Thursday, 26 July 2018

CoL PD: Rebecca Jessen

Dr. Rebecca Jessen
Planning and Predicting: THEORY is everything

Studying cognition is like studying dolphins but only being able to see them when they pop out of the water.  How do I adjust what I do for when the dolphins pop out?

Image result for dolphins
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We should have a strong theory for what language abundance should look like for student acceleration to take place.  Providing opportunities for students to have meaningful conversations using rich vocabulary. Remembering to recycle vocabulary throughout the school day. 

Now is the time to take what we found 'worked' last term and make it happen more often this term. We need to start taking our results (looking at the kids 'it' worked for) and think about what worked for them and how it worked differently.  Also, reflecting on what I did differently.  Bearing in mind, how different students engaged, and how I engaged with different students.

Revisiting our Theory...what causes the shift? How was I able to obtain shift in the students so far this term? Theory is not quite everything. The only way to know if it works for a certain student is to try it out. 

Analysing implementation data
Moving from:
-What I wanted to happen (planned)?
To:
-What actually happened (delivered)?
To: THIS TERM
-How can I make sure this happens even better every time?

Opportunities for Teacher Learning
1. Figure out the students' strengths and needs
2. Use the existing research base to plan something different that is likely to use strengths to meet the need
3. DO the different thing
4. Which engages the students in a different way of learning?
5. Which results in learning...for all? for some? WHY??? What explains anomalies?



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