During learning path week 7 one of the initial questions is what is my fears/ challenges of professional experience?
Ummmm. TEACHING KIDS THAT CAN TALK BACK & TELL ME HOW CRAP I AM!
I didn’t of course put this as my response but, it is to a degree my biggest fear. My experience, workplace, career, other practicals have all taken place in long daycare settings. I haven’t been in a primary school (bar after school care bus pick up) since I graduated year 7!
I am confident with children under 5s behaviour being redirected through distraction or redirection or using the phrase “stop I don’t like it”… School children though I have little experience and just hope the kids listen to me.
Learning content – I can set up a home corner and table top activities better than the average bear… Planning curriculum driven learning experiences I can hypothetically do in assignments but, have never attempted to actually teach one!
Another area I know I know but, am unfamiliar in referencing to are authoritative pedagogies. As mentioned
“Authoritative pedagogies” are the various pedagogical frameworks, models etc that informed your lesson planning/teaching. For example, Bloom’s taxonomy, Habits of Mind.
Actually, I don’t think I have come across habits of mind before? A link for future reference.
An article on TPACK. The equalibrium drawing from technological, pedagogical, and content knowledge.
KWL idea… “I know”, “I want to learn”, “I learned”
I fell across a pedagogical ‘pedpyramid’ for teaching technologies and will link to too for future reference.
Toolbelt Theory -“We, as humans, differ. Our tasks differ. Our environments differ. Our circumstances differ and we pick the appropriate tool.” – David Socol
SAMR Model –engage in deep learning and authentic contexts
Other ideas I have crossed this week…
Success in teaching (FEAR)! Some things to reflect and consider for Part d.
My Trello aka digital checklist
USQ PE Forms quicklink
I may need to add to this post but, I have just hit the Prac booklets so I am now shifting my focus to PE.