• Feature

    Better Teaching for Better Outcomes

    https://www.idonate.ie/fundraiser/WalkBeyondBorders2025MaireandLeo

    I have been working with SeeBeyondBorders for many years both as a research collaborator and more recently as their volunteer academic advisor. SeeBeyondBorders is firmly focused on addressing the education crisis in Cambodia by enhancing teacher capability through in-service professional development.

    Cambodian education has been in crisis since the awful killing regime of Khmer Rouge (1975-1979) and subsequent civil wars up to the turn of the millennium. These events devastated the knowledge base for teaching and learning across the whole country. Schools are still feeling the effects today:

    • 65% of teachers in Cambodia do not have a formal teaching degree.
    • By the age of fifteen, 97% of children are unable to demonstrate proficiency in literacy and maths.

    Without substantial improvement of teaching and school leadership the education prospects for children in Cambodia are extremely bleak. Research has established a clear link between the quality of teaching and the educational outcomes for children. Our research on enhancing teaching in Cambodia means we have a good understanding of how what needs to be done. We now need to put in place the people and infrastructure to achieve this at scale.

    You can help! Máire and I are participating in the WalkBeyondBorders to raise funds to support education in Cambodia. We kindly ask you to consider making a donation to support the work of SeeBeyondBorders. Every little helps to ensure a better future for the children of Cambodia and a better world for all of us!

  • Leo's Learning Letters

    Learning as Lifelong, Worldwide and Values-Deep

    Dear Learner,

    I hope you don’t mind me calling you a learner. I call myself one too. This is the first in a series of letters intended to share ideas and stimulate reflection on the role and nature of learning in our lives. 

    Lifelong learning is an important topic and it amazes me how often we take it for granted. Our highly developed ability to learn is the most significant characteristic of what it means to be human. Through learning we control our lives and achieve our goals. It stands to reason that insights on how we learn, why we learn and what it means to be competent, can be valuable and empowering.

    Throughout my professional career I have been concerned with these questions. For many years I was a college professor and Director of the Centre for Education and Lifelong Learning at the National College of Ireland. Prior to that I worked in the early days of e-learning and in educational television. What I write here comes from that background, and I hope you will find it useful.

    For each of us our life experience is a valuable resource that can be harvested for insights on how we can learn better. How do you think of yourself as a learner? You may be a parent, carer, worker or student keen to build your knowledge and develop new skills. You may, like me, have retired from full-time work but are still hungry for fresh ideas and new competences.

    Wherever you are in life, the impulse to learn is a vital part of being alive. Most of the time we do not notice it. Learning just seems to happen.

    Think back to one year ago and compare how you’ve changed over the intervening time. In a year you will have encountered situations, solved problems, met new people, and known familiar people in new ways.

    Through these experiences your mind has adapted and changed. You will certainly have learned a great deal in that time. Learning is inevitable and we learn all the time. Whenever we are conscious, we are learning. When we read a newspaper, listen to the radio, or watch television, there is learning. We learn from conversations, browsing the internet, walking in the woods, or playing a musical instrument. We learn especially well in communities and through collaboration. 

    The phrase I use to capture the expansive nature of learning is ‘learning as lifelong, worldwide, and values-deep’.

    So, you may ask, what does that mean for me?’ The implications are more significant and useful than you may first imagine. Let me touch briefly on what I mean.

    Lifelong is perhaps the easiest to grasp. From our earliest moments until the end of our days, learning is with us. It is bound up with consciousness itself — to be human is to learn.

    At different stages of life, the tasks and orientation of learning changes: the child learns through play, the adolescent explores identity, adults tend to focus on the challenges of work and family, while while mature adults may place more value reflection and renewal.

    Lifelong learning reminds us that no stage of life is without opportunities to grow.

    Seeing learning as a ‘lifelong’ process puts us and others at points on a journey of continuous development. As adults we may doubt ourselves as learners. These negative feelings often stem from our school days. Recognising that learning is a lifelong process allows us to deal with our past and to move away from defining ourselves by what we achieved in school. Lifelong learning acknowledges the on-going quest in each of us to give meaning and purpose to our lives.

    Worldwide points beyond our own circle of experience. All too often we are fixed in our perspective. What we experience is a tiny fraction of the world and we often overlook the wide array of contexts in which people grow and learn.

    It is easy to assume that our schools, colleges, and workplaces are the template for everyone, everywhere. Yet learning takes many forms across societies. It happens in oral traditions as well as literate ones, in villages as well as cities, in times of conflict as well as peace.

    To see learning worldwide is to remember its universality, but also its diversity. The way people learn is shaped by culture, history, and circumstance, and that diversity enriches our understanding and tolerance of others. We cannot really know ourselves as learners unless we appreciate how other people have learned to see the world differently. This is the essence of human collaboration and activity. Importantly, local and community education are part of this worldwide picture. We learn best while collaborating for a common purpose, be that ‘men’s sheds’, ‘tidy towns’ or ‘rural links’.

    Values-deep reminds us that while everyday learning builds our knowledge and skills, there is also a form of learning that challenges us at a deeper level. It shifts our values, our assumptions, even our sense of what is right or wrong. This is what education scholars call transformative learning — often triggered by difficult experiences that cause us to question ourselves and see the world differently. Such learning may be described as deep as it reshapes our identity and values.

    What does that mean for each of us? Consider your own values and how they’ve come to shape the way you live. Did you always have these same values? We often say we are ‘nurturing our values’ and we try to instil values in young people. So, it is reasonable to argue that values are learned and if so, then surely they can change as a result of new experiences and insights.

    I’m not suggesting that values are fickle and easy to change – quite the opposite they are deep convictions that are usually taken for granted and unquestioned. But every so often in our lives, or in the lives of people we know, we face an unexpected problem that challenges our assumptions. These experiences may be disorienting and lead us to question our deepest values. Appreciating that this as a learning process helps us carry through these unsettling transformations.

    In this letter I have only touched the surface. I hope it gets you thinking about learning in all its forms: the everyday and the transformative, the personal and the global, the lifelong thread that ties our human story together.

    In future letters I intend to provide more details and useful insights from the scholarship of learning and my own experiences. We can regard each letter as a conversation starter, so your comments and responses are especially welcome.

    To facilitate this I have prepared a list of Self-Reflection Questions below. I encourage you to take a moment to consider your response to each question; they are designed to develop your critical understanding of learning.

    I have also developed a Discussion Space where you can register, comment and engage in constructive dialogue about this topic.

    I invite you to walk with me on this journey, as fellow learners, open to whatever the world has yet to teach us.

    Your partner in learning,

    Leo

    Self-Reflection Questions for 
    Learning as Lifelong, Worldwide and Values-Deep

    1. Looking back over your last year of life:
    Think carefully about how you have changed in the past twelve months — in your thinking, in your relationships, in the way you see yourself. This is a way of noticing that learning happens continuously, not just in school or college. By taking stock of how you’ve grown, you are practising the habit of recognising yourself as a lifelong learner.

    2. Revisiting your school experiences:
    Most of us carry memories of our school years, and often these memories shape how we think of ourselves as learners today. Some people left school confident, others left doubtful or discouraged. Ask yourself: how much do those old experiences still influence the way you approach new learning? By reflecting on this, you can begin to separate who you are now from the labels or judgements of the past. This is an important step in adult learning: reclaiming your capacity to keep growing.

    3. Considering learning from a worldwide view:
    Our own culture, community, and workplace strongly shape what and how we learn. But learning takes very different forms across the world. Try to imagine how someone your age in another country or setting — perhaps in a village, a conflict zone, or a culture with oral traditions — learns and grows. This exercise widens perspective. It reminds us that learning is not only personal but also cultural, and it helps us appreciate both the diversity of human experience and the common thread that connects us as learners.

    4. Reflecting on a time when your values were challenged:
    Think of a situation when you questioned what you had always taken for granted — perhaps about fairness, right and wrong, or your own assumptions. These are moments of values-deep learning. They can be unsettling, but they are also powerful turning points. By revisiting one of these moments, you can see how learning can reshape not only your knowledge but your identity. This kind of reflection helps adults to make sense of change and to grow stronger from it.

