The idea for this post came from a possible overuse of Twitter.
I haven’t yet got used to utilising the hash tag, 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 mismatch of ideas connected by the #. It will grow over time. Please add to the post, if so inclined, via the comment thread.
What do I know? Teaching and Learning #WDIKTandL
#WDIKTandL Knowledge might be better expressed as “my current understanding”, as it is always capable of refinement with new information.
#WDIKTandL Every child has always and will always matter.
#WDIKTandL Talk is an essential constituent of learning.
#WDIKTandL Most education reviews hold nuggets of insight for TandL improvement. Often rubbished by politicians, who want simple soundbites.
#WDIKTandL Piaget wasn’t all wrong. Children learn in different ways and at different speeds.
#WDIKTandL Piaget wasn’t all wrong. Some learners need objects to manipulate to support their learning.
#WDIKTandL Bruner proposed the idea that language supports thinking. Broad language=broader/deeper thinking.
#WDIKTandL Dewey visualised visualisation as a learning tool. Can you see what it is yet?
#WDIKTandL Vygotsky suggested that an engaged “significant other” can support a learner’s development.
#WDIKTandL Gardner proposed different preferences for learning styles, to show difference, not to have seven different approaches in the same lesson.
#WDIKTandL Happiness does matter in learning. See Andrew Curran http://www.independentthinking.co.uk/Cool+Stuff/Articles/289.aspx
#WDIKTandL Most teachers will adopt a variation on Analyse-Plan-Do-Review-Record as the basis for their classroom practice.
#WDIKTandL Analyse- Background thinking about all the children and their needs, subject needs, SWOT, SMART targets.
#WDIKTandL Planning over different timescales allows freedom in a lesson as “coverage” is covered. Plan for the whole journey and then concentrate on each step.
#WDIKTandL Differential planning is not a perfect art. It is a hypothesis with which the teacher must engage. Non-engagement=reduced progress.
#WDIKTandL Differentiation by outcome, once done, is a reductive approach. “Pigs don’t get heavier by weighing them.”
#WDIKTandL Summative assessment is the start point for progress. Formative assessment is the thinking teacher’s strongest approach. WILF lives!
#WDIKTandL Teacher expectation of progress is embedded in learner targets.
#WDIKTandL Didactic, presentational, lecturing approaches to TandL are totally in the control of the teacher’s knowledge and storytelling abilities.
#WDIKTandL Learning is not a linear process, especially with young children, and at times can get messy.
#WDIKTandL Learning levels=capability=can do measures=targets for future progress.
#WDIKTandL Can do is a stronger driver than can’t do. Can’t do… yet can help progress if help needed is discussed.
#WDIKTandL Barriers to learning can include low expectation.
#WDIKTandL Barriers to learning can include poor learning support.
#WDIKTandL Barriers to learning can be due to wrong assumptions of background experience.
#WDIKTandL Barriers to learning can be due to limited vocabulary.
#WDIKTandL Barriers to learning can include lack of time in a lesson, especially for slower learners.
#WDIKTandL Barriers to learning can occur when a child finishes a task earlier than expected then has to “mark time” until the others finish.
#WDIKTandL Reading is not just phonics. Useful tool within a broader toolkit.
#WDIKTandL 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)
#WDIKTandL 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 TandL. 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 good 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.
I haven’t yet got used to utilising the hash tag, 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 mismatch of ideas connected by the #. It will grow over time. Please add to the post, if so inclined, via the comment thread.
What do I know? Teaching and Learning #WDIKTandL
#WDIKTandL Knowledge might be better expressed as “my current understanding”, as it is always capable of refinement with new information.
#WDIKTandL Every child has always and will always matter.
#WDIKTandL Talk is an essential constituent of learning.
#WDIKTandL Most education reviews hold nuggets of insight for TandL improvement. Often rubbished by politicians, who want simple soundbites.
#WDIKTandL Piaget wasn’t all wrong. Children learn in different ways and at different speeds.
#WDIKTandL Piaget wasn’t all wrong. Some learners need objects to manipulate to support their learning.
#WDIKTandL Bruner proposed the idea that language supports thinking. Broad language=broader/deeper thinking.
#WDIKTandL Dewey visualised visualisation as a learning tool. Can you see what it is yet?
#WDIKTandL Vygotsky suggested that an engaged “significant other” can support a learner’s development.
#WDIKTandL Gardner proposed different preferences for learning styles, to show difference, not to have seven different approaches in the same lesson.
#WDIKTandL Happiness does matter in learning. See Andrew Curran http://www.independentthinking.co.uk/Cool+Stuff/Articles/289.aspx
#WDIKTandL Most teachers will adopt a variation on Analyse-Plan-Do-Review-Record as the basis for their classroom practice.
#WDIKTandL Analyse- Background thinking about all the children and their needs, subject needs, SWOT, SMART targets.
#WDIKTandL Planning over different timescales allows freedom in a lesson as “coverage” is covered. Plan for the whole journey and then concentrate on each step.
#WDIKTandL Differential planning is not a perfect art. It is a hypothesis with which the teacher must engage. Non-engagement=reduced progress.
#WDIKTandL Differentiation by outcome, once done, is a reductive approach. “Pigs don’t get heavier by weighing them.”
#WDIKTandL Summative assessment is the start point for progress. Formative assessment is the thinking teacher’s strongest approach. WILF lives!
#WDIKTandL Teacher expectation of progress is embedded in learner targets.
#WDIKTandL Didactic, presentational, lecturing approaches to TandL are totally in the control of the teacher’s knowledge and storytelling abilities.
#WDIKTandL Learning is not a linear process, especially with young children, and at times can get messy.
#WDIKTandL Learning levels=capability=can do measures=targets for future progress.
#WDIKTandL Can do is a stronger driver than can’t do. Can’t do… yet can help progress if help needed is discussed.
#WDIKTandL Barriers to learning can include low expectation.
#WDIKTandL Barriers to learning can include poor learning support.
#WDIKTandL Barriers to learning can be due to wrong assumptions of background experience.
#WDIKTandL Barriers to learning can be due to limited vocabulary.
#WDIKTandL Barriers to learning can include lack of time in a lesson, especially for slower learners.
#WDIKTandL Barriers to learning can occur when a child finishes a task earlier than expected then has to “mark time” until the others finish.
#WDIKTandL Reading is not just phonics. Useful tool within a broader toolkit.
#WDIKTandL 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)
#WDIKTandL 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 TandL. 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 good 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.
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