Episodes
Wednesday Apr 24, 2019
Programme 363, Lin Goodwin on Mentoring
Wednesday Apr 24, 2019
Wednesday Apr 24, 2019
Presented and produced by Seán Delaney
Theme tune by David Vesey
On this week's programme I interview Professor A. Lin Goodwin, Dean of the Faculty of Education at the University of Hong Kong and formerly of Teachers College, Columbia University about mentoring and teaching. Among the topics we discuss are the following:
- What mentoring is and is not
- Everyone can be a mentor but people need to learn to mentor
- Her experiences of being mentored by Celia Genishi
- The kind of honesty that mentors need to have
- The kind of feedback that is helpful
- Skills and behaviours of mentors
- Mentoring future researchers
- Mentoring future teachers
- Mentors learning from mentees
- Letting mentees make mistakes
- Problems if a mentor is reluctant to give candid feedback
- Why having a framework or a mindset is better than having a formula for giving feedback
- Getting away from looking at teaching dichotomously
- Mentors for different occasions
- Reluctant mentees
- Some moments are more productive for mentoring than others
Wednesday Apr 17, 2019
Programme 362, Education in Cambodia (17-4-19)
Wednesday Apr 17, 2019
Wednesday Apr 17, 2019
Presented and produced by Seán Delaney
Theme tune by David Vesey
This week on the programme I speak to Colm Byrne who graduated as a primary teacher from Marino Institute of Education in 2003 and two colleagues Sophen and Sowuen from Cambodia about education in Cambodia. They all work for the non governmental organisation See Beyond Borders. Among the topics we discuss are the following:
Wednesday Apr 10, 2019
Programm 361, Tasks, Mathematics, Questioning and Research
Wednesday Apr 10, 2019
Wednesday Apr 10, 2019
Presented and produced by Seán Delaney
Theme tune by David Vesey
This week I am joined on the programme by Professor David Clarke and Dr. Man Ching Esther Chan from the Graduate School of Education at the University of Melbourne. We discussed many aspects of research and teaching, with a focus on mathematics, tasks, questioning and language. Among the topics discussed were:
- Why a laboratory classroom was set up at the University of Melbourne
- The social unit of learning research project
- The layout of the laboratory classroom
- Negotiating of meaning in mathematics tasks (e.g. meaning of average)
- Using open ended tasks in teaching mathematics
- Marking answers to open ended mathematical tasks
- Involving students in assessing
- Sources of open-ended tasks
- If the area of an apartment is 60 square metres, what might the five-room apartment look like?
- Picture a bar graph where all you have are the bars and the axes but no labels of any sort. What might this be a bar graph of? Label the bar graph and explain what information is contained in the graph.
- The average age of a family of five people is 25 and one of them is the same age as you. Who might the people be? What are their ages? And how are they related to one another?
- The average of five numbers is 17.2. What might the five numbers be?
- A number is rounded off to 5.3. What might the number be?
- The difference between good questions and good questioning
- Asking the question, “what is your utility function?” (i.e. that which is maximised by a system)
- Recognising the learning potential of student voice and cultural differences in how student voice is promoted and elicited
- Finding tasks that link to the curriculum
- The Lexicon project
Among the collaborators named by David and Esther were Peter Sullivan, and Neil Mercer. He also mentioned this paper on "initiating and Eliciting in Teaching: A reformulation of Telling" by Joanne Lobato, David Clarke and Amy Burns Ellis.
Wednesday Apr 03, 2019
Programme 360, Choosing Postgraduate Courses in Education (3-4-19)
Wednesday Apr 03, 2019
Wednesday Apr 03, 2019
Presented and produced by Seán Delaney
Theme tune by David Vesey
This week on the programme I explore the area of postgraduate study in education. Why do a postgraduate accredited course? Where to do it? When is a good time to do it? How to choose it and ways to do it? Who to study with?
Such courses are addressed to the extent that they can be within a 30-minute course. To respond to any of the ideas raised, leave an idea on the programme's website or on Twitter using the handle, @insideed.
One website mentioned on the programme is the MOOC, Coursera.