    5. Bringing the three dimensions together:
    Now ask yourself: of the three ideas — lifelong, worldwide, and values-deep — which feels most relevant to you at this point in your life? Why? By making a choice here, you clarify your own priorities as a learner. This final step helps you set a direction: it could be continuing to build confidence as a lifelong learner, opening yourself more to global perspectives, or working through questions about your values. This is how reflection turns into action.
  • Leo's Learning Letters

    Next Chapter

    I have retired from my role as Director of the Centre for Education and Lifelong Learning at National College of Ireland and excited to move to a new chapter in my working life. After 18 wonderful years I am delighted to pass the baton to very capable colleagues. NCI has a wonderful mission ‘to change lives through education’. This is accomplished through the programmes it delivers and the projects and initiatives it sustains. I am pleased to have been instrumental in establishing the Centre for Education and Lifelong Learning as an important part of NCI’s repertoire. As I move to the next phase, I intend to remain active and curious as a lifelong learner and educator. There’s still so much to be done!

  • Feature,  For Students,  For Teachers,  The Cycle of Life

    Letter from Cambodia

    I have been in Cambodia for three weeks, mostly working with SeeBeyondBorders, an NGO working to develop teaching capability in early grade primary schools.

    Cambodia is a country of contrasts. The people here are among the most friendly you will ever meet and yet they were subjected to a terrible genocide in the last decades of the 20th Century.

    Typical rural dwelling in Cambodia. Note the house is raised above ground as protection against flooding. The shaded area underneath is usually where the family rest during the day.

    The countryside is flat, characterised by jungle, rice fields and Asian cattle wandering the roadsides.

    And yet there is a vibrancy in the towns and cities like Siem Reap, Phnom Penh and Battambang.

    Everywhere you see the juxtaposition of the traditional and the modern. The banking system is good and you can order a tuk-tuk (a motorbike powered rickshaw) using a state-of-art hailing app on your phone (it’s called PassApp).

    Cambodia is coming back to life as a tourist destination after the Covid pandemic. The numbers have not yet returned to their previous peaks but there is new energy at the tourist sites. The temples at Angkor Wat, Bayon, Angkor Thom, Ta Prohm and further out to Banteay Srei are all open to visitors.

    It is difficult not to like the Cambodian people. They are welcoming and friendly and always willing to help. There is a wonderful calmness about the way they interact with you. Loosing one’s temper or becoming agitated is frowned upon.

    While the traffic is chaotic you will not witness much road rage. People give way and concede rather than confront.

    Great old trees grow over the temples in Ta Prohm. How does this happen? The answer is that seeds are eaten by birds and are then deposited on the temple walls.

    The motorbike is the main means of transport. There are motorbikes everywhere and it is quite common to see a complete family with two parents and two children on the same small bike. They don’t travel fast but everyone cuts corners and travels on the wrong side of the road!

    The motorbike is the workhorse for famers, vendors and office workers alike. Motorbikes are also modified so they can pull a cart for crops or a people carriage as with the tuk-tuk.

    The temple at Angkor Wat features on the Cambodian flag. It is a world heritage site and regarded as the biggest religious building in the world. Although Angkor Wat is the most widely known and visited it is just one of a collection of temples in the area around Siem Reap. They were built between the 11th and 14th centuries.

    Most of the temples were originally erected as Hindu shrines however in many cases they were modified to reflect Buddhist traditions in line with the changing religious orientations of the rulers. They are exceptionally beautiful. One of my favourites is the Bayon Temple featuring many stone carved faces.

    One of the many faces of the Bayon Temple

    The contrasts of Cambodia abound.

    For centuries, these magnificent buildings of the ancient Khmer Kings were forgotten and overrun by jungle. They were only rediscovered in the last one hundred and fifty years.

    The new Cambodian nation freed itself from the colonial shackles of the declining French empire in 1953. The country used these monuments to frame a new identity. The optimism was short lived as the American war in neighbouring Vietnam spilled over into Cambodia. The country was heavily bombed by the US and this, along with other factors, destabilised the country leading to its own civil war.

    The appalling regime of the Khmer Rouge and Pol Pot began in April 1975. They took over Phnom Penh and declared a new social order. They emptied the city forcing everyone into the countryside with no exemption for the old and the sick. It was the beginning of a dreadful time with almost a quarter of the population lost through execution, famine or sickness.

    The regime tried to establish a new economic order by forcing city people to work the land. Education was replaced by indoctrination. Anyone who had a profession or qualification was targeted for elimination.

    People were forced to dig huge irrigation systems intended to re-engineer rice production and agriculture. It was a disastrous plan and led to famine and extreme poverty.

    Communal ownership was compulsory with private property and ownership of goods and food outlawed. Transgressors were severely punished.

    The country was not completely free of the Khmer Rouge until 1999.

    Ta Prohm

    From those horrific times, Cambodia has experienced a remarkable recovery.

    In my opinion the scars are still there under the surface, especially the psychological trauma. However, the burgeoning young population are full of energy and optimism.

    Cambodia is a land of contrasts and the most noticeable of all, is overcoming despair with an optimism for the future.

    This is especially true if we enhance education opportunities for Cambodian children. The dreadful legacy of the Khmer Rouge has led to the depletion of education and teaching expertise. This can and is being be rebuilt by Cambodians with the help and support of organisations such as SeeBeyondBorders. They need our support!

  • For Teachers

    Every Child Should Have a Good Teacher

    The Value of Education

    It’s easy to overlook the obvious. We assume that childhood and schooling go hand in hand and you can’t have one without the other. Our experience during the pandemic reinforced our appreciation of the value of education. More than ever, we regard schools as fundamental to the proper functioning of society and teachers as essential workers.

    Why do we place such a high value on the quality of education especially for the young? Most would say that it’s obvious; our children deserve to be nurtured and developed so they can be successful and fulfil their potential as people. Children love to learn as much as they need to learn. 

    Without doubt, once basic and home needs are satisfied, access to a fully trained, well resourced teacher is the single most important ingredient for childhood flourishing.  

    The Education Crisis in Cambodia

    • The average Cambodian child will spend less than 5 years in school
    • Less than 3% of children reach the internationally accepted minimum standards for maths and literacy. 
    • Most teachers (79%) have no graduate qualifications. 
    • The situation has worsened since the pandemic. International tourism, a major contributor to the weak economy, has been devastated and the schools have been closed for 170 days and counting.

    Teachers are Key

    The Temples at Angkor Wat – a big tourist attraction are now quiet

    Access to good quality teaching is at the heart of the solution. 

    Throughout the notorious Pol Pot Khmer Rouge regime  – which started in 1975 and did not really come to an end until 1998 – teachers, professionals and academics were systematically targeted and murdered. It was a forceful and concentrated effort to deny education and stifle opposition to the ultra marxist idealism of Pol Pot and his followers.

    The damage continues to impact on the children of Cambodia today.

    Imagine if all our teachers and university lecturers, including those who train teachers, were wiped out!

    Apart from the obvious human tragedy there would  be a devastating loss of know-how and expertise. Any attempt to rebuild and reinstate an education system would be seriously hampered by the absence of experienced teachers at all levels. This is happening in Cambodia.

    The loss goes well beyond the technical skills and competences of teaching. There is also trauma to the professional identity of teachers. To put it quite bluntly ‘how can you know what it means to be a good teacher if you have never had access to one’. 

    Furthermore, teaching is not a commodity, it cannot be exported, imposed or substituted by technology. Every society needs its own teachers. That is the essence of education. As John Dewey in Democracy and Education puts it: 

    Society exists through a process of transmission quite as much as biological life. This transmission occurs by means of communication of habits of doing, thinking, and feeling from the older to the younger. Without this communication of ideals, hopes, expectations, standards, opinions, from those members of society who are passing out of the group life to those who are coming into it, social life could not survive. (p 6)

    Irish Educators Can Help

    As fellow teachers and educators, we need to embrace our colleagues in Cambodia. They have suffered an absolute loss of pedagogy.  However, it can be recovered through appropriate training and support. 

    Cambodian teachers grapple with the economic and social challenges of living in one of the world’s least developed countries. Yet they are passionate and committed to the success of the students in their care. 

    For many years, Irish teachers have been involved in supporting the professional development of teachers in Cambodia. Maire and I visited SeeBeyondBorders in Siem Reap in 2019.

    From left: Pov Pheung, Maire Ni Bhroithe, myself and Colm Byrne,

    SeeBeyondBorders was founded by Kate and Ed Shuttleworth in 2009 and since then it has developed a network of supports for schools and teachers in Cambodia.

    As they state in their mission Our biggest priority is to create positive, systemic, and sustainable change in Cambodia.” 

    SeeBeyondBorders is already established as a charity in Australia and the UK and just recently it registered as a charity in Ireland. Colm Byrne is an educator and teacher and now CEO of SeeBeyondBorders in Ireland. He is based in Cambodia and is best placed to describe the significance of the support of the Irish educator community.

