Tony Gurr

Posts Tagged ‘learnacy’

The DNA of GREAT Teachers – 3 “listicles” you have to read!

In Classroom Teaching, Guest BLOGGERS, Our Schools, Teacher Learning, Teacher Training, Uncategorized on 18/03/2014 at 9:59 am

Last week, allthingsLEARNing offered a bout of bloggery from guest-blogger Steve Brown (Is it all in the Genes?).

Today we have a follow-up guest-post from Cas Olivier (all the way from Harties“, a small resort town in the North West Province of South Africa). I never actually got to Hartbeespoort on “my walkabouts” around South Africa – but now I have a reason to do so…next time.

Cas (guest post slide) 01

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The story of how I bumped into Cas in the blogosphere is a funny one!

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About 8 months ago, I was desperately looking for some new images to “steal” for one of my own posts on “GREAT TEACHers”. Yes, I know…some of you “hate” this phrase – but, come on – who among us all does not want their students to say something like - “Tony Hocam is a GREAT TEACHer”?

go on, tell the truth now!

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Well, I was at a total loss – couldn’t find anything new to steal…sorry, “inspire” me! I had got totally fed up of using “brains” and “mirrors”!

I had lunch with my big, little girl and told her what was going on (actually, she wanted to know what all the “swearing” was about…the foul language that had been pouring out of my study all morning)!

Expletive (four)

I mentioned that I had overdone the whole “brain” thing – but I (still) liked the notion of “organic” TEACHing! She looked up and said “Dad…what about DNA – that’s cool”!

I jumped up…kissed her…and ran back to the study!

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Not five minutes had passed…and the wave of obscene expletives began againbloody Google had spat out Cas’ book The DNA of GREAT TEACHers (spat it out straight in my eye it did) and I hated him almost immediately…with a passion!

Expletive (sixteen)

Hey, I am human – get over it! Least I’m honest…

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You see…the same thing had happened to me when I “invented” (yes, I also “steal” ideas from me daughter – I am THAT daddy!) the term ASSESSment Literacy back in 2011 (I still “hate” Richard Stiggins…not really!) LEARNing, CURRICULUM and EDUCATIONAL Literacy, however, are still “mine” (and my big, little girl had nothing to do with them…that time it was “Dexter”, my dog…who will soon have a blog)!

I calmed down…and started “stalkingCas via his website-cum-blogLEARNingDESIGNs – could he be my long-lost brother (my dad had spent time in Cape Town, Durban and the Free State in the late-40’s), acaba?

Cas Hocam – I know you were born in the Free State…but, when exactly WERE you born? I want a date…and a pregnancy calendar!

 

I fell in love with the sample chapters that Cas was so generously sharing on his blog – I liked the complex simplicity of his THUNKs…and the common sense those thunks were screaming at me!

I forgave him (!)…got in touch via mail…and, his first act of cyber friendship was to send me a copy of his book. 

Paying It Forward is alive and well…in the “Harties”!

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Cas and I started chatting about him doing a follow-up to Steve’s post – and although neither of us are fans of “listicles” (TY – Kevin Stein aka @kevchanwow in the big, bad Tweetiverse) he thought it might be fun…to do THREE of themin one post!

So, over to Cas!

DNA Question (for Cas)

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The DNA of GREAT teachers are described from a plethora of vantage points and they all have merit.

My vantage point is my latest book: The DNA of Great Teachers in which I use the ‘DNA-concept’ as metaphor to explain teaching paradigms and explain how teachers’ genetic teaching make-up influences their mindsets and teaching practices.

Once I started to “decode” teaching-DNA, I began to understand more and more about what made GREAT teachers so GREAT!

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GREAT Teachers (for Cas) 01

Let’s start with beliefs – and my first “listicle”:

 

The 10 Beliefs of GREAT TEACHers

  1. Teaching means to facilitate learning.
  2. Lesson planning means converting the curriculum into learning challenges.
  3. Their main tasks are to guide and support students.
  4. Are firstly followers and then leaders.
  5. Teaching is like developing new medicine. It must be based on patient needs and not the design preference of the manufacturer.
  6. The momentum of great teaching is maintained by questions asked by both themselves and the students.
  7. When students are not learning as expected, they change their approach.
  8. They cannot teach learners anything, but can make them think.
  9. Learning always starts from the known and progresses to the unknown.
  10. Lesson must cater for ‘short-legged’ and ‘long-legged’ students.

