Growth vs Fixed Mindset
This clip is based on the work of Carol Dweck. As teachers how aware are we of this, what elements can be found in ourselves, our classroom and in students? Read the guest blog by Greg, his story shares how he has changed his practice to foster the growth mindset of students in science.
A reminder for all 21st Century Educators.
It is our business to stretch students' thinking and here are some ways to do that, whatever the learning area or year level. It will also create opportunities to embed AC ICTcapabilities into units of work too.
I do not know how to do all of these, but then that is also my business to find out. I could google a " How to ... , ask a friend, colleague or student who I think may know,look for PD opportunities.
We expect students to continually stretch their own thinking and build skills, we need to too.
I do not know how to do all of these, but then that is also my business to find out. I could google a " How to ... , ask a friend, colleague or student who I think may know,look for PD opportunities.
We expect students to continually stretch their own thinking and build skills, we need to too.
Teacher observations at Mypolonga Primary
Observations should be a treasure hunt not a witch hunt. Douglas Reeves
During March 2013 a range of staff at Mypolonga PS participated in Observational Rounds. I was thrilled to be able to support the staff at Mypo with their first go at this. Prior to the observation day, staff had identified a specific area for focus. The observational rounds occurred in 3 parts, the first being a 15 minute observation of a teacher, followed by 15 minutes of reflection for the observing team of 2 and then the final 15 minutes which involved the observation team sharing/feedback with the teacher.
My take on observations are that they should be a win, win and this is certainly how the staff at Mypolonga found the experience. The process allows participants to have trusted colleagues help them to check out and refine their practice; and allows all participants to discuss strengths and share ideas on how to improve. TfEL3.4- advocates that teachers promote dialogue as a means of learning , this is necessary for our students in classrooms but also has an important place for us in our own learning. The conversations at the reflection stage and again at the sharing/feedback stages of the process ensure we do this.
Mypolonga have invited me back to do more of this work with them.I am looking forward to this and again will aim to share the work with others .
My take on observations are that they should be a win, win and this is certainly how the staff at Mypolonga found the experience. The process allows participants to have trusted colleagues help them to check out and refine their practice; and allows all participants to discuss strengths and share ideas on how to improve. TfEL3.4- advocates that teachers promote dialogue as a means of learning , this is necessary for our students in classrooms but also has an important place for us in our own learning. The conversations at the reflection stage and again at the sharing/feedback stages of the process ensure we do this.
Mypolonga have invited me back to do more of this work with them.I am looking forward to this and again will aim to share the work with others .
The Nature of Learning Using Research to Inspire Practice http://www.oecd.org/edu/ceri/50300814.pdf
This is an easy to read document which summarises OECD international project Innovative Learning Environments involving 26 countries/states/systems.
PLEASE find 10 minutes to read this, I am confident you will be hooked, receive affirmations of what you do, be reminded of what you know but need to refocus and commit to on a more regular basis.
PLEASE find 10 minutes to read this, I am confident you will be hooked, receive affirmations of what you do, be reminded of what you know but need to refocus and commit to on a more regular basis.