These sessions are a social reflection process — you intentionally reflect together with professional colleagues on the trade craft of your work.
Learning Angles with English Language Learners: The Discipline of Noticing
Our natural tendency is to keeping moving forward on the to do list, to forget, not to notice, or to be so caught up with our own world that we fail to be sensitive to the possibilities. What works? And most importantly what and where to improve or repeat what worked. The book provides a theory, practice, and framework on reflection as related to professional development. One simple way to begin is to start keeping a keeping a reflection journal. How to easily make reflection a daily discipline. He suggests that if an organization could teach only thing to its employees that would have the most impact, it would be to teach people how to learn.
Do you make time in your day to pause and reflect on your professional practice of using social media? What have you learned? These are inspiring and useful ideas. I appreciate your blog — bookmarked, shared, tweeted, etc. From the quiet reflection will come even more effective action. Hi Beth, I recently did a course specifically designed to do some reflection on practice.
It is delivered completely online and it was a valuable vehicle for me review my work and make connections with others to develop my learning network. It sends you an email at a time nominated by you and you just put your reflections into a reply email. I am going to use your prompt questions for my thought each day. Thank you. This has been the most important lesson for me in […].
- Mathematical models in population biology and epidemiology?
- RESEARCHING YOUR OWN PRACTICE: THE DISCIPLINE OF NOTICING | John Mason.
- Researching Your Own Practice: The Discipline of Noticing;
This work is licensed under a Creative Commons Attribution 3. Search for:. With sufficient guided practice, it can establish a systemic regularity of reflective dialogue that does not require an external expert to enhance the teaching practice. Traditional teaching has given teachers extensive independence and autonomy but has also encouraged isolation and has led to the stereotype of a teacher who taught the same way for 20 years.
The current dilemmas of classroom teachers include: pressure overload from external accountability measures, isolation, groupthink colored by pessimism, untapped competence and narrowness of teaching roles Fullan and Hargreaves, Teacher isolation has created paranoia about being observed and has also relegated those teachers of poor, minority and English language learning students to despair about the children ever achieving.
If change will come about and pessimism will shift to optimism, we have to provide dramatic, immediate and authentic experiences. A vibrant community of learners then is one that is guided through mutual observation of successes with their own students, mutual aspiration to improved teaching, and ongoing dialogue. The isolation is removed through the collegial experiences. The lowest common denominator mentality and groupthink are replaced by the infusion of new successful practices, mutual challenges for greater success, and an expanded repertoire of teaching approaches that is accessible to the whole learning community.
One challenge for teachers when they are beginning to focus on English language learners is an artificial duality that separates effective language learning techniques from effective content approaches. When considering the needs of English language learners, it is not useful to consider language acquisition strategies without at the same time considering the concepts required in the content-area lesson such as geometry. When considering a geometry lesson in angles, we must hold several learner needs simultaneously.
They have to view language as one of several critical dimensions that interact to form the learning context. In this way, teachers look not to compensate for language differences, but to understand the role of language in the learning of math, and through that understanding consider a wider array of instructional choices that use language to develop meaning in math. So, in addition to math vocabulary, we need to consider the movement from concrete to abstract and from conjecture to generalization so that a set of paper triangles the student will manipulate, tear and re-glue which can be considered an English as a second language technique because it is multi-sensory and tactile is also an important approach for all students regardless of language ability.
Having students arrive at an experiential discussion of pattern is based on the premise that all students will understand the definition of a pattern and retain it in long-term memory if it is arrived at from a cumulative sharing of patterns. Just as students in the lesson on angles were most convinced about the properties of angles when they handled and compared them themselves, so the teachers in this project were able to understand what new elements they could incorporate into their own teaching when they saw various elements of math, language instruction, student experience, manipulatives and small group conversation, seamlessly integrated with a group of their own students.
All learners learn deeply through meaningful experiences that are close to home. This process requires a teacher that can walk the talk.
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The teacher must have strong command of the content, a wide spectrum of approaches to teach the content, and the ability to deal sensitively with English language learner needs in the content lesson. To guide the reflection for the community of learners, the facilitator must be reflective in practice, open to feedback, and understand the levels of questions necessary to deepen the level of reflection.
The facilitator has a dual responsibility: to teach the students effectively and to illustrate specific aspects of teaching to the observing teachers. This is more than just teaching a good lesson while being observed by other teachers. The facilitator plans with the consideration of marking critical aspects and incidents in the lesson for didact. Furthermore, the facilitator or model teacher must notice, mark and bring to consciousness incidents, student responses and anything that took place in the lesson serendipitously that provides a teachable moment for the teachers observing.
Both pre-planned and instantaneous in-the-moment instructional decision-making becomes grist for the mill in the debriefing.
During this exercise, teachers observed, shared observations, and reflected and saw new possibilities. As this community of teachers moves toward becoming a community of learners, there is a renewed hope and commitment to improve the achievement of all their students, especially those who are learning English as a second language. In the next article in this series, we will review the challenges of incorporating this approach in the daily life of a middle school.
Bass, H. Usiskin, G. Burrill Eds. Dieckmann, J.
Researching Your Own Practice : The Discipline of Noticing by John Mason | eBay
Fullan, M. Mason, J. Schon, D. Jack Dieckmann, M. Comments and questions may be directed to him via e-mail at feedback idra. Permission to reproduce this article is granted provided the article is reprinted in its entirety and proper credit is given to IDRA and the author. Phone: Fax: Full Menu. Resource Center. For our purposes, the observers: Give attention to experienced, common moments in teaching; Connect what is observed with their own experience, distinguishing what is already in their repertoire with what is new or different; and Apply new practices to their own teaching.
Community of Learners Traditional teaching has given teachers extensive independence and autonomy but has also encouraged isolation and has led to the stereotype of a teacher who taught the same way for 20 years. Specific Relevance to English Language Learners One challenge for teachers when they are beginning to focus on English language learners is an artificial duality that separates effective language learning techniques from effective content approaches.
Role of the Facilitator or Model Teacher This process requires a teacher that can walk the talk. The facilitator plans with the consideration of marking critical aspects and incidents in the lesson for didact ic teacher training goals.
Conclusion During this exercise, teachers observed, shared observations, and reflected and saw new possibilities. Resources Bass, H.