Tuesday, December 12, 2017

End of year appraisal/Teacher Inquiry



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.
  • Standard 2: Use inquiry, collaborative problem-solving and professional learning to improve professional capability to impact on the learning and achievement of all leaners.
    • Reflective question: What professional learning have I engaged in and adaptively applied to my practice?
Accelerated learning: After our first round of JK this year, we decided on a theme of acceleration. During this time, I dabbled with some key learners and had really good results. I loved how engaged the targeted students were when we did the workshop among other students. They had an experience to hang the conversation - they were seeing it for the second time and it worked.  This will need to be something that I follow up with in the future as something I can apply to my practice. Not with all areas though. 

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.
    • Standard 3: Establish and maintain professional relationships and behaviours focused on the learning and wellbeing of each learner.
      • Reflective question: How have I communicated clear and accurate assessment for learning and achievement information with my learners and whānau?
    Seesaw. Just that - Seesaw!  This is revolutionising the just in time learning portal into the community. There are some wonderings I have about using this tool in the future from a leadership perspective. How might we increase the posts from "what are we doing" to "what are we learning?" Is there still room for a Learning Conference in the same way as we have done traditionally? What other ways can we personalise this process for the learner / family?

    1 comment:

    James @ Russell Street School said...

    Thanks for sharing your inquiry the other day. I was most intrigued by the way children who were seen as the bottom of each mixed ability group all saw themselves as unsuccessful in math. This is a risk we all must be aware of and allow children to move between groups and allow children of less knowledge to work together at times to see they are not alone or feel isolated. Mix n match sounds like a plan. You have certainly engaged in some significant reading this year and this has influenced your practice and thoughts. I have really enjoyed your discussions and contributions at our Carol sessions. What an insight you have into our learners and what matters most when engaging our learners. Thanks for all you have done and the wonderful work you have done with a tough class.
    The skills you have and empathy for the children are not always understood by all but I certainly appreciate all you do and have learnt so much.

    Kāore te kumara e kōrero mō tōna ake reka
    The kumara (sweet potato) does not say how sweet he is