thinking about why…

One of the benefits that planning together can provide is the opportunity to ask each other… ‘why are we doing this?’.

The balance of making every lesson count (see my previous post) and where building relationships and having fun is important and valid is perfectly illustrated in the post ‘Is Your Lesson a Grecian Urn?’. These are the thoughts of Jennifer Gonzalez from her blog, Cult of Pedagogy.

Make her blog one of your regular must reads by subscribing. Start by looking at her About page, it has a link that explains the purpose of the blog and guides you to some suggestions of what to listen, view and read if it is your first time visiting her blog.

Cult of Pedagogy will provide more than enough reading and thinking, as well as opportunities for sharing and planning to last you for a whole PDP cycle!

...this links to the post!
…this links to the post!



tight but loose…

The idea of ‘tight but loose’ was something I was able to revisit while reading the Class Teaching blog through the year. Shaun Allison, one of the three authors of this blog, has also produced a book called Making Every Lesson Count.

I think the concept of making every lesson count is important for the mindset of planning and teacher talk. You can link to the post on the image below, where the authors explain how having a structure for a school can complement the idea that teachers thrive on being creative.

Making every lesson count - how it came about...from the Class Teaching blog.
Making every lesson count – how it came about…from the Class Teaching blog.


PL reading…

Below are links to the sources for the documents I recommended for reading.

The Main Idea, which provides education book summaries, is the source for Visible Learning for Teachers and Teach Like a Champion.

The insightAssess website is where you will find the information about feedback. This link provides an overview of that information.

insightAssess also provides the link to the Assessment for Learning website, developed by the Curriculum Corporation. This is the link to the information about learning intentions.

the power of a teacher…

Along the lines of my previous post about professional reading, I would like to mention John Spencer’s blog. A recent post of his is titled The Future Belongs to the Makers, and is worth reading as it has a number of layers of thought.

His personal story, about the influence of one of his teachers, and the message about digital devices and designing for students to consume or create, or both, is worth spending time thinking about.




digital technologies curriculum…

By the end of next year you will be reporting on the new Digital Technologies curriculum that is part of the Victorian Curriculum. Before then you will be working in your team to design learning opportunities.

DigiPubs have an excellent teaching and learning resources page that links to year level home pages. For each strand in a year level there is a content description, lesson ideas, units of work and resources.

Click on the image below to find what you are looking for.


multiplicative thinking…

A bit of professional knowledge can go a long way, particularly when beginning to think about multiplicative thinking. I have seen a little of what has been coming from the photocopier, so I am guessing it is part of planning for a number of Year level teams.

While I go to Clarke and Sullivan for fractions, Dianne Siemon is the person to deepen your practical knowledge for multiplicative thinking…along with a dose of Booker. (Do the other authors of the book get peeved with such casual reference to one of the four authors?)

Not unusually our own Department website has links to help you as well.

Below are the links to help you on your way!

Dianne Siemon first, you have probably seen these but you really should start with these two resources that complement each other.

image         image

Of course it helps to design some useful pre testing, the Department has a link to tools to use to identify common misunderstandings.


This text link takes you to further links for other Levels.

Here are the individual links for the Level 3 tools: Countable Units tool, Additive Strategies tool, Sharing tool, Array and Regions tool, Cartesian Product tool and Proportional Reasoning tool.

Finally here is The Learning and Assessment Framework for Multiplicative Thinking. This document describes key characteristics that link to teaching implications and a vast array of resources.


student portfolios…

It is no secret that I am passionate about student learning portfolios. Setting and reflecting on goals, showcasing learning with audio, video, images and text and then sharing with an audience is a brilliant way to develop a blog.

If you are still coming to grips with this, here is a post from CommonSense Graphite that might help you crystallise your thoughts.


Why don’t you have a look at Leon promoting his next project, Milly reflecting on a phys ed session or Scott’s, Doctor Who project.

bookbook challenge…

Well, we certainly know more together. Fifty-one connections to a high quality classroom were identified from the ‘bookbook’ video!

You may have noticed there was at least one person in the wrong age group. Mmm!

Our most experienced group showed that their depth of knowledge of what happens in a high quality classroom was exemplary, even if they repeated themselves occasionally. The Under 30’s and In the 40’s identified a range of teaching techniques, planning and content factors. However it was The 31 – 40 team, though, that matched the other teams for ideas but in a killer blow identified engaging and authentic challenge using a transdisciplinary focus as their most important factor. 

Below is a word cloud that displays your combined efforts.