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As Tony might say – have a THUNK about it.

How many of these reflect your understanding of your own DNA? How many of them are beliefs – that walk-their-talk in your classrooms? Are there any in there that you might disagree with? Why / Why not?

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GREAT Teachers (for Cas) 02

The second of my “listicles” is more focused on the classroom (I’m not that sure if that term is growing on me or not)!

Before you read mine…What would your own Top 10 List include?

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Questions (Joseph O Connor quote) Ver 03

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The 10 Things That GREAT TEACHers “DO” in the Classroom

  1. Determine the learning status of students and then become leaders to guide their learning.
  2. Manage their classes through good relationships.
  3. Deviate from their lesson-plan to enable students to gain quick learning-wins.
  4. Provide learners with scaffolds to work out their own answers.
  5. To achieve productive silence in a class, they ask questions. To achieve productive noise give students an activity to do.
  6. Use at least 5 teaching methods.
  7. Never give answers to questions. Rather provide students with scaffolds to enable them to work out their own answers.
  8. Ensure learners are acknowledged and feel clever.
  9. Ensure students master logical, critical, creative and big picture thinking skills.
  10. Encourage learning risk takers to speak their minds.

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How many were similar to your own listicle?

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GREAT Teachers (for Cas) 03

List 03now, this is one of my favourites.

None of us are “perfect”…we all have room to grow. But, GREAT TEACHers often take their DNA…and turn it into an “art form”:

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The Top 10 Things that GREAT TEACHers “do” to Improve

  1. Discuss their teaching with colleagues.
  2. Learn from any source to improve their teaching.
  3. Appreciate positive and negative critique on their teaching.
  4. Do not take critique personally.
  5. Keep on looking for better ways to engage students in more creative and challenging learning.
  6. Open to advice.
  7. Willingness to change.
  8. Remind themselves that they should not be the main source of information during lessons.
  9. Keep on looking for ways students can discover and create their own answers.
  10. Keep abreast by reading about teaching.

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Now, here’s a thunk or 2 (again, to “steal”…sorry, to be “inspired”…from Tony)!

How many of you work in schools that give you the “space” to do these things? Schools that create the conditions for “DNA mutation and adaptation” to take place – through LEARNing conversations between LEARNing teachers

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GREAT Teachers (for Cas) 04 (with cover)

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Cas Olivier   –   www.LearningDesigns.co.za   -   casper@mweb.co.za 

A Post That (Really) Made Me THUNK…

In Classroom Teaching, News & Updates (from the CBO), Teacher Learning, The Paradigm Debate on 11/09/2013 at 9:20 am

Are we too egocentric

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Yes, that’s it folks!

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That little quote ripped off from Grant’s latest blog post – and turned into one of my wee graphicsthat is my post for today!

Well, I am travelling these days (a lot) and that’s the best I can manage.

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Perhaps, I should not apologise too much – as it is such a powerful THUNK in itself.

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Read it again…and pop over to the post - for a closer look.

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What do you think?

How egocentric are we – as TEACHers?

How egocentric are YOU?

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Take a look at that last sentence (and the word “merely”)…now, that might ruffle a feather or 3!

You are here (universe) Ver 02

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…or…

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Has Grant missed the mark with this one?

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REFLECT (and THUNK) Yourself…to GREATness (the RE-boot)!

In Adult Learners, Quality & Institutional Effectiveness, Teacher Learning on 26/06/2013 at 12:38 am

big bad İSTANBUL

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A couple of you have probably heard that I have “moved” …and have been “celebrating” that around half-a-million folk have dropped into the ole blog (shirously, guys…you have to get a life)!

OK – this post has been one of the favourite “hits” for many of you…and, as part of my 500K celebrations, I decided it needed a “re-boot”…so this is what you get!

