Seven years of water have swept under the academic bridge, and it’s been some time since I’ve squirrelled myself into a corner, complete with a family-size box of crunchy nut cornflakes and the crazed look of a damsel in deadline distress.
Thankfully, the boy, some babies and a good few years of business experience has taught me that getting ahead is the new going under, and my assignments have been completed with less drama.
Here’s what I’ve been writing…
TTT1 – all about deep thinking: pedagogical theories and practice – it took me ages to get my groove on and lock that learned writing style down. Now a converted constructivist and a sold-out social-scenario linker, I was so relieved to get positive feedback, and a celebrated a distinction with… a trip to the library to get the books out for the next essay. Yay.
T1: I really had a chance to examine my expectations of pupils, their learning styles, experiences and manner of constructing knowledge. I’m really looking for ways now to build ‘chunking’ in my lessons, and ensure that each stage of my plans is a build on the previous.
T3: The essay also gave me a chance to deepen my understanding of the impact of subject knowledge, and how to express this to a class. I think I err on the romantic side of reasoning, and certainly was very captured by the challenge to bring wider, global significance to the texts that I teach. As a result, my remaining lessons on the Private Peaceful theme has links to modern warfare, with an age appropriate consideration of child soldiers, and Remembrance Sunday. I also examined the relationships between militant Fathers and their Sons in both Boy in the Striped Pyjamas and contemporary photography captured of Iraqi warfare.
PLC1 – a group project with 2 other students at my school, focused on ‘What Makes Outstanding Homework?’ Felt a lot more at home with this one –it was basically a project to run with a presentation, and my background is in recruitment projects and graphic design/events. I enjoyed learning about Active Research, and although it was too intense to re-conduct a solo project in the near future, it did demonstrate the benefits of working in collaboration with colleagues in CPD groups in the future, and hopefully one day I’ll complete an in depth study for a Masters.
T2/T5: Can you believe that none of the teaching standards mentions homework? I found this so interest
ing, especially because the study really taught me homework is often an under-utilized tool in managing effective differentiation, and the importance of setting it in a considered fashion, so that each piece of work developed subject specific knowledge AND skills (such as writing to persuade), and also generic transferable skills (such an analysing). It’s another half hour of progress that can be made! Yes! I actually can’t wait to try some our ‘tool kit’ suggestions out. Here’s some of the slides we used…
I’ve also literally just submitted TTT2 (tick) so I’ll write a bit more about this later once I’ve had feedback.