Exploratory practice

Exploratory practice

1. Misconceptions about the cause and effect relationship between and social issues and the language teaching and learning

2. Thinking globally, acting locally: refers to the way we identify fundamental principles in general that can be approached in specific situations in our immediate context.

3. Origins of Exploratory practice

   • Some global principle statements in The language classroom context
     • The quality of classroom life wants to say to look for dynamic solutions to isoloted problems that arises in the class development.
     • Researchers could work as consultant and not as reasearch directors. Being a supporting part of the investigation taking in mind the delicate relashinship with language teachers and learners, but giving a fresh point of view.
     • Some considered that learners were able to contribute directly getting involved. Minding their own agendas. So they could have known in understanding language classroom life.
   • Exploratory practice's practical origins.
     • People were doing the opposite of doing exploratory practice because they did not know where to start. Some recommendations were...
       • The use of sophisticated classroom research tools in order to know that was occurring in the classroom.
     • In some cases learners can also be generators of understanding, not just consumers of it.

4. Focusing on quality life more than on quality of work. Sometimes teachers for seeking the effective and efficient way for the educational success. But EP is more about life than work because it must make a contribution to the quality of life in the language classroom.

   • So this can be productive and takes another point of view in which the teachers can take control or improve it if necessary.
     • In general Exploratory practice is a work that still in progress. It's mandatory to follow all the principles just to contextualize how EP works. And it can be relevant as practitiones resarch and you must back to think globally and act locally.

5. UNDERSTANDING means in EP different fields of itself. Express and develop understanding. Using different ways of developing classroom understanding throughout class activity for deliberate work for understanding.

6. From global thinking to local action: This process is given the in the practice using general principles in local situations

   • Some practices and principles can work to understand actions in the local context.
     • Making a preliminary distinction: differentiate things that happen in daily life and two different processes that are related to the processes to carry out and the another is the substantial content to get from it.
     • Taking action for understanding: Using out experience and expertise so it is easy to create strategies for seeking understanding in the classroom.
     • Working with emerging understandings focusing more on the content of the process, it is more important to understand than try to change. The processes are...
       • Reflexively expressing and appraising personal/collective insights.
       • Rediscover common notions of change.
       • Discussing potential personal or collective moves.
       • Sharing personal understanding obtained from EP with others fostering to join the community of practice.

7. Relationship between practice and principles, They are correlated with the EP, and someone who wants to do it, must use all the components and next principles.

   • Exploratory Practice in one sentence that means the set of practical investigative procedures that must adapt to the local context or local action.
     • Exploratory practice involves practitioners such as teachers and learners together working hard.
       • That contributes to exploratory practice in teaching and learning themselves apart from professional devolpment (individual and collective).
   • Exploratory practice as a set of general principles.
     • Principle 1: Put 'quality of life' first so it is one of the ways to identify issues in the classroom in orden to learn from them and find them practicl solutions.
       • Principle 2: Work primarily to understand language classroom life. It is important to understand life before trying to find a solution, so we can decide better about a practical solution.
     • Principle 3: Involve everybody taking this like a social matter.
       • Principle 4: work to bring people together and work in social harmony
     • Principle 5: Work also for mutual development.
     • Principle 6: integrate the work for understanding into classroom practice.
     • Principle 7: make the work a continuous enterprise.

8. Collegial activity

   • In order to make a good E.P everyone needs to be involved in a friendly but academic relatinship towards understanding something in common interest.
     • Collegiality between teachers and learners in the pedagogical relationship. However proposals like doing resarch seem to isolate the teacher.
     • Collegiality among teachers in the same institution within the framework of EP talking with some else is a good idea to know different perspectives.