Imagination in Teaching and Learning

Egan, Kieran

doi:10.7208/chicago/9780226244136.001.0001

Cited by 143 publications

(80 citation statements)

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“…Some commentators (e.g., Calderhead, 1996;John, 2006) have critiqued the apparent linearity of the outcomesoriented model (with all steps emerging from the aims and objectives in a linear, rational ends-means sequence), in that it disregards the contingencies and complexity of teaching, the classroom environment and the impact of outside factors, such as organisational and personal issues. An alternative approach sees lesson planning emerging from teachers' beliefs about learner needs (Egan, 1992(Egan, , 1997John, 2006;Stenhouse, 1975). In this model of lesson planning, objectives flow from the activities themselves, teachers can pursue goals that emerge rather than adhere to a pre-determined plan (John, 2006).…”

Section: Literature Contextmentioning

confidence: 99%

Lesson planning for diversity

Black

Lawson

Norwich

2018

Research in Spec Educ Needs

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This study investigates how three secondary subject teachers think about and take account of learner diversity in their lesson planning, enactment and reviewing, with a specific focus on pupils designated as having special educational needs (SEN). The study is significant in the context of international moves in contemporary school teaching towards greater personalisation and inclusion. Focussing on three different subject teachers whose lesson planning was nominated as high quality, the study uses a sequence of interviews and lesson observations alongside the analysis of lesson planning artefacts, to present three in‐depth cases and, through cross‐case analysis, to develop a provisional situated model of lesson planning for diversity. Different forms of planning are identified – formal, personal, expanded and in‐flight – which differ with regard to dimensions of purpose, formality, whether recorded, and timing. The teachers understandings of diversity are broader than differences related to SEN, and this relates to different kinds of differentiation, connecting the concerns of special needs education with wider issues of lesson planning for diversity.

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Section: Literature Contextmentioning

confidence: 99%

Lesson planning for diversity

Black

Lawson

Norwich

2018

Research in Spec Educ Needs

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“…Also, given the importance of the narrative mode of thinking for young children (Bruner, 1990 ;Egan, 2005 ), the effect of narrative/storytelling on young children's understanding of natural phenomena and science concepts appears very promising, especially if the plot of the story can evoke a sense of wonder (Hadzigeorgiou, 2001b ;Hadzigeorgiou et al, 2011 ; see also Hadzigeorgiou, 2013 , for the role of wonder as a 'learning tool' in science education). …”

Section: Directions For Future Researchmentioning

confidence: 99%

Research in Early Childhood Science Education

Trundle¹,

Saçkes²

2015

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“…The evidence suggests that the potential of the children's natural ability to make-believe (Egan 1992) was exploited by the drama to generate an extended fiction within which their learning in ESD could be developed. The children were also required, in The Dump drama, to create an improvised newscast presentation, summarising the story of the residents.…”

Section: (2) the Convention Of Teacher-in-rolementioning

confidence: 99%

Educational drama in education for sustainable development: ecopedagogy in action

McNaughton

2010

Pedagogy, Culture & Society

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The research on which this paper is based is a response to the UNESCO directive for the Decade of Education for Sustainable Development (ESD) 2005-2014. Educators are advised to prepare young people for sustainable development and global citizenship and the Arts should be included in programmes in ESD. This paper presents an overview of a research project based on the hypothesis that educational drama might be a useful medium for teaching and learning in environmental, sustainable development and global citizenship education. Central to the project, an ethnographic case study employing a multi-case approach, based on three research questions, was a series of drama-ESD lessons, taught to three classes of 10-11 year old children in three primary schools in the West of Scotland. Data were gathered using a range of instruments: interviews; observation schedules; pupil evaluations; research-practitioner reflective field notes; and video-recordings of the lessons. This paper presents a summary of the results of the extensive, multi-dimensional analysis of the data, in terms of the pedagogical themes that began to emerge. The final section of the paper suggests that there are many pedagogical approaches common to educational drama and ESD and that, indeed, a range of dramatic techniques and conventions can be an important addition to the repertoire of active learning approaches employed by the ESD educator.

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Imagination in Teaching and Learning

Cited by 143 publications

References 0 publications

Lesson planning for diversity

Lesson planning for diversity

Research in Early Childhood Science Education

Educational drama in education for sustainable development: ecopedagogy in action

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