Learning From Peers: Observing Classes this Academic Year

Class observations are a regular practice in the Academy. In my six years of stay here, I have visited classrooms of my co-teachers and colleagues and have seen them teach in action. Here is a blog post from 2014 where I write about insights I gained from a Theory of Knowledge (TOK) class I observed back then. 

This academic year, I have been to three classrooms and have been invited by the Business Management (BM) teacher in a class presentation of case studies. I have seen a variety of instructional strategies that my co-teachers employ as well as responses from their students.

I enjoyed listening to students' discussion during an English class. How the teacher gave them confidence to tackle and talk about issues that affected themselves and the world in general. Ursula Le Guin has good stories and essays to bring this out from students, but it is the English teacher's trust on her students that amazed me. The material was chosen well; the instructions to read the material was given ahead of time, with pointers on literary elements for students to pay particular attention to; and students were taught how to take notes at the beginning of the term. So, at Harkness Table, the discussion was very rich. Hope for this country floats!

In Economics, students work in groups accessing and selecting sources for their commentary. This is a senior class and I was glad to see the independence of the students at work. What impressed me more was the way a group helped a classmate who appeared to be lagging behind with the required work for the period. It was like a study group where students learn from each other. All the while, the Econ teacher supervised by observing class dynamics, lending consultations when student asked for it, and managing the time with the objectives in mind.

In the BM class, the seniors presented their case studies. There were revisions to be made, especially in the investigation of the case studies. Nonetheless, students came prepared with their presentations, dressed like young professionals ready for the world.

Looking back at these experiences, I realize how teachers in the high school and senior high school levels assume the role of coaches, counselors and mentors. It is in the design of teaching and learning experiences that makes a lot of difference. They appear to be having a ball but, really, the role is not an easy one to play. Knowing their students and where to bring them to is another factor for meaningful instruction and teaching practice. Being adept at teaching one's subject matter is one thing, but understanding the context and the learning conditions of learners is another.

Lastly, I realized how important feedback can be for students starting out in the IB Program. When I sat in the class of the Design teacher, she had all her reflection question ready for the students to think through. Her class, bright eyed and ready wrote on their worksheets. The writing activity helped students assess their progress in a month long project that prepared them for more challenging tasks in the coming year. Their reflections were helpful in facilitating feedback where the teacher assumed the role of a mentor guiding them through the entire process. Indeed, the students came out of the class with choices and possibilities to mull over on future academic endeavors.

Such observations and insights provide me with information I can use to improve the design of the library's programs and services. My co-teachers are designing learning environments with the students at the forefront of their instructional design. This approach has a lot to tell me about the behavior and attitude of teachers and students towards the use of information and media. Definitely, like our students learning from each other, teachers are also learning from peers.

Back at the Academy: Setting the Pace and Taking Perspective

Day 2 of In-Service: Learner Profile and ATL allignment

I was not excited to go back to work last week. In previous years, I used to feel giddy and optimistic at the beginning of in-service week. Gone are the blooming flowers and rays of sunshine that nestled in my heart at the start of work coming from a long vacation. I found this odd and discomforting. In order for me to sync back, I must "feel" it. I didn't feel anything. In fact, I started Monday with a very practical and pragmatic outlook on the work that is ahead. This bothered me.

It was good to see my colleagues again but the game we played reminded me of past experiences and present needs. There is so much to think about that I could not channel into my emotions to help myself ease in and do the work that awaits me. First day back at work and I was already stressed.

By mid-day, all I wanted to do was go back to the library and finish the annual report. Then again, no one misses the Head of School's address on the first day of work so I stayed on with no choice at all but to listen.

That was when the complete turn around happened. You see, our Head of School has an uncanny talent of making you see things from a different perspective. He does not force or impose. He presents and shows possibilities, what ifs, where we are and where can things can go. He makes you think and wonder. This can be empowering, if you let it.

The things he shared were not promises resting on false hope. These were experiences culled out from the daily grind. It was inspiring. It was amazing how he does so with so much conviction through telling stories. So, there. The power of stories. It got me. Hook. Line. And sinker.

Day 4 of In-service: This is a course outline. Yes?!

I got my groove back but it didn't end there.

When the Dean of Faculty gave a session in the afternoon I was reminded of familiar things and memories of happier days with teachers and mentors you don't mess around with. Hermosa. Ocampo. LDR. Villanueva. Padilla.  My desire to go back to school and study once more surfaced.

