• Bodhisattvacharyavatara
    • Introduction
    • Chapter 1
    • Chapter 2
    • Chapter 3
    • Chapter 4
    • Chapter 5
    • Chapter 6
    • Chapter 7
    • Chapter 8
    • Chapter 9
    • Chapter 10
  • collected works
    • 25th August 1981 – count Up
    • askance From Hell
    • Batman
    • The Boats of Vallisneria by Michael J. Redford
    • Bob 1995-2012
    • Edward Hopper: Poems at an Exhibition
    • David Bowie Movements in Suite Major
    • Eglinton Hill
    • FLOORBOARDS
    • Granada
    • in and out / the Avebury stones / can’t seem to get / a signal …
    • Lapping Reflections [Deep Within Waters]
    • Miller’s Batman
    • mum
    • nan
    • Portsmouth – Southsea
    • Spring Warwick breezes / over Bacharach fieldwork and boroughs with / the occasional shift and chirp of David / in the pastel-long morning of the sixties
    • through the crash
  • index
    • #A-E see!
    • F–K, wha’ th’
    • L-P 33 1/3 rpm
    • Q-T pie
    • U-Z together forever
  • me
  • others
    • William Carlos Williams
  • poemics
  • poeviews
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mlewisredford

~ may the Supreme and Precious Jewel Bodhichitta take birth where it has not yet done so …

mlewisredford

Tag Archives: lesson planning

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22 Saturday Apr 2017

Posted by m lewis redford in poems

≈ Leave a comment

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2017, 8*, anatta, April, beauty, breeze, career, circle, clouds, countryside, identity, lesson planning, right angle, seeing, stone, stone circles, teaching, thought, time, view, work, world

                                                              April clouds are stone
                                              foreboding over the countryside
                                                                                   placed in circles across the land
                                                                                              over millennia

 

 

                I had wanted
                to follow thought and view

                at right-angle
                to all the world

                to find it beautiful
                in all its stark

                to lose my weight
                in perfect shifting breeze

                but had to work
                and plan the bend

                and case the sight
                and lost my sight

                (and gained some weight)
                I … had to work

 

retirement #8: when you slip out of a career and look back on what was achieved, there is only a quiet and drifting cloud to contemplate although the experience of working through it was of unworkable stone which you knew all the time shouldn’t be the case, but it was, it was; read the whole sequence as it drifts across the skies: in and out / the Avebury stones / can’t seem to get / a signal …

 

 

————w(O)rmholes________________________________|—–

beauty wormhole: Sylvia
breeze wormhole: 1968
career & identity wormhole: strain
clouds wormhole: the // orange rose
seeing wormhole: Day Out
stone wormhole: reprieve
teaching wormhole: seen but not heard
thought wormhole: handsome
time wormhole: time travel
work wormhole: holiday
world wormhole: reading // unstirred

 

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the Apple

26 Thursday Mar 2015

Posted by m lewis redford in teaching

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analysis, cognitive, connection, creativity, educational behaviourism, evaluation, feedback, function, growth, knowledge, learning, learning objective, lesson planning, measure, organic education, play, preparation, pupils, questioning, resource, results-led education, task, understanding, value-bled education

 

AfL apple

 

Teaching and learning can ONLY happen organically – when infused, before, during and after, with an understanding of how a mind builds its cognitive structure.   It’s simple: Knowledge >>> Understanding >>> Evaluation (KUE; actually I wonder if ‘Exploration’ is a better word than ‘Evaluation’, less preclusive, more open).   You can teach unorganically, reductively, intensively (as in, farming), results-led (value-bled).   It is much easier to measure (and therefore be used as political manure) like this.   But the learning becomes Pavlovian – set stimulae, set responses to get the grade – pupils are given the knowledge, and they learn (= remember) it, or not.   Pupils are also given the Understanding and the Evaluation/Exploration, and they learn/remember that as well, or not.   They are not taught, as such, but are Educationally Behaved.   Organic education is … the teacher’s apple (look at the shape of the diagram).

