done so at some point in time. However, they all also include transactions which, though they aren't made in cash, involve other forms of exchange – goods, emotions, knowledge, and/or help. Before you listen to each of the clips, take time to read through the note
Activity 3
Key points
Author Details
Other acknowledgements
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Entwistle, N. (1997) ‘Contrasting perspectives on learning’ in Marton, F., Hounsell, D. and Entwistle, N. (eds) The Experience of Learning: Implications for teaching and studying in Higher Education, Edinburgh, Scottish Academic Press Limited.
Marton, F. and R. Saljo (1997) ‘Approaches to learning’ in Marton, F., Hounsell, D. and Entwistle, N. (eds) The Experience of Learning: Implications for teachi
West, S. (2000) Your Rights: A guide to money benefits for older people, London, Age Concern England.
Figure 4: Alex Zinga
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