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Chapter Ten – Summary and Conclusions – Page 313
asymmetrical and symmetrical occurring side by side), and his idea of strata, from the
most conscious and rational down to the least conscious and rational.
These ideas form a background against which interaction in the learning group can be
seen. This interaction can be used in a range of ways. It can be used as a source of
understanding what is going on, or as a vehicle for modelling by the tutors, or for
pointing to examples of modelling by the students, or in a range of ways between these
two poles. When tutor observations of the interaction (effectively, interpretations) are
made, these model both reaching an understanding and attempting to communicate that
understanding. Similarly, student observations can be an opportunity for individual
students to develop their making of interpretations. To some extent the same is true of
the group, in as much as interpretations arising in the group are a product of the group
as well as the individual who makes them.
From within the experience of the learning group, moments occur where there is some
disruption to the smooth flow of interaction. These index or ‘sticky’ moments can occur
when someone makes a mistake, or omits to carry out some aspect of the primary task.
The research has taken these as one set of foci. In practice, these are sites for
exploration, using the methodology of the research applied to your own experience. I
emphasise your own because the intention is that this model of practice in teaching has
contributions to offer to teachers of practice in a wide range of professional disciplines
and settings. The model can inform practice, and also be available to explore the
experience of practice, for the purpose of pure research, applied research, or merely as
good continuing and continuous professional development.