Flipped Learning Certificate Online Course

Notes taken from Flipped Learning Certificate

Unit 1: Why Flip

Introduction

• Why does flipped learning work? Relationships! This will help teachers knowing their students cognitively and knowing their students affectively
• What is the best use of face-to-face class time?
• Dr Marzano studies- 58% interacting with new contact- relate to guided sessions, 36% practicing and deepening new content, 6% cognitively complex tasks involving generating and testing hypothesis- students are not being given opportunities to APPLY
• Diamond model compared to Blooms original model-more chance for students to apply rather than be given knowledge
• "active learning is the grand meta-principle" such as inquiry based learning
• The argument of added screen time- students say it either replaces or adds little to screen time
• Students say it helps them understand knowledge better
• Challenges to Flipping- Thinking, flipping the learner 2nd appropriate training 3rd time 4th technology 

Quiet Leadership Page 50-65

Key points in the reading:

• the fastest way to transform performance is to ask about solutions
• change is challenging because it requires changing who a person is and not just their habits, hence the notion of creating new wiring
• people often give up easily when they try something new as it normally leads to failure- providing lots of feedback and encouragement can be a big help
• a difficulty in stretching ourselves is that we tend to see ourselves as limitations and not as potential
• not sure if I agree with "after 5 years we're not likely to see potential walking into the work place, we're going to see problems to solve and dramas, meetings" but- in saying that there are times in the year that you do sway towards the workload activities such as meetings, dealing with kids, organisational things rather than enjoying the teaching itself
• "we're cynical about their fresh-faced enthusiasm"
• having others stretch us is a way to grow faster than we would on our own(this happens in teaching all the time, where having colleagues challenge us and challenge the way we do things allows us to be open to change)- think about the purpose of observations- are they there to focus on competency of a teacher or are they more for "stretching" or developing us as teachers?
• leaders being comfortable making people uncomfortable though good support systems(I see this more a chance for leaders to challenge or questions what teachers are doing and how we can help support or add to their teaching pedagogy)
• leadership understands the importance of positive feedback, there is a difference between people having self esteem or mental issues that require a pat on the back and successful people requiring a pat on the back (for understanding that we all are different as teachers and people and even more importantly understanding the people in your team- some require positive feedback some require acknowledgment) This is an area that I have focussed on and do need to continue to develop- understanding that it is our job to make sure staff are happy!

Quiet Leadership Page 29-49

• Conversations have a limited number of possible directions to go in. (Diagram on Page 30)
• The 6 steps describe new ways to interact, provide feedback, influence, and grow people, and also bring the best out in others.
• Step 1- learning to think about thinking
• Step 2- listen for potential- Clarity of Distance
• Step 3- speak with intent
• Step 4- dance towards insight
• Step 5- create new thinking
• Step 6 Follow up

Step 1

• improving not what people are thinking about, but the way they think.
• first step is to let people think through their own issue rather than telling them what to do
• focus on positives to develop people's strengths (and also provide praise)
• facilitated self-directed learning

Quiet Leadership: David Rock

Part 1: Discoveries about the Brain

• central to leadership is the ability to improve people's thinking (which to me makes sense as good leaders always think about multiple ways of how to accomplish something e.g. introducing ideas- teacher buy in compared to direct leadership
• when we process new ideas we create maps of those new ideas and then make connections to existing maps(making links between new knowledge and prior knowledge)
• humans are able to make predictions which differentiate us from other species
• if we are trying to help people think rather than thinking for them or doing tasks for them, it will lead to the development of a set of thinking skills
• we process information differently as our brains are differently
• we sometimes give too much advice or problem solving solutions and expect people to think or problem solve the way we do. (We probably do this without thinking about it. We think we are helping people out by rather than listening to them, thinking about ways to solve their problems. Where does this come from??? Our own connections or previous learning experiences. Does this suit their problems? Probably not because of the differing connections)

Teacher As Inquiry 2015

TAI 2015

Above is a link to my TAI 2015 which focussed on Writing and moderating of writing samples.

Teacher As Inquiry 2016

TAI 2016


Above is a link to my TAI 2016 which focussed on Maths and the problem solving approach.

