Reflection 1 :
I was unable to attend the first workshop in person as planned and caught up by watching the online recordings from the online session group. So far, my impression of the PgCert is that it is easy to become overwhelmed, although on paper it doesn’t seem to be too much work, undertaking this on top of my lecturing, studio practice and other part time jobs, the reading, writing and general reacclimatising myself to being a student has been difficult.
‘Work‐based mature students enter higher education with a readily constructed identity based on their work role, but this may be in conflict with the new student identity. Barnett suggests the adult who chooses to leave one life world to enter the intellectual world of learning faces the ‘existential anxiety’ (Barnett,1999). of ‘inhabiting two discourses at once’ (Elliott,1999).’ (Askham, 2008).
Being dyslexic the tasks along with some of the new language and terms that comes with this level of learning about teaching practices can be really challenging and I have learnt that I need to take things at my own pace whilst also trying to reach the deadline coming in March.
“Dyslexia is not a disorder of intelligence, but a difference in the way the brain processes language. With the right tools and support, adults with dyslexia can succeed in language acquisition and literacy, showing that learning is accessible to all.” (Shaywitz, 2003).
With taking this step to undertake a PgCert and put myself back into a student position it has helped me reflect on how my students may be feeling. They have chosen to do a very practical course but there are still many written elements. Before this I would bemoan the fact that students had left their practical projects to focus on completing their essays, even though the courses’ main focus is on the practical projects they produce. However in reflection I can understand how battling the two together is incredibly hard, it is a lot to ask students whose skill set lies in working with their hands to make art to sit in front of a computer and write essays, not only this but when half my class has English as their second language it really has helped me empathise which just how hard being a student is and how different approaches to learning need to be considered by teachers. I am much better talking through ideas in person and demonstrating what I do rather than writing things down, hopefully courses can progress to a more demonstration, conversation and contribution-based evidence and assessment model.
References:
Askham, P. (2008). Context and identity: exploring adult learners’ experiences of higher education. Journal of Further and Higher Education, 32(1), 85–97.
Barnett , R. 1999 . “ Learning to work and working to learn. ” . In Understanding learning at work , Edited by: Boud , D and Garrick , J . London : Routledge.
Elliott , G. 1999 . Lifelong learning: The politics of the new learning environment , London : Jessica Kingsley.
Shaywitz, S. (2003). Overcoming dyslexia: A new and complete science-based program for reading problems at any level. New York: Knopf.