1. Start here This is a tool to create an exchange of ideas and thoughts. In a good dialogue you...
1
1 . S t a r t h e r e T h i s i s a t o o l t o c r e a t e a n e x c h a n g e o f i d e a s a n d t h o u g h t s . I n a “ g o o d d i a l o g u e ” y o u b u i l d o n e a c h o t h e r s t h o u g h t s , r a t h e r t h a n c o m e u p w i t h “ w i n n i n g ” a r g u m e n t s . O n t h e s h e e t t h e r e a r e c o n c e p t s a n d a s p a c e f o r n o t i n g t h e g r o u p ´ s v i e w s . M a k e a s h o r t s u m m a r y o f y o u r d i s c u s s i o n s . T h e s h e e t i s a n o t e p a p e r – w r i t e o n i t , d r a w p a i n t i n g s , s p i l l c o f f e e . T h e g r o u p d o e s n o t h a v e t o a g r e e o n a q u e s t i o n , b u t a l l o p i n i o n s s h o u l d b e h e a r d a n d s e e n i n t h e n o t e s . T h e o n e w h o i s c l o s e s t t o a q u e s t i o n r e a d s i t a l o u d t o t h e o t h e r s – a n d m a k e s t h e n o t e s . Learner centred versus teacher centered Learning versus learning-to-learn Responsibility Of pupils Of teachers Responsibility and accountability www.teacherqualitytoolbox .eu Reflection Professional identity Participation , engagement, motivation Awareness/ consciousnes s Critical thinking Passive versus active learning of new things Holistic versus atomistic views on knowledge and learning Lifelong learning Knowledge versus information Gender Theory versus practice Of pupils Of teachers R e p r o d u c t i v e v e r s u s p r o d u c t i v e k n o w l e d g e S t u d e n t r o l e , t e a c h e r r o l e M u l t i p l e i n t e l l i g e n c e Dialogue sheet Exploring teacher quality Deriving benefits What benefits do you wish to reach in this dialogue? a. Professional, personal, other aspects? (concerning the theme of Teacher Quality) b. What is expected from you? Your fellow participants? (concerning the quality of the discussion) 2 Reflecting on teacher quality The benefit from an activity will be increased by reflection, motivation and engagement. This understanding is related to a number of concepts that are related to the individual’s relations to his profession. Round the table there are a number of words and concepts. Read these words. Every group member select 1-3 concepts, which they find interesting to discuss. Feel free to come up with concepts of your own! Choose concepts that you think can deepen the discussion about Teacher Quality. Try – in the group – to describe the chosen concepts and connect them to Teacher Quality. Finally: try to group together the concepts, do they belong together? Are they overlapping or contradictory? 3 The process right now (This is a bit of a pause from the task work) Use 5 minutes to reflect on the following questions and then – discuss them. • What about the dialogue? • Can we make decisions? • Is someone dominating? Quiet? Supportive? • Dare you say what you think? • Are you having fun? 4 A metaphor Find a metaphor, a representation from nature. The metaphor should illustrate Teacher Quality. Make, in the centre of the sheet or on a separate sheet, a place for a ‘Gallery of Metaphors”. Give the representation a name and place it in the gallery and add your names. 5 Quotation On a separate paper you can find different quotations about education. Read them all and select some of them for discussion. You can also come up with a statement of your own. Give it to the group next to you for discussion! 6 Evaluation Reflect individually on the benefits of this activity. Reflect on the aims or benefits you identified in step 2. Summarize the group´s opinions on the following questions: This dialogue was good – why? This dialogue was less good? – why? Are there any shared conclusions? What about future actions and consequences? 7 Group number: ___ Group members: _______________ _ _______________ _ _______________ _ _______________ _ _______________ _ _______________ _ Room for notes, comments, dra wing, etc. T e a c h e r a s a r e s e a r c h e r
-
Upload
jason-saunders -
Category
Documents
-
view
214 -
download
2
Transcript of 1. Start here This is a tool to create an exchange of ideas and thoughts. In a good dialogue you...
1. S
tart h
ere
T
his is a
tool to
create
a
n excha
nge o
f idea
s a
nd th
ough
ts.