 

Preparing: teaching is the unpacking of (already established and recognised) knowledge.   Unpacking happens every lesson, beginning with the identification of the Learning Objective (Learning Horizon) from the curriculum.   Having focussed on the horizon, the map to it is opened-out by the teacher.   The map is the structure/template through which to unpack knowledge – the components of Knowledge, Understanding and Evaluation (KUE) which are the structure and levels of cognitive learning – and this map is the PLANNED lesson.   The way to write the map is to start with the learning objective and ask three sets of questions which deconstruct it into its constituent cognitive components – what are the facts (K), how do they work (U), what are the issues (E)?   The answers to these questions yield the raw ingredients of the lesson.   This level of analysis is conceptual and learned and requires a mastery of the subject in order to achieve it, clearly and efficiently.

Tasking: then comes the creativity in the lesson planning.   Working from the raw ingredients you ask: how could the pupil find, identify, collect, collate etc. the facts of the topic (knowledge), how could the pupil connect the facts together to see how the topic functions (understanding), how might the connections be tested to evaluate the functionality of the topic (evaluation)?   What is different about this stage of questioning is that you are thinking of questions that enable pupils to make the discovery themselves – the creativity is in the enabling, thinking of tasks that let them work the cognitive way back to the learning objective from discovery (of facts features – knowledge) through linking (the knowledge – understanding) to playing (with the links – evaluation).   If the tasks do not allow discovery/linking/playing then they have lost reference to what they were trying to achieve (the Way to the learning objective) and they become directionless and pointless – there is activity, but it is not clear why it is being done even though it may have some related or recognisable association with the learning objective.   The key, therefore, to this stage of lesson planning, is to build not any-old tasks that keep them occupied for a lesson, but tasks which ‘window’ the discovery, ‘thread’ the linking and ‘allow’ the play: growth.   If you ask the right questions in the lesson, the learning will grow itself.   Once you have got the questions right, only then do you think about resources and delivery – a mere formality after the main work of questioning has been done.

Lesson: then comes the magic of the lesson.   The pupil works as far as s/he can through the lesson (K > U > E) and checks their progress through feedback which is phrased in the same KUE references.   The journey is made naturally if the lesson has been constructed right ( // the questions have been posed organically).   There is no chore here (in the sense of work for a deferred or prospective outcome), there is the momentum of: what-is-it, how-does-it-work, let’s-play-with-it?   The learning should develop through stages of integration: having found things (discovery), you see how those things fit together (how they work, function), then you test how they fit together (practise their use if the subject is a skill, develop their use if the subject is a study).   There should be no sense of having to lead-the-horse-to-water, the only thing holding back the pupil will be h/er current cognitive development.*

*There are some pupils with a measured low cognitive ability (i.e. CAT score), or low ability to develop (SEN), who, indeed, are ‘stuck’, lesson after lesson, year after year, because – I would argue – they have inexorable experience of task-for-no-immediately-discernable-gain which emphasises the frustration that their diagnosis identifies.   Organically grown lessons should enable practice, lesson after lesson, year after year, of meeting the limit of their cognitive and learning ability and then pushing that limit a little further, rather than confirming their limit.   In this way their education would truly be a transformative experience of growth rather than a consignment to limitation.

Feedback: after the journey has been made, the product of the lesson is given to the teacher who measures how far the pupil got and puts a level/grade on it.   Every lesson.   Is this onerous?   No, because the breakdown of the lesson by the teacher should be clear and organic enough that the measure of the progress through it will be one of recognition, of mere identification: does it have those facts, does it show the connections between the facts, does it use/test the connections?   The only ‘new ground’ that might be developed in the pupil’s work (and will therefore need more than cursory viewing) will be the higher explorations in evaluation; but these will be new findings, new applications, and the teacher will want to read them in full.   Will the teacher need to give summative and formative analysis for each piece of work?   Once there is a shared assimilation of cognitive development (K > U > E through teaching, K > U > E in learning) between teacher and pupil, borne through lesson-after-lesson, year-after-year of organic experience … no.   Until then, yes, but make it a learning experience: single-word summations, prods, suggestions, questions, directions related directly to the level they have brought their work to and the next step beyond it.   Again, if the cognitive road-map of the lesson has been constructed clearly and organically then the summative and progressive feedback to be given is clear.

