Behind Their Eyes - making thinking visible is not enough
Walk into any classroom and watch the breakneck pace at which teachers are working hard to help students learn. Mind you, if we don’t uncover what students are thinking while learning, they may be running down the wrong path. OK, so we need ways to make student thinking visible. Seeing their thinking is important, but we also need to create the time and space for teachers to absorb, reflect, and act on what their students thinking reveals. This workshop shares strategies both for making student thinking visible and for creating time and space for teachers to meaningfully act on what they learn about what’s going on behind their eyes.
6. We have some great learning
experiences we like to use to teach,
but how do we choose activities in a
deliberate way to achieve specific
pedagogical goals?
Pedagogy isn’t activities.
“
7. What is a “pedagogical goal”?
“I don't [know] any one [who] has advocated a system of
teaching by practical jokes, mostly cruel. That, however,
describes the method of our great teacher, Experience.”
“To explain something to someone is first of all to show
[them they] cannot understand it by [themselves].”
“The Socratic Method is the highest pedagogical technique. I call it
cornering a person. Instead of just telling you what I want you to
know, I ambush you with questions. You try to escape, but you can’t.”
What an educator does in teaching is to make it
possible for the students to become themselves.”
“To reach a child's mind, first reach a child's heart.”
13. … is the aspect of chess
playing concerned with
evaluation of chess positions
and setting of goals and long-
term plans for future play.
“
Chess strategy
18. … is the aspect of teaching
concerned with evaluation of
learning positions and setting
of goals and long-term plans
for future learning.
“
Pedagogical strategy
20. share amongst three
tweet if you like
your idea goes here
your response goes here
How do people learn?
3 ideas
Think & Share
@dkuropatwa #BLC18
21. 1flickr photo by acearchie http://flickr.com/photos/acearchie/
4369849179 shared under a Creative Commons (BY-NC) license
Uncover Errors
and
Misconceptions
23. Teachers must engage students’ preconceptions
Students come to the classroom with conceptions of numbers grounded in
their whole-number learning that lead them astray in the world of rational
numbers; e.g. multiplying always makes numbers bigger.
x =
(Principle 1)
Students’ Errors and Misconceptions
Based on Previous Learning
28. 2flickr photo by Lex Photographic http://flickr.com/photos/lex-photographic/
10389291854 shared under a Creative Commons (BY-NC) license
Knowledge is
Networked, not
Hierarchical
30. Understanding requires factual knowledge
and conceptual frameworks
The Knowledge Network:
New Concepts and New Applications(Principle 2)
31. focus on what
from NAP: How Students Learn
is to be taught,
why it is taught,
and what mastery
looks like
knowledge
centred
instructional
design
32. 3flickr photo by Lee Carson http://flickr.com/photos/tcatcarson/6648877295
shared under a Creative Commons (BY-NC-ND) license
“We do not learn
from experience...
we learn from
reflecting on
experience.”
- John Dewey
33. Learning is facilitated through the
use of metacognitive strategies ...
Principle 3
A metacognitive approach
enables student self-monitoring
35. provide frequent
from NAP: How Students Learn
opportunities to make
students’ thinking and
learning visible as a guide
for both the teacher &
the student in learning
and instruction
assessment
centred
instructional
design
36. most talking is growing
Marcia L.Tate
Eliot teaching by flickr user yewenyi
http://www.flickr.com/photos/yewenyi/381552561/
The person doing the
the most dendrites.
37. 4flickr photo by JuditK http://flickr.com/photos/juditk/5655247429
shared under a Creative Commons (BY-ND) license
Not Hands Off,
Very Hands With
- Kath Murdoch
(+1)
46. your idea goes here
your response goes here
What’s
the most important thing
I just said?
@dkuropatwa #BLC18
FLIP OVER
47. John Steinbeck
flickr photo by theloushe https://flickr.com/photos/theloushe/5845575505 shared under a Creative Commons (BY-NC-ND) license
She breathed curiosity
into us so that each
day we came with
new questions,
new ideas,
cupped and
shielded in our
hands like
captured
fireflies.
48. … is the aspect of teaching
concerned with evaluation of
learning positions and setting
of goals and long-term plans
for future learning.
“
Pedagogical strategy
50. … are the aspects of role
playing concerned with the
move-by-move setting up of
threats and defences.
“
Chess tactics
54. … are the aspects of teaching
concerned with the move-by-
move setting up of learning
challenges and achievements.
“
Pedagogical tacticsPedagogi cta ti s
58. What’s going on in this picture?
What do you see that makes you say that?
What more can you find?
The 3 Questions
60. Routines exist in all classrooms; they are the patterns by
which we operate and go about the job of learning and
working together in a classroom environment. A routine can
be thought of as any procedure, process, or pattern of action
that is used repeatedly to manage and facilitate the
accomplishment of specific goals or tasks. Classrooms have
routines that serve to manage student behaviour and
interactions, to organizing the work of learning, and to
establish rules for communication and discourse.
Classrooms also have routines that structure the way
students go about the process of learning. These learning
routines can be simple structures, such as reading from a
text and answering the questions at the end of the chapter,
or they may be designed to promote students' thinking, such
as asking students what they know, what they want to know,
and what they have learned as part of a unit of study.
68. flickr photo by Lee Carson http://flickr.com/photos/tcatcarson/6648877295
shared under a Creative Commons (BY-NC-ND) license
“We do not learn
from experience...
we learn from
reflecting on
experience.”
- John Dewey