So basically the above is the reporting framework that we are expected to do to "understand your class data"... Following on from the learning I did around differentiation last year, I have continued with this setting up learning pathways based on feedback from the learner. However, this has been really difficult to implement with production and my AST role. It seems that I need more time to innovate and act innovationally (did I just make that word up?). That being said, I used Terms 1 and 3 to gather student voice to see if I was to make a difference in supporting empowering learner agency.
Let's compare Term 1 to Term 3: Interestingly, silence is still a main driver for my learners this year. It's great to see an improvement in collaboration as we have been working towards this learning in class. Though, what type of learning do the kids expect that will be doing if it is silent? Sure, we can sit down and work silently on worksheets, but is this learning? What experiences have they had to lead to this? One thing that has changed from Term 1 to Term 3 is that in Term 1, 11% asked to have time limits taken off their learning tasks, but in Term 3 8.3% found that they performed better when there was that time pressure on. Interesting. Here's the issue. I'm trying to operate a student centred program where learners are empowered to make decisions over their learning however, how do I ensure continuity when only teaching, Friday, Monday and Tuesday? And then you have production and the school culture train comes barrelling up the middle of the school and everyone is forced to hop on. I wonder if the children who wanted to be more student driven had a go and realised it was too hard? Or that they preferred to be given a list to complete? Another reason maybe is the other teacher and I run a different pedagogy?
What would make you want to come to school and not leave at the end of the day?
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Teacher Blog ArchiveKia Ora, this is my teacher blog during 2008 and 2019. Archives
June 2020
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