The reflective questions for you to prepare your thoughts and evidence for, based on the new Code of Professional Responsibility & Standards for the Teaching Profession.
What might be some blockers? Being responsive, just in time learning does not always lend itself to this type of learning. With the acceleration of learning assumes that the teacher has done the thinking about the direction in which the learner is heading. Also time. Where do I schedule in an extra one on one time pre-lesson? How might this look like? Some drivers could include increased engagement, acceleration. Great reasons really. Influencing peer groups (The Hidden Lives of Learners): As I have stated above in my Teacher inquiry, how a teacher can influence a peer culture can determine how much more a learner can learn. I have been focusing on how this might look and some things I have tried are developing "Learning Pods" a group of people responsible for each others learning. Also within this, I invited Suzanne to trial P4C with my students. I wanted to influence the way that the students spoke to each other using the P4C language which also connected to the maths argumentative (?) language. My class as a community really thrived with this innovation. They are able to have discourse about an idea without making it personal. Well, most of the time. I really noticed how this supported the development of listening "thinking" and responding in my class. An excellent initiative that I will continue in the future. The text "Disobedient Teaching" re-introduced me to how important it is to develop giving and receiving effective feedback and feedforward. The Empower book.
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In 2017, 7Ator's Got Talent created our own raps and music video and production performance for our production. We wanted to raise awareness around these amazing native fish, "The Galaxiidae"!
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Teacher Blog ArchiveKia Ora, this is my teacher blog during 2008 and 2019. Archives
June 2020
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