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I visit a school. I see students and teachers. I observe lessons and notice that students don't seem to be engaged in the academic task. I wonder if any learning is happening here. An alternative view is that a different kind of learning is happening here e.g. social rather than academic because they are talking to each other rather than doing the academic task. I know that peer relationships are important during adolescence. Human behaviour lies beneath the surface of it. Human need for connection is at the heart of it. What is really going on here is adolescent relationship building.

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It is a visual representation of what ideally should take place in every human encounter both consciously and unconsciously. This is quite obviously very relevant to our inaction with both our colleagues and clients. It can be a tick box for self-awareness.

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It is a visual representation of what ideally should take place in every human encounter both consciously and unconsciously. This is quite obviously very relevant to our inaction with both our colleagues and clients. It can be a tick box for self-awareness.

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It can act as a audit/reflection for how we connect with everybody we meet and interact with in the course of carrying out our duties.

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It can act as a audit/reflection for how we connect with everybody we meet and interact with in the course of carrying out our duties.

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The understanding map highlights the idea that teaching is a complex process and not just about giving and receiving things in a rote fashion. The way that the map points out connections between the thinking process and language use in groups is interesting.  It shows the connection between having an idea and developing it thorough different means if students and all learners are to really understand something other than just know it.  The immediate connection for the HK context is the way we might assess this learning or if indeed, we even need to in the traditional manner. Luana

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The understanding map highlights the idea that teaching is a complex process and not just about giving and receiving things in a rote fashion. The way that the map points out connections between the thinking process and language use in groups is interesting.  It shows the connection between having an idea and developing it thorough different means if students and all learners are to really understand something other than just know it.  The immediate connection for the HK context is the way we might assess this learning or if indeed, we even need to in the traditional manner. Luana

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The challenge that all human interaction entails. Using empathy, common sense and common humanity. 

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The challenge that all human interaction entails. Using empathy, common sense and common humanity. 

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The understanding map can help teachers see the value in other forms of expression as assessment

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The understanding map can help teachers see the value in other forms of expression as assessment

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Luana

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Changing a system from the outside is difficult.  The changes to assessment policy and framework bring up issues.Teachers need to be familiar with the ways to facilitate and extend the learning rather than presenting ideas and thinking understanding has been gained by all Luana 

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Changing a system from the outside is difficult.  The changes to assessment policy and framework bring up issues.Teachers need to be familiar with the ways to facilitate and extend the learning rather than presenting ideas and thinking understanding has been gained by all Luana 

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T

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I see the negative body language of a teacher in a co-planning meeting. I see no eye-contact and a frown. I wonder if the teacher is a willing participant in the co-planning meeting. Another angle could be that the teacher is willing but has had some other demand placed on them. I think this because teachers are under a lot of pressure these days. My evidence is the introduction of online teaching due to the COVID pandemic has caused teachers to have to upskill rapidly without much support. I know that learning something new without explicit instruction can be frustrating for some people. There are numerous theories about the appropriate conditions that enable stress-free learning. What lies beneath this is the fact that life is complicated and conditions are not always perfect and people are human and they are emotional and get frustrated especially when having to learn something new that they have not chosen because they do not have intrinsic interest in it. The conclusion I can draw is that in my role as support officer I need to make the co-planning process as stress-free as possible and position my support as a way of helping make teaching easier and more satisfying for the teacher. What's really going on here is human interaction that is fraught with individual neuroses and varying levels of emotional maturity.

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It can make us challenge our assumptions and consider other perspectives before we react.

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The challenge will be getting teachers to think about what lies beneath and consider what is really going on because this requires a critical mindset and a willingness to question their own practices.

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I see many connections between the work we have been doing and the understanding map. Connections can be made to our Seed projects, CPD workshops, school-based support endeavors, "train-the-trainer" competitions and the resources we have developed in past years.

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There are specific thinking routines associated with each part of the understanding map that can help students deepen their understanding of a particular topic in various ways. Using these thinking routines in their lessons can help teachers engage students in learning.

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The teachers we support may not see the value in using thinking routines routinely. Many are primarily concerned with preparing students for the high stakes HKDSE exams and they have their own methods and routines already in place. They may not be so willing to change.