We do...use the
Expert Reader Strategies that real readers use in the real world for comprehending through thinking We do choose our own real texts (for both aesthetic and efferent reading) ; discuss our own real thoughts, questions, wonderings, annotate the text, jot our thinking on post-its...like real readers do.
closely/talk / text /object-based. My lesson plans ...don't ever fit into neat boxes.
My view of...’the
big A’
(see sidebar at left)
is...
Note that although a possible learning intention may be stated (explicitly or implicitly), the activities undertaken to support the intention will have involved many other skills, knowledge, and processes. Much other learning, revising, and practising will have been occurring along with the stated intention and may in fact have been more valuable, or timely, for any given child.
In the doing of any task, each learner will learn exactly that for which he/she is ready .1 and 2
We don’t... ’do
worksheets’ because that’s not what real readers do in the real world so why would we waste our precious time! NB When was the last time
3 J ul i a Atki n amongst many other s
teachabl e moments + just i n ti me, not just i n case3 = per sonal i sed l ear ni ng
children are achieving.) Not ever ythi ng that can be counted counts, and not ever ythi ng that counts can be counted. Al ber t Ei nstei n
’the bi g A’
(ie that which is called ‘summative’ and is ‘measured’ then designated a number and the results of these numbers purport to show what the
My teaching style is ...inquiry /observing
you finished a good book at midnight, turned to your partner and said, “Wow! That was great! I can’t wait to race to the kitchen and gather materials to make a diorama about it!”? Or sat and wrote answers to someone else’s questions so they ‘know for sure’ you ‘read’ it.
I further believe that ...it is
exciting for me and the children not to know on Monday what we will be doing on Thursday because who knows where Monday’s things will lead us by Thursday, what exciting and promising avenues may open up in between time.
And , like the best of wines, and people...my
teaching improves with age.
Theory of learning that principally informs my practice: socio-cultural /co- constructivist (Vygotsky et al)
1. This does not, of course, pertain to formative assessment. Indeed, formative assessment happens every minute of every day in every decision made, word said, recognition of a need and the addressing of this immediately (or as soon thereafter as possible) whether it be for one child, a group, or the whole class. Note that this does not mean no planning occurs. It does. Constantly. Thoroughly. And with much anticipation of the interesting learning to come. It does mean that what we do at any given time is open to change with the perception of what is needed. How can we know what that will be until we are participating in the task?
NB This document is constantly, as learning grows, my work in progress. Revised t3 w5 ’07, t4 w8 ’07, t4 w10 ’07 t2 w4 ‘08
2. Furthermore, I am ruthlessly overt about this...the above text is inserted everywhere so no-one is under any illusions about how I view this impediment to the continued nurture of the joy, wonderment, and awe inherent in a child who is allowed to, and supported in, observing, questioning, and investigating their world.