Thursday January 10th 2019 John Keenan John.keenan@newman.ac.uk

1. Thursday January 10th 2019 John Keenan John.keenan@newman.ac.uk

2. Assignment Details: 4000 words A critical analysis of an evidence-based approach to teaching in English consisting of: A review of research literature on a problematic aspect of teaching and learning English that has been agreed with the module leader. A discussion of the potential implications of the reviewed literature for the effective teaching of a problematic part of the English curriculum. Suggestions for how these implications might inform teaching of the chosen part of the curriculum.

3. 29.4.19 https://www.timeanddate.com/countdown/generic?iso=20190429T00&p0=297&font=cursive

4. crossword

5. Thought

6. Today… • Examine, through a review of literature, the nature of dyslexia, autism, ADHD and other learning disabilities and how they affect pupils’ language development.

7. Problématisation • Problematisation does not mean the representation of a pre-existent object nor the creation through discourse of an object that did not exist. It is the ensemble of discursive and non-discursive practices that make something enter into the play of true and false and constitute it as an object of thought (Foucault, Dits et écrits IV, 1975, 670) • To analyze problematizations is not to reveal a hidden and suppressed contradiction: it is to address that which has already become problematic. For a problematization to have formed, something prior “must have happened to have made it uncertain, to have made it lose its familiarity, or to have provoked a certain number of difficulties around it” (Rabinow and Rose, 2009, The Essential Foucault : Introduction, 14)

8. Since the Special Educational Needs and Disability Act2001 mainstream schools have been required to offer an inclusive education for students with special educational needs (SEN): ‘Schools… Should actively seek to remove the barriers to learning and participation they can hinder or exclude pupils with special educational needs’ (p.2). This legislation is supported by both the Teaching Standards2011 and the 2015 SEN Code of Practice. My approach when dealing with pupils with barriers to learning in my classroom is to treat every pupil as an individual with individual needs: in fact that is true for the non-SEN pupils too. To me, differentiation is about understanding how individual students learn and tailoring my teaching to facilitate that. My experience in both being dyslexic and working as a teaching assistant with dyslexic students for a number of years tells me that attempting to treat two dyslexic students the same simply because they’re both dyslexic does not work. This point is emphasised by Mortimore who a swelling from 11 to over 40 definitions of dyslexia in just a few years (citing  Rice and Brooks, 2008, p.50). With over 40 definitions of what dyslexia is, attempting to treat any two dyslexic pupils in the same way simply because they’re both dyslexic would be folly. I was not diagnosed with dyslexia until I got to university as a 19-year-old. I went all the way through school and further education and achieved GCSEs and A-levels with an undiagnosed learning difficulty. I was able to do this because I developed coping strategies to help me overcome my difficulties. Once I was made aware of my unconscious actions I was able to identify a number of techniques I had used throughout my education. I am a strong believer that SEN pupils need to be able to develop these coping strategies while at school because once they leave education the inclusive and supportive nature of the school environment is no longer there: ‘In the 19th [century], as the modern emphasis on qualification by examination came into being, the bad speller might find his livelihood threatened by his disability’ (Stirling quoting Scragg, 1993, p.16). Students with barriers to learning have to work harder than those without simply to keep up. I often liken this to an athlete going to altitude training – it is more difficult in the moment but when facing a competitor who has not trained at altitude you have an advantage. Students need to develop their own coping strategies as this is what gives them strength, their motivation to do this comes from not wanting to appear weak or stupid in front of their peers: ‘Most children in school are at least afraid of the mockery and contempt of their peer group as they are of their teacher’ (Holt, 1964, p.36). My view of how to treat SEN students is based in the same logic as my view of how to approach pedagogy: we must allow students to craft their own learning, there is very little point telling them the answers (Dewey and Dewey, 1915, quoted in Cope and Kalantzis, 2012, p.46). This means that I attempt structure my lessons in a way that allows pupils to both struggle and succeed in a variety of ways, not simply the lesson objectives. I believe drama is a holistic subject, and there are few better examples of this than when talking about SEN and barriers to learning. Allowing students to express themselves, their feelings and experiences in a safe and encouraging environment is a large, long-term aim of mine. Learning how to express oneself is a major factor in learning an art. Encouraging pupils to understand the feelings of others is very important, both students with barriers to learning towards those without, and vice-versa: as Brecht said “one thinks feelings and one feels thoughtfully” (Brecht, 1964, cited  in Eagleton, 2006). Within a drama lesson any task will have a range of challenges for students: it may be the refinement of a specific skill, interacting in a group, saying a line on a stage or overcoming stage fright. My task as a teacher is to structure and scaffold (Vygotsky, 1978) all of these different, unseen and unrecognised (Petty, 2004, P.19) lessons so students can achieve.

