Responding to Pupil Led Tangential Thinking: A Case Study of Teaching Romantic Poetry in a Post-16 Setting

Autor/inn/en	Collyer, Edward; Norton, George; Lawrence, Clare; Reeve, Sarah; Siddiquee, Rahim; Meachem, Alethea; Hardwick Shaw, Daisy; Enright, Laura; Hutton, Fleur; Gillespie, Jacob; Harrison, Katie
Titel	Responding to Pupil Led Tangential Thinking: A Case Study of Teaching Romantic Poetry in a Post-16 Setting
Quelle	In: English in Education, 56 (2022) 1, S.47-58 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Collyer, Edward) ORCID (Lawrence, Clare)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0425-0494
DOI	10.1080/04250494.2020.1848350
Schlagwörter	Cognitive Processes; Poetry; English Instruction; Romanticism; Foreign Countries; Thinking Skills; Climate; Secondary School Students; Reading Aloud to Others; Video Technology; Teaching Methods; United Kingdom (England) + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Lyrik; Poesie; English langauage lessons; Englischunterricht; Romantik; Ausland; Denkfähigkeit; Klima; Sekundarschüler; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This paper considers alternative ways of teaching Romantic poetry to post-sixteen English Literature pupils in England. It explores how practitioners can value tangents developed by pupils' independent thinking when pupils are given the freedom to develop their own ideas. It reflects on a lesson planned to respond to a tangent developed by the class in a previous session; that William Blake's "The Tyger", to a contemporary reader, explores the 21st century preoccupation of climate change. The lesson outlined in this report built upon these ideas further, valuing the pupils' tangential thinking. Approaches like these are particularly important now as the performativity agenda in schools, promoted by league tables as a measure of effectiveness, can result in some schools teaching to the test, at the exclusion of encouraging personal and creative responses to texts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01