SOLSTICE & CLT Conference 2013. Planning learning for the needs and interests of students during transitions in to Higher Education Dr John Bostock and Jane Wood, Edge Hill University. 5 th & 6 th June 2013. Supporting transitions into Higher Education.
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
SOLSTICE & CLT Conference 2013
Planning learning for the needs and interests of students during transitions in to Higher Education
Dr John Bostock and Jane Wood, Edge Hill University
5th & 6th June 2013
Wenger (1998) presents ‘communities of practice’ as a social theory of learning where social participation in a community is central for learning to take place. No one learns in a vacuum. We all need to interact with our surroundings in order to learn and develop and Wenger identifies this social ‘situatedness’ as a community of practice.
The participation in a community of practice therefore ‘shapes not only what we do, but also who we are and how we interpret what we do’ Wenger (1998). Transition in a community of practice framework, therefore, refers to the process of joining and becoming members of a new community of practice, and the transition not only happens to the individual, but also to the community itself by the very inclusion of new members. In this way transitions are very much seen as a two way process that changes the learner and also the learning organisation.
What does this mean in terms of planning? Both the teacher and the student have specific but varied and connected roles which converge in the classroom or lecture theatre
A rather formulaic but useful axiom around session plan design for learning is:
Another rather formulaic but useful axiom around preparing and planning for teaching is: