Teaching+Metaphors

 The use of metaphors can be a helpful tool in describing our concept of the teaching and learning enterprise. There are instructors who are able to write wonderful philosophy statements that use metaphors thematically throughout the document, continually tying the components back to that metaphor. Other use metaphors only in the philosophy development stages, using it as a tool to help them better articulate their ideas, rather than actually writing the metaphor in the final document. Either way, this tool provides your audience with a solid understanding of how you see your role in the teaching/learning process.  Here are some exemplary metaphors of learning (Grasha, 1996):
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as a perspective on the horizon. The teacher guides students on their journey. Students need to follow a course, must overcome obstacles and hurdles, .... they will come to the end of their journey.” (p.35) ||
 * Journey-Guide:** “Knowledge is perceived
 * Travel Guide:** They assist people along the path of learning.
 * Artist:** Teaching has no prescriptions and the ends are not clear at the beginning of the process. The entire activity is an aesthetic experience.

Thinking as a Teacher-- (Apps, 1991). Metaphors of teaching. You will also be shown a variety of objects which can serve as metaphor prompts. You may even have with you something that would serve as your preferred metaphor (e.g., car keys, cell phone, etc). So... If you want more information, visit the [|Teaching Philosophy Sample Exercises] (Working with Metaphors) as there is a variety of exercises that you can choose from.
 * What are OUR teaching metaphors? //Let's get some f////resh air and enjoy a fresh way of thinking about teaching. Take the "Jazz" metaphor article and choose where you would like to read, think, connect and imagine your own metaphor. Then you may choose to continue working by yourself or find 1 or 2 other people to work with. Feel free to go outside if it is a beautiful day.// You have 20 minutes to complete this 'metaphor activity'.

Upon returning to CW113, you will then write/illustrate/represent your metaphor on coloured paper and add to our metaphor collage. If you worked with others, you will each do your own representation for your portfolio. Now let's do a walkabout and enjoy your colleagues 'metaphors of teaching'. ||  || ||

 2009 Participants' Teaching Metaphors:

 * (We look forward to reading your own personal metaphors - thanks for sharing in class - you each have such powerful stories to share...)**

Edward says, "Here's the metaphor that I shared. I first came across it in the Report of the Royal Commission on Aboriginal Peoples. The text below was copied from [|The Butterfly]."

In the beginning, the animals took care of the first Anishnabe children. The animals provided everything for these babies — food, warmth and companionship. While the larger animals guarded the children and kept them safe and warm, the smaller animals played with the children, kept them happy and made them laugh. The children in return imitated the animals, their protectors and playmates, and crawled around on all fours. In fact, the children neither knew of nor tried other ways to get around. One day, Nanabush watched these children laugh, roll and tumble with their friends. He knew it was time for the children to know who they were, to know that they were Anishnabe, to grow up. Nanabush scooped up a handful of pebbles and cast them into the air. The pebbles turned into butterflies — butterflies of all sizes, of all colours, fluttering here and there. The children looked up and saw the beautiful celestial winged creatures. And for the first time, they stood up on their legs and ran laughing, chasing the butterflies.

//~// Keeshig-Tobias, Lenore. **//The Trickster: Running for the People, Carrying Fire for the People//.** RCAP, 1994.