    Here is a Linkedin post where Colm Byrne describes the work they are doing.

    Here is a link to the Mick Clifford podcast featuring Colm Byrne.

    There is also an event next week called Conversations about the impact of inequality on education on July 7th at 10am Irish time. You can use this link to register.

  • For Teachers

    Blended not Scrambled – How Learning Happens by Design

    We are living through a new iteration of the Digital World. The COVID-19 Pandemic has triggered unprecedented challenges for education. Students cannot get to class in the numbers, configurations and durations that were previously available. 

    The role of the teacher has changed – changed utterly. To quote Yeats, “a terrible beauty is born”. 

    Blended learning is here to stay.

    There are few positives to be gleaned from the awful circumstances in which we find ourselves. The trauma caused by the forced imposition of deep structural changes to education delivery should not be underestimated. Many students and teachers have struggled with the transition and many are left behind. 

    However, we also need to maintain a sense of perspective and to ask honest questions on the nature of learning and the purpose of teaching.

    From the earliest moments of our lives learning enables us to participate effectively with others. Children learn to speak and listen and control their world and through iterations of this process, they grow to become autonomous, self-directing adults. 

    Teachers are the energising agents of the learning process. They direct, guide, model, cajole and organise purposeful learning. 

    Although teachers want learning to happen, they cannot make it happen – that is up to the student. Teaching is a communicative relationship between people characterised by the common purpose of learning. It does not have to be immediate or complete. 

    One of the biggest misconceptions is that the sole purpose of classroom based instruction is for the teacher to explain so students can acquire new knowledge. This may be regarded as a transfer model of instruction – it is a limited and inadequate view.

    In contrast, more recent and useful conceptions emphasise learning as the process of the learner making something meaningful. With this model, the learner-teacher relationship is more like an on-going interaction. Teaching is not limited by physical presence in the classroom. Tasks, texts, time and tests (my 4Ts of good learning design) extend the range of influence of the teacher beyond the single instructional event.

    Adults need to learn how to direct their own learning. For many, progress from school to college is marked by an increased expectation of self-direction. Some students resist and hanker for teachers to tell them what to do and guide them all the way. This is a legacy from childhood – a time before autonomy. 

    Categorising the Elements of Blended Learning

    People are worried that in the scramble to on-line instruction some colleges will provide an inadequate learning experience for their students. I share these concerns. I am an advocate of blended learning not scrambled learning.

    I have always believed in ‘blended learning’ as the optimum means of instruction – especially for colleges. Blended learning is learning by design often involving a mix of instructional events and learning spaces. 

    Blending involves the harmonious and purposeful mixing of ingredients. Good blends – as in tea, perfume, music, colour, textile and whiskey – achieve balance and effectiveness by combining a variety of characteristics and qualities.

    Blending not scrambling can make learning happen by design. 

    This is the new challenge for teachers.

    So what then are the ingredients of good design for learning – a good blend?  A really useful step is to organise the elements into three categories: Instructional events (live and pre-packaged), learning spaces (in-college and on-line) and the 4Ts (tasks, texts, time and tests). 

    This approach helps organise and simplify the design process. The figures provide some of the characteristics of each of these ingredients and will help teachers think about how to make learning happen for their students. 

    One final and important point. A ‘college’ is a collective term for a community of learners, teachers and support staff who work together for the common goals of education. You cannot have a college without community. In our design for learning we also need to consider how communities are nurtured and developed. Students identify with the course and institution they attend and the physical campus is often the embodiment of that identity.

    The social aspects of college life also need to be supported by the learning spaces. New strategies to support inclusion, friendship and connection will also need to be developed.

    The framework is just a starting point.

    The purpose of teaching has not changed – it is to make learning happen.

    The purpose of colleges has not changed – it is to change lives through a community of learning.

    With good design and honest questioning the ‘terrible beauty’ of blended learning might eventually emerge as a positive outcome from the current crisis.

    Let’s work to make that happen.

  • Feature,  For Students,  For Teachers

    An Open Letter to Students Sitting Exams

    Dear Writers,

    I know this can be a difficult and anxious time for students sitting examinations in college. The exam system is far from perfect and there are many valid criticisms of its ‘fitness-for-purpose’ and no doubt we will continue to improve how we assess learning in the future.

    However, like it or not you will soon be sitting in a controlled setting, for a limited time, to complete a previously unseen set of tasks related to your subject – in other words you will be taking an exam.

    So, here is some advice from the other side of the examination process – that of the college teacher tasked with reading your response sheets and grading your outputs.

    1 You are Writers – We are Readers

    This is so obvious but it is often overlooked by students taking exams. As a writer you have responsibility to guide and direct your reader throughout your response. You know yourself that readers like structure, stories, and clarity. Have you ever tried to read a book and come away saying “I just couldn’t get into it” meaning the author was obscure or rambling too much? Exam script readers want to find evidence for which they can award marks. They want you to do well. Why make it difficult for them? Point out what you are doing and take them with you on the journey as you complete the task.

    2 Read the Question and Use it to Structure Your Response

    This is another obvious and often overlooked guideline. You might think “obviously I’ll read the question – duh! I’m not that stupid”. Well, actually there are many situations in life where we overlook the obvious (as in “I just got to the airport when I realised I forgot my passport”). It so happens that in strange situations and times of stress we often overlook the obvious. And what are exams if not strange situations and times of stress? So please, please, read the full question or task. Parse it out into its constituent parts. Make a note of any verbs (discuss, compare, analyse, critique, solve, suggest, define etc.) and structure your response around the task – as in “(Hey reader!) this is where I ‘define’ – here is my ‘comparison’ and so on”.

    3 Give Yourself (and the Reader) Some Space

    Sitting an exam is a unique experience and as such it gives rise to some strange but common behaviours. Perhaps it’s the time limit, or the realisation that this is a test or competition but some student responses take the form of an endless stream of consciousness – a kind brain dump. As a reader, we are confronted with page after page of unformatted, unstructured and hurried writing. Trust me it is a difficult task to wade through this material to find where to award marks. Perhaps the student has misidentified the assessment goal and replaced the actual task with some sort of word count intensity trial. In my opinion, you need to write in blocks (paragraphs) with plenty of ‘advance organisers’ (e.g ‘in the next section I will show how my analysis may be applied…’) and headings to indicate the structure of your response. One of the best ways of achieving this is to leave space between sections and to consider the overall layout of your response from a readers perspective.

    4 On Your Marks

    Most exam papers provide a breakdown of the marking scheme – they might say “all questions carry 100 marks” and then indicate the proportion of the marks for each section (e.g. Part (i) 50 marks Part (ii) 25 marks and Part (iii) 25 marks). This is very useful information often overlooked by students. Your effort to complete Part (iii) of Question 1 carrying 25 marks must be weighed against the (perhaps easier) challenge of Part (i) of Question 2 worth 50 marks. Allocate your time and effort according to the marking scheme.

    5 It’s About Time

    It’s amazing how many student papers end with statements like “I ran out of time so I could not answer Question 4”. The hidden meaning is “I really know this stuff but the time passed so fast that I did not get around to the final question”. Well perhaps your did and perhaps you did not know but in all events the examiner can only mark what is presented on the exam script. So time planning is crucial to good exam strategy. Generally speaking you will have ample time to complete your test and some more besides. Most tests are not about speed writing. Allocate specific amounts of time for each question and then leave time for revision and improvement. I suggest you apply 80% of the total test time to attempt the required number of questions and 20% for revision and improvement. And don’t attempt more than the required number of questions – revising and improving your answers is a better strategy and there may be specific rules about exceeding the required number of answers.

    Remember as readers, examiners and above all as teachers we want every student to do well. If you take the advice above into consideration your chances of exam success will improve.

    Good Luck and

    Remember the Reader!!

  • Feature,  For Students,  For Teachers,  Philosophy & Science of Learning,  Tips

    Reflection, Teaching Practice and Learning from Experience

    Teaching practice or placement is one of the hallmarks of initial teacher education. As with many professions, the novice teacher is expected to learn through experience in an authentic setting. Student teachers are often required to write reflections on they have learned in placement. Many struggle with the task – wondering what actually constitutes reflective writing and why there is so much emphasis on the process of reflection.

