Learning from “The Dot”

I love this story. I hadn’t seen it before and it immediately struck me as a great encouragement to teachers. How do we manage the “little” moments that present themselves. It struck me that;

  • The teacher has this conversation “after class”.
  • The teacher asks Vashti to “own” her work by signing it.
  • The work is privileged for what the student is able to achieve “at the moment”.
  • Vashti mis-reads the teacher’s cues … is this from her experience with other teachers (e.g. Vashti’s reaction to “Polar bear in snow storm).
  • Vashti’s teacher invested in her “after class” – by framing the first picture.
  • Vashti had resources at her disposal to “explore” (her “never before opened paint box”)
  • Reflection is CRUCIAL to the next step of learning … AND teaching.
  • Most of Vashti’s learning happens without the teacher; her teacher is merely the CATALYST.
  • This teacher only has Vashti once a week. ­čÖé
  • The school “Art Show” … an opportunity for an authentic AUDIENCE.
  • Vashti honours her experience (and her teacher) by mentoring another.

Australian Curriculum Coalition Paper (Summary)

For those following movements in the Australian Curriculum here is an important development; “The Australian Curriculum Coalition (ACC) represents a forum of Presidents, Executive Officers and Executive┬áDirectors of National Education Organisations. The Organisations represent members who are┬áteachers, principals, school leaders, academics and education researchers.”

Today they released the following ‘open letter’; http://www.acsa.edu.au/pages/images/Australian%20Curriculum%20Coalition%20common%20view%20on%20the%20Australian%20Curriculum4.pdf

The report extends support for a national curriculum but requests the following;

  • Revision of timeline for development and implementation
  • ‘Build stakeholder ownership’ (teachers/principals/associations, etc.)
  • Inform debate by making drafts and consultation ‘public’
  • Pages 4 & 5 discuss a rigorous need for these initiatives to be world-class and framed by clear curriculum rationale
  • Reduction of ‘over crowding’ in curriculum documents (This will sting as it was a primary objective for ACARA to keep the statements ‘open’ – ironically it is the consultation process that has been the source of the ‘fattening’)
  • Whole or Core Curriculum – Clarification for ‘local’ content (This is quite problematic for the History implementation but I think they are drawing a long bow on this one – your thoughts?)
  • Cross-curricula Developments – (YAY!!)
  • Reporting and Achievement Standards (YAY!!)
  • Funding for PD/PL

Wish they had mentioned a few more (e.g. consideration for special needs, resources, etc.)

Would love you know what you think of these suggestions? http://www.facebook.com/#!/pages/WA-Teachers-Lounge/154210691257798