 

 

 

————w(O)rmholes________________________________|—–

creativity wwormhole: relapse
evaluation & knowledge & understanding wormhole: Structure & d y n a m i c
learning wormhole: no biggie:
results-led education: what I am about to say is true / what I just said was a lie

 

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Structure & d y n a m i c

07 Wednesday Jan 2015

Posted by m lewis redford in teaching

≈ Leave a comment

Tags

assessment, cognitive hierarchy, evaluation, knowledge, learning objective, lesson planning, medium term planning, teaching craft, understanding

The ‘unpacking’ of the Learning Objective needs to be done by applying a cognitive ‘filter’ to the Learning Objective so that its ‘Knowledge’, ‘Understanding’ and ‘Evaluation’ elements are discerned.   If the topic is understood well by the teacher/subject leader, this analysis will be quick and easy – the progression from easy to difficult, from knowledge to evaluation, from level 3/E to 8/A* is coordinated and parallel.   The lesson almost constructs itself – the decisions to be made will be one of resources/access.

This becomes directed learning: in unpacking a topic according to a cognitive hierarchy and providing a roadmap that shows the route of this unpacking, the way for the pupil is clear – to integrate back through the hierarchy with h/er study.   If the presentation of all topics is done according to the same cognitive development hierarchy, what needs to be done for the pupil will always be clear (indeed for higher ability pupils they should become self-directed in their learning, they will be able to work the template themselves).

Assessment for Learning simply becomes the completion of the experience for the pupil – the measure of how far s/he managed to take it.   Self-assessment, peer- assessment and group-assessment are formative assessments, done when there is a pause after the initial impetus of effort has happened (the first ‘go’/’shot’), a check to orient how far the pupil has got and where s/he needs to go.   The teacher-assessment is summative, corroborating what all have commonly understood about development if they have been using the same cognitive hierarchy.

Assessment for Learning means the integration of the lesson/study/assessment through this common cognitive hierarchy – it is the means through which the topic, the lesson and the pupil’s work can communicate; it is the dialectic between the curriculum and the pupil.

The teacher is axiomatic to this dialectic, not just in constructing the lesson and learning (structure), not just in measuring the learning (assessment), but – vitally – in having the instinctive, adaptive, visceral, intuitive human skill to connect it all together (dynamic).   You might have a Medium Term Plan, Lesson Plans and a method of assessment and these might all be present in the classroom as paper, and they might be ostensibly happening in the classroom, but without the Alchemist turning all of this (iron) into gold, you would have an immovable, unchangeable process-led lesson in which minds were not learning.

In recent years teachers have been disempowered from their own art of teaching.   Assessment for Learning should re-instate the integral-ness (the integrity) of the teacher back into the heart of learning, the catalyst/dynamic/alchemy outside the structure that enables the process to actually happen.   Structure just ‘sits there’ without the dynamic to make it work. Targets will just ‘sit there’ without the dynamic to realise them, ’doesn’t matter how much you ‘work’ the structure, ’doesn’t matter how much you treat the teacher as part of the structure.

————w(O)rmholes________________________________|—–

evaluation & teaching craft & understanding wormhole: constructalesson
knowledge wormhole: Dr Strange V – all the words of all the times of all the worlds speak

 

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the Telescope

16 Wednesday Jul 2014

Posted by m lewis redford in teaching

≈ 2 Comments

Tags

assessment for learning, evaluation, integration, knowledge, learning, learning objective, lesson planning, questioning, teaching, teaching art, teaching craft, telescope, understanding, unpacking

Unpacking the Telescope

Having ‘sighted’ the Learning Objective, here is where the true magic begins.   The teacher – with all h/er degree course, holistic understanding of the Learning Objective – needs to ‘unpack’ it.   The whole Learning Objective (the topic) needs to be broken down so that the pupil can begin to access it.   A skilled teacher does not wade straight in with the issues and analysis of a topic, s/he will plan the lesson which starts with identifying the topic (knowledge), then showing how it works (understanding) and finally, if a pupil can get that far, nurture analysis or discussion of it (evaluation).   The lesson is the topic unpacked (which takes a high level of discerning analysis on behalf of the teacher, we do need to know our subjects at degree-level).   Teaching is the alchemy of taking the pupils’ minds through the lesson, of making them see, guiding them, allowing them, clueing them in, clueing them through, pointing them to the Bigger Picture of the Learning Objective.   This requires the art of communication – the tricks, foolery, adjustment and dancing which can never be captured in a tick-box sheet of paper.   This is where the power of the teacher lies, not just in producing the lesson (a marvel in itself if well unpacked – and mapped), but in taking the pupil through the lesson (the creative, unmethodical dynamic which is communication).   The ‘telescope’ needs to be opened out in order to see through it.

