Search the site...

CONNECT COLLABORATE GROW THE WEBSITE OF AN INSTRUCTIONAL ROUNDS NETWORK
  • Homepage
  • Our Next Round TWPS
  • Instructional Rounds
  • Reading
    • Reading 2022 Oakhill Drive PS
    • Oakhill Drive 2022 Follow Up
    • Reading TWPS Follow Up
    • Reading Normanhurst 2021 >
      • Reading Key References
      • John Purchase PS OLJ Reading Initiatives
      • Reading 2 John Purchase
      • Worthwhile Reading Lessons
    • CR Reading
    • PL Reading
    • OLJ READING
  • Worthwhile Lessons
    • Thornleigh West Term 4 2019
    • Resources for Learning Trajectories
    • Ensuring Rigor
    • Writing Berowra PS 2021 >
      • Berowra PS OLJ Writing
    • WL Our Learning Journey
  • Visible Learning
    • PL Visible Learning
    • CR Visible Learning >
      • Learning Intentions and Success Criteria
      • Formative Assessment
      • Feedback
      • Student Self-Reflection
  • Self Regulated Learning
    • CR Self-Regulated Learners
    • OLJ Self-Regulated Learners
  • Mathematics
    • Mathematics >
      • Berowra PS 2022 Maths >
        • Our Learning Journey BPS
      • JPPS Mathematics 2022
      • CR Mathematics
      • PL Mathematics
      • OLJ Maths
  • A focus on thinking
    • Thinking PL >
      • Thinking Readings
      • Curiosity, Creativity & Critical Thinking >
        • Creativity, Curiosity & Collaboration
    • Thinking CR >
      • Unit
      • ES1
      • Stage 1
      • Stage 2
      • Stage 3
    • Our learning journey
  • Classroom Talk
    • PL Classroom Talk
    • CT Professional Learning 2
    • CT Classroom Resources
    • Student Talk at ODPS
  • Blog
  • Archives
  • Homepage
  • Our Next Round TWPS
  • Instructional Rounds
  • Reading
    • Reading 2022 Oakhill Drive PS
    • Oakhill Drive 2022 Follow Up
    • Reading TWPS Follow Up
    • Reading Normanhurst 2021 >
      • Reading Key References
      • John Purchase PS OLJ Reading Initiatives
      • Reading 2 John Purchase
      • Worthwhile Reading Lessons
    • CR Reading
    • PL Reading
    • OLJ READING
  • Worthwhile Lessons
    • Thornleigh West Term 4 2019
    • Resources for Learning Trajectories
    • Ensuring Rigor
    • Writing Berowra PS 2021 >
      • Berowra PS OLJ Writing
    • WL Our Learning Journey
  • Visible Learning
    • PL Visible Learning
    • CR Visible Learning >
      • Learning Intentions and Success Criteria
      • Formative Assessment
      • Feedback
      • Student Self-Reflection
  • Self Regulated Learning
    • CR Self-Regulated Learners
    • OLJ Self-Regulated Learners
  • Mathematics
    • Mathematics >
      • Berowra PS 2022 Maths >
        • Our Learning Journey BPS
      • JPPS Mathematics 2022
      • CR Mathematics
      • PL Mathematics
      • OLJ Maths
  • A focus on thinking
    • Thinking PL >
      • Thinking Readings
      • Curiosity, Creativity & Critical Thinking >
        • Creativity, Curiosity & Collaboration
    • Thinking CR >
      • Unit
      • ES1
      • Stage 1
      • Stage 2
      • Stage 3
    • Our learning journey
  • Classroom Talk
    • PL Classroom Talk
    • CT Professional Learning 2
    • CT Classroom Resources
    • Student Talk at ODPS
  • Blog
  • Archives

ccg blog

West pennant Hills PS

11/15/2016

1 Comment

 
Picture


Towards Deeper Engagement
Geoff Munns

CHAPTER 2
EXPECTIONS
Recognizing How Our Beliefs Shape Our Behaviour
The power of these expectational belief sets helps explain why changing teaching is much more than giving teachers a new set of practices to deploy.  In fact, teachers may employ a new method of instructions, only to find that it falls flat and doesn’t achieve the kind of lift its proponents had promised.  They then discount the method, ignoring completely how their expectational beliefs may have undermined the new instructional practices.
If we return to the cartoon and interrogate its punch line from both teacher and student positions, what questions about classroom discourse might be asked?Is thinking not valued in this classroom?
Is important classroom work mainly signified by students just doing ‘stuff’?
 
What messages are both being given by the teacher and received by the students?How will students respond to these messages in their current and future educational lives? 

The central argument of this article is that these and similar questions are critical to the project ofstudent engagement. All classrooms are characterised by a complex set of teacher-student interactions(Cazden, 2001). Research in the Fair Go Program (Munns, Sawyer & Cole, 2013) has shown that skilled teachers, who are committed to engaging all their learners, interpret and adjust these interactions to create environments that give students the capacity to fit in, believe in themselves and succeed as learners. These teachers understand that every classroom interaction has the potential to deliver a message that will orientate students towards, or away from, engagement and learning success. They stack their classrooms with messages that engage and deliver student connection to school
Picture
1 Comment
Angela, Julie G, Adela and Stephy
11/16/2016 10:38:04 am

This blog post has made us reflect on how the messages we are sending to students impacts on their attitudes about learning and their self-image as learners. We have realised that our teaching must be committed to engaging all learners. If we asked our students, “What do you think I value?” what would we expect them to say? We need to think about whether thinking is valued in our classrooms and whether students feel like their thinking is valued. Following reading the blog post, we have considered these big questions: Do the students see us as learners? Do staff see what we are doing as work or learning? Are we thinking about how each of our students are engaging in the thinking culture?

Reply



Leave a Reply.

    Author

    Barbara Reynolds
    ​Critical Friend

    Archives

    March 2017
    November 2016
    September 2016

    Categories

    All
    Talk
    Thinking

    RSS Feed

Picture
Picture
Picture
Picture
Copyright © 2015