Transforming teaching and learning practice by inviting students to become evaluators of my practice

TitleTransforming teaching and learning practice by inviting students to become evaluators of my practice
Publication TypeJournal Article
Year of Publication2013
AuthorsGriffin, C
Refereed DesignationRefereed
JournalEducational Journal of Living Theories
Volume6
Start Page62
Issue2
Pagination62-77
Date Published12/2013
Type of Articleliving theory
ISSN2009-1788
Abstract

In this article, I will describe how research into my Grade Six students’ attitudes towards math turned into a joint action research project with my students using student feedback to inform and improve my practice. I will focus on evidence that this sort of authentic, democratic co-learning environment can transcend the constraints of moral poverty by improving teaching practice and that it is an effective model for students to replicate in order to voice rich moral questions in the form of, “How can I improve my learning?” I will share my learning from the democratic evaluations of my teaching by my grade 6/7 students who are ten and eleven years old.  In addition, I will provide evidence of the enhanced culture of inquiry in the community of learners within my classroom. My visual narratives are intended to inform my own practice as well as the practice of my students.

Short TitleTransforming teaching and learning practice
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