cdc-coteauxdegaronne
» » Re-Authoring Teaching: Creating a Collaboratory (Counseling and Student Cultures)
eBook Re-Authoring Teaching: Creating a Collaboratory (Counseling and Student Cultures) ePub

eBook Re-Authoring Teaching: Creating a Collaboratory (Counseling and Student Cultures) ePub

by Peggy Sax

  • ISBN: 9087904487
  • Category: Schools and Teaching
  • Subcategory: Education
  • Author: Peggy Sax
  • Language: English
  • Publisher: Sense Publishers (May 9, 2008)
  • Pages: 312
  • ePub book: 1373 kb
  • Fb2 book: 1314 kb
  • Other: doc docx lrf txt
  • Rating: 4.8
  • Votes: 645

Description

Student, teacher and parent participants considered that the Infinity Learning Maps had been helpful for talking about learning, finding out what to change, and supporting achievement.

Re-authoring Teaching. Creating a Collaboratory

Re-authoring Teaching. Creating a Collaboratory. It offers teachers and students in human service work a way to transcend classroom walls (and mindsets) by adding the fifth dimension of the World Wide Web. Any teacher, any student of relationship therapy will be inspired by the many examples of the effect of ""learning on a cloud"" that Sax puts into her spacecraft of a delicious, lively book.

Home Teaching and Supervision ‘Re-authoring Teaching: Creating a Collaboratory’ by Peggy Sa. This is a breakthrough book

Home Teaching and Supervision ‘Re-authoring Teaching: Creating a Collaboratory’ by Peggy Sax. Previous Next. This is a breakthrough book. It offers teachers and students in human service work a way to transcend classroom walls (and mindsets) by adding the fifth dimension of the Internet. Any teacher or student of relationship therapy will be inspired by the many examples of ‘learning on a cloud’ that Sax puts into her (cyber) spacecraft of a delicious, lively book. Lynn Hoffman, LICSW, Author, Exchanging Voices: A Collaborative Approach to Family Therapy; Family Therapy: An Intimate Journey.

Re-Authoring Teaching book. Goodreads helps you keep track of books you want to read. Start by marking Re-Authoring Teaching: Creating a Collaboratory as Want to Read: Want to Read savin. ant to Read.

Re-authoring Teaching is a collective of narrative practitioners who promote training and professional development in a. .What is Re-authoring Teaching?

Re-authoring Teaching is a collective of narrative practitioners who promote training and professional development in a narrative approach to therapy. In addition to guiding counseling conversations, these principles and ways of working offer tremendous possibilities in community, organizational and coaching contexts. What is Re-authoring Teaching? We offer training and professional development in a narrative approach to therapy, organizational, and community work. Our training opportunities and multi-media learning resources are designed for practice, reflection, replenishment and community building.

Re-authoring Teaching, Inc. draws from the best of our teaching experiences and everyday practices as narrative . draws from the best of our teaching experiences and everyday practices as narrative practitioners with a focus on skill-building a.d application in a range of contexts. We follow many principles outlined in the book: "Re-authoring Teaching: Creating a Collaboratory" to consult with each other, bring multiple voices into our teaching and learning, and learn about life experiences from people who seek our services.

Re-authoring Teaching is a twist on re-authoring conversations associated with narrative . Re-authoring teaching: Creating a collaboratory. Rotterdam: Sense Publishers.

Re-authoring Teaching is a twist on re-authoring conversations associated with narrative therapy (White and Epston 1990). Pedagogy shaped by culture: Teaching narrative approaches to Australian aboriginal health workers. CrossRefGoogle Scholar.

These collaborations between school counselor and parents/guardians, teachers, student support staff, administrators, and community leaders guide a comprehensive school counseling program to further advocate for all students academic, career, and personal and social needs. Relationships that are developed between professional school counselors and others in the interest of students creates a school culture that promotes student success, systemic change, advocacy, and reinforces the mission of the school counseling program. What is the value of collaborations for school counselors?

Re-Authoring Teaching

Re-Authoring Teaching. com has become an innovative, online learning community with a focus on Higher Education.

