We are learning to:
- Create blogposts on Edublogs to reflect on our professional practice;
- Use the Edublogs commenting features to give feedback to colleagues.
I am reflecting on 9/10 Drama – Empathy & Manaakitanga topic from Term 1, continued focus in Term 2.
- How well did the learners meet the intended learning outcomes for curriculum and for deep learning?
The students improved in their self-assessment grades and the teacher observation based results for both manaakitanga and empathy from term 1 to Term 2. They were on track for their curriculum level achievement. Overall the students initially achieved quite low in empathy in particular (7/9 were at developing in Term 1, by end of term 2 only 5/9 were at developing. ). This was accurate for the empathy shown within class. Students tended to be empathetic to friends, but not to other students. This was what we worked on.
I am unsure why this cohort struggled with expressing empathy so much, it could be covid related, it could be neurodiversity related, it could just be the dynamics in the class.
- How well did the learning design meet the intended learning outcomes?
Consider the four elements of learning design: pedagogical practices, learning partnerships, learning environments, and leveraging digital; and also, your use of literacy and numeracy strategies.
Overall, the final project was that they had to create a short play which showed a situation in which a character had to make a choice. They had to show both options – the kind/empathetic choice and outcome, and the unkind/unempathetic choice and the outcome. This decision tree type of project was good at starting discussions and getting them to think about choices and outcomes. They then had to rehearse and present to the class.
Pedagogical practices – project based, experiential, role play.
Learning partnerships – within class only.
Learning environments – only classroom and hall.
Leveraging digital – only used for sound.
Literacy – students drew out their plans & visually mapped their plot. They used their verbal literacy skills to discuss, refine and memorise.
Numeracy – mapping a process/flow chart (minimal) and considering decision trees (minimal)
- What parts of the learning design worked well, what can be improved?
What worked well? What might you improve? How might you do things differently next time?
Next time we may write the situations together or I may provide them and then randomly distribute. Some students chose situations that didn’t have as much depth to explore. Next time I will go deeper in terms of requiring more deep thinking about decisions and using conventions like spoken thought.
My planning/documentation is lacking.