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Best way to be BORING (Voltaire quote)

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Did you KNOW that:

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  • 65% of conference attendees believe they LEARN nothing from plenary sessions…
  • 55% of conference attendees prefer the coffee breaks to the break-out sessions they attend…
  • 45% of conference attendees “sneak” off to do a bit of sight-seeing…or shopping…(!)

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Did you also know that 33% of statistics are made up on the spot!

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OK, OK – my conference “stats” may lack a bit of reliability…but it’s true - we EDUcators do not do our best LEARNing at conferences!

I lke boring things (Warhol quote)

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Neyse…. to something totally different!

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I have done a great deal of interviewing in my time (karma…previous lives poorly lived, no doubt) – but one interviewee still stands out for me…nearly 13 years after the fact.

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I had probably interviewed around 15 candidates on the day I met him – and I was bored to death by people telling me what a great team-player they were…how flexible they could be in difficult situations…and, how they were really “interested” in all our “strategic initiatives” (that weren’t even on the website)!

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He popped in (with no tie, I must add) – the “balls” on the guy…and I decided to ask him (first question – right in):

“Tell me why you are a great TEACHer…”!

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His response:

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Not sure I am that great…I’m good…but I’m good because I LEARN faster than most, I work harder at reflecting than most and I like doing “it” with other TEACHers…

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OK – I had to hold back a “giggle” with that last comment (but “humour” is what we look for, too). 

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I gave him the job!

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TEACHers learn best by REFLECTing:

Classroom reflection (FQs for TEACHers) TG Ver 03

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And, they do “it” best with OTHER TEACHers!

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A TEACHer’s level of “reflective savvy” is essentially the product of “who they are“; their level of critical literacy, their level of LEARNacy and their level of emotional literacy.

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This savvy is critical for the level of EDUcational Literacy that a teacher has - the GOOD news - it is “LEARNable”! And, LEARNable by just doing “it”.

OK – I really have to stop that…

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I have to admit…developing your reflective savvy does take time (maybe, it never really stops).

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It’s about asking the “right” questionsagain and again. Taking the time tostep back and weigh up what’s really happening around you…within you…as a LEARNing professional.

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It’s about working towards greater clarity and understanding - by being “honest“.

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BUT, most importantly – it’s about taking ACTION – and ACTION that leads to “improvements” in what you KNOW, what you DO and WHO YOU ARE as an EDUcator.

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Many educators do this by asking questions about TEACHing:

These are “great” questions - but are they enough?

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We all know that there is a huge difference between asking questions about TEACHing and asking others about LEARNing:

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In fact, we can take the same 3 questions and apply them to LEARNing:

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If you want…we can even push that boat out a little further…just a little, mind:

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WHAT the HELL….in for a pound, in for a penny; Let’s take those THREE little questions and think about:

  • CURRICULUM
  • ASSESSMENT (and, TESTING – of course)
  • EDUCATIONAL LEADERSHIP
  • QUALITY
  • …the CONFERENCE BUDGET (and how we can spend that money so much more wisely)!

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Hey, here’s a whacky idea  - …speak to your HoD and ask her to cancel the “boring administration meeting” she had planned for you all this week!

Get a cup o’ çay (and a biscuit) with your friends…take the time to “sit” and “chat“…and REFLECT!

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Einstein and CPD

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GO ON…do “it” with another TEACHer today

…you know you’ll have fun!

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MOTİVASYON – …when TEACHers “LEARN” other TEACHers!

In Classroom Teaching, Our Schools, Our Universities, Teacher Learning, Teacher Training on 15/06/2013 at 5:25 am

A couple of posts ago…I left things with the word LEARNacy!

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Nativation (blog)

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That was a test…and a few of you still need to hit that “little, red word” (I have one of those lovely chaps/chapettes, their “happiness engineers”, at WordPress just sitting there…just for me…analysing my blog data…and she works 24/7…for “free”)!

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LEARNacy is a real word…honest to God!

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But as I have already done a load of posts on it, suffice to say…time to hit the “little, red words” again”:

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Come on…it’s weekend… – “bedtime READing” is what weekends were imagineered for!

