Kishi, Japan. Unfortunately, this has meant that we were unable to hold our regular Wednesday morning meeting. It is interesting meeting students from other regions, and other cultures. I wonder what these visitors make of our way of organizing instruction? What kind of feedback do they get from their teachers?
Wednesday, November 12, 2008
Japanese, if you please
This week, we've had the pleasure of hosting students from a high school in 
Kishi, Japan. Unfortunately, this has meant that we were unable to hold our regular Wednesday morning meeting. It is interesting meeting students from other regions, and other cultures. I wonder what these visitors make of our way of organizing instruction? What kind of feedback do they get from their teachers?
Kishi, Japan. Unfortunately, this has meant that we were unable to hold our regular Wednesday morning meeting. It is interesting meeting students from other regions, and other cultures. I wonder what these visitors make of our way of organizing instruction? What kind of feedback do they get from their teachers?
Wednesday, November 5, 2008
Interims - Continued
We continued our discussion of interims this morning.
So, what is the purpose of the exercise? Yes, we do have a legal obligation to report, but if we are doing it anyway, could it be more meaningful but still flexible and manageable? How can we put together a process that helps students learn better (tied to outcomes?), communicates important messages from the teacher (DEW line perhaps?) and answers the questions that parents have (should I be worried or not)?
Does a flexible format or layout create more opportunities for meaningful communication? (ie. Generic or department-specific; checkboxes, anecdotal space, and/or comment lists.)
If we begin with the end in mind, what do we want students, parents and teachers to understand at the end of the process? (ie. What would teachers like to say; what would parents like to see; what would students need to know?) We ended our session this morning hoping that some good suggestions might come from departments as they look for what would make the interim useful for them.
So, what is the purpose of the exercise? Yes, we do have a legal obligation to report, but if we are doing it anyway, could it be more meaningful but still flexible and manageable? How can we put together a process that helps students learn better (tied to outcomes?), communicates important messages from the teacher (DEW line perhaps?) and answers the questions that parents have (should I be worried or not)?
Does a flexible format or layout create more opportunities for meaningful communication? (ie. Generic or department-specific; checkboxes, anecdotal space, and/or comment lists.)If we begin with the end in mind, what do we want students, parents and teachers to understand at the end of the process? (ie. What would teachers like to say; what would parents like to see; what would students need to know?) We ended our session this morning hoping that some good suggestions might come from departments as they look for what would make the interim useful for them.
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