Foreign Perspectives

Archive for the ‘Education’ Category

We’d a special interest in reading to our kids when we were in France and we wanted them to grow up knowing English as native speakers and readers.

Of course, it’s not just the business of reading that matters in our case, it was the topics of the books too. In their nursery school it was the French nursery rhymes and fables that they were coming across so at home we made a point of working our way through the various stories that we came across in our own childhood.

To begin with, we concentrated on the Ladybird range which is for babies up to around five or thereabouts although that’ll depend on your childrens’ interests and notionally their range runs up to around seven. However, just by chance we came across the Usborne range of books which seems to pretty much take over where Ladybird finish although with quite a bit of overlap.

As with all these publishers aiming at the child market, they’ve loads of different ranges of books but the one we chanced on was their Young Readers Series 3. It’s actually aimed at older children than our nearly 4 and nearly 6 year olds but they just love the books so we’re planning on plugging away with those over the next six months or so although with the remainder of the Ladybird ones and some from the Usborne Series 2 mixed in amongst them.

When we were in France, we got a library book from the school each week and read that to the boys in English which is much harder to do than you’d think. After all, if you’ve learned French as a teenager or adult you’ll have missed out on all the words for things like witches and goblins which make up a surprising amount of the reading material that ends up getting brought home. In the end though we were only defeated entirely by one book.

When you start out on the path of a particular qualification there’s usually one or two sequences of courses that you have to do if you want to pick up that qualification at some point but it’s not always clear just what overall sequence you should follow.

Certainly, if you are doing a tightly defined qualification you may well find that almost all of your courses are compulsory but in a lot of cases the sequence itself isn’t compulsory and that’s where it can be very worthwhile examining what each course entails before deciding on the appropriate sequence for you. If you have previous experience or qualifications (even in a seemingly unrelated area) then you may find that you can make life a whole lot easier for yourself if you work out an appropriate sequence because in this case the ideal sequence for you may be entirely different from that for those who are coming to the qualification with no prior experience.

For example, in my own case to get the modern languages degree I needed to do a sequence of courses in French, another sequence in Spanish and a single course in English language. Most people doing that degree tend to start with the English course since that’s perceived as the easiest one and they tend to do the French sequence next and finish with Spanish because the majority of people here will have done French at school therefore it should be easier for them than Spanish. However, that’s not necessarily the easiest sequence to do. For a start, Spanish is usually seen as easier to learn than French so logically it would be a better to start with than French. Then there’s the business of learning a language which is obviously covered in the French and Spanish sequences and which thereby makes the English course (which is supposedly one of the hardest in the university) seem fairly simple. So, in theory the ideal sequence for me would have been Spanish, French and finally English.

Since I’m a bit of a glutton for punishment, I’ve recently embarked on a psychology degree. There too there’s a sequence to follow that’s recommended which does not seem to be the ideal one for me. Although I should have started on the introductory psychology course first I actually started on the child development one. That seems to be working out to be a better sequence for me in that “learning English” was obviously covered in the English course and it’s also covered in the child development one. Right now I’m in the midst of that section which is proving to be relatively easy going for me thanks to the previous English course. In theory, the introductory course next year should also appear easier in that I’ll have already done a year of psychology. As to the subsequence years, well I’ve not gotten as far as considering a sequence for them yet.

Now, if anyone could work out the ideal (read: easiest) path to the Open University psychology degree it would be really helpful….

The latest assignment on the child psychology course is a bit of an odd one for me in that we’ve to do what is essentially a small research study and write up a scientific report on our findings.

Although in previous times this type of assignment was carried as a real practical involving children, changes in the laws have made that too difficult to do so instead we’ve been given recordings of interviews with various children to work with. Thus we don’t need to contact any children ourselves to carry out the research although I’ve been trying out some of it on my own kids.

It’s based on research that Rosenberg did back in the late 1970s and early 1980s and is one of those psychological experiments that look like they would make little or no sense to the participants at the time but which turn up some quite interesting results. As you’ll probably gather from my title it’s all about identity and in particular how one’s identity changes over time. Conceptually the experiment is really simple. Children (it works on adults too) are given a sheet of paper with ten lines beginning “I…” and asked to complete them in whatever way they see fit. So, for example, someone might put “I am a boy”, “I like reading”, and so on. Once they’ve completed that, they’re questioned on each statement basically to clarify just what they mean by them and the results are analysed.

Clearly one would expect the younger children to have simpler concepts of self and that’s generally the case in that they will refer, largely, to physical descriptions or activities rather than anything deeply philosophical. Likewise, older children will have a more developed sense of self and wlll usually have more sophisticated answers. However, what’s less obvious is that the younger children are, on the whole, talking about themselves by way of things that others could observe whereas the older ones tend to talk more about things that only they could know ie they have developed a sense of who they are that isn’t dependent on what others can see them do.

