Viv says:
We began our journey with several planning conversations in January / February. Here's some of the background information we discussed in those meetings.
Who are the learners?
Note: Miguel made the very sensible and pragmatic decision to adapt an existing plan he'd experienced himself as a student at university. He could see how that resonated strongly with the required topic of 'identity'.
We began our journey with several planning conversations in January / February. Here's some of the background information we discussed in those meetings.
Who are the learners?
- Intermediate age children in New Plymouth school
- Very 'willing' class who have already established strong relationships with each other
School wide inquiry topic for the term:
- Identity
Client, commission and responsible team selected:
- The class will be positioned as a team of museum curators commissioned by the local council to investigate a traditional greenstone Adze found by a builder digging in a local park.
Possible curriculum tasks emerging: Investigating the original purpose, meaning and manufacture of Adzes in Māori culture. Exploring why this Adze might have been lost or buried. Imagining personal stories and revisiting historical events from the area. Advising the finder on the appropriate protocol for handling the taonga.
Inquiry questions emerging: How do traditional objects convey or store identity through time? How does the treatment of historical artefacts relate to modern concepts of 'identity' including 'identity theft?' When considering identity, what is the difference between what you do and who you are?
Other information: Miguel plans to devote 3 afternoons per week to this Mantle of the Expert experience for the next 7 weeks.
MIGUEL: Hi, as expected, I am inundated with assessment paperwork and the usual Term one mayhem has ensued. Swim sports trials, lockdown procedures, closure due to contaminated water and chant practice have all infringed on our learning, but this is a normal term right? So, I'm going to try to create a program that I can implement over 7 weeks so that, no matter what arises, I can still get an efficient and worthwhile project underway. At present I have allotted three afternoons per week to TOPIC/MOTE. I'm in week five of eleven and I have taught only three lessons! Time is the enemy, and any school/team task that needs doing is done in the afternoon - instead of Topic. I have to accept that and make do.
However, the lessons I have taught have gone extremely well. I have a willing class, a will to succeed and boundless enthusiasm. I don't like working too hard and I'm not that crazy-organised teacher that spends every moment stuck in a book. I want to implement MOTE with the least fuss and paperwork possible. I used a template that Viv used at Uni during my training and adapted it very easily. In fact, I'm also using the template that I used LAST TERM as well.
I'm not interested in bringing up the vanguard here, just teaching simple and effective MOTE. Getting flash will come later when I'm the boss of this. The kids are the ones who bring the awesome anyway.
Viv and I's conversations are such a relief to me. I have some humble ideas and she has the expertise. We both share in the enthusiasm and humour. Talking brings everything out. After my first foray I am very aware of the childrens' perspective. I have found them to be very LITERAL. So as we talk I try to put myself in their shoes. I share my lessons with my wife in the evenings and often she had said "I couldn't do that, how do you expect them to?".
MIGUEL: Hi, as expected, I am inundated with assessment paperwork and the usual Term one mayhem has ensued. Swim sports trials, lockdown procedures, closure due to contaminated water and chant practice have all infringed on our learning, but this is a normal term right? So, I'm going to try to create a program that I can implement over 7 weeks so that, no matter what arises, I can still get an efficient and worthwhile project underway. At present I have allotted three afternoons per week to TOPIC/MOTE. I'm in week five of eleven and I have taught only three lessons! Time is the enemy, and any school/team task that needs doing is done in the afternoon - instead of Topic. I have to accept that and make do.
However, the lessons I have taught have gone extremely well. I have a willing class, a will to succeed and boundless enthusiasm. I don't like working too hard and I'm not that crazy-organised teacher that spends every moment stuck in a book. I want to implement MOTE with the least fuss and paperwork possible. I used a template that Viv used at Uni during my training and adapted it very easily. In fact, I'm also using the template that I used LAST TERM as well.
I'm not interested in bringing up the vanguard here, just teaching simple and effective MOTE. Getting flash will come later when I'm the boss of this. The kids are the ones who bring the awesome anyway.
Viv and I's conversations are such a relief to me. I have some humble ideas and she has the expertise. We both share in the enthusiasm and humour. Talking brings everything out. After my first foray I am very aware of the childrens' perspective. I have found them to be very LITERAL. So as we talk I try to put myself in their shoes. I share my lessons with my wife in the evenings and often she had said "I couldn't do that, how do you expect them to?".
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