Epiphany

Right. This is how research happens. Now matter how much you teach conceptualization methods, ideas crop up when you least expect them. I was on the 152 nus from Colliers Wood to Wimbledon, listening to my Smiths minidisc, when I had an epiphany. An Action Research epiphany, none the less. I suddenly and inexplicable understood where was the problem and what I needed to do to solve it. In schematic format, of course.

I need to pay attention to the Reading Groups which Malcolm and I created for second year students, who are not attending. The Drawing Reading group, the one I lead, is also having problems in terms of session imbalance. Some of them work, some don't depending on who is presenting. The thing is, the Reading groups only have a limited set of protocols and we sometimes assume students will be confident and know how to identify problems and run sessions. In practice, it may not work. JG and LL are very driven students, organised and whose projects are focused. Not everyone is like that. TC has not led any session but her project is less developed than the other 2.


What can I do to help them? What kinds of structure may I introduce to run the sessions more smoothly, promoting extended abstract level and deep learning? How rigid does it need to be? Will that affect attendance? How can I conduct an action research project with 3 people? How could I monitor usefulness?