Looking Through the Telescope

The pupil’s learning – the response to the lesson – is one of finding and then integrating.   Finding straight facts is one level of learning, categorising them is a higher level, linking them together is a higher level, relating them is yet higher, testing them is yet higher still, analysing them still higher, contextualising them from a macro perspective…   Each successive level of learning requires the fitting of what has been already learnt into a wider perspective – integration.   The lazy pupil will be satisfied with the straight facts (the disaffected pupil won’t even get this far); the enquiry of a pupil (or the skill of a teacher) will seek to see how far their knowledge can be taken.   If the way to integrate the knowledge is clear (again the skill of the teacher) learning will develop (not just be ‘received’).   The telescope will be folded back once the view has been seen: knowledge fits into understanding fits into evaluation.

 

————w(O)rmholes________________________________|—–

evaluation wormhole: tag cloud poem VI – anyone’s eyes
knowledge teaching craft & understanding wormhole: the View: from Here to the Learning Objective to the Learning Horizon
teaching art wormhole: The Future of Teaching: performance or capability (‘oh, not ‘teaching’ then?’)

 

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pep talk

21 Tuesday May 2013

Posted by m lewis redford in poems

≈ 6 Comments

Tags

2011, 5*, AfL, being, breakdown, career, dancing, doing, identity, lesson planning, markbook, performance management, play, poetry, recognition, talking to myself, teaching

 

 

 

            pep talk

            use the markbook
            construct the lessons
                but not solely
                not all the time
                not relentlessly
                not as a speciality
            make lessons up as I walk into the room
                plan lessons and abandon them
                           change
                           your
                           mind
                                     be the teacher
                                              you want to be
                mercurial suggestive seed-planting messy unpredictable unreliable
            be the teacher
                that knows nothing about teaching
            and when anyone tells you you are good
                do not trust them
            create your art through teaching little occasional poems
                scattered here and there across lessons and minds
            be changeable variable multiple
                creatively suggestively peeringly wonderingly

            all that allow me to teach using my natural powers
            not confined in desperation to be recognised
            not confined within a Managed Performance

 

 

 

————w(O)rmholes________________________________|—–

being & career & markbook & teaching wormhole: for the good of all
breakdown & doing & play & dancing wormhole: a bit painful this
identity wormhole: is Koestler important // ?
performance management wormhole: really?
poetry wormhole: ‘I wanted to write a poem’
recognition wormhole: brilliance
talking to myself wormhole: the / pyrrhic / play

 

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listen willya

14 Saturday Apr 2012

Posted by m lewis redford in poems

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2012, 6*, anxiety, business, education, evaluation, Have, knowledge, lesson planning, money, professionalism, public service, society, speech, statistics, teaching, Thatcher, understanding, values

 

 

 

                                listen willya

                David Cameron Gordon Brown Tony Blair
                John Major Margaret bloody Thatcher
                and learn –

                                                   don’t go!__
                                business ) education

                you’ve created a RIGHT MESS
                trying to make it go and you’ve spent
                a QUARTER CENTURY trying to make it go
                trying to work it out with long division
                taking everything apart to make it go
                it just has no value anymore
                nothing has any value anymore
                no one cares anymore
                we are all just anxious

                dy’know you said KUE* every lesson
                I said don’t be so silly
                I spent five years making it work
                I said I’ve made it work
                you said don’t be so silly
                it doesn’t influence the statistics

                I have to go to school now and
                pretend I’m a professional in all sorts of ways
                to make it look like it goes but it just doesn’t

                y’know we’re going to have to start all over again
                if we want anything like education in society again
                right back to the drawing board and no history

                let’s see –

                                                           _creativity_
                                              nurture ) education

                                               exploration_
                                listening ) education

                                                          _wisdom__
                                              tenure ) education

                           _inclusion_
                vision ) education

                                                                    _innovation_
                                              management ) education

