From Doing to Learning: Writing, Thinking, and Understanding
One of the greatest joys of this process has been the conversations. Teachers and students have welcomed me into their classrooms with openness and trust, and our discussions have been equally generous and insightful. This culture of dialogue, where wonderings are met with reflection and opportunity, is a bright spot in itself. It reflects our shared belief that we are already strong educators and learners, and we can continue to grow together. When we plan, we give shape to an intended curriculum . In our context, this sits in Stage 1 of our planners (learning goals) and Stage 2 (assessment criteria). From this, we design the taught curriculum - Stage 3 - where sequences of learning engagements and classroom experiences bring those goals to life. But between these stages, a gap often appears. This is not unique to us; it is a familiar challenge across schools. The Balcony View In conversations with colleagues, one theme that surfaced is how easily we, as teachers...