    Many look to scholarship to provide answers and works by Dewey (1933, How We Think), Schön (1992, The Reflective Practitioner), Boud et al (1985, Reflection: Turning Experience Into Learning), Mezirow, (1990, Fostering Critical Reflection in Adulthood), Brookfield (2005, The Power of Critical Theory for Adult Learning and Teaching) and Moon (1999, Reflection in Learning and Professional Development) are all good resources to improve ones understanding of reflection.

    However, knowing the characteristics or constituents of reflective practice is not the same as engaging in reflective practice. Indeed, I have read many essays by students who describe the underpinning theory of reflection but fail to grasp the challenge of practicing reflection.

    It is important to realise that the foundation of teaching placement is learning from experience. We are in danger of missing the point if we emphasise ‘reflection’ per se rather than learning. It is more useful to regard reflection as part of the learning process – often an essential part.

    A good starting point is to consider a basic model of reflection as a ‘a situation with me in it‘. This simple conceptual device has a lot of complexity behind it. Normally, when you think about an experience – say a lesson you taught – your first inclination is to remember from your own perspective. You would perhaps think something like ‘that went well – I could see the attentive looks of my students as I was explaining’. Good for you! But that’s not thinking about the situation with you in it! That’s your recall of your perceptions of the situation.

    A basic model of reflection

    Notice the imaginative shift to look back on a situation and place yourself in the picture. W B Yeats’ poem Among School Children provides an example of this shift when he uses the line “the children’s eyes – in momentary wonder stare upon – A sixty-year-old smiling public man.”

    This sense of looking at yourself – often through other people’s eyes (as in Brookfield’s Lenses) – is characteristic of reflective thought. Notice how powerful the simple device can be. I can reflect on events, interactions and complex experiences. Even ‘big picture’ issues like global sustainability can be subjected to reflecting thinking “There I am in the world and what am I doing to sustain it?”.

    Teachers and many other professions involving human interactions need to engage in reflective practice. No two teaching events are the same. Unlike for example, piloting an aeroplane there is no procedural manual or situational checklists one can draw upon. Teachers develop their skills and knowledge through the ‘engine of experience’.

    Accomplished teachers are expert reflective practitioners. They have developed not just the instrumental skills of teaching, but the much deeper capacity to know what skills matter and when to use them.

    Reflective writing and journaling are useful for developing reflective capacity. This is especially true for novice professionals.

    Here are some guidelines to get you going.

    Reflective writing is about:Reflective writing is not about:
    A situation with me in itA situation from my perspective
    Questioning my assumptions Defending my actions
    Possibilities & alternativesTheory and practice
    Demonstrating how I came to know Demonstrating what I know
    Learning from experienceDescribing experience

  • Feature,  For Students,  For Teachers

    Reflections on 40 Years of Educational Technology

    Completing the NCI National Forum for Teaching and Learning Index Survey caused me to reflect on my previous experiences with technology and education.

    On an October afternoon in 1981 in Theatre L in UCD, I placed a coin on the flat surface of an overhead projector and adjusted the lens to reveal a perfectly focused black disc on the giant screen. With that simple action I began my professional relationship with educational technology.

    Studying for the H-Dip in Education to qualify as a teacher, I was lucky enough to get part-time hours as an audiovisual demonstrator. The only downside was the cringe-worthy task of focusing the projector for the professor’s lecture to the jeers of my fellow students.

    The Education Department in UCD had a studio and as demonstrators we were encouraged to take photographs and make audio and video recordings and programmes. (That’s me mixing audio circa 1983)

    Having spent the previous four years in the monotone and monochrome world of Physics, Maths, and ‘Maths Physics’, I was excited by the innovations of education and teaching.

    That was a time when new ideas were emerging on how and what we should teach. The latest technologies such as slide projectors, tape recorders and movie reels were slowly finding their way into the classroom. We self-learned film and videotape production and explored new uses of audiovisual media for learning.

    Throughout the 1980s, equipment became more sophisticated and we pushed the boundaries on what could be achieved in terms of education. This was particularly true for video, satellites and broadcast television.

    The RTE archive features a news item from 1986 on a project involving a live satellite link to Jordan used to deliver lectures to engineers with return audio via a telephone link. I traveled to Amman to set up that side of the project. It’s worth a look to see the early manifestations of what is quite commonplace today.

    https://www.rte.ie/archives/collections/news/21204395-ucd-link-to-jordan/

    The Studio Room in the Education Department UCD – I am on the control desk and cameraman Ronan Fox in studio and King Hussain wishing the project well from Jordan.
    Yes that’s me circa 1987 with one of the first mobile phones in Ireland. In those days you could rent them by the day as part of location filming equipment

    All the while, evolving and emerging technology provided new possibilities for learning. As the Audio Visual Centre in UCD, we moved to a purpose built studio with a direct connection to RTE across the road. This was the beginnings of an era of educational television production.

    With this development we were able to extend our on-going inquiry on new possibilities for learning. I trained as a TV director and had the wonderful task of devising, producing and directing over a hundred educational TV programmes.

    Broadcast TV series such as The Story of Irish Expression, Women’s Studies, Know School Today, N to End and Remote Control brought new ideas and accessible insights to everyday lives.

    This was a time before the Internet when video, broadcast and satellite TV were opening up new channels for learning. Soon the pivot point of the ‘technology revolution’ centred on the development of the World Wide Web.

    In 1997 we introduced a new live TV series called Learnnet which ran for three years on RTE. The programmes captured the excitement of the early days of the Internet and the realisation that new technology would play an important role in school, college and workplace learning.

    On location for an Archaeology programme in the Ollscoil TV Series.
    From left to right – Mary Harkin (Researcher), Sally Reynolds (Presenter), Dr Rhoda Kavanagh (Archaeologist Expert Contributor), Kevin Cooney (Sound), Leo Casey (Director) and Declan McCaughy (Camera)

    One series had a significant impact on my thinking on adult education: Right to Learn pushed the boundaries of power and access to mass media. Throughout the programmes, unemployed people voiced their experiences of the world through drama and expression. The emancipatory nature of the production process provided powerful insights on the transformative potential of learning from experience.

    I was also involved in several broadcast series for adult literacy such as Read Write Now and the Really Useful Guide to Words and Numbers. Insights from these series also shed a light on adult’s motivation for learning and the lasting damage of negative school experiences.

    Looking back I now realise that the current emphasis on ‘Teaching and Learning in the Digital World’ is the most recent manifestation of a trend that originated back in the 1980s. Essentially digital media are tools of inquiry in the world. The range and possibilities available today influence who, how and what we teach.

    Reflecting on what I learned over many years working at the intersection of technology and learning I can identify some qualities and trends that point to the future.

    Digital media will continue to provide access points for learning. From the early days of educational TV to the live Internet lectures of today – options and entry points for learning continue to expand.

    Digital media projects and productions are powerful aggregators of learning. The shift from specialist subjects to projects and broad themes will continue as Digital World educators grapple with big questions such as sustainability and social justice – essentially how the world works and how to make it a better place.

    Digital media democratise education by providing open access to the discourse of ideas. Of course there is a dark side to this and we’ve still much to learn on how to work together in dialogue. But we have come a long way from the times when public discourse was available only to academic and broadcasting elites.

    Digital media will continue to afford new ways to engage and understand our world. Our capacity to capture, simulate and interact through digital devices provides new ‘ways of knowing’. The primacy of the written word has not been overturned but it is now complimented by a rich array of visual, aural and multi-sensory representations of our world and ideas.

    As I write these words on a small laptop, to a file stored in the cloud, to a post shared with the world, I remember that day focusing the projector to begin my journey to Teaching and Learning in the Digital World.

  • Feature,  For Students,  For Teachers,  Philosophy & Science of Learning

    Some Educational Insights from Confucius

    While travelling in Vietnam I visited the Temple of Literature in Hanoi. Built in 1070, it is dedicated to Confucius sages and scholars. There are many beautiful and interesting features to the site. It is one of the oldest establishments dedicated to learning and scholarship. It is a place of worship as well as a place of learning. The design and layout reflect the ideals of Confucian education, introduced by the Chinese into Vietnam more than a thousand years ago.

    Temple of Literature Hanoi

    One of the biggest misconceptions of the Confucian approach to education is that it promoted rote learning and didactic teaching to the neglect of deep understanding, critical thinking and individual autonomy.

    Examination of the writings from Confucius and his followers reveals a much richer conception of teaching and learning. Many of the ideas espoused in the texts are remarkably relevant in today’s complex digital world.

    Confucius (Kong Fuzi) lived from 551 to 479BC and his influences continue to this day in his home country of China and in many other countries across Asia including Vietnam.

