Learning Forward
Equity and excellence in teaching and learning.
FOCUS
Pivotal moments in teaching
Zoom in on specific points to create meaningful learning
By Bradley Ermeling
June 2018
Vol. 38 No. 3
Many teachers have experienced the rewards of collaborative lesson planning: the thrill of observing a breakthrough in student learning, the satisfaction that comes from a shared moment of insight, the renewed energy that comes from a fresh perspective on a specific instructional challenge. We know from previous studies that these benefits are most common when teachers are grouped in job-alike teams, paired with thoughtful colleagues, guided by strong facilitation, provided with stable settings, and engaged in well-structured protocols (Gallimore, Ermeling, Saunders, & Goldenberg, 2009). In practice, however, collaborative planning is not as simple as it appears. Even with the right conditions and support, collaborative planning can be complicated, time-consuming, and difficult to facilitate. One of the biggest challenges with collaborative planning is balancing the level
Read the remaining content with membership access. Join or log in below to continue.
Sed ut perspiciatis unde omnis iste natus error sit voluptatem accusantium doloremque laudantium, totam rem aperiam, eaque ipsa quae ab illo inventore veritatis et quasi architecto beatae vitae dicta sunt explicabo. Nemo enim ipsam voluptatem quia voluptas sit aspernatur aut odit aut fugit, sed quia consequuntur magni dolores eos qui ratione voluptatem sequi nesciunt. Neque porro quisquam est, qui dolorem ipsum quia dolor sit amet, consectetur, adipisci velit, sed quia non numquam eius modi tempora incidunt ut labore et dolore magnam aliquam quaerat voluptatem.
EXCERPT FROM ANTICIPATED TEACHER AND STUDENT INTERACTIONS
Teacher: Let’s talk about this painting for a few minutes. Raise your hand and share with the class ONE thing that you noticed in this painting.
Student: I see a SKULL.
Teacher: Why is there a skull? What might the skull represent?Â
Elicit responses and discuss: death, mortality, the frailty of human life.Â
Student: I see a SEASHELL thing.
Teacher: What might the seashell symbolize?Â
Student: The ocean? Baptism? Travel?
Teacher: Who in the 17th century might be able to travel across the ocean?
Student: Rich people? Explorers?Â
Teacher: Who would get the shell from the explorer? Probably the person who financed his voyage. So what does the shell symbolize?
Student: Wealth.
Teacher: Oftentimes shells once housed a sea creature, so what might the empty shell symbolize?Â
Elicit comments and discuss: It is a temporary home. We can’t lay claim to the shell any more than a crab could lay claim to it.
Teacher: What else did you notice?
Student: There’s a SWORD.
Teacher: Can anyone tell what kind of sword it is? (It’s a Japanese sword.) What does a sword symbolize?
Student: Violence? Death? Killing?
Teacher: Absolutely! So what is the relationship between the sword and the title of the painting?Â
Elicit responses and discuss: The might of arms cannot defeat death.
CURRENT ISSUE
Subscribe
Recent Issues
LEARNING TO PIVOT
August 2024
Sometimes new information and situations call for major change. This issue...
GLOBAL PERSPECTIVES
June 2024
What does professional learning look like around the world? This issue...
WHERE TECHNOLOGY CAN TAKE US
April 2024
Technology is both a topic and a tool for professional learning. This...
EVALUATING PROFESSIONAL LEARNING
February 2024
How do you know your professional learning is working? This issue digs...
