T.P.I. results and observations

The observation I had most was how well I was "on-par" with the middle three!  That said, there's work to be done for me on the Transmission level, and even more on Social Reform.

But even though all five categories "average" out more or less the same, I like how they made "Beliefs = B", "Intentions = I", and "Actions = A" interact with each other.

No doubt it will be interesting when this theoretical survey gets put into practice in the short practicum!

 

Micro Teaching: Peer evaluation

Reflecting back on this, it was a worthwhile activity to engage my table in 3 different languages (Finnish might have been the most unusual of them)!  Next time, I might reduce it to 2 languages, and give more explanation pronouncing them in English.

Micro Teaching Lesson Plan

Battleground Schools 

The 'first stop' I had after rereading this article was a basic question:  Are there similarities (or maybe differences) in how European countries treat public education?  For example, something I would like to investigate more of is how Scandinavian countries integrate their Science curriculum, for their high school students.  I've looked into a little of this, and it would be fascinating what I "unearth" potentially!

A second 'stop' tying into that last comment, is on "inquiry-based learning"  Again, in Scandinavian countries, this is probably much better done.

And my third stop I guess would have to be:  how do we instill confidence in our kids/students when they approach math, so that when they're faced with homework they don't need to rely on parental help.  By that I mean, what if their parents might not have the proper expertise to get their homework done, either?  I know of a few cases where this has happened in just personal tutoring as well.

Eisner's Three Curricula (Oct.10 Tuesday):

I'd like to say upon reading this over again, I definitely found things to make me 'stop'.  One is this whole idea of implicit versus explicit curriculum that his piece talks about!  Explicit here meaning just the written framework that we as teachers must follow from the prescribed Ministry website, compared to the meaning of implicit, or what we can actually do inside our own classrooms to add a sort-of "personal touch" to our practicing day-to-day.





 

Personal reflection from Bridges, Math, and Art

(presentation of Oct.2 Monday)

Let me start by saying that even though I'm no artist, to accomplish linking math and art together is something that probably not many of us have done!

I found it challenging, but rewarding nevertheless, to work with my partners in coming up with a solution!