One time, I was daydreaming for a Zoom session because I've restarted to concoct ideas for next research 2do. I allow myself to daydream future writing projects as a way to look forward to having my life back. But because I had to hyperfocus in finishing my section on Limitations of the Study, and hadn't had breakfast, come Zoomtime I couldn't just ask that the session be recorded-- cuz the daydream was unfolding.....but no playback, tsk tsk!
THIS paper idea is triggered by the ff:
1) HERDSA and my daydream of doing a poster presentation I've never tried before
2) My husbandry asking about auto-ethno
3) A recent exchange with Professor X on a possible auto-narrative project
4) My unfinished blog on 3 great teachers
5) A shared conversation with Catherine Chinook on giftedness and demigods
6) Meeting another Learning Advisor - and me trying to listen to him give feedback to a student in THAT neat part of the library
7) Immersing with HDR-LA - like literally me, making a labrat out of me, observing, wondering and uber-benefitting from an academic writing coach & reflecting/asking myself 'will I be able to do the same for someone next time?’
8) My ongoing interest with expert teachers to include a cohort I categorize as 'gifted teachers'(by order of appearance in my life):
Rachel-R - Maryknoll HS and UP
Feny - Community of Learners
Mailin - Wordlab
Victor - Wordlab and UP
Dr. Acoymo - UP
Dr. Nellie Deutsch - IT4ALL
Dr. Dina Ocampo (as my EDR prof) U.P.
Amor - Beacon Academy
Eric Z - Beacon Academy
Dr. Eacersall - USQ
9) My wanting to do an ethnographic study of teachers
-as I do get a kick out of observing great teachers at work (it feels like getting immersed in a great movie or an art installation)
10) Wondering about an iteration of a TP study I've done before but using a different methodology
Pausing here…I'm trying to see what's common among 'gifted teachers'.
My guess - ( like if I were to profile them)
Sent: Wednesday, 22 January 2020 12:38 PM
Wondering here-
So a study of expert teachers providing language learning support spanning - K-12 all through Doctoral level.
Shared views & beliefs about
> learning how to write
> gaps in written expression of students
Common understandings of diagnosing writing problems
and how the above translate into:
>actual explicit language skills instruction
And how did you actually learn the how- to of those? + Teaching principles you abide by or unknowingly demonstrate
And if so, how do we train mowwwh language support teachers to do the same?
THIS paper idea is triggered by the ff:
1) HERDSA and my daydream of doing a poster presentation I've never tried before
2) My husbandry asking about auto-ethno
3) A recent exchange with Professor X on a possible auto-narrative project
4) My unfinished blog on 3 great teachers
5) A shared conversation with Catherine Chinook on giftedness and demigods
6) Meeting another Learning Advisor - and me trying to listen to him give feedback to a student in THAT neat part of the library
7) Immersing with HDR-LA - like literally me, making a labrat out of me, observing, wondering and uber-benefitting from an academic writing coach & reflecting/asking myself 'will I be able to do the same for someone next time?’
8) My ongoing interest with expert teachers to include a cohort I categorize as 'gifted teachers'(by order of appearance in my life):
Rachel-R - Maryknoll HS and UP
Feny - Community of Learners
Mailin - Wordlab
Victor - Wordlab and UP
Dr. Acoymo - UP
Dr. Nellie Deutsch - IT4ALL
Dr. Dina Ocampo (as my EDR prof) U.P.
Amor - Beacon Academy
Eric Z - Beacon Academy
Dr. Eacersall - USQ
9) My wanting to do an ethnographic study of teachers
-as I do get a kick out of observing great teachers at work (it feels like getting immersed in a great movie or an art installation)
10) Wondering about an iteration of a TP study I've done before but using a different methodology
Pausing here…I'm trying to see what's common among 'gifted teachers'.
My guess - ( like if I were to profile them)
- Good to great with languages or background in language teaching
- Hardly netspeaks nor truncates messages
- Sends complete text messages (not using shortcuts)
- Reads books for pleasure or has a taste for HiQ literature
- Grammatically correct
- Digests content just like that
- Intuitive and methodical
- An OC streak
- Have highly literate parents
- Really enjoyed reading as a child/teenager
- Has an older sibling who is highly literate
- An actual IQ corresponding to that of a gifted person
- An IQ for the Fine Arts
Sent: Wednesday, 22 January 2020 12:38 PM
Wondering here-
So a study of expert teachers providing language learning support spanning - K-12 all through Doctoral level.
Shared views & beliefs about
> learning how to write
> gaps in written expression of students
Common understandings of diagnosing writing problems
and how the above translate into:
>actual explicit language skills instruction
And how did you actually learn the how- to of those? + Teaching principles you abide by or unknowingly demonstrate
And if so, how do we train mowwwh language support teachers to do the same?
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