Ponderings

 

If new technology is used in the same way as old technology, the pedagogy ‘wineskin’ is likely to fail

Steve Wheeler – Learning with ‘e’s

 

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

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A Spiral of Brain-Hurty Questions

Last week our Specialised Learning Leader team had a Planning Day together, gathering momentum on how learning design will occur in 2016. A big focus of this day was how things will look/act/be different for the Qualifications years (Yr 11 & 12) as compared to our Foundation curriculum (Yr 9 & 10). The part that has really stuck with me over the next few days though was a discussion on what our Theories of Knowledge are at Hobsonville Point Secondary School.

Image courtesy of agsandrew

Image courtesy of agsandrew

As the main influence on our Learning Design at HPSS is the New Zealand Curriculum, my initial response was to start thinking what the theory of knowledge behind the NZC is. Quickly finding myself out of my depth to extract this information, I turned to some more learned colleagues asking them questions by various forms of messages. Continue reading

Developing Coteaching HPSS Style

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:

 

This table was helpful for us, but many staff felt that we already did these activities and in some cases could provide examples of partner roles that exceeded those in the table. Continue reading