Emily Honderich

Reflection Research Summary

My education in the community is reflected in how we carry out our work. To help illustrate this point, we are going to look at two models, the banking model versus the spiral model.

“The "banking" model of education uses a part of the conservative-technocratic stream of education. This model suggests that learning begins with the experts we worked with who were our role models. Teachers have the information consumers visitors and students need to succeed. My success and learning process is defined as conforming to the role model, which means becoming the expert and supporting the status quo and events at my placement and vounteer opportunities.The spiral model suggests that my learning begins with the experience or knowledge of participants. After participants have shared their experiences, they look for patterns or analyze that experience by looking at the commonalities and the differences. This allows me to avoid being limited by the knowledge and understanding of the people in the room. We also use it to add or create added information or theory collectively and work as a group. Participants try on what they have learned to practice new skills, strategize, and create action plans. This helps them apply in action what they have learned in the workshop.Working in the circle model is helpful to me because it values the expert's knowledge and experience as well as the participants. In the wave model, everyone teaches and learns collectively, creating new knowledge, rather than only the teacher teaching and the students learning using the expert model. The use of the spiral model leads to action for social change rather than to the maintenance and reproduction of the status quo.The use of the spiral model helps me work with creative tensions and the tension between practice and theory, as well as action, and reflection. There is a tension between participant knowledge and new input.This helps me consider how I learn. IWe use the learning heads in our workshops to demonstrate that people retain more of what they know when they use their senses and can best apply what they are learning, which helps the viewer understand more about how people learn best. The spiral model allows us to use this added information to structure my education and workshop sessions at The Bata Shoe Museum as well as use the wave model which uses what we know about adult education.The principles of effective adult education practice include what participants see and helps them view what they are learning as valuable and establishes clear goals. Participants can make mistakes because the experience of all participants is valued and drawn upon. New facts and insights are connected to what participants already know. Participants get direct and frequent feedback when people share/debate/discuss what they are learning with others. Participants feel respected when participants have input into how teaching and learning happen because differences in identity and experience are acknowledged using building blocks.This questions the nightmares in the educational session and become our building blocks.In our experience, there are four essential elements to consider before beginning to work on the design. These elements include; the participants, things to guard against, the desired outcomes, resources, and skills we have or need to get (gender, race, ethnic background, class, age, sectors, or areas of work), first language/fluency in the language to be used in the session, how well they know each other, and what experience they have with the topic.The Foundations of the curriculum was taught by many instructors, amongst whom there was a plurality of opinions about its content. This pattern acknowledge a plurality of approaches. However, this also needs some help. The problem is Ontario teachers' curriculum principles, or orientations, are simply frameworks: perspectives which articulate what can be done in their classrooms. But they are not the totality of the workshops "curriculum." This article discusses various views of the curriculum, which include transmission, transaction, and transformation. Not reported in the research was "the gap" between what teachers said their intentions were and what they revealed about their choices in their classroom practice which was more limited than inclusive. It was not reported in all good research which was "the gap" between teachers' intentions and what they revealed about their classroom practice, which was more limited than inclusive. In one sense, the problem was obvious: as Polanyi (1958) puts it, "We all know more than we can tell." However, the obvious needs to be clarified in words when we talk about curriculum. There are two complementary modes whereby teachers work with curriculum: Knowing in and knowing about. Teachers combine their thinking/action/learning as a "live through" experience. Knowing about occurs when we think, reflect, or talk about such experience and is also abstract in that it can be rational, empirical, or both. Good teachers know what to do and have and use their practical knowledge to support it. ”