This project introduced Socratic dialogues as a pedagogical construct for ESOL tutors to use to develop their critical thinking skills by drawing on the lived experiences of BAME learners.
This project introduced Socratic dialogues as a pedagogical construct for ESOL tutors to use to develop their critical thinking skills by drawing on the lived experiences of BAME learners.
The Thinking Folk project focused on developing working practices within the ESOL department but also to stimulate wider appeal across the college. CPD sessions were attended by tutors from a range of subject specialisms to encourage Socratic dialogue in classrooms. The project led to a curriculum rethink and a commitment to dedicating one day a week to participatory ESOL learning activities.
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5. Value and promote social and cultural diversity, equality of opportunity and inclusion - The project provided a platform in which social and cultural diversity could be shared, understood and celebrated. Despite following a procedure, the resulting dialogues mirrored the ‘café’ conversation of everyday life, bringing an authenticity to learning that brought learners and tutors together in greater mutuality.
6. Build positive and collaborative relationships with colleagues and learners - The project was built on the foundation of promoting togetherness. The process of sharing glimpses of learners’ lives resulted in participants reporting that they tangibly felt closer and understood each other better. Importantly, the positive relationships were built on equality and in some ways were a naturally occurring byproduct of each dialogue. The introduction of a Google classroom resource sharing space provided a space in which tutors not only shared resources but also shared and discussed experiences.
10. Evaluate your practice with others and assess its impact on learning - The project gave tutors the opportunity to talk about and evaluate learning differently. In a profession bogged down by data and administration procedures the project allowed tutors to think with greater professional reflexivity and talk instead about the ‘tangible immeasurables’ or the usefulness of what Alan Tuckett (2015) called ‘seriously useless learning’.