10. Outstanding Teachers – Ofsted’s Made to Measure findings (2012) • Important to achieve a healthy balance of differentiation. Outstanding teachers plan for differentiation which ensures progress for all learners • They use sound techniques to ensure they differentiate resources, and their teaching approach. • Taking a varied teaching approach is important in securing levels of engagement and interest from learners

11. Adapt teaching to respond to the strengths and needs of all pupils  know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively  have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these  demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development  have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them

13. Being positive about difference Isn’t difference lovely? https://youtu.be/hpiIWMWWVco https://youtu.be/KHR6HkHySWY https://youtu.be/S4Q3WGxvyZg

14. The creation of difference Things are not what they seem. Things will not be as they seem.

22. Making difference Ancient cultures (Egypt, Rome, Greece) did not differentiate by skin colour but by social status Algerian culture values blue-black above all Traditional Masai cultures though light skin was cursed UK in 18th Century valued lead-white skin Snowden, F (1970). Blacks in Antiquity: Ethiopians in the Greco-Roman Experience. Harvard University Press.

23. The Social Self ‘the process of recognition by the individual of herself or himself as a subject within ideology’ Weedon C 2004 Idenity and Culture Milton Keynes: OUP

24. https://youtu.be/KHbzSif78qQ

25. Michel Foucault THE POSITIONS TO WHICH WE ARE SUMMONED

26. class age group ethnicity gender disabled Labelled Stereotyped

27. Louis Althusser interpellation

28. USE RECREATIONAL DRUGS CONCERNED WITH LOVE-LIFE DRINK CONCERNED ABOUT SOCIAL LIFE ALWAYS THINKING ABOUT MONEY STUDENT LISTEN TO LOUD MUSIC WEAR CASUAL CLOTHES SLEEP IN UNTIL THE AFTERNOON EAT TAKE-AWAYS TRAVEL TO THAILAND/AUSTRALIA WANT TO HAVE FUN

29. teacher

30. Expectations Belonging

31. What lies behind the way we structure the world is, ‘not directly available to the senses … non observable … unconscious’ Strinati D 1995 An introduction to theories of popular culture London: Routledge p96

32. Heterosexual male discourse https://youtu.be/kO0kWTR_7tQ Where is its power?

33. Michel Foucault Plague society – controlled; disciplinary projects Institutions - control Panopticon – being watched Discipline and punishment

34. Foucault Discipline and Punishment

35. A discursive framework A paradigm “stands for the entire constellation of beliefs, values, techniques, and so on shared by the members of a given community” Kuhn 1970 cited in Aldoory 2005: 669

36. Garner 2010 405-9

37. Think about school What are the rules? What happens if you break the rules? Who is watching you?

38. Think about teaching What are the rules? What happens if you break the rules? Who is watching you?

39. Think about being a teenager What are the rules? What happens if you break the rules? Who is watching you?

40. Think about another social discourse What are the rules? What happens if you break the rules? Who is watching you?

41. Garner 2010: 405-9

42. Discourses are ‘governed by analyzable rules’ Foucault 1972 cited in Leitch 2007: 264

43. Discourses inform: What can be said Who can speak The positions from which they can speak Leitch 2007: 264

44. Power ‘The exercise of power perpetually creates knowledge and, conversely, knowledge constantly induces effects of power. The university hierarchy is only the most visible…and least dangerous form of this phenomenon. One has to be really naïve to imagine that the effects of power linked to knowledge have their culmination in university hierarchies. Diffused, entrenched and dangerous, they operate in other places than in the person of the old professor’ Foucault 1980 cited in Leitch 2007: 265

45. Garner 2010 405-9

46. Essentialist: Is it natural, anatomical, chromosomal or hormonal? Judith Butler

47. Non-essentialist: Foucault -positions to which we are summoned nothing natural about them

48. Other Social Selves • Gender • Ethnicity • Class/Income Group • Nationality • Urban/Rural • Geographical Region • Religion What else is there?

49. Stuart Hall on race

50. Labelling Theory • Self-fulfilling prophecy (Robert K Merton) • Pupils with learning difficulties (Good and Brophy, 1984) Teacher smile at them less often; they call their names to answer a question less often; they demand less work from them