Monday, June 12, 2017
Saturday, June 3, 2017
Monday, May 29, 2017
We have clearly seen that acceleration makes a huge difference in the engagement of the students who have been through the process of acceleration. These students appeared much more confident during the whole learning process.
I wonder if acceleration works in the same way in a normal lesson (like something not engaging like a crime scene!). Will we see the engagement and confidence in the same way in a more boring activity?
Watch this space.
Tuesday, May 2, 2017
Themes of personalisation, agency and all things Māori. Awesome.
Friday, March 31, 2017
Thursday, March 9, 2017
Tuesday, February 28, 2017
When was the last time you felt nervous about something you had to do? Was it an observation? Was it a tricky conversation to have with a parent? Or a colleague? How do you overcome it? What are your most effective strategies?
There is no better feeling than overcoming that mountain; focusing all of your attention on something, to visualise it, to breathe it in... and then to smash it home.
Feedback and feedforward:
Tuesday, December 6, 2016
Thursday, November 3, 2016
I can't help but think about next year... I love this time of year when you celebrate all of the amazing things you have achieved with your students. But then you think of all the incredible possibilities that you could do better next year...
So one of the things I'm thinking about is asking my students to create a profile about how they best like to receive feedback. And when I say feedback, I mean feedback and feedforward in their learning, attitude and behaviour. How might this look? An email? A wink of the eye? A private conversation? A public praising? Written feedback from a peer?
As a teacher, you learn about these as you go... but I do wonder how this might influence the culture of your class if we knew it at the get-go?
Happy report writing :)
We had an exciting conversation about timetabling during our last JK session. Specifically, what impact did timetabling have on our learners? Was the output (progress) equivalent to the input (time invested to do it)? Did it make a difference? Was is worth the stress? I don’t know. Those who it worked for it worked! These are the highly organised learners who are able to orchestrate the poly-faceted life of Poutama. Those that it didn’t work for...? Well, you can guess, right? The learners who need high levels of structure and routine. For these learners, the mere act of planning for their own learning was too big. Yes, with time they could have got there, but at what cost? What other learning programs do they miss out on as a result of completing their timetable. I am kind of seeing these learners as impulsive: however, not in a bad way. This is how I also “tick” - we have the “jump in head first” and “learn as you go” mentality. So I believe that time for reflection for these types of learners is crucial. “You don’t learn from experience, you learn from reflecting on experience” ― Ken Bain.
Experience. Creating a matrix for innovation fund is kind of like this. We have set out to create a matrix but we have come to the realisation that a matrix for Learner Agency doesn’t work. What we have come away with, is a deep understanding of Agentic mindsets. We have identified that we have a high number of students operating at self-directed. It is up to us to create the conditions for which learner agency, creativity and excellence can flourish.