    Difficulties with translations, changing political climates and the arrogant primacy of ‘western’ ideologies have meant the full depth of Confucian thinking on education has not been appreciated. Recently however, new translations and revised scholarship have opened our thinking on the Confucian approach to education and its relevance to the modern world.

    Confucius Shrine in Temple of Literature Hanoi

    There are two main works in the Confucian canon that address education and learning. The Analects (Lunyu) comprises a collection of sayings and teachings from Confucius’ life and Xueji (Record of Learning).

    It is the Xueji that perhaps is only now beginning to be fully appreciated. It is a short chapter in the Book of Rites (Liji) one of the Five Classics of Confucianism. It is from this source that one of the most insightful passages deals with the strategies for skillful teaching:

    XIII. [When] a junzi (noble or exemplary person) knows the reasons for teaching to flourish and fail, [such a person] can then become a teacher. Therefore a junzi teaches by leading (yu): [lead] the way [of learning] but does not drag [the learners];

    strengthen but does not suppress [them]; open [their minds] but does not arrive [at the conclusion on their behalf].

    [To lead] the way [of learning] without dragging [the learners] will result in harmony [between the teacher and learners];

    to strengthen [the learners] without suppressing [them] will result in ease [of learning for them];

    and opening [the learners’ minds] without arriving [at the conclusion on their behalf] will result in [reflective] thinking.

    [A teacher who produces] harmony, ease and [reflective] thinking may be called skillful in leading.

    This translation as well as the clarification in square brackets is from Tan, C. (2015). Teacher-directed and learner-engaged: Exploring a Confucian conception
    of education. Ethics and Education, 10(3), 302-312 (the line spacings are inserted by me to facilitate comprehension)

    There’s a lot more useful insight in the Xueji on the subject of teaching and learning. One of my favourites is on the subject of ‘bad teaching’. The lament here on what is wrong with some teachers is still very relevant today. Consider for yourself:

    X. The teachers nowadays [only] chant the [texts on the] bamboos, with much talking and asking of questions. [They aim to] advance rapidly but disregard [the learners’ ability to] accomplish [the learning].

    [The teachers] are not sincere in making others [learn], and do not give [their] utmost to [consider the learners’ individual] talents when teaching them.

    [The teachers] carry out measures that are contrary [to what is right], and make requests that are not realistic [for their learners]. In such a case, [the learners] detest [their] study and resent [their] teachers; [they] are embittered by the difficulty [of learning], and are unaware of [its] benefits.

    Even if [they] were to complete their study, [they would] certainly lose [what they have learnt] quickly. These are the reasons why teaching does not produce [its desired] results!

    Also from Tan, C. (2015). Teacher-directed and learner-engaged: Exploring a Confucian conception of education. Ethics and Education, 10(3), 302-312

    Great insight from two thousand four hundred years ago still very applicable today!

    Gardens around the Temple of Literature Hanoi
  • Feature,  For Teachers

    College Teaching: How to let go of PowerPoint

    It started as a means to an end. You wanted to do well in class but felt you couldn’t cope without additional support. “Don’t worry” you told yourself, “I can manage. I’ll just use a few. I’m not really dependent on them.”

    So you start with five, and then it becomes ten and before you know it your on 30 or more slides per class. Deep down you know you’re addicted.  

    College teachers – you may have PTS! 


    You may have full-blown PTS! Powerpoint Teaching Syndrome.

    Here are five indications to help your self-diagnosis of PTS:

    • Preparation for each class is devoted exclusively to preparing powerpoint slides. You even say things like “that’s the first five lectures in the bag” as you complete the slide banks.
    • You consider cancelling the class if the projector is broken or unavailable.
    • You read all the text from each slide.
    • Your rush through the last ten slides saying something like “I don’t have time to go through all of this so here are the slides”.
    • Your students explain they won’t be in class next week but they will read the slides instead.
    • You’re constantly asking other teachers for their slides. 

    If you answered ‘yes’ to more than one the above statements then you probably have PTS. If all of the statements are true then you are in deep trouble and should get professional advice on how to improve your teaching. 

    Don’t worry there is a cure for PTS and in many cases with proper treatment it can be completely eradicated. Here are some tips to help wean yourself off the dependency:

    • Build in-class student questions and activities into your slides –that way you focus on what the student does rather than the ‘delivery of content’.
    • Use the ‘B’ button in slideshow (on Powerpoint) –that way you can make the screen go black and it takes the focus away from the slide and on to what you say or do. Press B again to resume.
    • Place additional content in the notes sections of PowerPoint rather than on the main slide. Notes can be helpful for student revision without cluttering up the presentation.
    • Try to make every slide work hard for its place. Ask yourself ‘Is it really necessary? What purpose does it serve and how are students expected to use it for learning?’
    • Some functionality such as animation can work well for explaining particular concepts, at other times animations are useless distractions. Make student learning the focus of every decision you make and your overall design approach.
    • In class, talk about a topic then reveal the slides. That way you are giving the students an opportunity to construct their own understanding and then subsequently, they can compare and review through the imagery or text you present.

    In short

    Make your slides serve your teaching not the other way around.

  • Feature,  For Teachers

    New to college teaching – here are some tips to get you going.

    Well done! You’ve been appointed to teach a college module and you’re really looking forward to the experience. You know your topic and whilst you’re very confident about your expertise in your subject or discipline, you’re a little more apprehensive about your ability to teach.

    Like many other competences, effective college teaching involves a mix of knowledge, skills and disposition. There is certainly a continuum between the novice teacher (albeit subject expert) and the more experienced and accomplished teacher.

    The good news is that you have a lot going for you from the start. Subject expertise is a necessary but not a sufficient qualification for good teaching. Your in-depth understanding of your topic is a stable foundation upon which to build your repertoire of abilities as a teacher.

    The first tip is really an imperative and it’s perfectively captured in the phrase “It’s not all about me”. Many novice teachers naturally focus on their own performance. They prepare meticulously for what they will cover in each lecture. They design an extensive bank of slides for each class and they organise tasks for the students to complete between each session.

    Sounds like ideal preparation! And yes, all teachers should be encouraged to prepare well and to think about the tasks the students need to accomplish in order to build their knowledge. However, the missing ingredient in ‘all about me’ teaching is the focus on the student.

    You need to start and finish and at all points in-between stay focused on student learning as the goal and purpose of teaching.

    Ask yourself the following questions and then devise strategies to glean the answers

    • what is the current level of knowledge and understanding among the students of your topic?
    • are there potential flaws in their pre-existing comprehension?
    • how confident are the students in their abilities to learn this topic?
    • is there a range of abilities in the class, if so where is the baseline and where is the optimum?
    • how long will it take to learn and how much effort will be required?
    • do the students know what is expected of them and what kind of assessments they will undertake?
    • do the students know what to do if they can’t follow the material?
    • how will you know how well the students’ knowledge is progressing as you teach the module?

    The questions above could be arranged as a checklist for your preparation. It’s ok to write ‘not yet known’ beside any of the questions provided you have a plan in place as to how to get the answer.

    So, now you see the difference. Your first class may involve some questions and answers. Some group work to gather insights on prior knowledge. Some instructions on how to approach the topic and how and where to get support.

    You might be nervous as a first time teacher but you can also be sure that your students will also be apprehensive. By shifting the focus from your performance to their learning you take much of the the angst out of the situation.

    The purpose of teaching is to bring about learning. Stay with that idea and you will always be an effective teacher.

  • Feature,  The Cycle of Life

    Away with the fairies

    The Cycle of Life by Leon Ó Cáthasaigh

    First published in Ireland of the Welcomes Magazine

    It was going to be a long day. I started about an hour ago and knew I had at least five more ahead. Travelling west against the wind. At least the roads were quiet and the gentle landscape encouraged me along; hard pedalling in soft rain.

    All around was bog; plain to see but also discernable in the saddle by the lumpy ground.

    You might think of long distances as hardship on a bike but the truth is quite the opposite. I suppose it depends on your approach. If you were in a hurry to get to where you want the experience might be troublesome but if the journey itself is your destination it can be a fulfilling experience regardless of conditions.

    Imagine yourself on the road as I pass. There I was head down, legs working hard, water spraying from the wheels, all energy and puff. Based on this outward appearance you might reasonably assume I was hard at work fighting my way along. But that was not the case. Inside my head, I was in the zone. My brain’s senior management had gone home for tea and left unhindered, my thoughts were running amuck, strange images darted in and out as my imagination wandered about. I might as well have been snug in bed for I was dreaming away.

