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29 th June Autonomy

29 th June Autonomy. Priscilla Allan’s Classroom efforts. The reading. Developing responsible and autonomous learners: A key to motivating students. Barbara McCombs, PhD, University of Denver. What did it mean to me?. The Dream. Relaxed teacher

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29 th June Autonomy

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  1. 29th June Autonomy Priscilla Allan’s Classroom efforts

  2. The reading • Developing responsible and autonomous learners: A key to motivating students. • Barbara McCombs, PhD, University of Denver. • What did it mean to me?

  3. The Dream • Relaxed teacher • Students working quietly without obvious direction • In other classes the students are a nightmare • Effortless style • Teacher freed from having to control the students • All in MATHS! • The subject notorious for bad behavior.

  4. My Reality • I am not living the dream • I am not even sure that I believe this dream is attainable 100% of the time • I have had my magical moments like this • I have had chaos at times • I strive to develop my students ability to self manage.

  5. The do’s • Big picture • Think aloud (modelling) • Choice • Start with the student: let them pursue their own questions and answer their own problems.

  6. NCEA restricts us But… it is changing for the better…eg Year 12MAI • Design an experiment • New – room for improvement but potential!

  7. Do Not’s • These affirmed my practise. • In particular putting struggling students together is BETTER than having a more able student guide a less able student. • Students need to feel good about their progress, and an expert can just be demotivating!

  8. What I do. • Online support; Model the use of the wikispace • Record of lessons; Past papers; Video • I can do sheets; vocab lists; Course books • Workbooks; Text books; • Tutorial style class once a week “autonomy lesson” • Let them sit where they like • My job to teach, their job to learn. • My mathematical story – write the ending • Gentle conversations

  9. Did the reading change my practise? • Confidence that what I am doing has a theoretical back up • Hope that my dream is actually achievable • Confidence to continue to pursue the dream • Connecting theory and practise • I can see early childhood educational theory is totally valid for all ages “start with the child”

  10. My way of looking at it Supportive Flexible Teaching The guide on the side Who is ALSO The sage on the stage When the students need me to be

  11. Over Teaching: extrinsic • Based on control and transmission • The more we tell the less they want to know • The more we control, the more they need our control • Everyone is not at the same level, so can not be on the same page • The more we spoon feed, the less able the students are of feeding themselves

  12. Supportive Teaching: intrinsic • Resources are comprehensive • Students are helped to use them • Students can work at their own level • Students are asked what they need • Flexible – interactive – high trust • I provide, I do not police! • Individual solutions to individual problems.

  13. Teachers prefer autonomy too.We are individuals.We all have strengths.We should teach in a way that uses our strengths.There is not one “right” way.Students learn different things from all of us.Let’s look at my slides again, replace student for teacher, and see how we feel!

  14. NZC KEY Competenciesthe process really is more important than the outcomeTRUMPThinking, Relating to others, Understanding, Managing self, Participating and contributing.Get the process right and long term outcomes will be positive.

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