What does learning look like?

So over the last few weeks,

I've been learning about June production behaviors and the Four Shifts Protocol,

learning how to look at the current reality of my classroom

and getting a framework for how to adapt, how to grow, uh,

and make sure that students are actually engaged, actually learning,

actually developing the skills they need actually growing all of those things.

And we've been asking the question

over and over again. What does learning look like? What does engagement look like?

What does

success in the classroom look like?

So I have a few reflections on some of the things

that I have been learning over the last couple of weeks.

The first question is, How might identifying my reality impact my instruction?

Now I feel like this is a fairly obvious question, but honestly,

I think it's really important that we see what we don't normally see.

We're in the midst of the classroom so that we can

actually grow in those areas that are a little bit more

hidden.

So it's easy for me to go into a classroom teacher lesson.

And then at the end,

Oscar Review and my students are staring at

me blankly like they just didn't learn anything.

Um

and so at the end, you can be like Okay, well, that wasn't a good lesson.

I suppose they didn't get it.

Uh,

but I'm realizing that that's actually not that helpful because there

would have been multiple stages along the way in that lesson.

Where was the breakdown of communication between me and my students?

And maybe

if I had been able to identify my reality

sooner,

there would have been the stop points to get me that I could have

latch onto at certain points to make sure that my students were actually learning,

but they needed to learn.

So I think identifying my reality,

uh,

will help me

correct some of the

logical mistakes that I constantly make,

but also helped me to see my students better and to see what it is

that they're actually doing in the classroom.

So these reflective questions kind of made me laugh like,

what might I anticipate in my observation and myself as I deliver instruction?

No, I think it's, uh,

interesting, because I think most of us

are hardwired to see our floors. So I know

when I

which videos of myself I was a theater manager,

so I often watch my own performances back to get

information on how I could be improving as performer was always terrified because

the reality is we often see the things we don't want to see.

I see the funny faces that I pull when I'm talking,

and I see that I always put my hand on my hit the same way.

Uh,

so I anticipate that I will see a lot of my

little habitual behaviors that I do over and over again.

I know that I often will pop the market

on and off

when I'm kind of scrambling to finish the sentence because

I don't know where I was going when I started,

So I think I'm afraid of finding out

that those things are actually really distracting.

Uh,

and I think I actually know often they are because I

see my students hands flick it down to where the sound is

being made instead of like, focusing on me or on the border on their work or whatever.

So, yeah, I anticipate I would say a lot of those things.

But I also hope that I would see

my students really engaged,

really listening to what I have to say and focused on the content that I'm sharing,

uh, in

in the impact cycle.

Jim Night talks about the reason why lots of people don't want

to be filmed because they're very intimidated by seeing themselves on camera.

So I think it's really important that,

yeah, that

that stigma watching yourself is broken down a little bit.

If this is something that's going to be introduced into the classroom,

so student production behaviors and a list of

tasks first he didn't really get the difference.

But I think what I'm starting to understand

is student production behaviors is like This is what

the students should be embodying as they're learning, as opposed to

they will write something. They will read something they will draw something

S P B is something more along the lines of

they will sit down, and then we'll spend five minutes quietly reading

a sheet of paper before discussing with someone. Or

maybe they're in peer circles and they read, and then when they're ready as a group,

they'll turn and discuss the content and

do some reflection or explaining it to each other.

So it's not about what they do, but it's like the attitude,

the embodiment of what they're doing and how it's

like helping them home their skills as learners.

Um, I think that's the simplest way that I can

described the difference. And you can let me know if I missed it a little bit.

Uh, so in my context,

in my classroom,

uh, one s p b would be,

Yeah,

that my students

just give me a second.

So actually just went back to the shared document

to find some because my mind went blank.

So these are some of the ones that I wrote.

Students independently research scholarly text on theological issues

to form a foundation for the Christian worldview.

Students work in collaborative group to

determine the definition of Christian worldview.

Students search for materials and or text that offer different perspectives

to promote critical reflection on the definition of a Christian worldview.

And students observe an interview,

Christian mentors and leaders to deepen their

understanding of the Christian worldview in practice.

So those are some of the S P.

B s that I added last week, and I'd be interested to find out from you, Sandra,

whether they are actually s P B s or if they're a list of tasks,

because based on my previous and now I'm not sure anymore.

But that's what I had for now, uh,

and then the final question How does understanding the role of four shifts

R S P. B s and instruction influence data collection in an observation?

Well, I think it's great that

I think it's important to know the difference, like between S, P.

B s and tasks, because you want to see, like,

what learning looks like in that context,

you want to see how those students are learning, not just what they're doing,

and then the four shifts especially like the higher

level thinking. I think it's really important

to see and the authentic work that they're not just doing tasks,

but they're doing authentic tasks that are causing critical

reflection that are causing them to go deep,

to develop real life skills that are going to

be able to be applied to real life context.

So I've learned a lot, but I've got a lot more to learn.

Thanks for listening for anyone who gets to see this, and I'll catch you guys later

What does learning look like?

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