In a
“good
dia
log
ue”
you b
uild o
n each
o
thers th
ough
ts, rath
er th
an co
me
up w
ith “w
inning
” argum
ents.
O
n th
e shee
t there are
con
cepts a
nd a
space
for n
oting the
group
´s vie
ws. M
ake a short
summ
ary of yo
ur
discussion
s.
T
he sh
eet is a
n
otepa
per –
write
on it,
draw
pain
tings, sp
ill coffee
.
Th
e group
doe
s not
have to
agree
on a
q
uestio
n, but a
ll o
pinions sho
uld be
hea
rd and
seen
in the
note
s.
Th
e one w
ho is clo
sest to
a qu
estion re
ads it
alo
ud to
the oth
ers –
and
make
s the n
otes.
Learner centred versus teacher centered
Learning versus learning-to-learn
Responsibility Of pupils
Of teachers
Responsibility and accountability
www.teacherqualitytoolbox.eu
ReflectionProfessional identity
Par
tic
ipa
tio
n,
en
ga
ge
me
nt,
m
oti
va
tio
n
Aw
are
ne
ss
/ c
on
sc
iou
sn
ess
Cri
tic
al t
hin
kin
gP
ass
ive
ve
rsu
s
ac
tiv
e l
ear
nin
g
of
ne
w t
hin
gs
Holistic versus atomistic views on knowledge and learning
Lifelong learningKnowledge versus information
Gender Theory versus practice
Of pupils
Of teachers
Rep
rod
uc
tive
ve
rsu
s p
rod
uc
tive
kn
ow
led
ge
Stu
de
nt ro
le, te
ach
er ro
leM
ultip
le
inte
llige
nc
e
Dialogue sheet
Exploring teacher quality
Deriving benefitsWhat benefits do you wish to reach
in this dialogue?a. Professional, personal, other
aspects? (concerning the theme of Teacher Quality)
b. What is expected from you? Your fellow participants? (concerning the quality of the discussion)
2
Reflecting on teacher qualityThe benefit from an activity will be increased by reflection, motivation and
engagement. This understanding is related to a number of concepts that are related to the individual’s relations to his profession.
Round the table there are a number of words and concepts. Read these words. Every group member select 1-3 concepts, which they find interesting to discuss. Feel free to come up with concepts of your own! Choose concepts that you think can deepen the discussion about Teacher Quality.
Try – in the group – to describe the chosen concepts and connect them to Teacher Quality.
Finally: try to group together the concepts, do they belong together? Are they overlapping or contradictory?
3
Th
e p
roce
ss r
igh
t n
ow
(Thi
s is
a b
it of
a p
ause
fro
m t
he t
ask
wor
k)U
se 5
min
utes
to
refle
ct o
n th
e fo
llow
ing
ques
tions
and
the
n –
disc
uss
them
.•
Wha
t ab
out
the
dial
ogue
?•
Can
we
mak
e de
cisi
ons?
•Is
som
eone
dom
inat
ing?
Qui
et?
Sup
port
ive?
•D
are
you
say
wha
t yo
u th
ink?
•A
re y
ou h
avin
g fu
n?
4
A m
etap
ho
rF
ind
a m
etap
hor,
a
repr
esen
tatio
n fr
om n
atur
e. T
he m
etap
hor
shou
ld
illus
trat
e T
each
er Q
ualit
y. M
ake,
in
the
cent
re o
f th
e sh
eet
or o
n a
sepa
rate
she
et,
a pl
ace
for
a ‘G
alle
ry
of M
etap
hors
”. G
ive
the
repr
esen
tatio
n a
nam
e an
d pl
ace
it in
th
e ga
llery
and
add
you
r na
mes
.
5
QuotationOn a separate paper you can
find different quotations about education. Read them all and select some of them for discussion.
You can also come up with a statement of your own. Give it to the group next to you for discussion!
6EvaluationReflect individually on the benefits of
this activity. Reflect on the aims or benefits you identified in step 2.
Summarize the group´s opinions on the following questions:
This dialogue was good – why?This dialogue was less good? – why?Are there any shared conclusions?
What about future actions and consequences?
7Group number: ___
Group members:________________________________________________________________________________________________
Room for
notes,
comments,
drawing,
etc.
Te
ach
er a
s a
re
sea
rch
er
