Stephen
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Content & Inquiry in a Google World
I don’t know anyone who can successfully teach ‘content-free’. We need to ensure that we teach good content: relevant, current, useful, interesting. We need to teach that content well, using effective methods and ensuring as much as we can that… Continue reading
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Curriculum Spark: ATLAS Webinar
Here are the slides from a short webinar I presented for Rubicon ATLAS on our MYP: Next Chapter journey so far. Over the last couple of years, we have had a lot of interaction with Ben, Chris, Natalie and the… Continue reading
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“I reflect on my reflection…”
Reflection is not only backwards-looking, and if we treat it as such it loses its power and generates reflection fatigue in students and colleagues. Continue reading
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MYP: Mind the Gap [MA Assignment]
The circle closes with this assignment, from IBAP conference in 2013 to the submission of the assignment in 2014. From here it’s onwards and updwards with the Research Methods unit and the dissertation, building (hopefully) on my Web Chart of… Continue reading
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The Swallow, The Flock and The Writer’s Block
I forgot the word I wanted to say, And thought, unembodied, Returns to the hall of shadows. Continue reading
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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
Wayfinder Learning Lab - Stephen Taylor 