X

LEARNacy (new ver TG)

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When I work with TEACHers on motivation, sometimes I get the feeling that we (as a profession) thunk that it is a whole different story…when it comes to kids in the CLASSroom.

To get round this, I try a little exercisea little “pop quiz”…if you will:

Motivation (the QUIZ)

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TEACHers actually like this question (esp. when we take “money” off the table – I am sorry…there is nothing wrong with wanting to “feed your family” and it’s high time we stop beating up on TEACHers for “needing” what every single one of us needs) …and the answers we get would surprise you:

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Motivation (the ANSWERS)

Yes, we TEACHers are human beings, too!

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Now, I think I may have actually “stolen” this idea from somewhere – but, can’t…for the life of me…remember where. The point is that we all need to see that “kids” are not that different to us (when we get them away from the EXAMocracy mentality…and the silly pressures that parents…yes, mummy and daddy…place on their kids)!

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Many of our motivations for coming to school…are social, emotional…all that touchy-feely stuff!

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When we ask TEACHers (as I did with the idea in the last post) if they can apply (or adapt) these “understandings” to their CLASSroom practice, they can…they do:

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Motivation (the AKP plug)

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…but for some reason – this little graphic has been getting me in trouble of late! I paid bloody good money for that image!

so TOLERATE ME!

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Neyse…this is where…and all TEACHers “love” this…we get people to:

Share Share Share

YES! …again! TEACHers looovvveee sharing…and giving helpful ADVICE!

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but...

Even with all this thunking and sharing going on in my TRAINing room…I still get the occasional “question”, every now and again. The kinda question no trainer wants to get when they have just run a great workshop or seminar:

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Motivation (final question from TEACHers)

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Tony! Go on…TELL ME!

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I have another “graphic” up my sleeve…for times like that:

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Motivation (the CHALLENGE)

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Your choice!

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Just remember this one thunk – TEACHers always do it better with other TEACHers!

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BTW…Put these books on your SUMMER READing Listyou will not be disappointed!

MOTİVASYON – …when students “LEARN” their TEACHers!

In Classroom Teaching, Our Schools, Our Universities, Teacher Learning on 14/06/2013 at 2:57 pm

Motivation (Hattie quote) Ver 04

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Sure, there are lots of ways we TEACHers can learn about what motivates our kids (and young adults).

One thing I have been doing a lot of recently is asking TEACHers to “adapt” their own private LEARNing to the classroom context. For example, a while back there was a brilliant bit of “informal research” that came out from:

Kaplan Study 01

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…really, really accessible from that internet-thingyyou know the one all our bloody kids are addicted to!

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When I show this to teams of TEACHers, I ask them to have a thunk about what this might be “saying” to us – as classroom EDUcatorsthat can’t perhaps put little Zeynep on a flight to New Zealand (…she would probably love it, BTW)!

This often “hurts” a few heads…

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…Of course, I just get a tingly sensationall over…when someone says:

Motivation (Eureka)

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Now, if the “climate” feels right…I might throw in another question or FOUR:

Motivation (5 FQs for TEACHers)

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…or (just) continue to look at the stuff from those lovely chaps at Kaplan:

Kaplan Study 02…and they starting wishing they could put Zeynep on a plane to you-know-where!

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The other stuff in this survey is more interesting. For example:

Kaplan Study 03Look at that % again…most governments would “kill” for a majority like that!

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And…what about “music”?

Kaplan Study 04How many of YOU did the exact same thing?

…all my early Turkish came from İbrahim Tatlıses! OK – and bit from Sezen Aksu

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If you do not much Turkish music, you have to “hit” those “red links”!

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Want more?

Kaplan Study 06

This is where start to “see” the power of paragogypeeragogy, even!

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Kids will work together on this stuff for hoursand hours….and hours – and then whine-themselves-to-sleep because they forgot to do the “worksheet” you asked them to complete for the pop-quiz tomorrow morning!

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No…I’m not going to say that we should all start watching TV or listening to music for 5 hours a day (but maybejust maybe, come up with a way to get the kids to do that after school…with their friends – because they know they are going to “TEACH others” some of the stuff they LEARNed themselves (and eachother)!

