As we explained in an earlier post, one of us (Jessica Mason – @DrofletJess) runs a final year undergraduate module at Sheffield Hallam University, exploring all things English education with students, some of whom intend to pursue a career in the teaching profession, others of whom are just academically interested. You may have followed some… Continue reading Attainment, Well-being and Identity: A Student Perspective on Setting.
One of us (Jessica Mason – @DrofletJess) runs a final year undergraduate module at Sheffield Hallam University, exploring all things English education with students, some of whom intend to pursue a career in the teaching profession, others of whom are just academically interested. Some have a background in pure language and linguistics, others in literature,… Continue reading A Boy and His Books: The Power of Reading for Pleasure
Our last two posts have been focused on mind-modelling (Stockwell 2009), and in this post we’re going to think about how it can offer insights into practices and challenges surrounding marking and feedback. Mind-modelling – the process of constructing a working model for what we think is going on in another person, or character’s, mind… Continue reading Mind-modelling: Marking and Feedback
In the previous post we introduced the concept of ‘mind-modelling’ (Stockwell 2009): the process by which we consciously and unconsciously construct what we think other people, characters or animals are thinking. If you like, you can read that post in full here. The most important point is that mind-modelling highlights that we only actually have… Continue reading Mind-modelling and Questions in the Classroom
In this post we are going to step back from the literature classroom specifically to explore what a concept from cognitive linguistics – mind-modelling – can offer to our understanding of classroom discourse, both in English and across the school. Mind-modelling (Stockwell 2009) Rooted in cognitive research on Theory of Mind (Premack and Woodruff 1978),… Continue reading Mind-modelling and classroom interaction
One of us (@DrofletJess) has been running a third year undergraduate module exploring current research and debates around English Education this semester at the University of Sheffield, UK. We felt that some of the students’ submissions would be of huge value and interest to the wider English Education community and as such we are featuring… Continue reading ‘Why aren’t we watering the concrete? The value of linguistics and critical pedagogy to the teacher’, by @EGH324 student Isobel Wood
This university semester one of us (Jess Mason – @DrofletJess) has been running a third year undergraduate module at the University of Sheffield called Language and Literature in the Classroom: you can see live tweets from the lectures at @EGH324. The module is a research-driven exploration of current issues and debates in English education. For… Continue reading ‘You’re an English student who doesn’t read?’ by @EGH324 student Kathryn Jamshidi