    My mother, and many others from rural parts, would describe my condition as ‘away with the fairies’.

    All around was bog; plain to see but also discernable in the saddle by the lumpy ground. It must be a great challenge for engineers to build a road across a bog. There seems to be no hard surface just a squelch underfoot that encourages caution. Bogs have always been regarded as mysterious places associated with danger and strange happenings. Tales were told of the otherworld and the gentle people who live alongside us. The bog was their place and we pass through with caution and respect. It would be a brave soul that wanders about the bog at night.

    Looking around it was easy to understand why stories survive and the logical world of science and technology has not taken hold. In the misty rain small droplets formed on the bog cotton and twinkled as they caught the early light. The wee turf stacks left to dry were strangely regular and aligned. The rushes shifted unpredictably, perhaps it was the wind.

    Our ancestors realised that we cannot explain everything

    Our ancestors realised that we cannot explain everything. We see only part of the world and there is more beyond our reach. Long ago young people had much to learn, dangers to be avoided, knowledge and skills to be acquired and lessons on how to survive and succeed. Wisdom resided in the old people but there were no schools of colleges. Stories were the backbone of learning and an important means of preserving culture and tradition.

    Stories were also a means of entertainment; the soap-operas and block-busters of the day. Winter evenings spent around the fire listening to tales and sagas, some romantic, some heroic and some dark and scary. Like the Hollywood films of today there were popular genres and familiar plot lines that could be told and retold. And among the most well-liked and frequently used motifs wasthe notion of the parallel world of the fairies; the wee folk who go about their business and like to be left alone. Gentle people who offer no threat at all, until that is you disturb or annoy them, and then they become cantankerous, mischievous and malevolent trouble-makers.

    I pulled in off the road just beside a Hawthorn tree. All around was quiet but for the faintest rustle of wind. It was time to take a break and what better place than this. Just beyond was an outcrop of bog oak the shape of which looked to make an excellent seat. I had a small snack bar and a bottle of water so I left my bike and carefully picked my way toward the spot. Bog oak is common enough in Ireland, the remnants of ancient forests thousands of years old. The alkaline conditions ensure the wood does not rot and often very large specimens remain intact. When the wood is eventually exposed due to shifting ground or turf-cutting the emergent trees have a bleached and sinuous quality. Strange contorted shapes are not uncommon. These were my thoughts as I approached, for as sure as I’m telling you this now, there was the queerest shape of a little fellow in the tree. He was sitting on my seat!

    Strange contorted shapes are not uncommon.

    Stories were often used to warn young people about the dangers of wandering off or talking to strangers. A typical fairy story involves a poor lad, who wanders off in the night, often after too much of his favourite sup, only to find himself lost and alone. In the distance he hears sweet music and faint cries that indicate merriment and dancing. When he approaches the source he sees strange people with pale faces dancing away. The music is the most melodic and lyrical he has ever heard and the dance is fast and elegant. In the middle of all this, perched on a high seat, is the king of the fairies surveying the scene and directing affairs. Most story tellers suggest the best thing to do in this situation is to quietly sneak away and ‘leave well enough alone’. However, this never happens, the gormless drunk decides to join the party and rudely crashes in on the scene. The music stops! He’s immediately surrounded and brought before the king. Apologies are too late and some recompense needs to be paid. The unfortunate man is inflicted with a bad leg or a strange hump.

    In other cases the person who happens on the scene is treated more fortunately. If appropriate respect and compliments are proffered the visitor may be invited to join in the merriment. The revelry goes on through the night and few can keep up with the pace and finesse of the dancing. In the morning the visitor awakes alone in the field and is left to tell the tale.Of course these are just stories and it’s impossible to find anyone who will provide a first-hand account of such an encounter.

    In the beginning I wasn’t greatly troubled by the figure that seemed to emerge from the shape in the tree. It was a trick of light and shadow. The trunk was gnarled and folded and human beings are pre-programmed to see faces everywhere. However, this was uncanny. There was a clear outline of a full-figure of a man. He had a wide hat and he was looking slightly away from me as if in quiet contemplation. Despite my unease I continued to approach expecting the apparition to fade at any moment. Quite the opposite –the closer I got the more I became convinced there was someone really there!

    There are several folk-theories to explain the existence of fairy people. One suggests they are Tuath DéDannen the mythical inhabitants of ancient Ireland. These people remained on but live now in their own way on the land. Another folk-theory is that they are fallen angels, not bad enough to go all the way down, now stuck here on earth. Regardless, fairies were considered to live quietly among us and were seldom seen. Most fairies have pale skin and a fair complexion –that’s the best way to recognise them as not all are small in stature. It was considered impolite to refer to them directly so they were often described as ‘the good folk’or the ‘gentle people’.

    Fairies come it two types: there are the trooping fairies who march about on special nights such as mid-summer or better known hereabouts St Johns eve; and of course individual fairies such as the pooka, banshee and well known leprechaun. All have many talents and can bestow gifts such as special skills to help with music or dress-making or they can do damage and make milk go sour or inflict ailments on unfortunate people.

    The fairy world is parallel to our own and in many ways they live similar to us. They rear cattle and sheep and sometimes they slip into market towns to replenish their stock. Few can see or recognise them for they are masters at disguise and trickery. There are many stories of interference with farm animals and crops. They are often blamed for a bad harvest or missing sheep. Trouble also arises when houses were built in the way of the trouping fairies favourite routes. Should this happen the occupier would be in for a noisy time at night until the good order of the route is restored.

    Fairy superstition remains active to this day and although many people won’t admit it there are few who would desecrate the many ring forts, also known as fairy forts, on farms across the country. Let’s just say there’s less of it about but the old ways still linger.

    That day as I approached the figure in the bog I applied all my wits to find a rational explanation for what I was seeing. One moment it’s a tree and the next it’s a man. If it’s a man what is he doing here? What if it’s a sculpture that would explain it? I decided go around a bit and see if I could look head on. As I shifted I had the strangest sensation that his head was shifting too. At this point I was getting a bit anxious. So I decided to make one big leap toward the tree and settle the matter for once and for all. As soon as I jumped I realised my mistake. I was so focused on the figure that I forgot I was in a bog. They all came together: the unmistakable slurp, the cold wet sensation as water entered my shoe and, most worrying of all, the feeling of being pulled downwards into the bog. I was stuck!

    So there I was, about twenty paces in from the road, stuck up to my knees in a wet marsh staring at a piece of wood that was smiling back at me. I decided to do the only logical, rational and scientific thing I could think of. I bowed my head and apologised profusely. I explained that I had only wanted to stop for a short break, I meant no disrespect and if he wouldn’t mind releasing me I’d be on my way and happy to leave my fruity bar behind. I jiggled and pulled and eventually one foot, then the other, came loose minus my shoes. I fell over and scrambled on my knees toward the safety of the road. Moments later reunited with my bike, blackened and without shoes, I wasted no time in pedalling away from the scene. As I looked back I caught a glimpse of him again this time he seemed to be eating something and sporting what looked extremely like a new pair of shoes.

    Later that evening, as I retold my story around the fire, my friends looked knowingly at each other as if to say ‘he’s away with the fairies’.

  • Feature,  For Teachers

    What makes a good teacher?

    One of a series of questions to be explored at Essential Questions for Educators Everywhere open summer course National College of Ireland 26-30th of June 2017

    eqfee.org ‘What makes a good teacher’ seems a simple question and you might expect a straight forward answer. However, the more you think about it the more you will realise that it is not so simple after all.
    NCI Staff at a Learning & Teaching Development Event
    For many years now, I have worked with students and teachers in different sectors and contexts. Over time we have developed an exercise to interrogate this question. The exercise is worthwhile for learning professionals everywhere.

    You can try this yourself.

    Start by thinking about your own experiences as a student and ask yourself who was the best teach er you ever had. Go on think about who that might be now…. Have you identified someone? Good! Let’s presume you can picture that person in your mind. Write down, or make a mental list, of the top qualities you associate with them.

    Keep that list handy and read on…

    OK, I’m going to have to introduce some theory before we proceed. Let’s assume the basic task of a teacher is to bring about learning in another person. I hope you can accept this as a starting point. So, teaching is a skill or craft associated with a person who’s quality or effectiveness is only apparent through their impact on others. This is similar to, say, the skills of a comedian. The task of a comedian is to make others laugh; no matter how closely you examine the actions of a comedian you can only confirm their talent through the laughter of other people. So too for teaching, if you wish to examine the qualities of a teacher – don’t look to the teacher. Look to the students!