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Creativity (Angelou quote - NEW)

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AND…No (again, sorry!), the secret is for us to: FIRSTask our kids stuff like this – and then, SECONDlook for ways to use some of these elements to “spice” up the “pacing document” we have to get through.

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You “see” me?

See me (glasses and classroom)

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You “see” the KIDS?

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OK – so, how many of YOU use music / movies / TV…to do all this?

What resources do YOU use?

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Could YOU help us ALL…?

Share Share Share

Yes, right now…go to the comment box and give us a few URLs! 

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Even better…can you give us the URLs that your KIDS suggested to YOU?

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Motivation (avatar phrase)

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Sevgiyle kalın…sevgili hocalarım!

Motivating our LEARNers…or “Co-Creating” a CLIMATE of LEARNacy?

In Classroom Teaching, ELT and ELL, Our Schools, Our Universities, Teacher Learning on 12/06/2013 at 1:51 pm

YES (red exlam tilted)

…I know!

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A few of you are saying things like:

The SECRET (Expletive)

Hey…do not shoot the “postman”!

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OK…let me call on a few “bigger” guns…to convince you:

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Motivation (and fishing)

What? 

You want a “bigger gun”?

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The SECRET (Covey)

Go ondisagree with my favourite rahmetli hocam – I dare you!

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Yes…

I am BACK

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Let me tell you…some of the real “secrets”

but...

we have to go a bit negative on our own asses (or “arses“)…just for a wee minute (go on…guess away at my cultural heritage there)!

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Firstly, “motivation” in the classroom (or out of it for that matter) is not about:

Motivation (sweeties)

Dentists just hate us when we do that!

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Nor is it about:

The ABCDs

No, you cannot watch another movie for 2 hours…Zeynep!

It’s not Friday, yet!

It ain’t

It ain’t even about the TECHnology we use:

Is is the TECH or the QUESTIONS

My “digital cheerleader” pals are gonna hate me for throwing that one in!

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It should also never be about…

Motivation (abdication and Darth Principal)

Darth…is that a “carrot” or a “stick” in your mechanical hand?

…or are you just happy to see…my kids in detention again? We call that strategy “abdication of responsibility” (where I come from – did you guess, yet)…and you’ll never pass probation like that!

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Good TEACHersGreat EDUcatorsjust know:

Classroom Management (feet)

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Oh, yes…and, always make sure this is LOUDest message in the room:

Success (in my classroom)

…through who they are, what they do and how they LEARN themselves!

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The alternative…?

Ms Pushover

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But, motivation is about sooooooo much more than “classroom management” - perhaps, we should say CLASSroom LEADERship“…

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Besides, didn’t we already say:

The SECRET (Really, really)

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As I hinted, in my post early last week:

3 things from 30 years

…that last one is kinda important, esp. the bit about the “voice“!

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When we ask “kids” - and I have worked my way through pre-school to supporting PhD candidates – they frequently tell us they want certain things…things that do not vary that much:

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GREAT TEACHERS 04

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Yes, that one at the top of list…is the one they say the most (esp. when they are not very “happy”).

Time we start to “hear” it…

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OK – don’t believe me and my preference for very unscientific methods…other “big guns” (female, this time – to show you I am an “equal opportunities” blogger):

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TEACHing and LEARNing

Told you so!

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Take a closer look at MY list again – yes, I know that Julia and Jean’s has a sexier “soundbite” quality to it – but mine is also based on what kids and young adults have told me again and again…and again.

Honest – look at that face of mine…you could buy a second-hand car from me!

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What other elements do you see?

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John Hattie (quote)

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What’s all that stuff about “real”?

Yes, I know Julia and Jean said that, too!

But what does it mean for YOU…for your LEARNers?

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Another “big gun”, anyone?

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Palmer QUOTATION - Circle of Trust

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A “cannon”, perhaps?

Rogers QUOTE (Facilitation of LEARNing)

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…and three cannonballs, me thunks:

3 cannonballs (quotes Carl Rogers)

I know…another “guy” talking about “guys”!

