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Intentionality - why I do what I do?

As part of a reflexive teaching practice, intentionality asks us to carefully consider each step of building a learning experience, from who to why to how. (Dawson & Kelin, 2014)

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Best practice = practice --> lifelong journey

Best practice = up to date on research, tech, procedures

It isn't just saying "good enough" and doing something because that's the way it's always been done

(Lazarus, 2012)

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Problem-posing, inquiry based approach that fosters critical thinking as opposed to the Banking Method that views students as passive recipients of knowledge (Aubrey & Riley, 2022, Chapter 11).

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Spiral Curriculum and scaffolding working hand in hand to keep students on their Growing Edge in ZPD and deepening work each time we return to it (Aubrey & Riley, 2022, Chapters 4 & 8).

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Role of the teacher/facilitator

prepare the conditions for learning (Aubrey & Riley, 2022, Chapter 4)

know and understand unique needs and development of young children (Streeter, et. al, 2020)

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Disposition:

A teacher must be ready and willing to face discomfort, to deeply reflect, to receive feedback, to be wrong, and to learn (Chardin & Novak, 2021).

Failure often leads to learning (Del Vecchio, 2022).

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Drama-Based Pedagogy as an embodied approach to content is beneficial to learners of all ages.

Learning through the Body is important for adolescent learners, due to the neuroplasticity of the cerebellum at this age (Armstrong, 2014, Chapter 7).

"Learning through action is a prerequisite to learning through language/thought" for early learners (Brown & Pleydell, 1999).

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Culturally responsive curricula are "intentional in acknowledging the importance of a student's sense of self in their learning and growth" (Chardin & Novak, 2021, p. 114).

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Social constructivism involves students working together, with peers and with the teacher, to build understanding and knowledge. It places value on connections with peers and positions the teacher as a co-constructor, rather than a deliverer. (Aubrey & Riley, 2022, Chapter 4)

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REFLECTION & REFLEXIVITY - without it, improvement is an impossibility

Cycle of Praxis: action, reflection, change, action, reflection, change....

Reflection-in-action: responding to what is happening in the room and adjusting in the moment

(Aubrey & Riley, 2022, Chapter 11 & 12)

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Intentional Learning Communties / Communties of Practice - having a community to turn to for resources, help, and feedback, as well as a source of accountability in social justice work (Chardin & Novak, 2021, and Aubrey & Riley, 2022).

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Assessment (informal, formal, formative, summative) is a check-in for teachers to evaluate the effectiveness of their practice with the current group of students.

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A "sense of belonging" as a result of DBP's "active and dramatic approaches" (Dawson & Lee, 2018).

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Get to know the students:

form relationships

learn their interests to use in planning

(Aubrey & Riley, 2022, and Chardin & Novak, 2021)

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Modelling to encourage learning through observation

desired behavior

self-regulation/efficacy, problem-solving

target skills/content/language

(Aubrey & Riley, 2022, Chapter 9)

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Classroom/Behavior Management

praise desired behavior

praise should be framed to foster a growth mindset

(Aubrey & Riley, 2022, Chapters 5 and 19)

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Understanding by Design = intentional approach to ensure everything aligns

Essential Questions

investigated, no simple right answer, recurs

(Handout, UbD in a Nutshell)

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Questions are tools

"encourage deeper thinking and elaboration that lead to richer sense of the ownership of learning" (Asking Better Questions)

Intentional : what do I want this question to do?

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Seeking of resources, professional development opportunities

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Observation as a Tool for the facilitator

form of assessment

get to know the students

(Aubrey & Riley, 2022, Chapter 2)

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Differentiation of Learning

awareness of Multiple Intelligences when planning creates multiple means of engagement for students

(van de Water, et. al, 2015)

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Executive Function skills, such as planning, organization, impluse control, emotional regulation, working memory, flexible thinking

(Chardin & Novak, 2021)

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Peer Learning Connections - opportunities to socially construct knowledge

(Armstrong, 2014).

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Emotional Intelligence through self-management and relationship skills, among other SEL targets (Aubrey & Riley, 2022, Chapter 16).

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Self-efficacy / Growth mindset

failure is not something to fear, rather a challenge to persevere through

failure is not indicative of personal worth

fighting against learned helplessness

(Aubrey & Riley, 2022)

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Amplified student voice and choice

offering opportunities to choose (Armstrong, 2014)

including students in curriculum design from start to finish (Chardin & Novak, 2021)

involving students in defining of criteria of quality so that they know what is successful and how to get there (Dawson & Kelin, 2014)