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THE WORK IN PROGRESS

2016

I solemnly swear…

Twins 11 years old

Alan Rickman (RIP)

Classroom Interaction Skills

2017-2019

..that I’m up to no good…

INGED (2017, 2018, 2019)

Trabzon (2018)

ELGazette (2018)

IATEFL ReSIG Bahçeşehir (2018)

2020-…

…but mischief is still not managed!

Transfer of material online

…

A MARAUDERS’ MAP OF MY HOGWARTS JOURNEY

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THE HOGWARTS CONTEXT

WHY HOGWARTS?

Hogwarts provides a thorough representation of school life over a period of seven years.

Teachers’ «personal practical knowledge» is apparent and available for scrutinisation in the narrative (Thomas, 2018).

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WHY THE FILMS?

SIGHTS AND SOUNDS

The films present the visible and audible aspects of teaching:

Body language
Facial expressions
Gestures
Clothes
Prosodic features of language

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WHY THE FILMS?

OBSERVATION

Observation is a key component of teacher education and development;
The films present an opportunity for students to develop their skills of reflection on practice;
Memorable data base of examples of teaching («cumulative cultural text» (Birch, 2009,p. 104)

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WHY THE FILMS?

THE FORMAT OF THE «FIRST LESSON» SCENES

Students are in the classroom;
The teacher enters;
Students react to the teachers’ entrance;
The teacher describes the course content;
The teacher describes his/her expectations regarding the course.

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THE PUPILS

WITH THE FILMS BEING MADE OVER «REAL TIME» WITH THE SAME ACTORS, IT’S POSSIBLE TO OBSERVE HOW THE CHILDREN DEVELOP.

Harry Potter

Year 1

Hermione Granger

Year 1

Neville Longbottom

Year 1

Harry Potter

Year 5

Hermione Granger

Year 5

Neville Longbottom

Year 3

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THE PROFESSORS

WHO DO WE OBSERVE AND WHY?

Severus Snape

Potions

Teacher authority (!)

Teacher-centred approach

Belief in aptitude

Questioning strategies

Voice quality

Sybill Trelawney

Divination

Teacher authority (?)

Discovery learning

Hands on activities

Professional identity

Questioning strategies

Voice quality

Gilderoy Lockhart

DADA

Teacher authority (?)

Hands on activities

Giving instructions (?)

Dealing with unexprected incidences

Student safety (?)

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THE PROFESSORS

WHO DO WE OBSERVE AND WHY?

Remus Lupin

DADA

Teacher authority

Approach to students

Questioning strategies

Giving instructions

Scaffolding

Dealing with unexpected events

Dolores Umbridge

DADA

Teacher authority

Approach to students

School and exams

Theory and practice

Discipline

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THE MATERIAL

THE REFLECTIVE ACTIVITIES DONE WITH AND AFTER THE VIDEO OBSERVATIONS

VIDEO TASK

SEVERUS SNAPE

OBSERVATION SHEET

SCRIPT TASK

SEVERUS SNAPE

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REFERENCES

Bandura, A. (1986). Social foundations of thought and action: a social cognitive theory. Englewood cliffs, nj: prentice-hall

Birch, M.L. (2009). Schooling Harry Potter: teachers and learning, power and knowledge. In Heilman, E.H. (ed.) Critical perspectives on Harry Potter. 2nd edition. New york, NY: routledge.

Britzman, D.P. (2003). Practice makes perfect: a critical study of learning to teach. Revised edition. Albany, NY: SUNY.

Freeman, D., Katz, A., Gomez, P.G., & Burns, A. (2015). English-for-teaching: Rethinking teacher proficiency in the classroom. ELT Journal, 69(2), 129-139. doi:10.1093/elt/ccu074

Houston,K. (2011). Teaching the Harry Potter generation. Networks: an on-line journal for teacher research, 13(2), 1-5. Retrieved from http://journals.library.wisc.edu/index.php/networks/article/download/381/50

Kaşkaya, A. & Selçuk, Z. (2016). The development of critical reflection skills: an application of school and teacher themed movies. Journal of Human Sciences, 13(3), 4237-4257.

Leszkiewicz, A. (2017). The Harry Potter generation: why the boy who lived lives on. New Statesman. Retrieved from https://www.newstatesman.com/culture/observations/2017/06/harry-potter-generation-why-boy-who-lived-lives

Scrivener, J. (2012). Classroom Management Techniques. Cambridge: Cambridge University Press.

Thomas, M. , LaDean Russell, A., & Warren, Hannah V. (2018). The Good, the Bad, and the Ugly of Pedagogy in Harry Potter: An Inquiry Into the Personal Practical Knowledge of Remus Lupin, Rubeus Hagrid, and Severus Snape, The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 91:4-5, 186-192, DOI:10.1080/00098655.2018.1483152

Yeşilbursa, a. (2018). Put a spell on your class. ELGazette, 456(april). Available: www.digital.elgazette.com

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THANK YOU!

Amanda Yeşilbursa

Telephone

+90 224 294 2196

E-maill

ayesilbursa@uludag.edu.tr

Web site

http://https://avesis.uludag.edu.tr/ayesilbursa