What do I know? #wdik

The idea for this post came from a possible overuse of Twitter.

In the early days, I hadn’t got used to utilising the hash tag, as I found it was known, but thought it could be a useful tool in developing a rounded concept of current school experience. Every person seeks to make sense of the world in which we are living, teachers have to do that and interpret the world so that learners can begin the process of looking, exploring and learning themselves.

So this post is a mish-mash of ideas connected by the #. It will grow over time. A forty year career might take time to unpick, but I have my journals. Please add to the post (using 140 characters) via the response box below.

What do I know, Teaching and Learning #WDIKT&L

#WDIKT&L Every child has always and will always matter.

#WDIKT&L Talk is an essential constituent of learning.

#WDIKT&L Most education reviews hold nuggets of insight for T&L improvement. Often rubbished by politicians, who want simple soundbites.

#WDIKT&L Piaget wasn’t all wrong. Children learn in different ways and at different speeds.

#WDIKT&L Piaget wasn’t all wrong. Some learners need objects to manipulate to support their learning.

#WDIKT&L Bruner proposed the idea that language supports thinking.  Broad language=broader/deeper thinking.

#WDIKT&L Dewey visualised visualisation as a learning tool. Can you see what it is yet?

#WDIKT&L Vygotsky suggested that an engaged “significant other” can support a learner’s development.

#WDIKT&L Gardner proposed different preferences for learning styles, to show difference, not to have seven different approaches in the same lesson.

#WDIKT&L Happiness does matter in learning. See Andrew Curran

#WDIKT&L Most teachers will adopt a variation on Analyse-Plan-Do-Review-Record as the basis for their classroom practice.

#WDIKT&L Analyse- Background thinking about all the children and their needs, subject needs, SWOT, SMART targets, time available, resources.

#WDIKT&L Planning over different timescales allows freedom in a lesson as “coverage” is covered. Plan for the whole journey and then concentrate on each step.

#WDIKT&L Differential planning is not a perfect art. It is a hypothesis with which the teacher must engage. Non-engagement=reduced progress.

#WDIKT&L Differentiation by outcome, once done, is a reductive approach. “Pigs don’t get heavier by weighing them.”

#WDIKT&L Summative assessment is the start point for progress. Formative assessment is the thinking teacher’s strongest approach. WILF lives!

#WDIKT&L Teacher expectation of progress is embedded in learner targets.

#WDIKT&L Didactic, presentational approaches to T&L are totally in the control of the teacher’s knowledge and storytelling abilities.

#WDIKT&L Teaching is the art of engaging a group of learners. The needs of teacher and learners may at times be different.

#WDIKT&L Poor teaching characterised by low engagement of learners, possibly narrow focus of teacher.

#WDIKT&L Learning is not a linear process, especially with young children, and at times can get messy.

#WDIKT&L Learning levels=capability=can do measures=targets for future progress.

#WDIKT&L Can do is a stronger driver than can’t do. Can’t do… yet can help progress if support need discussed.

#WDIKT&L Barriers to learning can include low expectation.

#WDIKT&L Barriers to learning can include poor learning support.

#WDIKT&L Barriers to learning can be due to lack of assumed background experience.

#WDIKT&L Barriers to learning can be due to limited vocabulary.

#WDIKT&L Barriers to learning can include lack of time in a lesson, especially for slower learners.

#WDIKT&L Barriers to learning can occur when a child finishes a task earlier than expected then has to “mark time” until the others finish.

#WDIKT&L Reading is not just phonics. Useful tool within a broader toolkit.

#WDIKT&L Reading is like riding a bike. Eventually you have to do it for yourself and sometimes you fall off. (Learning and bike riding are often messy)

#WDIKT&L Reading at home should be with a book that can be read with ease and pleasure. (See bike riding)

#WDIKteachingstandards Good teachers create high quality environments that enthuse chn to learn and celebrate achievement

#WDIKteachingstandards Planning will show creativity in T&L. Effective overview plans allow engagement with learning, differentiated.

#WDIKteachingstandards Teachers will evaluate outcomes, form ongoing judgements and adapt plans accordingly.

#WDIKteachingstandards Good teachers are self-developers, excited by ideas.

#WDIKteachingstandards All children will make progress, from clear effective plans.

#WDIKteachingstandards High teacher engagement and formative assessment evident, always aiming for good or very god progress.

#WDIKteachingstandards Wide teacher toolkit (pedagogy) from which to select appropriate approaches.

#WDIKteachingstandards Good teachers are responsible, reflective, effective communicators, make professional relationships and contribute to school.

#WDIKteachingstandards Good teachers effectively adapt lessons to suit the identified needs of children.

#WDIKteachingstandards  Good teachers differentiate effectively, organising resources including TAs to support all learners.

#WDIKteachingstandards Reflective practitioners effectively evaluate the impact of lessons and adapt plans accordingly.