Stephen
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Is “every experience a moving force” in our curriculum?
As I struggle through writer’s block (after a very intense couple of months of work and more), trying to organise and finish off this ULL assignment, I find myself pulled back into the literature, thinking about the quotes of educationalists… Continue reading
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Faculty PD: Assessment Principles & Practices (and a stretched golf metaphor)
A golf-themed series of PD sessions on assessment principles and practices. Inspired by a Ken O’Connor post. Continue reading
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The Gradebook I Want
How can we develop a system that effectively combines standards-based grading practices with a balance between tracking MYP objectives and content-level standards in parallel? Continue reading
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Defining Inquiry: “Critical Reflective Thinking”
A quick abridged post to isolate Bente Elkjaer’s definition of inquiry as “Critical reflective thinking.” Continue reading
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Give a Student a Fish…
“Give a man a fish and he’ll eat for a day. Teach him how to fish and he’ll feed his family for a lifetime.” Anne Ritchie, 1885 (maybe) This short post, again related to Understanding Learners and Learning, Visible Learning… Continue reading
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An Inquiry Crossfader: Authentic vs Effective Learning?
In reading more about Understanding Learners and Learning, learning theories and high-impact teaching and learning strategies I got thinking again about a conversation Jon Schatzky and I had a year and half ago about a continuum of inquiry. I’ll use… Continue reading
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“Learning is about living, and as such is lifelong.” Defining Learning
Over the past couple of months (well, in those stolen moments), I have been reading up on Understanding Learners and Learning for my current Bath MA International Education unit. Where at first I was dubious about the value of going… Continue reading
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Hattie TEDx Talk: Why are so many schools & teachers successful?
This is worth sharing as a neat overview of Hattie’s research and the learning impacts. With Visible Learning as the basis for our Teacher Learning Communities at CA, it makes for a timely resource. Continue reading
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Making Feedback Visible: Four Levels Experiment
Attempting to give feedback based on the four domains: task-level, process-level, self-regulation and self, in a complex MYP Sciences lab investigation. Continue reading
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Hattie & Yates: Visible Learning & the Science of How We Learn
This brief review of John Hattie and Gregory Yates’ Visible Learning & the Science of How we Learn (#HattieVLSL) is written from the multiple perspectives of a science teacher, IB MYP Coordinator and MA student. I have read both Visible Learning… Continue reading
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First Unit Reflections: Is It Working?
Summary of student feedback on the unit & teaching. Continue reading
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Of Planners & Practices: Reflecting on Student & Professional Learning
A quick reflection on reflection. Continue reading
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A Web Chart of the International Dimension of a School [MA Assignment]
5,000 words on “How international is your school?” Proposing a web-chart for visualising and measuring the international dimension. Continue reading
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You Can’t Differentiate Mediocrity.
Reflections on differentiation workshops. Continue reading
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Moving in One Direction: Finding Ourselves with an ATLAS Curriculum Map.
This week Tony (@bellew, Curriculum, IBDP & PD Coordinator) and I gave a presentation to MS-HS faculty during our Wednesday PD time on “Why we map with ATLAS Rubicon.” Here it is. ……….o0O0o……… I’m willing to bet that if you’re… Continue reading
Wayfinder Learning Lab - Stephen Taylor 