Who are our Learners, and what do they need to BE, DO, KNOW?
Two things became clear for me during the first CLiC day for the year.
Firstly for each of the teachers present - Heath, MJ and myself, the data we brought with us regarding our learners, Learning Power Quiz, identified a strong preference for learning with others. While my data was the only group data, it was interesting that both the individuals that the others had chatted to had the same strongly held belief that they learned well in groups. This is something I will need to consider as I go forward with my TPL inquiry with 9I.
Secondly unpacking collaboration at the student, teacher and school leader level into the KNOW, DO, BE using a backwards design process was very helpful and insightful.
Firstly starting at the student level and taking one disposition (BEING) and working back to the DO and then the KNOW really clarified what a teacher would need to be providing for their students. We did this with each of the dispositions we came up with and although we strongly felt we were not finished it led us onto the teacher level so easily as we could link each teacher disposition back to what we need to help the students Do and KNOW, in order to be the sort of learner they needed to be to be collaborative.
We stopped completing the task when we were about 80% completed in the student and teacher levels. This was because we really felt that if we were to model inclusive leadership and collaboration with the rest of the leading teaching team then we needed their input and ideas on how to flesh this out more fully and where our focus might be in developing the type of learners our Gleneagles students need to be.
So going forward, here are my questions:
How can we use the backwards BE - DO - KNOW unpacking process with the team that is real and authentic?
What is the evidence that we are basing our priorities on in regard to developing learning dispositions in our students?
Whether it is a school priority or not, how might I embed collaboration in my TPL inquiry when I already have identified a different general disposition?
Firstly for each of the teachers present - Heath, MJ and myself, the data we brought with us regarding our learners, Learning Power Quiz, identified a strong preference for learning with others. While my data was the only group data, it was interesting that both the individuals that the others had chatted to had the same strongly held belief that they learned well in groups. This is something I will need to consider as I go forward with my TPL inquiry with 9I.
Secondly unpacking collaboration at the student, teacher and school leader level into the KNOW, DO, BE using a backwards design process was very helpful and insightful.
Firstly starting at the student level and taking one disposition (BEING) and working back to the DO and then the KNOW really clarified what a teacher would need to be providing for their students. We did this with each of the dispositions we came up with and although we strongly felt we were not finished it led us onto the teacher level so easily as we could link each teacher disposition back to what we need to help the students Do and KNOW, in order to be the sort of learner they needed to be to be collaborative.
We stopped completing the task when we were about 80% completed in the student and teacher levels. This was because we really felt that if we were to model inclusive leadership and collaboration with the rest of the leading teaching team then we needed their input and ideas on how to flesh this out more fully and where our focus might be in developing the type of learners our Gleneagles students need to be.
So going forward, here are my questions:
How can we use the backwards BE - DO - KNOW unpacking process with the team that is real and authentic?
What is the evidence that we are basing our priorities on in regard to developing learning dispositions in our students?
Whether it is a school priority or not, how might I embed collaboration in my TPL inquiry when I already have identified a different general disposition?
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