What started as a lukewarm Monday ended with a hopeful perspective on the mission I am set to do and a direction to continuously grow professionally. Reflecting on the week that was, I can say that I am fortunate to belong to a community who continuously learns and mentors its faculty and staff.

Welcome Video for Participants of ILN Mentoring Program

Learning From Peers: Sitting in a TOK Class

A few weeks ago, I sat in a TOK (Theory of Knowledge) class of a colleague to learn something new and to think about my own "unique" teaching roles. This activity is part and parcel of our school's professional development program. Here are my thoughts on the experience.

Highlights of the session (areas, teaching/ learning moments or observation points which strike you and why)

The highlight of the session for me was my colleague's modeling of the thinking process. He identified a real life situation (RLS) and asked the students to convert the RLS to a knowledge issue (KI). Students fashioned a knowledge question (KQ) from the KI. My colleague facilitated this process through group work and discussion.

The exercise he did with his students on the TOK criteria was a practical strategy to hone their evaluation skills. This way, students were made aware of the assessment rubrics as well as the required skills and competence expected of them in TOK.

Short reflection on your own practice: any new learnings gained which you would like to try in your class? Any questions you would like to raise about your own teaching practice as a result of this 'preview' of your colleague's ' teaching and learning event? 

I think the pattern that my colleague used in arriving at a KQ can also be used in helping the grade 11s craft their research question (RQ) in the Extended Essay. However, there is time and class hours devoted for TOK where as in the EE, the time allotment given to assist students is during big group assemblies. In the TOK class, students are guided through the application of thinking across subject areas. I see no difference in the EE, only that, students need to investigate a bit deeper on chosen topics of research.

How can such thinking strategies be transferred to the EE?

Any feedback and comment you'd like to offer?

Since I saw the value in the group's formulation of KQs, I think it would be good to write the finished KIs and KQs on manila paper or cartolina. Have these written KIs and KQs posted on the bulletin board. Teacher and students revisit them as they go through the whole exercise of nurturing this kind of thinking strategy. By doing so, teacher (not necessarily the TOK teacher) can use the written output for a language lesson or a lesson on grammar, vocabulary development and sentence patterns. This can be converted into a mini-lesson on writing. Once edits and revisions are made on the KQs, it can then be finalized and approved as an acceptable KQ based on criterion.

Mother Tongue & An Integrated Children's Literature Course

The two hour bus ride from Manila to Tanauan, Batangas with Teacher Portia Padilla of the REGALE, UP Diliman was peppered with conversations, insights and views on topics and issues we both hold dear -- books, reading, children's literature and literacy instruction, off course!

Some bits and pieces:

a. There is talk of legislation on Mother Tongue instruction in the education and political circles these days. As things are, there's the All English Instruction block and the Mother Tongue Instruction block. It's going to be one long process of debates and lobbying but conversion of curricular offerings, scope and sequence and lesson plans in the first language is on going.

b. The Reading Department at UP Diliman has taken an integrated approach to teaching Philippine Children's Literature. The undergraduate program will commence next semester. What does this mean? There will be five professors who will teach the course to education majors of the department. These professors are from the different colleges in the university -- Education, College of Arts and Letters, Filipino, Reading, School of Library and Information Science and a practitioner in the discipline who is into children's book publishing.

I'm wondering if I'll be allowed to sit in sessions?

Continuing Professional Education for Librarians

Another controversial topic permeating in local circles of library organizations and institutions since last year was the revival of the Continuing Professional Education program for registered/licensed librarians. The Board for Librarians (BFL) started its dissemination last year in seminars, conferences and fora organized by different library organizations, alumni associations and professional librarians group. It was done with the best of intentions, yet the reaction was tepid, if not.

A licensed librarian must earn twenty (20) CPE points a year so that, on the third year of license renewal he or she qualifies for the sixty (60) CPE points. The BFL came up with a list on where to get these points and how. For many, the list's contents are impossible to achieve. One needs time, money and the support of the immediate supervisor or administration to realize 20 points annually.

I only have to two things to say about this.

First -- if there is a will, there is a way. Time can be managed. As for the money, God provides. There's RA 9246 for the non-believers.

Second -- it takes a village to raise a child. Consider the CPE as a child. The BFL "maybe" its parent, but WE all need to do our part to help it "grow".

Yes, I'd rather be an optimistic fool than a zombie.