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Alida

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Teacher recording student learning and sharing

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Moving from cooperative to collaboration to community... students become more connected to their learning. Students are connected to community  through their learning ... what did you notice? What did you wonder? Show your thinking...

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Teacher as facilitator- modelling of inquiry questions ie is the value meal really valuable? What do you notice now ? What if you don’t like pop?

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Kyla
I was very curious about how knowledge would be collectively coconstructed.  Questioning and wondering amongst all community members was very evident.  “I’m adding onto ...’S thought”. Or “This is to add to Jackson’s question’” were shared.  There were many partner conversations that pushed eat student to add to their thinking - not necessarily context based but real world based.  “I think the cheese should be the same price for a foot long as a 6””. Response was “why - it is double the size”. And the conversation went on where both boys justified their thoughts.

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Ross Hett
The educator was an equal member with a special role in the learning community. She used language to prompt and spark so much student discussion and students posing questions. Her modelled language was being used by the students and the strategies valued over the answers.

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I wondered about how the learner was making their learning visible. “That makes me think...” “I think in real life this may help us “ “when you learn in a circle everyone can look  at each other, easier to collaborate, the energy goes into the middle to share the energy”. “Sometimes I don’t even know when I don’t know and if you don’t get it there are people here to help you solve it with many different perspectives.”

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In order to make shifts in the core teachers act as researchers documenting student thinking and make student thinking visible to them.   These processes increase learner agency by having student wonders drive the learning process, taking it wherever it needs to go for the learners.    This image shows how teacher documentation as a part of the process of facilitating a knowledge building circle.

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Prompts for building knowledge
I really enjoyed seeing the teacher at the level of the students as their facilitator, acknowledging each response the student said, building their sparks by providing other inquiries into the discussion, asking to identify strategies and asking students to first build on an idea before contributing their own ideas. Even if students didn’t contribute, listening and writing were also acceptable learning pieces for students.

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I was curious to observe the teacher’s role as facilitator and designer of the learning task. The teacher had set up the conditions for students to take an active role as learners, critical thinkers, contributors and collaborators. The CT modelled questioning and used minimal verbal to encourage students to be teachers and learners. There was access points for all learners and opportunities for students to show surface learning or extend their learning. Lots of evidence of the 7 OECD principles of learning. Thank you for the learning experience!

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I was happy to see the horizontal connections being made and the extension of thinking around marketing strategies. The teacher was able to facilitate this opportunity to go deeper into the learning intentions of the activity by being part of the community discussion and being aware of the questions being asked by students.