The days of students silently working independently from textbooks at desks are gone! . In the future, our students will be looking for work in this global workplace and collaboration skill will enhance their prospects for employment and job advancement.

The days of students silently working independently from textbooks at desks are gone! It's time for 21st Century Skills which include collaboration along with Inspiring teachers! Skyteach. Here are great activities to foster an environment of collaboration in your lessons.

Against my better judgment, I found myself falling in love with the people in this book. I was reminded of the mediaeval 'scholares vagantes' (wandering scholars) with Peggy like a modern day tour guide whose itinerary was to have us travel from place to place, teacher to teacher, seeking wisdoms. - DAVID EPSTON, MSW, Co-founder, Narrative Therapy,. From the foreword.

This is a breakthrough book. It offers teachers and students in human service work a way to transcend classroom walls (and mindsets) by adding the fifth dimension of the World Wide Web. Any teacher, any student of relationship therapy will be inspired by the many examples of the effect of "learning on a cloud" that Sax puts into her spacecraft of a delicious, lively book. - LYNN HOFFMAN , LICSW, Author, Exchanging Voices: A collaborative approach to family therapy; Family Therapy: An Intimate Journey

Peggy Sax provides a model to aspire to of how online learning platforms can be used to enrich systematic learning. I know of no better account of how to teach and to learn therapeutic practice in the era of online learning. Without being taught in any didactic or pedantic way, you cannot help but find yourself responding, reflecting and learning. - JOHN WINSLADE, PHD, Coordinator of Educational Counseling Program, Dept of Educational Psychology & Counseling, California State University San Bernardino

One does not 'read' so much as 'engage' with the pages of this book, positioning the reader as an active participant in the learning process. As a newer instructor, I was inspired to expand upon my collaborative processes in the classroom, through the increased use of technology and dialogue between students, practitioners and consumers. As a student, it is a rare experience to read a text that simultaneously introduces and embodies the theoretical framework that it espouses. - BETH PRULLAGE, LICSW, Doctoral Candidate, Simmons College School of Social Work, Adjunct Faculty, Simmons College SSW and Smith College SSW

As a teacher I was engaged from the first page in reflecting on extending my own teaching practices. I am left with all this lovely space to play with the ideas Peggy and her students have so generously offered. - AILEEN CHESHIRE, M.COUNS., Counselling Co-ordinator, Bachelor of Social Practice, Unitec, Auckland, New Zealand

Peggy Sax's book incited my imagination to look at my "growing edge" as a teacher-practitioner, inspiring me to review the principles and beliefs I hold dear and to reflect on the congruency between the cherished values of Narrative Therapy and the values and purposes expressed in the teaching relationship. - MARTA CAMPILLO, MA, Director of Centro de Atención Psicológica a la Familia AC, Xalapa Veracruz México

Peggy Sax, PhD, is in independent practice in Middlebury, Vermont, USA, as a licensed psychologist, consultant, workshop presenter and university instructor. An enthusiastic teacher, Peggy feels privileged for opportunities to share powerful stories of learnings from over 30 years of work with families and their children, teens, adults, couples, communities and students of all ages.

Comments

sunrise bird sunrise bird
Peggy Sax invites you into a house of learning in this book. She provides a warm welcome and walks you through the house, introducing you to many other guests, who are engaged in rich and invigorating conversation about postmodern, and particularly narrative, therapeutic practice. The atmosphere in the house, called a "collaboratory," envelopes you and draws you in.

This book is a substantial piece of scholarship that adds considerably to existing literature on teaching postmodern and particularly narrative therapy. Most of the material in this domain so far has been published in article and book chapter form and I know of no other book devoted specifically to the teaching of narrative therapy.

Another aspect of this manuscript is that it approaches the teaching task from the perspective of the systematic and rigorous learning that takes place usually (but not exclusively) in a university context. Many of those who practice in a narrative way have learned their craft more in workshops and through reading. This is changing as narrative practice becomes more established and this book is nicely timed to fit into the next context of development. In my judgment there is a need for narrative practitioners to learn these practices systematically and this book maps out a process for this to happen.

