Monthly Archives: July 2015

Edev_502 response wk2_8

I think that all three of your questions are very challenging and interesting, but I’d like to offer some thoughts about the first one. Implications for the university of Atherton’s Model of Expertise Atherton’s 4-stage model of expertise offers many … Continue reading

Posted in EDEV_502, learning theory | Tagged | Leave a comment

Edev_502 response wk2_7

I fully concur with your view regarding positive motivation being a dominant factor in learning. Many people have criticised Malcolm Gladwell’s pop psychology book Outliers for presenting a lop-sided view of the theory on what is required to become an … Continue reading

Posted in EDEV_502 | Tagged , , | Leave a comment

Edev_502 response wk2_6

I particularly liked your observation questioning the notion that any individual teacher is able to significantly affect all students in a class group. The work into differentiated instruction (Subban, 2006) provides some methodologies to overcome this to some degree, but … Continue reading

Posted in EDEV_502, learning theory | Tagged , | Leave a comment

Edev_502 response wk2_5

“I travelled in my mind through all of my educational experiences.” — This is a lovely expression. I could envisage you actually flying through the air visiting your various past selves. Thank you. On reading your response, I have a … Continue reading

Posted in EDEV_502, learning theory | Leave a comment

Edev_502 response wk2_4

You bring up a major distinction in HE between the role of the researcher who has to teach and the teacher who has to research. Because of the very hit-and-miss nature of hiring an excellent researcher who may or may … Continue reading

Posted in EDEV_502 | Tagged , , | Leave a comment

Edev_502 response wk2_3

Thanks for your question. The idea of syllabus with its contigent notions of selection and sequencing opens up a whole can of worms for teachers. I’ll be very brief here and limit the discussion to English teaching. When I wrote, … Continue reading

Posted in EDEV_502 | Tagged , | Leave a comment

Edev_502 response wk2_2

Thanks for your insightful comments and thought-provoking question. This is what I truly love about this course; the development of one student’s ideas by another. I hadn’t come across a number of concepts you have brought to the table. I … Continue reading

Posted in EDEV_502, learning theory, theory | Tagged , , , , | Leave a comment

Edev_502 response wk2_1

I find it hard to accept the notion that an expert professional can’t explain their actions. I’m an expert musician, and I’ve taken lessons from world leading players. I have my own introspection, and all of expert players have been … Continue reading

Posted in EDEV_502, theory | Tagged , , | Leave a comment

Edev_502 wk2_1

This week our focus was on the knowledge of the expert. What comprises expert knowledge and how does knowing about how they know help educationalist? I had difficulty believing that experts could not express their knowledge even though a body … Continue reading

Posted in EDEV_502, learning theory | Tagged , , , | Leave a comment

Edev_502 response wk1_12

I’m very pleased to meet you. Thank you for your interesting and well-thought out post. I was shocked to read that in South Africa, “there is still a perception that the black society may not have the intuition to learn … Continue reading

Posted in EDEV_502, learning theory | Tagged , , | Leave a comment