tag:blogger.com,1999:blog-235276292454918436.post4097223830672498717..comments2024-03-23T17:12:29.672-04:00Comments on Math Hombre: Self-Assessment for TeachersJohn Goldenhttp://www.blogger.com/profile/18212162438307044259noreply@blogger.comBlogger3125tag:blogger.com,1999:blog-235276292454918436.post-52847103451302989172011-08-19T18:29:55.318-04:002011-08-19T18:29:55.318-04:00Thanks John for directing me to this interesting a...Thanks John for directing me to this interesting and useful post - the principles of instruction and questions for starting conversations will be very helpful. I would suggest that these principles are very teacher and content centred, and wonder if it is appropriate to incorporate some student-centered principles - For example, What is it that each student needs to learn, do they have misconceptions that need to be addressed. Your model does not seem to allow for individual differences and differentiation of learning. The (now seemingly defunct) Victorian Principles of Learning and Teaching included (1) Creating a safe and supportive environment (2) Scaffolding to allow independent and interdependent learning (3) Accepting diversity and different ways of growing (4) Opening doors to thinking (5) Assessment (6) Community connections (this is a very brief explanation - I hope ai have done it justice!) <br /> In response to Grace, my pre-service teacher and I spend time at the end of each day reflecting on her lessons, setting goals for future planning and practising good questioning and feedback. <br />I will be sharing this with Tara - what a great way to start a conversation about learning and teaching!Mrs Gowhttps://www.blogger.com/profile/18146065181438935336noreply@blogger.comtag:blogger.com,1999:blog-235276292454918436.post-19072951104901192372011-02-15T23:29:58.972-05:002011-02-15T23:29:58.972-05:00Fantastic!Fantastic!earlsamuelsonhttps://www.blogger.com/profile/04973821765043268172noreply@blogger.comtag:blogger.com,1999:blog-235276292454918436.post-54280555974528453542010-12-29T14:48:04.487-05:002010-12-29T14:48:04.487-05:00I really like the principles you've laid out h...I really like the principles you've laid out here, especially because they captured some of the thinking that I think is most central to and most often overlooked in planning to teach content, and the questions that follow. I'm curious about how these conversations will unfold: whether they'll be guided discussions in class, personal reflections, or something else. We've tried to present our teachers with some of these questions, but have found that novice teachers often answer them very superficially without meaning to do so-- in response to #1, for example, we often see "this content is important because it's going to be on the state test" or "because students will need to know it when they get to Algebra 2." <br /><br />While there are certainly content knowledge issues at play here, I'd love to know how to help novice teachers construct more meaningful responses-- and to build their intuition for when a response is meaningful (we also get teachers who give great answers but don't trust themselves and want to know if they "got it right"). Does it start with modeling good answers in conversations with experienced teachers? Sharing a rubric? Practice evaluating answers?<br /><br />I'm also intrigued by the sequence you've chosen in the self-evaluation; our self-evaluation guides tend to progress in the opposite direction-- from observed student actions to likely student mindsets to (intended or unintended) teacher actions to likely teacher mindsets. Many of our teachers struggle with this, and I wonder whether what you've proposed facilitates the reflective process for novice teachers who may find it easier to start with "what did I do? is it what I meant to do?"<br /><br />Thanks for sharing; I'm eager to see future iterations and am always happy to discuss further :)gracehttps://www.blogger.com/profile/09629147659164801681noreply@blogger.com