Naturally, as we get older that sense of self gets increasingly complex. So, whereas a child will have, for the most part, a single “self”, adults gradually acquire different layers of self over the years. Thus there’ll be the self that’s portrayed at work, the self that paints landscapes, the self that one’s family sees and so on. Clearly too one’s hopes and dreams will generally change over time too: that wishing to be a fireman or whatever mutates somewhat over the years.

As always, Ken’s tutorial on this was fascinating at all kinds of levels. Perhaps the most inspiring example that he gave was of a student who had been doing my current course a few years back. He was 92 at the time and was one of the many people that you meet at the OU who were finally getting around to doing that degree that wasn’t an option when they’d been younger. Now, you might think that this guy had left it rather late to be doing a degree but as he said he just wanted to get it completed before he died so that he could put BA on his headstone. However, as with many such people he got a little carried away with it and finished up with THREE doctorates. I don’t know about you but that certainly set me thinking along the lines of… if that old geezer can do a doctorate, what’s stopping me? In many ways, it’s not the high-flier types that provide inspiration to do something but the people like him who, let’s face it, many people would have consigned to the waste bin of life who provide the real inspiration.

So, who are you right now and who do you want to be?

Aside from the very first French course that I did with them, I have always went down to the Open University before signing up for a new course and had a look through some of the course books.

I’m sure that lots of people have probably done that at one time or another and there are all kinds of approaches that you can take to looking at the books for a possible course. What I did was to have a look at a book about half-way into the course and see if I could understand the words. You might think that this approach would only apply to language courses but in fact it’s equally applicable to all subjects. Certainly I was happy enough that I could understand the words and concepts at about the half-way mark in my current course.

Why half-way though? Well, the OU books seems to be written in a slightly odd way sometimes either by accident or design. Often I’ve found that the first chapter of a book is particularly difficult to follow and one suspects that’s because they want to knock people out of the course early on or rather they want to knock out people who would probably not be up to doing that particular course. Thus the first chapter or two of a book aren’t worth looking at. By the end of the course presumably you’ll have learned quite a lot so you might not initially understand the concepts being spoken about at that point. Therefore, to my mind, the middle is the best spot to aim for.

Why didn’t I just do the “is this course for me” self-assessment test instead? Well, in the case of the languages I didn’t go on the results on said tests for the simple reason that they don’t work too well for me. I don’t do cross-words in English and wouldn’t expect to be able to do them in French yet the tests had things quite similar to cross-words in them (which I couldn’t do). Therefore, glancing at the course books before the course worked better for me than the tests that are available.

However, aside from the books, you can find an increasing number of blogs being written about various courses by students and tutors. These are extremely variable in quality of course as are blogs everywhere. However, you can find truly excellent ones such as Anne’s on various themes from the A207 history course and you can find tutorial notes, revision notes, even complete assignment answers on various courses if you care to look.

But should you look very hard online? For instance, whilst Anne’s site has a fantastic amount of information it’s so much that it has me thinking that perhaps A207 isn’t the course for me (it’s on my rather long short-list). Similarly, I’ve said that the workload on ED209 is pretty substantial on this blog, so would that put someone off doing it? Is too much information about a course beyond the course materials themselves a good thing when you’re choosing a course to do?

The problem is that there’s no easy answer to that. For instance, if I want to do the psychology degree then I have to do a course on biological psychology which has the reputation of being pretty much impossible to do. Should I go on that reputation and therefore not bother with that course? Probably yes, but then I’m just too stubborn to do that so instead I’m looking into doing a course on the biology side first which apparently makes the other course a lot more doable.

When you initially start on a study programme, it’s usually easy enough to “choose” a course in that the early courses you do are usually compulsory for whatever study programme you’re following.

Sometimes it’s easy enough to choose the next one as you’ll choose the course options that originally attracted you to the study programme. For example, you’re going to need to do Spanish if your original reason for following a languages degree programme was to be able to speak Spanish.

However, eventually most people run off the end of the obvious choices for them and then find that they’re innundated with advice and “obvious” choices that they should take. For example, most language degrees will require you to also take English. When you follow a series of foreign language programmes with one in English, you’ll probably find it fairly simple and your marks will probably reflect that. When you’ve high marks in a subject, everyone will suggest that you continue with it, but that doesn’t mean that you should. If you’re only doing that subject to fulfill a course requirement then you need to consider whether or not you even like that subject irrespective of whatever marks you might be getting in it.

At degree level, you need to concentrate on subjects that you enjoy, not what other people think you should be doing. Running with subjects that you don’t enjoy is a recipe for disaster at this level. Sure, you’ll have to do some compulsory subjects that you’re not necessarily enthusiasic about but you definitely don’t want to add optional subjects that you don’t like.