Critical Events in Teaching and Learning by Peter Woods

By Peter Woods

This quantity describes and analyses extraordinary academic occasions – classes of relatively powerful educating representing ultimates in instructor and scholar academic adventure. The occasions themselves are reconstructed within the booklet via instructor and scholar voices and during documentation. A version of 'critical occasion' is derived from the learn, which would function a potential framework for figuring out different such occurrences in colleges. [C:\Users\Microsoft\Documents\Calibre Library]

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I'm not just talking about a book project, but anything. If you can work that in to the education of a young person it would be invaluable. Social Development As Stephen remarked, the group had to work as a group not as a collection of individuals. New skills, knowledge and attitudes had to be developed for this to happen. At the start there were differences of power and authority, age, sex, aptitude and ability, and some individuals had phobias deriving from earlier more formal education. But, in time, some distinctive features of 'communitas' began to appear.

At the start there were differences of power and authority, age, sex, aptitude and ability, and some individuals had phobias deriving from earlier more formal education. But, in time, some distinctive features of 'communitas' began to appear. For example, there was an equalizing of the sexes in the sense that members of the group rose above the pressures of gender cultures and roles to a new realization of their potential. Peter said that the girls were more willing to express their ideas and emotions in the early stages, and seemed more advanced than the boys.

Stephen recalls his impressions of the environment: It was a strange atmosphere really ... It defInitely was an educational experience but it was as far away from the classroom as you could get. In a classroom the teacher has to teach one idea to 30 pupils and he can only teach it in one way. ' Whereas in the group sessions we had what was needed to actually get the idea in as many different forms as possible and in the best way possible. So it was a far better learning experience because of the one-to-one bouncing of ideas and encouraging something that you felt quite confident with.

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