DoL - In practice makes perfect

The Dol makes so much more sense now I'm in the LE. Every action my MT is taking could be classified under one of these headings. The theory was always very positive but lacked purpose in my thinking. Seemed like definition for definitions sake. Something I find quite horrid. Having now personally seen it and implemented it within my LEP's etc I can see the instinct value.

Attitudes & Perceptions
' If you can make the ordinal numbers fun, with the kids knowing someone will always come third/last, you can teach'
My first LEP was for ordinal numbers, this seems to be an attitude switch right? unless you are 1st and the winner. Initially we started with races, and how they all end up on the podium, but when we went to physically practice our ordinal numbers, we used our standard form two line at the classroom door, and then made it like bingo with each pair carrying a sign with the ordinal number and word. Then we ask them to get into order but only three numbers in each set, then four pairs, and finally as a whole class. In this every learner was engaged and had fun and when it finally came to a first and a last. It didn't really matter, because at least 12 other learners had already been in last place.

Acquire & Integrate Knowledge
Ken Purnell always talks about building knowledge strands within the brain, and that integrating knowledge makes this process easier, faster and has a better long term retention.
My MT reiterates her key learning objectives at least three times each week. This is normal done each day through our writing and reading hours, and again towards the end of the day in a quasi-practical way .i.e hoping to our desk saying the days of the week, playing patty cake saying the months of the year.

Extend & Refine Knowledge
This is probably the hardest task in the dol, as learners remember different things and at different stages. The awkward position of doing a formative check by asking an verbal question to remind of our previous lesson and then finding out it went in one ear and out the other for some students. Means extension and refining knowledge has to be done in a much more self-paced way for learners. I.E. During literacy rotations opportunities for learners to go further, but still have work for those who need that primary knowledge experience.

Using Knowledge Meaningfully
Relate, Create, Share
Scott, so many times has repeated, repeated, repeated this and every time it's become more true. For myself it's in the practical application, that so much of the theory which I found hanging out there on my semi-conscious is starting to draw together. For my learners, it is true too.

Where they struggle to retain attention and focus on a writing lesson tiled I love my mum because, without being given any context. The next day given the harder task of sitting on the floor while individual learners read out their bits in preparation for our mothers day concert, or finishing the publish copy of writing. They were faster, neater and more active, because they were told it was for a concert they would be doing next week for their mums.

Habits of Mind
In grade one we've a big focus on these as, we're training learners to meet expectations within the learning environment. From prep learning through play to the transition year one. Is a big step for many young learners. It's often we dont remember being taught the most basic habits of mind nor do we remember why we do them, we just know we should. These learners dont think that way, and it's a challenge everyday to reflect on why we do it in giving reasonable answers to their questions. i.e why do we let girls go first? isn't this non-gender biased society

Cheers

Nigel