In my last blog post I wrote a narrative of my day shadowing a Year 10 student. This was a real highlight of my first term as a senior leader. This post shares some of the questions that I have either been grappling with or am about to start grappling with in my role as DP. Some of these developed out of reflecting on my day shadowing, many of them emerged from other events throughout the term.
How might we build upon the great content learning to develop more autonomous learners?
What if students didn’t all move through lessons at the same pace?
How might student understanding be checked in ways that don’t stop progress with learning? Continue reading →
We are continuing to develop the effectiveness of our coteaching at Hobsonville Point Secondary School. Over the past 2 weeks we have continued reading into effective coteaching practices from overseas and comparing these to our practices here at HPSS. Much of this overseas literature is based in Primary and/or for including special educational needs into mainstream classrooms.
With this gap in literature, we have identified that some of our practices are already exceeding that shared online. There is, however, plenty left for us to learn and improve. Since our last session on coteaching models we have focused on the role a teacher can play in supporting their coteacher.
Last week, our reading was this table from a research article by Wendy Murawski:
Secondary teachers and schools have a lot to learn from their Primary counterparts.
Yesterday we spent the morning in 2 of our contributing schools. Yasmin, Sally, Jill and I went to Hobsonville Primary and Lisa, Kylee, Sarah and Megan went to Whenuapai. What we saw in each of these schools was great pedagogy and made us realise that our students for next year are going to be well prepared for what we are planning.
In fact, the biggest reflection point on yesterday was that what we have planned for Hobsonville Point Secondary School may be radical for Secondary but is not a big step different to what already exists in Primary schools. Continue reading →
Finally it seems to have happened – people are looking at e-learning as part of effective pedagogy!
Devices, technology, browsers, e-tools, apps whatever you want to think of as e-learning are not a separate entity and should not be viewed that way. For quite some time now I have been having discussions with people about technology in education and have been frustrated by how often the conversations focused on the what rather than the why. Last week it seemed to me that a major corner has been turned. Continue reading →