The book is both a report on the author's and her students' experiences of learning in an online learning format and a guide for those who might pursue such learning in future. The author is clearly experienced in teaching through an online platform and the teaching and learning ideas are based on sophisticated use of current technology. I mean sophisticated in the sense of how learning possibilities relate to the medium rather than in relation to the technology itself. I found myself thinking, as I read, of online teaching I am myself engaged in and was stimulated to rethink various practices and to develop a stronger rationale for others. The liberal inclusion of students' voices was well handled and added a strong dialogical quality to the text. It felt like listening into a conversation and being shown how the conversation worked, rather than being told about it in an abstract way. In this way the author handled the communication of a practice in an inviting and engaging way that leads a reader into an experience of what the learning she reports on must be like.

The author's tone was deceptively simple and descriptive and yet conveyed a rich and passionate enthusiasm that was palpable and powerful. It was also personal and established a relationally authentic voice and stimulated an ongoing dialogue inside the reader's head (mine at least). The use of the neologism "collaboratory" is clever and convincingly carried off. It is fleshed out strongly in the practice outlined.

I see value in this book for those engaged in the process of learning, both from the position of teacher and from the position of learner. It could serve as an excellent introductory text for an online learning program or course, particularly one that is focused on narrative therapy.

I found myself imagining assigning the text to be read by students entering an online class and also using it later in the class. Early on, reading this text might enrich the reflections that happen in many classes because students get to read models of what can be achieved. In my own online teaching I have experienced some situations where students have taken a while to get the hang of what is possible in an online learning community. This book could help make the development of a learning community happen much more quickly. It also contains much material that is worth revisiting later in the same kind of class. So it is also a worthwhile supplement to learning narrative practice in an online course. These combined values make it suitable as a class text. I would add too that there are an increasing number of courses converting to at least partial online learning platforms. This book will I expect encourage others to develop effective learning opportunities in this context.

I really liked several particular aspects of the book. The exercise on professional identity development is an excellent one. The discussion about power relations and therapy was a strength too. It engaged in these issues in detailed and practical ways and raised dilemmas that readers will no doubt find useful to think about. The chapter on letter-writing was also strong as an exemplary teaching tool as well. One could actually learn to write narrative letters just from reading this chapter.

Reading this text was a different experience from reading some of the other introductory texts that are around. And it was an additive experience. This book overtly serves a different purpose but can also complement such introductory texts very nicely, especially for those engaged in a systematic learning program.
Jugore Jugore
The reading of "Re-authoring Teaching" by Peggy Sax is, no doubt, a refreshing inspiration to anyone that works both with teaching and therapy. The book takes the reader beyond the frontiers of the dominant linear thought and puts into practice the principles of post-structuralism in the realms of the education. In fact to put such principles to work in the educational field seems a greater challenge than to do the same in the therapy field.
Particularly interesting to someone who, like me, has been teaching for the last twenty five years, is the discussion about evaluation, power and learning that Peggy brings about on the chapter called "reckoning with power".
Although the book describes an experience in which the actors were seeing each other every week, it magnifies ideas and possibilities to design courses where the actors will see each other with less frequency. In fact the book wins a space as setting premises and examples of new possibilities. That expands the opportunity for psychologist and teachers that live in the country side or in places with difficult access to complete an up-grading program of education and clinical practices in psychology.

Teachers and clinicians that want to improve their practice in the direction of the future will take great value of this reading.
Ygglune Ygglune
As a practicing pediatrician, I found Peggy Sax's new book RE-AUTHORING TEACHING: CREATING A COLLABORATORY, spellbinding, in a very specific way. Consider Chapters 8 and 9. Here are two of the most personal, poignant and profound expressions of what deep depression feels like to Kate (Chap. 8) and Nicole's perplexing world of self-harming behavior and eating disorders (Chap. 9). I will be giving copies of these chapters to my partners and to medical students and residents with whom I work. No textbook can capture the essence of these painful disorders as powerfully as Ms. Sax's presentation. If you deal with mental health issues, from any perspective, please read at least, these chapters.
Jack Mayer, MD, MPH
Rainbow Pediatrics
Middlebury, Vermont 05753