I am wresting with this Open Pedagogy concept. The author, Robert Schuwer, refers to this practice as a way “connecting to the outside world and to the educational process using accessible tools” (‘What is Open Pedagogy?, blog post). He calls the approach an ‘active form of learning.’ How is this active? I am curious. I guess I need more examples.
–What might I personally create using this approach? My hope is to put together a tool or assignment for pre-service teachers AND fellow faculty teaching education classes. My hope is to start very simply. Perhaps something called a ‘Child-Watching Engaged Observation’–a running record of one child as she/he participates in 3 different activities in the classroom. I want this ‘assessment/running record’ to have space for student teachers to note down actual language they hear and specific play scenarios that they observe. I’d also include a section of this ‘engaged observation’ where the teachers, themselves, enter the activity or play in some way–and write reflections here as well. I am envisioning a rubric also as part of this teaching tool. AND I could see this ‘assignment’ for students teachers in the field being implemented in edc2100 (social studies in the early childhood classroom) as well as in edc 92 (a new field site course where the focus is on early childhood special needs students.)
–Good to share some ideas here that I can imagine realistically creating. This blog post tool is helpful.
–What I’m most curious about, so far in the OP learning, is reading other faculty members’ projects and teaching tools. I love it that their ideas and lesson structures are so available for us to peruse. I’ve already taken furious notes on a few of the projects/assignments that were shared.
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One Comment
Julia M. Morris (she///her)
I am wresting with this Open Pedagogy concept. The author, Robert Schuwer, refers to this practice as a way “connecting to the outside world and to the educational process using accessible tools” (‘What is Open Pedagogy?, blog post). He calls the approach an ‘active form of learning.’ How is this active? I am curious. I guess I need more examples.
–What might I personally create using this approach? My hope is to put together a tool or assignment for pre-service teachers AND fellow faculty teaching education classes. My hope is to start very simply. Perhaps something called a ‘Child-Watching Engaged Observation’–a running record of one child as she/he participates in 3 different activities in the classroom. I want this ‘assessment/running record’ to have space for student teachers to note down actual language they hear and specific play scenarios that they observe. I’d also include a section of this ‘engaged observation’ where the teachers, themselves, enter the activity or play in some way–and write reflections here as well. I am envisioning a rubric also as part of this teaching tool. AND I could see this ‘assignment’ for students teachers in the field being implemented in edc2100 (social studies in the early childhood classroom) as well as in edc 92 (a new field site course where the focus is on early childhood special needs students.)
–Good to share some ideas here that I can imagine realistically creating. This blog post tool is helpful.
–What I’m most curious about, so far in the OP learning, is reading other faculty members’ projects and teaching tools. I love it that their ideas and lesson structures are so available for us to peruse. I’ve already taken furious notes on a few of the projects/assignments that were shared.