Today we discussed our plans to write a diary of our department meetings this year. We discussed the structure of the diary - a brief account of the (most significant) meetings, with a reflection on each, written by all of us. This will be an important process for reflecting on the year and planning for next year, and I have the ulterior motive of getting my department writing about their great ideas.
We started by reflecting on our favourite meetings. One of my favourites was a meeting in which we discussed various quotations on psychological aspects of teaching, such as this (I can't remember the source):
Secure attachment is built from the child realising that the parent or carer holds the child in mind during periods of absence.
I'll be writing more about this in my next post!
We then discussed how excited we are about developing our work on analysing video and basic-level actions in light of funding we have received from the London Teachers' Innovation Fund.
We then talked about how some of the ideas we have discussed have seeped into our practice, which I think is an interesting consequence of our CPD model. There is no suggestion that anyone should adopt any 'best practice', but rather we research and validate our practice together, in line with the discipline of noticing.
It feels as though this fits with suggestions for professional learning from Dr Rachel Lofthouse:
Following this we discussed the upcoming recruitment of a new member to the department, and in particular the maths interview tasks, one of which which is this:
How would you prepare students to be able to answer this GCSE exam question?
Finally, Katy and Christian posed us a question they had created for their A-level students this week:
Are there more than 4 integer values of 32^x for 0 < x < 1?
We worked on the problem and its constraints, and then developed this extension problem together:
We then adjourned to the pub, where we received this solution:
We then posed the further question:
... any takers?