Author: Aaron Swan
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The curriculum structure being used by Discipline Of English was established by Lorin Anderson and David Krathwohl in their work on the Cognitive Domain. Their proposal is that cognitive domains require facts, concepts, procedures and metacognitions to fulfil their knowledge requirement. The facts (defining characteristics, measurable qualities, or stable attributes) and the concepts (terminology, patterns…
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This term was brought to me by Adrian Johns, from his work The Nature Of The Book. Download QR
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My next read, on recommendation from a trusted colleague. Though, I have to return this at some point… Download QR
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A canal boat navigates as an electric train passes in the background; modern structures don’t displace older structures but exist alongside. Literary meaning works in the same way.
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Legacy Powerpoints have been modified, adapted, hybridized for the new era of ‘blended’ working. But this is just a hybrid car in an electric era; inefficient and not comparable to a ground up new start.
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Traditional schemes of work intend to ‘foster a love of reading’, and attempt this through prescriptivist reading dogma. This fails to teach the decoding strategies needed to understand literary texts, and you cannot love what you do not understand.
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In my previous post, I attempted to impart some of Adrian Johns’ examination of the durability, permanence or ‘fixity’ inherent in printed literature, to maintain meanings indefinitely. It has been assumed by other academics that the very technology, the print itself and the construction of the book, carries some innate permanence as a priori, but…
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Something that struck me as of paramount importance when designing these lessons was to open with some discussion of ‘what literature is’, The small ‘l’ denoting the common, concrete noun of the object-in-hand, as opposed to capital ‘L’ denoting the proper, abstract noun of the course; Literature. How we define this object as literary, and…
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Students become bored during lessons. They become bored of the lesson. They are bored by the lesson. And sometimes, no matter what we try to do as teachers, there seems to be no antidote to their boredom. But in trying to fix boredom we are actually contributing to greater difficulty accessing the lesson. Maybe teachers…
