We will use the Thinking Routine Take Note for this week’s discussion board post.
Explore the following resources:
-Teacher Reflective Practice: watch this short video in which Dylan Williams talks about creating a culture of continuous improvement in education.
-The Value of Self-Reflection: read the article and watch the videos (if available in your area) that explain how The Harvard Graduate School of Education’s lesson recordings are used for teacher reflective practice.
-Review through a self-lens: read the article and watch the video (if available in your area) that explores how journaling and other methods can be used to critically reflect on teaching practices.
-Using Reflective Practice to Become the Teacher You Want to Be: read the article and watch the video that explores reflective practice. Be sure to explore The Reflective Toolbox.
2. Answer one or more of the following questions:
What is the most important point?
The most important point, I believe, is to be aware that we are teachers, and lifelong learners. Like the learners in our class we are always developing through gorwth mindsets and learning opportunities. We need to keep an open ear to constructive criticism and a willing mind to adpatation or adoption of better practice and skills.
What are you finding challenging, puzzling or difficult to understand?
I don't find much in here, "difficult" to understand. I do find that time as a planning teacher of potential 2 or more subject areas, will be difficult to secure for such drastic reflection methods as introduced by Pamela Mason.
What question would you most like to discuss?
Setting up time in one's week to organize that professional moment of reflection on a regular basis. How do people arrange their time to make them feel like this can be prioritized? Can the school board ensure that there is time in professional development events that provide opportunities for this to take place?
What is something you found interesting?
I really like the idea that teachers "fail all the time", we just don't absorb or overwhelm ourselves with failure, we use it to build on and develop better practice.
*This response should be concise, consisting of no more than a few sentences for each question. If you chose to only explore one of the questions, your response should be a paragraph in length.
**Complete the Discussion Board post by Saturday, June 14th. Respond to at least 1 post by Monday, June 16th.
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Reflective Practice:
For this week’s reflective practice, you will be reflecting on a section of a completed unit planner of your choice.
In the Assignments tab, under Reflective Practice - Week 2, complete the following task:
Choose a unit of inquiry that you have created and taught (or would like to teach).
Choose a component of the unit planner that you would like to reflect on. For example, this could be the transfer goals, the essential understandings, the learning process, the assessments, the approaches to learning, the resources, differentiation or any other component of the unit.
In this unit, students are working with concrete application of the following concepts,
Identity:
When reading texts, students will encounter and interact with a multiplicity of perspectives, voices and characters. It is usual when reading and interpreting a text to assume that the views are to some extent representative of the writer’s identity. However, the relationship between an author and the different perspectives and voices they assume in the texts is frequently complex, and this makes the concept of identity an elusive one. The figure that emerges from the reading of various texts by the same author adds to the complexity of the discussion. Conversely, the ways in which the identity of a reader comes into play at the moment of reading a text are equally central to the analysis of the act of reading and interpretation.
Rationale: Students are reading through texts they create, and read to identify with a conviction. Students are actively seek a cause to stand with/behind and advocate in favor of, as they see it in regards to relevance within their lives. It is no secret that in some cases, students will discover through inquiry, that they are connected to a text/idea/topic/issue in a way that had not either been pre-exposed to, or never thought about before.
Communication:
The concept of culture is central to the study of language and literature. It raises the question of how a text relates to the context of its production and reception, and to the respective values, beliefs and attitudes prevalent in them. This concept also plays an important role with regards to the relationship that is established between an individual text and the writing tradition that precedes it. In both senses, the application of this concept to the study of a text should prompt reflection on the extent to which it is the product of a particular cultural and literary context and how it interacts with it.
Rationale: Students are performing, writing and reviewing work of their own and others. The communication of these ideas are applicable to this concept through many ways. Two ways in particular this unit delves into the concept of communication is first, establishment of one's identity/ideas/point of reference; and secondly, establishment of communication to create/carry dialogue.
-Perspective
A text may offer a multiplicity of perspectives which may, or may not, reflect the views of its author. Readers have also their own perspectives which they bring to their interaction with the text. This variety of perspectives impacts on the interpretation of a text and therefore deserves critical attention and discussion. The fact that the acts of reading and writing happen in a given time and place poses the additional question of how far the contexts of production and reception have influenced and even shaped those perspectives.