Quiet Leadership: David Rock

Reflective Comments from Introduction

Key points from Reading

• the importance of improving people's performance
• developing performance improvement initiatives
• what is good performance?
• Quiet Leadership- practical 6 step guide to new way of having learning conversations

Six steps-

1. Think about thinking
2. Listen for Potential
3. Speak with Intent
4. Dance toward Insight
5. Create new thinking
6. Follow Up

PTC'S

PROFESSIONAL RELATIONSHIPS AND PROFESSIONAL VALUES

Fully certificated teachers engage in appropriate professional relationships and demonstrate commitment to professional values.

Fully certificated teachers:
Criteria	Key Indicators
1. establish and maintain effective professional relationships focused on the learning and well-being of ākonga	i. engage in ethical, respectful, positive and collaborative professional relationships with: ākonga teaching colleagues, support staff and other professionals whānau and other carers of ākonga agencies, groups and individuals in the community
2. demonstrate commitment to promoting the well-being of all ākonga	i. take all reasonable steps to provide and maintain a teaching and learning environment that is physically, socially, culturally and emotionally safe ii. acknowledge and respect the languages, heritages and cultures of all ākonga iii. comply with relevant regulatory and statutory requirements
3. demonstrate commitment to bicultural partnership in Aotearoa New Zealand	i. demonstrate respect for the heritages, languages and cultures of both partners to the Treaty of Waitangi
4. demonstrate commitment to ongoing professional learning and development of personal professional practice	i. identify professional learning goals in consultation with colleagues ii. participate responsively in professional learning opportunities within the learning community iii. initiate learning opportunities to advance personal professional knowledge and skills
5. show leadership that contributes to effective teaching and learning	i. actively contribute to the professional learning community ii. undertake areas of responsibility effectively

 

PROFESSIONAL KNOWLEDGE IN PRACTICE

Fully certificated teachers make use of their professional knowledge and understanding to build a stimulating, challenging and supportive learning environment that promotes learning and success for all ākonga.

Fully certificated teachers:
Criteria	Key Indicators
6. conceptualise, plan and implement an appropriate learning programme	i. articulate clearly the aims of their teaching, give sound professional reasons for adopting these aims, and implement them in their practice ii. through their planning and teaching, demonstrate their knowledge and understanding of relevant content, disciplines and curriculum documents
7. promote a collaborative, inclusive and supportive learning environment	i. demonstrate effective management of the learning setting which incorporates successful strategies to engage and motivate ākonga ii. foster trust, respect and cooperation with and among ākonga
8. demonstrate in practice their knowledge and understanding of how ākonga learn	i. enable ākonga to make connections between their prior experiences and learning and their current learning activities ii. provide opportunities and support for ākonga to engage with, practise and apply new learning to different contexts iii. encourage ākonga to take responsibility for their own learning and behaviour iv. assist ākonga to think critically about information and ideas and to reflect on their learning
9. respond effectively to the diverse language and cultural experiences, and the varied strengths, interests and needs of individuals and groups of ākonga	i. demonstrate knowledge and understanding of social and cultural influences on learning, by working effectively in the bicultural and multicultural contexts of learning in Aotearoa New Zealand ii. select teaching approaches, resources, technologies and learning and assessment activities that are inclusive and effective for diverse ākonga iii. modify teaching approaches to address the needs of individuals and groups of ākonga
10. work effectively within the bicultural context of Aotearoa New Zealand	i. practise and develop the relevant use of te reo Māori me ngā tikanga-a-iwi in context ii. specifically and effectively address the educational aspirations of ākonga Māori, displaying high expectations for their learning
11. analyse and appropriately use assessment information, which has been gathered formally and informally	i. analyse assessment information to identify progress and ongoing learning needs of ākonga ii. use assessment information to give regular and ongoing feedback to guide and support further learning iii. analyse assessment information to reflect on and evaluate the effectiveness of the teaching iv. communicate assessment and achievement information to relevant members of the learning community v. foster involvement of whānau in the collection and use of information about the learning of ākonga
12. use critical inquiry and problem-solving effectively in their professional practice	i. systematically and critically engage with evidence and professional literature to reflect on and refine practice ii. respond professionally to feedback from members of their learning community iii. critically examine their own beliefs, including cultural beliefs, and how they impact on their professional practice and the achievement of ākonga