Questions for Reflection:
Have you ever considered using stations in adult education?
Can you think of certain lessons you teach or learning situations you facilitate that can be tweaked into a stations model?
Do you already teach in stations part of the time? What works? What can be made better?
For administrators
How can you use stations in staff meetings or professional development?
Questions for Reflection:
How can movement during the learning process help our students?
How do you work with small groups of students while keeping the rest of the class engaged in their own learning?
Questions for Reflection:
What are different ways you offer variety and choice in the classroom?
Do you have an interactive white board in your classroom? How do you use it?
How can the role of the teacher change when we use stations?
Questions for Reflection:
How can we design professional learning opportunities that have a high impact on practice?
What do you think of the idea of modeling professional learning on the kind of learning we want to see in our classrooms?
Does HOW we do PD affect our teaching practice?
b>Questions for Reflection:
Do your students have space to work together and speak to each other about their learning?
How do you integrate technology, movement, and variety into your learning situations?
Do you consider student feedback on the learning that happens in your classroom? How?
was designed and taught for the first time by Caroline Mueller, PhD in the Spring session of 2018...
Questions for Reflection:
How are your students using technology as they learn?
Is technology a help or a hindrance? Why?
Is your classroom set up so that students have access to technology and digital resources as they learn?
Questions for Reflection:
For teachers:
Do you know how your students like to learn?
How do you balance student need with program need?
How can the classroom’s physical environment answer to both student and program need?
For administrators:
Do you know how your teachers like to learn?
How do you balance staff needs with program need?
How can a centre’s physical environment answer to staff, student, and program need?
“Le matériel didactique et pédagogique : soutien à l’appropriation ou déterminant de l’intervention éducative?” Ce livre de Lebrun, Bédard, Hasni et Grenon est encore d’actualité et jète un regard intéressant sur cette question.
Que fait-on, comme enseignant, pour développer les compétences de nos apprenants? Que font-ils, eux, pour y parvenir? La complexité des tâches que l’on leur propose y est pour quelque chose. La Taxonomie révisée de Bloom est un modèle nous permettant de cerner cette complexité.
Question the current, prevalent evaluative practices (standardized testing, fixed date exams, teaching to the test, etc.)
Changing how we think about math and addressing myths and assumptions about math with our students can be an essential element of success.