Professional Documents
Culture Documents
4. Being a professional
Passion
Toxins
Ideas rejected or stolen
Constant carping criticism
Being ignored
Being judged
Being over-directed
Not being listened to
Being misunderstood
Nutrients
Being
Being
Being
Being
Being
Being
valued
encouraged
noticed
trusted
listened to
respected
Priorities
Importance and urgency
MYST Routine
ME: How do I model thinking? How do I make my own thinking visible?
YOU: How do I make my students thinking visible?
SPACE: How is the environment of the classroom organized to help facilitate
thinking?
TIME: How can I give thinking more time in my classroom? How does thinking
change over time?
A circle of viewpoints
I am thinking of from the viewpoint of (thinking from someone elses
perspective).
Curriculum: in planning
Principle 1: selection of content, what is to be learned and taught?
Principle 2: development of teaching strategy, how is it to be learned and
taught?
Principle 3: decisions about sequence
Principle 4: diagnosing the strengths and weaknesses of individual students,
differentiating principles 1, 2, 3 to meet individual cases
Curriculum: in action
Principle 1: studying and evaluating student progress
Principle 2: studying and evaluating the progress of teaching
Principle 3: reviewing adaptability of curriculum in varying school contexts,
pupil context, environments and peer group situations
Principle 4: evaluating variations in effect in differing contexts, on different
pupils and causes of the variation
Curriculum, from delivery to partnership
2. Questioning
As a teacher what kinds of questions do you ask your students? Are they
always ones to which you already know the answers? To what extent might
they be described as open or closed? How might you ask better questions?
Life is full of questions
Kinds of questions: open questions, big questions, high-order thinking
questions, rich questions, questions linked to resources or tasks, no-hands-up
questioning.
Question and answer, like ping pong or basketball.
Probing questions.
Do I? ask challenging questions? pose questions in a non-threatening way?
give pupils time to think critically? Follow through on implications of pupils
answers? use and develop probing answers? ask questions only to the brightest
or more likeable? Ask difficult questions too early? Always ask the same type of
questions? encourage pupil-pupil and pupil-teacher questioning? Ask questions
to which I know the answer?
Do students? Ask challenging questions? take notes of what other students
say? Aks teachers about their learning? Have a thinking/feeling/learning
vocabulary? Initiate improvements? Make significant decisions? Have a sense
of personal authority? Exercise leadership for learning? Have a built-in crap
detector?
Postman and Weingartner
http://en.wikipedia.org/wiki/Inquiry_education
3. Assessment
We must learn to measure what we value rather than valuing what we can
easily measure (Education Counts 1971).
Six assessment criteria. Is it? Accurate? Fair? Reliable? Useful? Focused?
Negotiated?
Campbells Law: the greater the social consequences associated with a
quantitative indicator (such as test scores), the more likely it is that the
indicator itself will become corrupted and the more likely it is that the use of
the indicator will corrupt the social processes it was intended to monitor.
Assessment of learning: occurs at the end of a term or at key stages. It is
summative. It is for grading, benchmarking, reporting.
1. A world of change
If we think about the future in terms of what we know now we may well be
unprepared for the future. How do we help children and young people to live
and learn in a world of change and how do we prepare ourselves to learn to live
with change?
A theory of change
The rule of the vital few: A few exceptional people doing something different
start and incubate an epidemic.
The stickiness factor: Some attribute of the epidemic allows it to endure long
enough to "catch", to become contagious or "memorable".
The power of context: The physical, social and group environment must be
right to allow the epidemic to then suffuse through the population. (M.
Gladwell)
2. Outside of school
What matters regarding learning? What? Where? When? Who? How? Why?
Jean Piaget
3. Professional development
How do teachers learn
Co teaching
Mentoring, coaching and critical friendship
Learning from and with students
Learning conversations
Sharing and discussing students
work
Reflective diarying
Peer observation
Collaborative lesson planning
Shared assessment
There is no grand narrative that can speak for us all. Teachers must take
responsibility for the knowledge they organise, produce, mediate and translate
into practice. If not there is a danger that they come to be seen as simply the
technical intervening medium through which knowledge is transmitted to
students, erasing themselves in an uncritical reproduction of received wisdom.
(Giroux, Border Crossings)
4:1 Rule: mention four positive things before you mention one that is negative
Quiz
To avoid uncertainty is to stop learning
2 Being a Teacher
Week 1 What is a teacher?
1. What does a teacher do?
This lecture considers some of the important things that teachers do to support
student learning. It identifies what students think that good teachers do, talks
about some of the specific tasks of a teacher in planning for learning and
considers how the classroom environment contributes to learning by the way in
which it is set up, by the way in which we ask questions and by the way we find
teachable moments for our students.
What makes a teacher good and what makes a teacher not so good? (Think
about it).
Are fair and have equal standards and expectations of pupils, regardless of test
scores
An effective teacher
Is organized. The time you take in planning and preparing will pay off for your
students.
Is welcoming. Do you remember what it was like when you started in school?
What made you feel welcome? Your students will want the same feelings
Provides feedback. This is where students learn a lot. They want to know
what you think about how they are doing: What they are doing well and what
they need to improve
Is aware. Not everyone learns in the same way. You may need to do more
direct teaching and modeling with some students and more facilitation with
others
Has enthusiasm. Its infectious if you are keen on teaching, your students
will be keen on learning.
Teaching for learning. If students dont learn the way we teach them, lets
teach them the way they learn (Kenneth Dunn).
Where there is not a great deal of variation between the best students and
the worst students
Where school leaders, teachers, parents and students all work together to
improve the school
Where the school evaluates how well its doing on a regular basis and
makes adjustments where necessary for the future
Help teachers to see each other as their most powerful resources for
improving teaching
Increase teachers belief - both individually and collectively - that they can
have a positive effect on learning for every student
Use the research base to identify elements of effective teaching and
learning
Increase each teachers repertoire of teaching strategies, so equipping
teachers to meet the needs of an increasingly diverse student body
Somatic
Bodily senses
Rhythm and musicality Gesture Communication
Mythic
Story
metaphor
mystery games, drama, play
Romantic
Extremes limits of reality
heroes
wonder collections hobbies
idealism
Philosophic
Drive for generality lure of certainty schemes
theory
search for truth search for authority
Ironic
If teachers do not have the opportunity to experience new and different ways
of teaching they will tend simply to teach as they were taught when they were
at school, perpetuating bad habits and never questioning long embedded
traditions
In selection of teachers I would have to put at the top of my list the following:
(Global Education Management Services)
Commitment to continued learning, from colleagues, from students, from
continuing professional development opportunities, reading and research (What
opportunities are open to me? What opportunities can I create for myself?)
The ability to be transparently open to learn has to be combined with a strong
sense of professional authority and self confidence (Am I open to learning from
others? My colleagues? My students? Do I have the confidence and sense of
authority to be seen as a learner?)
Being at ease with a wide range of teaching approaches and a desire to go on
expanding the repertoire (What is my teaching repertoire? What would it mean
for me to expand it? What sources can I draw on to develop that repertoire?)
An international outlook and cultural sensitivity (How do I learn about other
cultural backgrounds and mores? Am I open to challenging my own cultural
prejudices?)