Considering the Diagonals… (pt 2)

In our previous post, Doing More or Doing Some Things Differently, we considered the shifts in our professional learning and practice, and the implications each had on the learning practice of our students.  More specifically, what were we doing more of and doing differently as teachers?   And what were our students doing more of and doing differently, as learners?

Doing More:

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– What are you doing more of?
– What are your students doing more of?
– To what benefit?
– At what cost?

Doing Some Things Differently:
– What are you doing differently?
– What are your students doing differently?
– To what benefit?
– At what cost?

As we considered our responses and dug further beneath each implication, we wondered about the relationships between them.  What connections surface when we consider the diagonals of our efforts?

8 comments to Considering the Diagonals… (pt 2)

  1. Dryden School says:

    We found that teachers are more reactive in our teaching. We learn from our students and then respond and support along the way. Our students are more engaged, more reflective, and more driven in their work. Our students are raising their hands less and persisting to find their own information more.

  2. Kris says:

    There is less direct instruction. Teachers are creating mini-lessons based on student needs to help model the processes involved in independent research. Students have a greater choice in their learning. They are beginning to understand how to reflect on the learning process. With less direct instruction, students are more engaged. They are naturally networking with each other and learning the importance of collaboration in learning.

  3. Julie & Melanie says:

    We noticed a shift in ownership of learning from the teacher to the student. There is more individualized instruction through conversations that guide the students in their research. Overall, the teacher is doing more facilitating and questioning and the students are doing more thinking and reflecting.

  4. Annalise Caudill says:

    Teachers are doing less whole group teaching, asking the questions, giving answers, and troubleshooting while the students are doing more asking of questions, making decisions, reflecting, monitoring their progress, collaborating, giving peer feedback, and helping each other.

  5. Chris Thinnes says:

    I’m doing more questioning, and less answering — and hoping that helps support others in the same journey 🙂

    Chris | @CurtisCFEE

  6. Esther Gibson says:

    Less and More

    When teachers are doing less talking and giving direct input, students are doing more talking and giving input.
    When students are doing less memorization and less listening to lectures, teachers are more facilitating, acting as guides.

  7. Marcy Robinson says:

    Basically, the teacher is doing LESS and the students are doing MORE!

  8. Angelique Moulton says:

    1. If student s are doing less worksheets, less sitting, less listening to lectures, then teachers are facilitating discussions, modeling, being more creative, taking more risk, being vulnerable and being more reflective.
    2. Therefore, if students are doing more thinking, questioning, reflecting, designing, more creating, being brave and taking risk, then the teacher is giving up more control of the class, less lecturing and less worksheets.
    In summation, whatever the teacher is doing is inversely proportional to what the students are doing.

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