This week semester one at university began. I am doing a paper based around engaging with families. One reading I had to do was the BES (best evidence synthesis) on the complex nature of influences on achievement from community and families. It was a long read, but worthwhile. If you don’t have the time to read the whole thing (I just skim read most of it) it is worth looking at the summaries of influences right at the beginning (a couple of pages long) and the table 8.1: ‘Synopsis of conclusions from evidence about what major influences and their degree of impact on children’s achievement.’
The paper highlighted the challenges of separating out what factors caused what, Continue reading
Last year we were given the reading: ‘The spiral of inquiry’ (Timperly, Kaser & Halbert) by our LwDT coordinator. I put it in a safe place. This worked, until I moved classrooms. It’s new ‘safe place’ is secure from me, something I’m sure everyone can agree with.
Regardless, after searching online and in my house, it finally popped up in ‘The Pond‘ (a NZ site established for educators to share resources etc). It is similar to, but different from the VLN – (virtual learning network).
This is an excellent reading, one that really clarified my understanding of the teacher as inquiry process (and one I need to keep revisiting – hence the blog). The biggest wrinkle I have had with the process is the sole emphasis on the priority learners. This is definately essential (and what my inquiries are focussed on). I can understand this better now. My biggest stumbling block initially was that this ‘inquiry thing’ seemed to put a roadblock between me doing my broader learning and readings. I have passed this, and perhaps better understand how the
I’ve been thinking a lot about the marginal middles – those that aren’t performing at their peak, but are just far enough inside the bubble to miss out on the detailed focus of these inquiries. I would love to do an investigation around this.
I was talking recently with a couple of colleagues. We were discussing classroom practice, including the importance of setting up routines etc in a new classroom.
The question was posed (though more eloquently stated) of how do you actually integrate tech routines into the classroom. particularly when students are used to something quite different than what you want to do.
This caused me to look back over how I establish routines surrounding tech in the classroom (or rather don’t at times). Continue reading