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PWF Intro - Coggle Diagram
PWF Intro
Pose: strengthen, lengthen, improve, and increase mindfulness through breathing and concentration
Wobble: hold the pose and add more difficult poses which leads to wobbling (part of growth) - causes frustration yet signals commitment to discipline and deepened practice
Flow: persisting in wobble leads to a sense of flow in focusing on oneself - flow of movement/ combo of poses
Repetition of this cycle with incorporations of new poses improve one's strength, balance, and concentration
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wobble makes you question "why?" and makes you do something about it as teaching and learning is a complex and nonlinear process so wobbling is pertinent
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leads to learning, reflection, and professional growth
Teachers who are committed to professional growth take stances (poses) toward their practice and reflect areas where they wobble with the intent of obtaining flow
a stance/ mindset you willingly take on as a teacher - taking liberatory stance toward your practice, seeing yourself as a writer, become a curator of curriculum
incorporating different poses (ways of teaching) into the classroom allows insight on what works for students and what doesn't - diversify the learning
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Equity vs. Equality
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educational equity- each child receives what they need to develop to their full academic and social potential
risky way to teach - lead to reported, fired, stripped of license
"Engaged pedagogy recognizes that strategies must constantly be changed, invented, and reconceptualized to address new teaching experiences"
Working with the system: a ready-made test is easy and appealing and would show if students did the reading, yet the test asks students to memorize/ recall facts -> asking students to explore rich array of texts and incorporate their own experiences which provides students with the freedom while aligning to the system
Working the system: a small learning community including multilingual learners were not offered AP/ honor classes. To acquire equal access to all student, the teacher urged his students to demand to be placed/ offered AP classes. This made the students perceive themselves as AP students compared to the school system labeling them as multilingual learners. This new label pushed students to take on more complex tasks and improve success rates. The students became advocates for their own educational rights.