    Now, let’s take a look at your list…

    Did you write the words ‘passionate’ or ‘inspiring’ or ‘motivational’ or words to that effect, as qualities associated with your good teacher? At our workshops many participants suggest these terms. I agree these are important values but with one proviso: Think back to the classroom contexts in which you experienced the ‘good’ teaching. Try to visualise the scene and look around. Was it a maths or history class, was it school or college, practical or theoretical? Was everyone learning? How good do you think a teacher would be if they only inspired already talented students? In many cases, our vision of a good teacher is biased in terms of our own experience of learning with that person. Student teachers often speak fondly of a particular role model who ‘inspired’ them to do science or who ‘fired their passion’ for literature. Good for them! But always ask was there anyone left behind? In my opinion, good teachers do whatever it takes learning happen to the best extent possible for every student. This means teaching in a manner that includes all students and builds on existing knowledge and skills.

    One other point

    How many people do you think would write ‘left me to work it out for myself’ as a quality of a good teacher? This is a tricky one. When you focus on the actions of the teacher you see nothing happening. When you look to the student or learner you see someone busy in the stretch zone. This is an elusive quality of teaching often termed ‘nurturing inquiry’. At a certain point learners need to break free from the instructional supports and scaffolds required at the early stages. Good teachers know this and are not afraid to encourage students to go it alone at a point on the learning journey. *** Often, the exercise causes us to re-appraise our first thoughts on what makes a good teacher. Of course, the implicit question for all learning professionals is ‘am I a good teacher?’

    So what makes a great teacher then …

    Actually, no less an authority than Confucius, provides a very good response to this question in terms of a ‘The Skilful Teacher’. I have altered the quotation here to bring it up to date in terms of gender references:
    The Skilful Teacher
    When a superior person knows the causes which make instruction successful, and those which make it of no effect, one can be a teacher of others.
    Thus in teaching, one leads and does not drag; one strengthens and does not discourage; one opens the way but does not conduct to the end without the learner’s own efforts.
    Leading and not dragging produces harmony. Strengthening and not discouraging makes attainment easy. Opening the way and not conducting to the end makes the learner thoughtful.
    One who produces harmony, easy attainment, and thoughtfulness may be pronounced a skilful teacher.
    Confucius, Book XVI – HSIO KI (Record on the Subject of Education) Modified gender references.
  • Feature,  Philosophy & Science of Learning

    We Need New Stories in Education

    The Seven Basic Plots is an interesting book by Christopher Booker, the main argument is clear from the title; we have a limited number of story lines and regardless of context or medium, we like the familiar, predictable and comforting. Fairytale, folklore, epic novels and modern film scripts all use variations of basic narrative structures; resilience in the face of onslaught, heroic journeys, monsters and dragons and of course, the struggles of good and evil. The argument is not unique, many thinkers have pointed to a form of collective intellectual comfort blanket. We welcome stories that reinforce pre-existing assumptions and avoid those that challenge our biased views and require re-jigging our model of the world.

    The ‘basic plots’ phenomenon is much in evidence when we talk about education. Whether it is media reporting, policy discourse or public commentary, we return time and again to the familiar blandness of the comfort blanket.

    I’m tired of hearing about the epic journey of the Leaving Certificate, I’m done with the struggles of the science and engineering to attract and charm the young people of today, I no longer need the wisdom of employers, I’m fed up with tales of cash strapped colleges, disgruntled unions and skills deficits. It’s time we moved on from the great myths of technology and unsupported open learning. I know these stories and I’m sure they will be around for a while but isn’t it time we introduced some new topics and debates? We need new stories in education.

    So here is my suggested starter list of four new stories in education. When I say they are ‘new stories’ I am not suggesting that they have not been around before now – far from it, many are as old as education itself, what I mean is they seem absent or under-represented in the public discourse. So here they are, first as a list and then a short paragraph on each:

    • Education and Democracy
    • What Do We Mean by Learning?
    • What Makes a Good Teacher?
    • Learning Throughout Life

    Education and democracy – now more than ever we need to discuss the connection between these two ideals. Is it possible to have a functioning democracy without open, informed and truthful discourse among the citizenship? Perhaps we are so busy ‘training’ people to develop instrumental, economically viable skills that we overlook the ‘skills of democratic participation’ such as reasoning and critical literacy. Trump, Brexit, far-right movements … need I say more.

    What do we mean by learning? – We use the same word ‘learning’ for the many ways in which we extend our knowledge and develop skills and this variety in itself often leads to confusion. We need to develop a better way to bring the conversation about learning forward. Nobody has all the answers, especially academics, but we do need a common language and fundamental framework for understanding what we mean by learning and how to make it work better. In this way we can have sensible debates and together we can learn-about-learning  for our own sake and that of our children.

    What makes a good teacher? – Teachers are everywhere not just in schools. I don’t just mean this as a trite point to make us feel better; it is more fundamental than that. If we were not good teachers we would not survive as a culture and civilisation. All societies are concerned with the means of passing on from one generation to the next, the ‘way-of-doing’. So what makes good teaching? Is it specialist knowledge and deep expertise? Is it about passion and inspiration? Is it about explaining and making things easy? Is it about inclusion and bringing everyone along. Is it empowerment? And what makes a teacher ‘good’? Is it a moral value or a technical skill?

    Learning throughout life – Learning has traditionally been associated with nurturing the young and as preparation for life and work. However, it is better to regard learning as part of life itself, it is something that we continue to do so long as we live. Learning may be regarded as a gift we give to our future selves and so long as we have a future we will need to learn.

    Let’s talk about the issues and questions outlined above. They are important and I’m sure there are many different viewpoints to be considered and many new stories to tell.

    Time to move on.

     

  • Philosophy & Science of Learning

    Comments on the ‘Action Plan for Education 2016 -2019’

    The Government’s new Action Plan for Education is a very welcome document that contains clear aspirations and detailed actions to be achieved over time. The overall vision is that we (Ireland) become the best education and training system in Europe. This is excellent news and like many others who work in education, I think it is a highly commendable goal; it is realistic and achievable and the Action Plan is an important statement of intent.

    In that spirit I would like to make some suggestions and identify areas of improvement. This is not to overlook all of the good stuff and positive actions contained therein. Rather, it is to contribute to our thinking so we can achieve the goals to their fullest extent.

    In the preamble to the document the plan sets out what it means to be the ‘best in Europe’, it means:

    “Harnessing Education to break down barriers for groups at risk of exclusion; delivering a learning experience to highest international standards; equipping learners of all ages and capacities to participate and succeed in a changing world; and allowing Ireland to be a leader across a broad range of fields, scientific, cultural, enterprise and public service.”

    (Page 1)

    I couldn’t agree more and particularly welcome the emphasis on ‘learners of all ages’ and ‘capacities to participate and succeed’. It is right that we identify learning and education as important means of dealing with exclusion and alienation of certain groups in our society.

    Given our big vision you would imagine then that aspiration of ‘lifelong learning’ would feature prominently in our Action Plan. Furthermore, you would expect to find some form of analysis of what we mean by ‘learning for life’ and significant details on how we intend to support all our citizens to ‘participate and succeed’ in our ever changing world. Sadly, there is little by way of detail provided for both these areas.

    Throughout the document we find only strategy and policies that regard the purpose of education as meeting the needs of the labour market and hence ‘lifelong learning’ as wholly concerned with the provision of economically viable skills for the working-age population.

    And yet, at the high level of aspiration there are laudable goal statements such as:

    Education and training services support people throughout their lives. They play a huge part in developing their mental resilience and personal wellbeing. They equip people with the ability to adapt, to work with others, to think critically and to be creative. They give people the skills and knowledge to fulfil their personal goals.

    (Page 2)

    This seems to be a case of wanting it both ways; goal statements that envision education as a universal process, supporting people of all ages, encouraging adaptability and equipping people with the skills and knowledge to fulfil their personal goals, while the action statements overlook everyone beyond working age and neglect the personal fulfilment needs of carers, stay-at-home parents, community leaders, voluntary workers and the numerous activists and contributors to our sense of citizenship and culture.

    One of the most troublesome sections of the Action Plan is that which deals with “Goal 4 To Build Stronger Bridges between Education and the Wider Community”. I would have though this would be the section that would espouse the big vision of education for all. Instead it seems to miss the point entirely. It’s as if there is no community out there other than employers and big science, and the only education that seems to matter is tertiary education. There is nothing there for alienated communities, isolated individuals and those who cannot contribute economically. There is nothing about the values of education to contribute to creativity, democracy, or our sense of justice and community. There is nothing of our identity, culture, our heritage, our shared past or sense of attachment to the land in which we live.

