This activity can be found in Pretty et al, (1995) - University of ...

Mt 06 MTF5.2Session 61 Preparation: Cut up the following text (without title, footnote, or source) into ‘chunks’ of oneor two sentences. Put the strips of paper into envelopes: a complete set for each group ofparticipants.Eagles Do Not Walk The Stairs(To consider when we talk about learner-centred education)The educator asserted that he had developed his methods in a scientific way. He said that his methodswere like stairs in the house of knowledge which could bring learners right to the top. He had madecareful estimates of the width and height of each step to suit the legs of the learners. He had also builtlandings at strategic places where the learners could rest and comfortable banisters which could help thebeginners.However, he got very upset one day, not about the stairs which he thought were well planned andconstructed with great wisdom, but with the learners who did not seem to appreciate his efforts.As long as the educator was around observing how the learners walked up the stairs, they took a rest atthe landings and held on to the banister when needed, and everything worked as planned. But when theeducator went away – even if only for a short time – there was chaos. Only those who were conditionedto follow instructions without thinking continued to use the stairs the way the educator wanted – like dogstrained by their masters. All the other learners found ways which corresponded to their individual needs.One was creeping up the stairs, another took two steps at a time and did not rest on the landings. Someeven became specialists in walking the stairs backwards. However, most of the learners did not find thestairs challenging or interesting enough. They ran around the house and found their own ways. Someclimbed up the drain pipe, others climbed with the help of the balcony parapets and reached the top withexcitement and in no time at all. On the way down they slid on the banisters only to make another try atclimbing to the top.The educator tried to discipline the learners and force them to follow his guidelines. It never struck himthat there were other ways to reach the top of the house such as jumping, running or taking your time toinvestigate totally new tracks. He never thought of a different kind of pedagogy which did not try to forceeagles to walk the stairs.2 Give each group an envelope and ask them to work together to re-construct the text in thecorrect order.3 When the groups have been working for a while and are starting to make sense of the text,quietly tap one member of each group on the shoulder and ask them to go and ‘spy’ onanother group for a minute or two in order to compare their responses. They should thenreturn to their own groups and report what they have seen.4 When the groups have finished, give them a complete copy of the text to check theirsequencing.5 Briefly discuss participants’ interpretations of the text in plenary.74 Jamaica All Age Schools Project: Facilitator Training for School Based Resource Teachers