                                                    _extension_
                                exploration ) education

                                 _allowing_
                creativity ) education

                                                            _tolerance_
                                              wisdom ) education

                                                       ___love___
                                              care ) education

                                   _prospect_
                investment ) education

                                        __fairness_
                                love ) education

                oh I could go on and on

                and – no offence – but stuff your statistics
                and your statuses and your budgets
                and your slogans and your privatisation
                and your reform screw them up
                into one huge ball of paper and throw them in the bin
                and let’s just have some honest communication now

                you all of you went wrong as soon as you thought
                that public service should be value for money
                should save money should make money but no

                                               ___don’t go!___
                                business ) public service

                a society that is alive and rugged makes money
                to build public service not own it
                works to run public service not demand of it
                gives service to public not a market
                gives life to society not living in society

                David Cameron you don’t know the first thing
                about big society none of you do
                public service should absorb money
                it should be soaked with money
                it should lose money the only reason
                money should exist is for public service
                because the service it gives
                is always far more important
                than a big building and a flag

                stop playing your endless game
                you’re wasting far too much human
                and start saying something alive
                start doing something truthful
                c’mon now you look ridiculous

 

 

 
____
* Knowledge Understanding Evaluation

————w(O)rmholes________________________________|—–

anxiety wormhole: wrong
education & professionalism wormhole: Failure
Have & money wormhole: 99 // 1
society wormhole: iffyakan / getawaywi`it / you can `ave it
speech wormhole: ”hmm …’ …’
teaching & values wormhole: this time
understanding wormhole: fantasia

 

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… Mark; remember …

"... the impulse to keep to yourself what you have learned is not only shameful; it is destructive. Anything you do not give freely and abundantly becomes lost to you. You open your safe to find ashes." ~ Annie Dillard

pages coagulating like yogurt

  • Bodhisattvacharyavatara
    • Chapter 1
    • Chapter 10
    • Chapter 2
    • Chapter 3
    • Chapter 4
    • Chapter 5
    • Chapter 6
    • Chapter 7
    • Chapter 8
    • Chapter 9
    • Introduction
  • collected works
    • 25th August 1981 – count Up
    • askance From Hell
    • Batman
    • Bob 1995-2012
    • David Bowie Movements in Suite Major
    • Edward Hopper: Poems at an Exhibition
    • Eglinton Hill
    • FLOORBOARDS
    • Granada
    • in and out / the Avebury stones / can’t seem to get / a signal …
    • Lapping Reflections [Deep Within Waters]
    • Miller’s Batman
    • mum
    • nan
    • Portsmouth – Southsea
    • Spring Warwick breezes / over Bacharach fieldwork and boroughs with / the occasional shift and chirp of David / in the pastel-long morning of the sixties
    • The Boats of Vallisneria by Michael J. Redford
    • through the crash
  • index
    • #A-E see!
    • F–K, wha’ th’
    • L-P 33 1/3 rpm
    • Q-T pie
    • U-Z together forever
  • me
  • others
  • poemics
  • poeviews
  • teaching matters
  • William Carlos Williams
  • wormholes

recent leaks …

  • ‘the practice …’
  • under the blue and blue sky
  • sweet chestnut
  • ‘she shook the sweets …’
  • YOUNG WOMAN AT A WINDOW by William Carlos Williams
  • meanwhile
  • a far grander / Sangha
  • Bodhisattvacharyavatara: Chapter VII, Joyous Effort – verse 8; reflectionary
  • Bodhisattvacharyavatara: Chapter VII, Joyous Effort – verse 7; reflectionary
  • Bodhisattvacharyavatara: Chapter VII, Joyous Effort – verse 6; reflectionary & verses 3-6 embroidery

Uncanny Tops

  • Moebius strip
  • me
  • YOUNG WOMAN AT A WINDOW by William Carlos Williams
  • 'I can write ...'
  • meanwhile
  • like butterflies on / buddleia
  • covert being
  • 'hello old friend ...'
  • start where you are I
  • others

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