"We don't learn by doing, we learn by reflecting on what we've done"

       Day One: University workshop


Today at University we talked about reflecting on our Teaching and Inquiry process in Schools. We discussed our highs and Lows, what worked and what didn't work.
Some of the highs that we came across were:

• Accelerated teaching-Where a target group made accelerated progress within a certain amount of time. 
• Having a supportive teaching environment where the associate was supportive and helpful.
• Having built really good relationships and bonds with the children. 

Some of the lows that we talked about were:

• Some teachers found that they loss their joy of teaching due to being in the classroom full time and the pressure of a full time teacher and the workload. 
• Associate teacher did not want to know anything about University work and didn't show any interest to the Teaching as Inquiry process-Not very supportive. 
• Not much guidance and mentoring support. 

We also talked about student lead learning-Where students take more ownership in their planning and learning-Where the task is in the learning. 

Setting rich activities and tasks where children have more ownership of what they are doing. 

An example is : Reciprocal reading model-Creating a culture of learning-Kids have roles to play and teaching and modelling to the children how to do these roles. 

                                    

We also talked about how learners all learn in many different ways. 

DESIGN THINKING PROCESS

1. Being a very active listener 
2. Ability to probe: digging deeper and asking questions
3. Paraphrasing-Say or talk about your interpretation about something-Clarification...If what these people are trying to say?...
4. Ideas -Thinking right outside the box/circle about the way you might do things. Be creative in your thinking. Taking risks.  

TASK: Talk to someone about the inquiry that you went through with another person about what you did. Then someone will PROBE you and then interpret that. Ideating: If that is the situation lets think of possible way we can deal with this? what can we do differently....(becomes your future question)

FOCUS INQUIRY:

Data

Culture

knowing about the students. 

TEACHING INQUIRY

Pedagogy

Strategies

Research drawn on. 

LEARNING INQUIRY

Impact

Your impact on the achievement.

Elevator pitch: Saying the most powerful thing in the shortest amount of time. 

"Embrace the ideas that people both young and old are forming a lateral network arrangements to learn and change what they think and do"

Using learning Maps 

Student engagement

Student agency 

Being agentic: What would it look like? 

Student agency: Students reflecting-understanding what reflection is and know what  they are reflecting on....visible learning, setting goals. 

Student being Agenetic: Being able to talk about it, able to have that dialogue, student lead conversations, whanau conferences. Training children to be agentic.  They need to have a criteria, clarity of the learning so kids know success looks like. Students to talk about what they are going to d next, next steps. 

Self assessment: Diagnostic maths test online-Opt into the clinic for that level (google classroom)

What student ownership of learning is?

Self management