tag:blogger.com,1999:blog-2513390705871506031.post4257000906844914365..comments2022-04-24T00:32:17.630+12:00Comments on Back to the Drawing Board: Tagging, portfolio pondering and John de MadoUnknownnoreply@blogger.comBlogger5125tag:blogger.com,1999:blog-2513390705871506031.post-61642126639186394572013-02-22T15:26:49.330+13:002013-02-22T15:26:49.330+13:00Well that it that clarified eloquently! Merci! Lik...Well that it that clarified eloquently! Merci! Like the "Why" scrutiny will definitely had to the "How do you know?" scrutiny! <br />I know next to nothing about the Learning Pit apart from many primary teachers making reference to it. Let's look it up sometime soon! Oh and you might like to listen to Ewan McIntosh' Problem Finders ICOT2013 keynote. It s now at this link http://www.edtalks.org/video/problem-finders#.USbXTBm3K88 Anonymoushttps://www.blogger.com/profile/00801568002937562980noreply@blogger.comtag:blogger.com,1999:blog-2513390705871506031.post-50610781698548618192013-02-22T09:24:13.533+13:002013-02-22T09:24:13.533+13:00I thought 'control tower' was quite apt as...I thought 'control tower' was quite apt as it's a form of constant self-surveillance, although it becomes automatic. You just naturally put the things you do through a series of filters (or values, if you like). As new values are added it makes you question how you used to do things. If your methodology doesn't stand up to the WHY scrutiny then it's time to change it.<br />The Learning Pit sounds interesting. Tell me more.....!Ruthhttps://www.blogger.com/profile/06780963841457241114noreply@blogger.comtag:blogger.com,1999:blog-2513390705871506031.post-29536316917040835682013-02-22T07:04:52.480+13:002013-02-22T07:04:52.480+13:00hehehe now that I think of it (yes I write then I ...hehehe now that I think of it (yes I write then I think LOL!) Control Tower may not describe it so well... It was clumsy: what I meant that you have a strong set of values that are clearly inbuilt and that you use to guide/ponder what you do. <br />I followed #edchatnz (every other Thursday at 8.30pm) last night, and the theme was how do we as teachers contribute to building students' persistence. Do you know James Nottingham' notion of Learning Pit? Some great comments there emanated from 1ry and 2ry teachers, but pace was frantic and I stood in background! Anonymoushttps://www.blogger.com/profile/00801568002937562980noreply@blogger.comtag:blogger.com,1999:blog-2513390705871506031.post-12186200241352793572013-02-22T00:09:33.615+13:002013-02-22T00:09:33.615+13:00'Control tower'- that's an interesting...'Control tower'- that's an interesting way of putting it. I like to labour over things that grab me too, but find it well night impossible if they don't grab me, being a confirmed hedonist. Obedience has never been high on my list of virtues and I've always challenged existing beliefs as a learner and as a teacher. I love to delve into and wallow in subjects that inspire me. Never a dull moment. <br />It'll be important for me to be aware that there are a lot of learners who thrive on more structure than I do; people like you and David who are not averse to routine and putting in the hard yards for what may appear to be small amounts of gain. I admire the tenacity of sportspeople, musicians and anyone else who has to put in long repetitive hours. They tend to be much more goal orientated than me. As I've said before, goals and I are uneasy bedfellows. I'm aware that there are certain of Guy Claxton's magnificent 8 qualities that I could do with developing, such as discipline and perseverence. Intrinsic motivation is pretty vital to my learning. It'll be fascinating to have these conversations with students and get them to measure themselves against the Magnificent 8. It can take me quite a long time to tame new things (such as the NZC) but once I've reflected deeply on them over a prolonged period they're then internalised and become like a yardstick. And you're right about me and language. I've always found it fascinating. It's only more recently that I've come to be as consciously interested in pedagogy. Glad you didn't find the post soporific, as I'd feared. Ruthhttps://www.blogger.com/profile/06780963841457241114noreply@blogger.comtag:blogger.com,1999:blog-2513390705871506031.post-28186233497464571352013-02-21T20:31:38.362+13:002013-02-21T20:31:38.362+13:00Much to think about from your post Ruth! I am real...Much to think about from your post Ruth! I am really happy that you have written about John de Mado. I have had the opportunity to hear you talk about his impact as you felt he articulated what you have always believed in. Now I read it, and because I am this type of person, it makes a lot more sense to me to read it. Or maybe it is because revisiting concepts and ideas in a range of ways, over time helps with making sense of?<br />Yes I start to see how it fits in with the notion of students being responsible of their own learning. I will see better still when you open a window on what students make of it.<br />I like your suggested "emotion tags"! Would be fabulous to have students evolving to generate similar vocabulary describing how they feel about learning! And that is what you propose to do "to engage the learners emotions" .<br />I can't wait till you survey/diagnose what your new school has in place for tech, servers, BYOD: then there will be toys to play with! <br />About tasks, authentic materials with a good question to accompany their discovery on a theme that "talks to" the student grab their "buy in". Then suggest something inspiring according to what you know individual students respond to. I remember getting well thought responses (and more questions back! in my very traditional classroom) about architecture, design, fashion, advertising… themes that inspire me and that students got to explore in their way with the language they had at their disposal.<br />There are (at least two or three!) main differences between you and me: you are a linguist, who has reflected on what it means for you to master other languages and who has studied how to teach them. I have not: I have learnt English without thinking about it when I was at school, and went to live in England at age 20. I learnt English because I needed to. I did not think if I liked it, or liked the process of it, or not. I actually have less interest in Learning Languages that I have in Learning. Another main difference is that it has ever appeared to me more clearly that you have an inbuilt "control tower" (I borrow the expression from David Perkins) intuitions and inner ways of being about language teaching and learning. I don't have that, I actually quite like to labor over things which grab me. And you know my routine and exercise too: "I have to do things because they are good for me" but what I know now is that it can not be imposed on anyone! <br />Great post Ruth, I am loving this very much!Anonymoushttps://www.blogger.com/profile/00801568002937562980noreply@blogger.com