As I was reading through your assignments on Shadowing a Student, I was struck by a seeming disconnect between the learning environments described and those of your observation summaries. Many of you, when viewing instruction through the lens of a students describe a fairly consistent theme: Students working daily in fairly passive learning environments with limited adult interaction, in spite of heavy investments in the belief about the power of relationship. In many cases you describe negative behaviors, a lack of engagement, and/or a lack of connection to the leaning environment.
I'm wondering your thoughts on this? Focus on teacher v. focus on an individual student you wanted to know more about. Why the seeming disconnect? How would you reconcile this as a leader?
Can you reconcile this with what you know from Ginsberg's work on Motivation and culturally relevant instruction? (PBIS, RTI, Ratio of Positive Adult interactions, etc. are not mutually exclusive of this body of work).
Thoughts...
Monday, November 14, 2016
Observation Reflections:
You are all continuing to do a nice job on your observations. I'm attaching two additional exemplars for you to use a reference point. In addition, although Anneke Markholt cannot join us on Wednesday evening, I'm attaching a couple of slides from her work with CEL to help guide you in your final observation summaries. If there is a consistent area where practice is needed, it's in the form of non-judgmental observing. Follow slides 78-86. Pay particular attention to slides 81 and 82 on non-judgmental observing.
Friday, October 28, 2016
Thursday, October 20, 2016
REMINDER: Shadowing presentations October 26.
Use the format from Transformative Professional Learning
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