Rationale: Students are primed through engaging in perspective heavy texts through the unit as they are relevant in regards to various issues built on the division of perspectives. Students first develop a point of which they identify with (topic that they feel strongly about), and delve into their own perspective (in depth). Thereafter, they will need to utilize their perspective to identify why there are two sides on this issues, develop a mini campaign against their topic (to a degree) and then develop their own with a more enriched outlook on the topic.
(Language A: language and literature guide, pp.28-29)
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Students are touching on ideas related to these concepts as well, these will provide scaffolding for coming units of study,
-Creativity:
Creativity plays an important part in the experience of reading and writing. The concept is fundamental to analyze and understand the act of writing, and the role that imagination plays. When applied to the act of reading, creativity highlights the importance of the reader being able to engage in an imaginative interaction with a text which generates a range of potential meanings from it, above and beyond established interpretations. Creativity is also related to the notion of originality and to the question of the extent to which it is important or desirable in the production and reception of a text.
-Transformation:
The study of the connections among texts constitutes the focus of one of three areas of exploration, namely intertextuality: connecting texts. The complex ways in which texts refer to one another, appropriate elements from each other and transform them to suit a different aesthetic or communicative purpose, are evidence of the importance of transformation in the process of creating a text. Additionally, the act of reading is potentially transformative in itself, both for the text and the reader. Different readers may transform a text with their personal interpretation. The text can also have an impact on the reader which potentially might lead to action and to the transformation of reality.
-Representation:
The way in which language and literature relate to reality has been the subject of long running debate among linguists and literary theorists. Statements and manifestos by writers have made claims about this relationship which range from affirming that literature should represent reality as accurately as possible, to claiming art’s absolute detachment and freedom from reality and any duty to represent it in the work of art. Irrespective of such a discussion, the concept is a central one to the subject in connection with the way in which form and structure interact with, and relate to, meaning.
(Language A: language and literature guide, pp.28-29)
Give a brief description of the unit.
| Grade + Age IB English 11 HL (approx. 16-17 years old) |
Subject (Course)-Stream Language and Literature (A) High Level | |
| Course Description In this course (Higher-Level) students will be reading through literary and non-literary texts that provoke thought and understanding (see "possible connections to TOK") in the areas of intertextuality; Time and Space; and Readers, Writers and Texts. This will be done through the use of concepts Identity, Culture, Creativity, Communication, Perspective, Transformation and Representation. The purpose of this course is to, experience a variety of texts; develop skills; enhance sensitivity; broaden understanding; strengthen communication and promote a healthy passion for English studies. These aims summarized, are directly alluding the IB learner profile's need to demonstrate themselves as an, inquirer; thinker; communicator; principled; caring; risk-taker; balanced; open-minded; reflective; and knowledgeable. Students will participate in at least 1 CAS activity that will be reflective of themes decided by the instructor, relevant to the course and students. By the end of the course students will have completed reading of 2 works that were translated into English (from list), 2 works that are originally published in English (from list), and 2 works that the student had selected themselves, internal assessment (1) and external assessments (3), see assessments for more details. |
| Unit 1 Description (This is a unit I design for the Curriculum Processes Course) "The Power of Voice, influence and Worldview" This is the introduction unit to the whole course. In this unit students will be identifying their voice and the meaning of voice as it is relative to various mediums of text. Thereafter students are introduced to influence, they will identify the influence they face from other places and the influence they can foster. Through being able to understand the ideas of Voice, and Influence, they will be able to identify factors into what impacts one's worldview. Students will initiate a campaign that will guide their CAS activity through the course. In this unit students will be reading "A Small Place" by Jamaica Kincaid and/or The Beach by Alex Garland |
| Global Issues Students are learning about the impacts that colonialism has over certain groups of people and the lasting effects as they still run rampant in the world. |
Key Skills
Skills emphasized in this unit, Thinking Skills, Communication Skills, Social Skills, and Research and Self-Management Skills | |
Key Assessments Students will produce campaign material (1) written (purposed to emphasize: Knowledge, Understanding and Interpretation; Focus, Organisation and Development) and (1) oral (purposed to emphasize: Focus and Organization; Knowledge, Understanding and Interpretation) https://www.teacherspayteachers.com/Product/ENG3U4U_Academic-Stream-Course-Culminating-Choice-Board-8578583 (Bono, 2023) |
Reflect on the planning, process and impact (if applicable) of the chosen component. You can consider the ideas and information included on the page Approaches to Teaching (you will find a blank unit planner at the bottom of the page) or explore your own ideas about the unit.
*This response should consist of no less than 250 words and no more than 500 words.
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