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- markwalker2 on Why become a teacher? part two – my story
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Author Archives: mwalker
Lilydale High School
During November I worked with the leadership team at Lilydale High School on collaboration. Some of the resources we used: https://hbr.org/2002/06/a-survival-guide-for-leaders Lilydale HS Meeting Rolling Agenda.docx http://mwalker.com.au/wp-content/uploads/2019/11/Inventory-of-Instructional-Initiatives.xlsx
Posted in Data Wise Program, school, school structures, Uncategorized
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Use differing Genre in teaching Reading and Writing
I’ve posted these two images from the work of Cass a reading specialist after recent discussions about the growing effects of NAPLAN particularly on writing. It seems the genre we teach is narrowing to narrative (what sort of narrative I … Continue reading
Posted in Assessment, Instruction, writing
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Effect Size: using Hattie’s work
In my ‘using data wisely’ work around Victoria I’m asked about calculating Hattie’s effect sizes. There are several good sites that show you how, here are some. From Visible Learning In the interests of perspective here I have included a … Continue reading
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How to determine zones of proximal development.
In my “using data wisely” work with Principals and teachers I’m sometimes sometimes how to look at a data set and calculate zones of proximal development. This clip featuring Patrick Griffin from Melbourne University I think answers that question.
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Student Reports: Are they worth the time and cost?
During May I visited a number of schools and invariably teachers spoke to me about starting their student reports which were due in 4-5 weeks time to parents. It seemed a long time in the prepare phase but then as … Continue reading
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Yarra – Darebin Network of Schools
Hi everyone, This post has the requested resources from our day together and some snapshots to remember the highlights: De-identified Primary School Data Inventory 2016 – 2018 DW Minutes sample The Five WHY’s protocol. Compass Points (survey monkey) Leadership-compass-self-assessment … Continue reading
Maribyrnong Network of School Leaders
This post is to follow-up our network day on the first 2 steps of Data Wise. We spoke about answering the WHY question when change is being advocated – as we are about to advocate for change in collaboration in … Continue reading
Inferencing in the early years
This week I’m writing about inferencing. It’s nearly 5 months into the Australian academic year for our Foundation to Year 2 students and teachers have built Reading Workshops where students build sufficient reading stamina for guided groups to run, where learning … Continue reading
Posted in Reading, Teaching, trainee teachers, Uncategorized
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Lesson Transitions
About 9 months ago I started working as a casual academic for Deakin University, Faculty of Education, in Victoria. Students are placed in schools for at least 80 days, depending upon their course. They work along students and experienced teachers … Continue reading
Painting a new school’s curriculum and pedagogy.
As an educator, and now consultant, it’s hard not to get excited when you are asked to support a newish school develop its curriculum and pedagogy. In many ways, it’s like a starting a painting with a blank canvas, or … Continue reading
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Why have learning intentions without success criteria?
John, in this 9 min clip, puts the case for why we need to explain what we intend students to learn, why and how they might self assess success. It’s hard to defend the opposite. In this clip John’s work … Continue reading
Is Dante’s Hell a view of adaptive challenges? If so, hold onto that moral compass.
I recently watched a TED talk by Dan Leahy – The Dance of Learning Meets the Adaptive Challenge. In the talk Dan uses Heifetz, Glashow and Linsky’s need for adaptive change which is about facing the unknown and having to learn new skills to … Continue reading
Posted in Data Wise Program, Harvard, Teaching
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Effective Lesson Planning: classroom systems and lesson sequencing
This is a follow up post number 2 on effective lesson planning. Now that we understand lessons should go differing lengths of time 20 – 40 minutes, what would that look like in one of the timetable blocks of 90-120 … Continue reading
Effective Lesson Planning: length of lessons
Some of the questions, concerns and issues raised by trainee teachers so far include: constantly repeating instructions to students students forget what to do students either don’t finish the tasks in the time set or finish in the first 5 … Continue reading
Working at Deakin University
One of the exciting opportunities that has presented itself this year is to work at Deakin University as a casual academic. What that means is that I work in the professional learning unit supporting trainee teachers in schools learn the … Continue reading