But…he is “THE guy”!

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Yesterday, Laurence talked about “allowing” kids to keep in touch with their “childlike heart” - duh…they are kids…and even young adults (and TEACHers) respond to this approach.

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It’s about being “real”NOT just “covering” the curriculum!

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It’s about LEARNingNOT just “TEACHing at” them!

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Learnacy ZONE

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It’s about LEARNacy

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Got EDUcational Literacy…?

In Assessment, Classroom Teaching, Curriculum, Educational Leadership, ELT and ELL, Teacher Learning on 09/06/2013 at 10:10 am

Got EdL (TG ver)

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I’ve just read Scott Thornbury’s latest (and last) post on his wonderful blog – An A-Z of ELT.

I was gob-smacked!

What a way to go out…with a wonderful list of “must-read” posts!

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Not to worry…he’ll have a new one  for us after Summer!

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Scott’s blog personifies…for me…the thunks that characterise an educator with a high degree of “fluency” in what I have dubbed EDUcational Literacy (esp. for those in the world of ELT) – just take a look at the 30 posts he highlights in that last post of his!

Soooooo much great “bedtime” reading for the Summer!

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Yeah…you guessed it! I was in the middle of doing my own “Sunday Post” when Scott’s landed in my in-box! But, I meant what I said…he just gave me a nice “hook”!

So…

“What exactly is EDUcational Literacy”?

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Pretty reasonable question, actually!

In a nutshell:

EDUCATIONAL LITERACY 01

 

In a way, Educational Literacy (let’s stick with the abbreviation – EdL) is something that should concern everyone on the planet. Any parent wishing to help his or her child make “wise” decisions about schools, colleges or university – needs to have EdL. Any teacher walking into a classroom (for the “first” or the “50,000th” timeneeds to have a lot of EdL, if she wants to be truly effective.

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EdL is something parentsstudentsteacherseducational administrators or anyone involved or interested in the world of learning (including, dare I say, media representativespublishers and politicians) – must have!

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In the case of teachersEdL is more than the teaching-related knowledge and skills required to manage a classroom, present content and practice teaching points – that is known as Pedagogic Literacy. Nor is also just our knowledge of grammar, structure and vocabulary (major components of Disciplinary Literacyin the world of ELL and ELT).

It touches on a teacher’s beliefs and values, the way she interacts with her learners and the extent to which she reflects on her own practice – to grow professionally and create even “better” LEARNing opportunities for those around her.

As such, EdL is a multi-dimensional construct – a true “multiple literacy”. It is not simply the product of adding to “a stack of facts and figures” or throwing more tools into “a bag o’ tricks” – it is experienced and lived through the synaptic-type interrelationships between a number of literacies (and fluencies)…

EDUCATIONAL LITERACY 02

EdL is also something that many people (sadly) do not possess – and this is what lies at the heart of many of the challenges we face in education.

For example:

  • Parents that tell teachers that their job is to “create” an engineer or doctor out of “Little Mehmet” – have low levels of EdL…sorry mum (and dad)!
  • Students that “blame” their failure on a given exam or the “academic clubs” that manipulate exam cut-offs – have low levels of EdL…sorry guys, time to take some responsibility (unless, that is, their educators also happen to have low levels of “Assessment Literacy”)!
  • Lecturers and teachers that do not even bother to learn the names of their students or “care” what these students “bring” to the classroom – have low levels of EdL…no apologies required here!
  • Educational Managers (up to and including Principals and Rectors) who value their “seat” more than the LEARNing of their learners and still fail to see the importance of “walking-the-talk” - have low levels of EdL…guys, just move aside (the 21stCentury is here)!
  • Schools that live off the “fat” (or prestige) of the “past” or try to “fake-it-till-they-make-it” – have amazingly low levels of EdL…time to “get real” and evidence what you “say” you “are”!
  • Media representatives that report the “league tables” without helping students and their parents to ask the right questions about how the “rankings” were carried out – have no EdL wotsoever…come on, guys – earn your pay-cheques!
  • Publishers who tell educators/teacher-trainers to put on a “show” and not bother with all that “LEARNing stuff” – fail the “EdL test”…totally…!
  • Politicians…Mmmmm…hey, who the hell said it was possible to “save every soul”!?!?

