Education has continued to roll on for centuries. A machine that goes with little overall change. During our first meeting of #scdsbTTOG, there now may be some light. I am an artist and a teacher, but am I critically reflective within these
roles? Cole &
Knowles’s (2000) idea of becoming a teacher or educator is being rooted in the
personal. According to Mezirow (1990) to
understand and create meaning we must make sense of an experience. It is through personal conversations that true meanings and understanding can occur. It is during a process of deconstruction of experiences and learning that I am, along with my students, able to interpret the true meaning. Can these conversations occur through numerical assessment?? Hmmm....
References:
Cole, A.L. & Knowles, G.J. (2000). Teaching as
autobiographical inquiry. Researching Teaching: Exploring teacher development
through reflective inquiry. (14–24). Toronto: Allyn and Bacon.
Mezirow, J. (1990). How critical reflection triggers
transformative learning. Fostering critical reflection in adulthood:
a guide to transforformative and emancipatory learning. (1-20). San Francisco:
Jossey-Bass Publishers.
I love that you are emphasizing the value of personal conversations in the assessment process. I think that along with this we can be cognizant of the language we are using during these processes to help learners. The way we speak in our conversations can position us as the experts, or as facilitators. For instance, when we ask questions that require a correct answer, and the student gets it right we inadvertently give them a great deal of information about how they should learn best in the classroom. However, We can also engage in conversations that normalize different ideas and interpretations. Our conversations can go along way to helping students succeed.
ReplyDeleteThanks for sharing!
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