Professional Documents
Culture Documents
R. Martin Reardons summary of Chapter 12 Glickman, C. D., Gordon, S. P. & RossGordon, J. M. (2009), 150-158
The hints for group use of the same four styles become more important Low developmental levels
DI preferable; DC if necessary Difficulty defining problems, few ways of responding, unlikely to accept decision-making responsibility C; brainstorming Shared perceptions, negotiated action plans ND; ready for self-direction; autonomous, explorative, creative Can think of a problem from different perspectives, generate a variety of alternative actions, think through action plans, focus on plan to completion
Session 8: 7 slides 2
Problem of Variability
Group may not have all members at same level Collaborative approach more effective
I tried to teach 7th graders as smaller 8th graders and it was a disaster. I had to work hard to adjust. Change from one state to another; from one school to another
Teacher characteristics Recent observations of & interactions with s (or group) Analysis of current situation
Session 8: 7 slides
Controlling Environment
Informational Environment
Controlling environment feeling of being a pawn teachers are extremely sensitive to differences(in) language used by a supervisor (p. 155)
Use of C and ND to manipulate outcomes is dishonest & unethical High developmental level teachers:
Use instructional techniques associated with successful learning Are likely to foster students growth towards higher levels of development Are more likely to embrace a cause beyond oneself & participate in collective action to improve school
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Session 8: 7 slides
Observe ss teaching or working with others Discuss with ss ideas about teaching
Are ss aware of improvements that can be made, and Possible causes of instructional needs? Can ss generate several possible solutions? Are ss decisive in choosing course of action? Do ss do what ss say?
Organizational relationship
DC: line relationship DI: acknowledged experts C & ND: S, peers, coaches
Session 8: 7 slides
93% could use DI; 100% could use C; 70% could use ND Implication? Practice ND If not sure, prepare C
Introduce ss to new information about students & learning, innovative teaching strategies, novel ways to frame & solve problems Assign ss to learning group where others are at slightly higher levels (Vygotskian scaffolding)
Session 8: 7 slides
Schools are ragged and complex (p. 157) The suggestions in Chapters 7-11 are not algorithms
Session 8: 7 slides 7