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You get the idea!

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EdL is essentially “realized” (and developed or learned) through the application of Critical Literacy to allthingseducation – critical reflection as applied to LEARNing and TEACHing.

EDUCATIONAL LITERACY 05

However, because of the very nature of both LEARNing and TEACHingEdL has a powerful emotional componentEdL appreciates that EDUcation and LEARNing are fundamentally “emotional experiences” that require Emotional Intelligence (or EQ) is also brought to bear on matters of LEARNing and TEACHing.

EdL (Care and Emotions)

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This is why LEARNing and TEACHing professionals need to exhibit high levels of Emotional Literacy:

  • Emotional sensitivity
  • Emotional memory
  • Emotional problem-solving ability
  • Emotional learning ability

and, to borrow from Gardner:

  • “Intrapersonal Intelligence”
  • “Interpersonal Intelligence”

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With so many abilities, skills and talents required of TEACHerstell me again:

EDUCATIONAL LITERACY 04

I must have missed that memo!

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EdL thus describes what an individual (especially EDUcators) “thinks” or “knows” about EDUcation, LEARNing and TEACHing, what s/he “does” with what s/he knows and also what s/he does to “improve” what s/he knows, does and feels in regard to allthingsEDUcation.

EDUCATIONAL LITERACY 03

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EdL also respects the role of theprofessional teacher – and what an “effective” teacher can do with what s/he can do with what s/he knows – as such, Pedagogic Literacy is also a focus of its attention, as is Curriculum Literacy and Assessment Literacy.

The problem is, taking Assessment Literacy as an example:

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Assessment Literacy is perhaps the best-known of the components that make up EdL – well, in educational reading circles at least. It has been described in the following way:

Assess Lit 01

BUT…I have to admitI prefer this one:

Assess Lit 02

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If most of us were really, really honest…we’d recognise that we all need to do a bit of LEARNing in this area – especially, when we remember these two little thunks

Assess Lit 03

And…then…we have the matter of Curriculum Literacy!

from A1 to B2 (in 9 months)

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Have YOU…has YOUR school (and its leaders):

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Got EdL (TG ver)

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Scott does! Thanks for the thunks. brother…

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We ARE how we TEACH…

In Adult Learners, Classroom Teaching, Our Universities, Teacher Learning on 12/12/2012 at 1:11 pm

A few days back I did a very short post…and some of you thought I could never do it!

I drew on a few of the ideas of Carl Rogers to highlight what “MATTERS” when we thunk about allthingslearning. Actually, I’m still entertaining the fantasy that “Uncle Carl” may be my “birth father” - and spreading rumours that he was actually in the UK around 9 months before I was born!

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Although, I loved what he said about “real LEARNing”…my favourite quote from Carl Amca is:

Rogers QUOTE (Facilitation of LEARNing)

See that? He said “his LEARNing“…

…”proof”definitive proof…that he had an illegitimate “son”…during his stay in the UK!

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The problem is, of course, that we all “define” ourselves as TEACHers (saying “I’m a facilitator of LEARNing” is still a bit of a mouthful for most of us)…and, sadly, most of us are still evaluated by how well we “sages” on our “stages”…

Tony Wagner QUOTATION (isolation)

…or, far worse, by the “grades” our LEARNers get by listening to (and memorizing) the diatribes of their EDUthespians – especially in our schools of so-called “higher LEARNing”!

BUT, I digress!

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There is nothing wrong with being a TEACHer (despite what many parents “say”Thanks Pat) – what matters more, however, is the kind of TEACHer we is…

Another of my favourite quotes comes from Parker Palmerindeed, I “stole” today’s title from this very non-EDUthespian TEACHer:

Palmer QUOTATION (TEACH who we are)

Take another lookwhat do you thunk Parker is saying to YOU?

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It makes total sense…when we work it out (it took me a few stabs)!

The first step in becoming a better TEACHer is all about LEARNing more about “who we are” as TEACHers (pre-, while- and post-classroom “performances”).

