6. Some photos so far...

Freeze Frames: 'How the adze was lost...'

Freeze Frames: 'How the adze was lost...

'Freeze Frames: 'How the adze was lost...'

Research and Logo Design

Research

Comic book script: 'How the adze was lost...'

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Comments

5. Writing and researching

It's now week five and the formal commission is underway... Miguel, can you describe how the class responded to the VOKI presentation? From what you told me, it sounds like it was a rich opportunity for aural language as they listened, inferred and questioned. I also liked what you said about holding back from directing the children and instead asking "how do you think the information should be presented to the client?" I think you found the children came up with ideas similar to what you would have planned - plus some other 'angles' you hadn't thought of...? I'd love you to share some more on the temptations to lead and the benefits of walking alongside the learners - this sounds like a really important part of your experience... Yes! After watching the video (I spoke about 'Voki' on the last blog, see images) I asked: "so...how are we going to do this?". And then I went quiet, resisting the temptation to lead. We have time restra

1. Starting out

Welcome to our blog! We are Miguel Garcia and Viv Aitken. This is what we look like: Miguel is a beginning teacher at Intermediate level, living the dream in New Plymouth. Viv is a lecturer, research and PLD facilitator based in Palmerston North. We're using this blog to record our planning and reflection conversations about Mantle of the Expert. We're hoping our posts will be of interest to teachers starting out in Mantle. We'd love to get comments, tips and advice from experienced teachers too - all comments welcome! We'll be sharing our ups and downs, mistakes and triumphs and hope to include contributions from children in the class as well. Viv says: What brought us to this point? Well, last year Miguel bravely embarked on his first attempt at teaching in Mantle of the Expert. He came to me, his previous lecturer, for advice and support and I was really delighted to walk alongside him through the proc

3. The opening sequence

Viv says: Last time we talked, we looked at a possible sequence for the opening few sessions. I'll share this outline here but I bet things changed in practice, right Miguel? Yes they did :) We also had much shorter lessons than anticipated and fewer lessons due to school closures and meetings. That's ok though as I am enjoying the challenge of fitting in the MOTE whenever we can, and I have been excitedly saying things like "hopefully we will have time to do some drama later?" Yay! Suggested sequence was: 1. A warm up on preparing to play / imagine through the "Scarf game" (kind of like the object transformation in this link ) This went swimmingly. The kids first co-constructed the requirements for a safe drama environment and then agreed to honour them for their classmates. They enjoyed the scarf game and they were pumped to get started. 2. A trading game activity on the question "what is identity?" (Trading game described here by

Miguel's Mantle of the Expert adventures

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