| Metaphors For Teaching (In-Class Group Activity
#1) |
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Group Number: |
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Choose one of the following metaphors for teaching and develop
it
with respect to items like the following: attitude to
learners, communications with learners, expectations of learners, assignments,
assessment, rules, learner
differences, behaviour of learners, nature/nurture, needs, curricular content,
empowerment of learners, homework, teacher's role, record keeping, organization,
activity level, discovery, messiness, artificiality, etc... USE THE TEACHER AS
RESEARCHER METAPHOR AS A GUIDE FOR THE TYPE OF QUESTIONS TO ADDRESS.
| Metaphors:
Focus
on the Person |
Metaphors:
Focus on the Setting |
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| Teacher as Sergeant |
Military |
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| Teacher as Aerobics Instructor |
Gym |
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| Teacher as Coach |
Team |
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| Teacher as Gardener |
Garden |
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| Teacher as Zookeeper |
Zoo |
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| Teacher as Nature Trail Guide |
Nature |
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| Teacher as Tour Guide |
Foreign City |
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| Teacher as Architect |
Building |
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| Teacher as Medical Practitioner |
Hospital |
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| Teacher as Politician |
Parliament |
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| Teacher as Orchestra Conductor |
Music Hall |
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What new and interesting insights about the teaching/learning
process emerged from your metaphor?
| Examples: |
Teacher as Research Scientist
(Quantitative
versus Qualitative
Researcher) |
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Metaphor |
setting |
attitude to learner |
communications |
expectations |
assignments |
assessment |
| Quantitative Researcher |
lab-like... a very controlled
classroom |
an object |
top down |
theory driven - test to
confirm or disconfirm |
systematic, measurable,
diagnostic, prescriptive |
precise, measurable,
detailed, quantitative |
| Qualitative Researcher |
natural env't-researcher stands back to
observe |
subject and object |
inference |
none - they emerge from
observations |
probing questions,
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descriptive, verbal,
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| Teacher as Gardener |
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| Or Your Metaphor |
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needs of the learner |
learner differences |
behaviour of learners |
nature / nurture |
rules |
curricular content |
| Quantitative Researcher
Teacher |
basic, health, safety |
point of interest, source
of error
variance, outliers, |
controlled |
towards the nurture end of
the continuum |
precise, top down |
controlled |
| Qualitative Researcher
Teacher |
basic, emergent, novel |
meaningful, a source of
information, source of theory |
natural |
towards the nature end of
the continuum |
student-defined |
natural, constructivist,
authentic |
| Teacher as Gardener |
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| Or Your Metaphor |
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homework |
teacher's role |
empowerment of learners |
classroom organization |
record keeping |
activity level of students |
| Quantitative Researcher
Teacher |
controlled, experimental,
instrumental |
controller |
very little |
sterile, clinical |
meticulous, quantitative,
lab notes |
controlled, regimented |
| Qualitative Researcher
Teacher |
student determined,
personal interest, or
collaborative |
observer |
very much |
emergent, messy |
descriptive, pages and
pages, stories, messy |
natural |
| Teacher as Gardener |
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| Or Your Metaphor |
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discovery |
messiness |
artificiality |
authenticity |
intelligence |
effort |
| Quantitative Researcher
Teacher |
little |
little |
much |
little |
one dimensional |
high if sufficiently
motivated (extrinsic) |
| Qualitative Researcher
Teacher |
much |
much |
little |
much |
multiple intelligences |
high if interested
(intrinsic) |
| Teacher as Gardener |
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| Or Your Metaphor |
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reports |
parent involvement |
? |
? |
? |
? |
| Quantitative Researcher
Teacher |
quantitative grades |
controlled, discouraged |
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| Qualitative Researcher
Teacher |
stories, anecdotal comments |
natural, encouraged |
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| Teacher as Gardener |
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| Or Your Metaphor |
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