    It is not sufficient to teach wellbeing in schools without practising it in society. We will not succeed in nurturing critical thinking in young people unless we ourselves challenge prevailing views and question the forces that shape our world. Creativity in people of all ages will flourish when we share a common sense of identity and belonging.

    Put simply, education is a means of participation in society. Participation often includes, but always goes beyond, finding employment. Participation involves giving people a sense of purpose and the feeling of being valued and included.

    In many areas the Action Plan gets it right and there are numerous welcome developments. However, if we are to achieve the vision contained therein we will need to extend our thinking. It is worth the effort as the prize is an education system that has meaning and value for everyone and helps us achieve a better, inclusive society.

  • Feature,  For Students,  Tips

    Ready to Learn – Taking the First Step

    Oh I was just wondering have you got a moment, I just want to ask you about something‘ she had arrived at NCI reception and they suggested I might meet with her. ‘No problem at all‘ I assured her while thinking how much I had to do that afternoon.

    Five minutes later she sat in my office. She was very nervous and I thought I noticed a slight trembling in her voice. Her name was Susan.

    It’s like this‘ she said ‘I was thinking of doing a course here but I am not sure if I’d be able for it‘. She went on to tell me her story. She left school at sixteen without a Leaving Cert. She worked in the retail sector for the last twenty five years and now she is a manager. She is married with three kids and two of them are in college. She reads a lot and is well liked by her colleagues. Generally, she’s happy.

    But there’s always been a niggle. An unease and sense of being often left out, ignored and taken-for-granted. ‘Sure what would Susan know‘ she once overheard a younger colleague remark.

    Susan explained that she has been thinking about college for years but had never taken the first step. Recently she floated the idea of doing a course with her friends and family ‘Yeah go on why don’t you give it a try‘ they would encourage her. But deep down she was nervous and didn’t know where to start.

    So I don’t know Leo why I’m here, perhaps it’s just a crazy idea, I mean, I don’t even have a Leaving Cert and I was crap at school, this is a terrible idea, sorry for wasting your time‘. I just listened, it was like I was the audience for her inner debate. ‘But I can do it! I’m good with words, this is for me, this is my chance!

    Would you like a cup of tea?’ I asked, eventually finding something I could be useful at. ‘Yes that would be great‘.

    IMG_1799

    Later we talked about adult learning and how she was not that unusual. College, especially National College of Ireland, is not like school. Adults are welcome and treasured as they bring valuable life experience to the classroom. We discussed how people like Susan make a conscious decision to learn and often thrive when they go to college. They find new ideas, make new friends and find new meaning in their lives.

    Years later we were standing at the conferring ceremony  in the National Convention Centre, Susan was all gowned up and proudly clutching her parchment. She introduced me to her family and there were smiles all round.

    Do you remember our first meeting?‘ she asked. I nodded ‘yes’. ‘Well!  I just want to say thanks for the tea. You make a good cup of tea‘ she grinned ‘one that will last a lifetime!‘.

  • For Teachers

    5 Reasons to Study for a Degree in Early Childhood Education and Care

    NCI’s Centre for Education and Lifelong Learning is now offering a daytime BA (Hons) in Early Childhood Education and Care.
    Next Wednesday 21st of April at 18.30,  we are excited to host an Information Event particularly for school leavers interested in this course. 
    Below are my suggestions as to why you should consider this as you first choice option. 

    5 Reasons to Study for a Degree in Early Childhood Education and Care

    1. Learn the most important job in the world

    Early childhood educators teach, nurture and care for children at the the most sensitive and significant stages of their lifelong learning journeys. What could be more important than that!

     

    2. Explore how children learn through play

    Study the science of childhood development to find out how children learn through play and exploration. Witness the fascinating process of the development of thinking, speech, social awareness and a sense of personal identity in the early years.

    3. Develop practical skills in workplace settings

    Experience the full dynamic of early childhood education and care through your placement setting and learn how to connect your knowledge with practical skills.

    4. Harness your ‘fun’ self

    Teaching children requires a special talent for seeing the world through their eyes.
    This means you will need to act, play, have fun, make art and appreciate the zany world of the imagination.

    5. Open the door to future career options

    Graduates with a BA in Early Childhood Education and Care are qualified learning professionals. You will be well equipped to work and to supervise in early learning settings. You can also choose to further your studies through an MA in Educational Practice or a teaching qualification to teach in the Further Education sector.

  • Feature,  For Students,  For Teachers,  Philosophy & Science of Learning

    International Women’s Day: Maria Edgeworth’s Ideas on Education

    As today is International Women’s Day, I thought it appropriate to draw attention to the contribution of Irish woman and novelist, Maria Edgeworth to educational thinking in the late eighteenth and early nineteenth century.

    She is best know for her works of fiction such as Castle Rackrent but less well know is that she broke the mould of the day by writing a book on Practical Education in 1798. 

    There is much to admire in her thoughtful analysis of education and inquiry. 

    Although her work should be interpreted within the social historical context of the time.

    The quotation below is a remarkable insight for its time and is as apt today as it was over 220 years ago. 

    A number of facts are often stored in the mind, which lie there useless, because they cannot be found at the moment when they are wanted.

    It is not sufficient, therefore, in education, to store up knowledge; it is essential to arrange facts so that they shall be ready for use, as materials for the imagination, or the judgment, to select and combine.

    The power of retentive memory is exercised too much, the faculty of recollective memory is exercised too little, by the common modes of education.

    Whilst children are reading the history of kings, and battles, and victories; whilst they are learning tables of chronology and lessons of geography by rote, their inventive and their reasoning faculties are absolutely passive; nor are any of the facts which they learn in this manner, associated with circumstances in real life.

     

    [Maria Edgeworth Practical Education Pg 300]

  • Philosophy & Science of Learning

    Education, Lifelong Learning and the Transformation of Society

    There is much anger in the world today. People rage against injustice and inequality. Tempers flair as we struggle to protect the planet. Societies change and evolve and our values are transformed over time.

    Many practices such as slavery, colonialism and capital punishment were deemed acceptable in the past and considered abhorrent by today’s standards. Our current laws on discrimination and tolerance were hard fought and did not come about without argument and persuasion. Even with these, we know there is still much to do.

    The progressive process of transforming values in society is essentially an educative endeavour. Consider how our collective values have changed, even in the course of, for example my own lifetime: My eldest sister had to leave her job when she got married, it was ok to hit children in school, homosexual acts were deemed criminal offences and university fees excluded many from achieving their potential. The situation today is not perfect but it has improved considerably.

    However, we do not live in some privileged time when our values have evolved to a pinnacle. We continue to question how we live with each other and strive to make it better.

    In this vein, it is not unreasonable to assume that at some point in the future our understanding of the purpose of education and the nature of lifelong learning will be transformed.

    Today, many people think of education as simply a process of preparation: as the preparation of the young for adult life, or the unskilled to become competent, or of human capital in the interests of the supply of labour. Despite its prevalence, this is an impoverished view of education and a flawed model of learning.

    Education involves more than preparation; as we learn we are already participating. Our world is transformed by journeys from peripheral to central areas of practice, from novice to expert and from passive acceptance to deep questioning of shared values.

    Two significant UNISCO reports, Learning to Be (Faure 1972) and Learning: The Treasure Within (Delore 1996), affirm the transformative power of education on the lives of individuals and societies as a whole. The so-called ‘four pillars’ derive from these documents:

    Learning to know,

    Learning to do,

    Learning to live together,

    Learning to be.

    These statements go beyond the purposes of education to embody the values that underpin the transformative power of lifelong learning.

    Notice how they build and connect with each other. “Learning to know” is perhaps the most obvious and commonly associated with the preparation model of education. In recent times we are increasingly aware of “learning to do” as an important function of vocational and professional education. However, it is only when we connect these with “learning to live together” and “learning to be” that we grasp the progressive nature of learning.

    In ‘learning to live together’ we are challenged in a different way – to recognise and respect all other people and to share our competence and collaborate for a better world.

    Through these actions – learning to know, do, and live together – we move toward the goal of ‘learning to be’. Each person achieving their full potential.

    This is the ultimate aim of education and lifelong learning. Perhaps at some time in the future these values will be shared by everyone. That’s the power of transformative learning!