Students of mine have created recent experts, of volcanoes tsunamis, earthquakes, refugee camps and, well the list is quite extensive. All linked to curriculum requirements and demands, the drive with which they undertake their teaching and learning role can be quite breathtaking.
The use of film and sound technology, creating both visual and aural collages and demonstrating clear understanding of the various topics and issues, is all the more impressive given the short space of time in which all this has been achieved.
Students have responded to MoE as a forward thinking / progressive teaching and learning tool because they are aware of it from their days at High School.
So there you have it.
MoE across the curriculum all the way through to University.
Who would have thought!!
But what's next?
Pardon?
What do you do next after MoE?
What's wrong with some more MoE?
Transferring the skills, knowledge and so forth into examination results reflecting deep learning perhaps?
I don't believe the learning I have seen lacks academic vigour as it has been both challenging and enjoyable.
It is however, at this precise point, that colleague concern kicks in.
The debate will rage back and forth and as with all teaching and learning debates nowadays there will be positive and negative outcomes.
Winners and losers if you want.
It happens every academic year and has done for a long time in my own experience.
As I gaze and flick through examination, curriculum and department materials from a variety of sources, I find myself quite often amazed at the detail within.
Unfortunately, I am often left wondering who is listening to who?
If no one is listening to my students they might just turn around and ask what is the point of MoE?
What can I tell them?