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This, in turn, requires that we recognise…

Whitby QUOTATION (Better EDU cators)

…Yes, I am on a roll with all my “stealing” today!

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In recent years, we TEACHers have started to talk a lot more about LEARNacy - the LEARNacy of our students.

This is wonderful…but not enough.

We really have to explore our own levels of LEARNacya wee bit more, first!

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So, here’s another whacky idea - I’m coming up with a lot of these of late - why don’t you speak with your Head of Department…your Supervisor…your Dean…today…

…and ask her to cancel this week’s (boring) “meeting” (you know it’s going to be a waste of time, anyways)…and replace it with a “brown bag TEACHer LEARNing Forum”.

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You know…so you can share some thunks on the following questions:

TEACHer LEARNers 01

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these ones even:

TEACHer LEARNers 02

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…and, here’s a few that will “retire” a few cells of that old grey matter:

TEACHer LEARNers 03

Afterall…

Aristotle QUOTATION (we are what we do)

Should we be TELLing or ASKing LEARNers…about “their” LEARNing? (Pt 01)

In Assessment, Classroom Teaching, Curriculum, Teacher Learning on 10/12/2012 at 1:04 pm

This one is for Gökhan

What were we thinking (TG ver)

…and any other TEACHer that wants to make a real difference to the lives of their LEARNersrather than just be a TESTUcator!

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A while back I did a mini-series about how best we can help TEACHers LEARN more about how they are “doing business” in the classroom…when we do classroom observation.

There were 3 parts to the series…

…but there could have been 30!

And, “yes” Adam…still flogging the blog!

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In a nutshell, this series highlighted the fact that if we want more TEACHer LEARNing…we need more ASKing from those whose job it is to “observe” (always hated that word) the classes of others.

And…a lot more LISTENing!

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Isn’t this the same with LEARNers?

John Holt Quote

You’d THUNKwould you not?

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Miracle (Einstein quote)

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Sadly, most of us are so busyCOVERing the CURRICULUM” (and TELLing)…that we (sometimes) forget to ASK…and LISTEN…and DO “something” with what we HEAR.

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OK heres the thing

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Let’s try a really “wacky” idea!

Just for TODAYforget the CURRICULUM…and…throw those wonderful LESSON PLANS in the bin!

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YES…I’m saying… “join” the…

Children Of The Revolution

…and ASK your “kids” a few “questions”!

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Try this one first:

Gokhan 03

…turn it into an “activity” - poster creation, mini-presentations, class debate – anything that gets them “off” their seats!

USE what you “HEAR”…tomorrow!

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What about this:

Gokhan 05

You will be amazed what they come up with!

USE what you “HEAR”…tomorrow!

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Now, “personalise” it…with questions like this:

Gokhan 02

Get them to tell “their stories”…hammer home the importance of that third question (and ASK them why THEY thunk you are ASKıng this one)!

USE what you “HEAR”…tomorrow!

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Go on…now really push that envelope! ASK:

Gokhan 04

…by getting them “together” to record what they share (yes, I am saying iPhones are “good”)

USE what you “HEAR” (and “SEE”)…tomorrow!

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Wrap it up with this one:

Gokhan 01

…and get them to “own” their promises to YOU and EACHOTHER!

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JUST for TODAY!

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What?

You have too much to “do”…you have to “COVER” that curriculum of yours…you have “the test” at the end of the week?

The CLASSROOM - weapons of mass instruction

Your CHOICE!

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The EXPERIENCE eye (TG ver 4 blog)

THEIR future!

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TOMORROW, tomorrow…I love ‘ya tomorrow
You’re ONLY a day away!

I WANT to talk about LEARNing…

In Adult Learners, Assessment, Classroom Teaching, Our Schools, Our Universities on 10/12/2012 at 8:37 am

This will be one of my shortest postsever!

So, I’ll let “Uncle Carl” speak…

Rogers Quote Pt 01

Rogers Quote Pt 02

Rogers Quote Pt 03

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Time…me thunks…to ask some questions:

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Q3 (typo corrected)

Q3

Q6

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