PTC 12

Criteria:
Use critical inquiry and problem-solving effectively in their professional practice

Key Indicators:

• systematically and critically engage with evidence and professional literature to reflect on and refine practice
• respond professionally to feedback from members of their community
• critically examine their own beliefs, including cultural beliefs, and how they impact on their professional practice and the achievement of students

What this means at Halcombe School:

• Reflect on and discuss appropriate professional readings eg at staff meetings and PD meetings.
• Share assessment data with colleagues as a basis for discussion on practice.
• Observe and be observed by colleagues and use feedback to improve teaching and learning.
• Include a self-reflective element in discussing student achievement.
• Continue to reflect on your teaching beliefs to ensure that they are supported by current pedagogical knowledge and research

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15th April 2017

I read an article called 'Classroom technology fails knowledge test', which is based on a report by the OECD.  

Things that I thought about whilst reading and post reading are:

• It is a concern that the amount of value and money we spend and put into integrating and using technology in school, yet the results are not growing. I would have thought that with that kind of money and value on something, it would e on something that is allowing student results etc to really climb.
• It would be really interesting to see the data/research around how much the use of technology impacts upon student engagement. Are the kids more keen to learn if ICT in involved?
• This cements my thoughts on moderate use of technology in the classroom -balance if you like.  It should be used as another tool of way to do something -not the be all and end all. 
• I believe technology does allow students to be creative in just another way, though it should not become the only way. Being able to make movies, powerpoints, art, animations etc is awesome and just another great set of skills to have .  

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18th May 2017

Over the past few weeks we have been looking at our understandings around the terms 'knowledge' and 'understanding' in our staff meetings. This week we read some work by Jay McTighe that summarised and unpacked the 4 levels of knowledge, called 'Depth of Knowledge'. I found this really interesting and insightful to see the developmental stages of knowledge and it was interesting to see how the levels grew and the fluency of the 'build on' effect. It also gave me a clear outline of where my students should be at with their knowledge and what they should be able to or learning to do with their knowledge. 

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