tag:blogger.com,1999:blog-3223034071424194552024-02-08T05:15:06.445-08:00Sally Wan's SpaceSally Wanhttp://www.blogger.com/profile/05165562306039659463noreply@blogger.comBlogger25125tag:blogger.com,1999:blog-322303407142419455.post-78192308503287784702012-06-08T04:01:00.001-07:002012-06-08T04:01:07.905-07:00International collaborationInternational collaboration: fantasy and fallacies Sally Wanhttp://www.blogger.com/profile/05165562306039659463noreply@blogger.com0tag:blogger.com,1999:blog-322303407142419455.post-44993900343477004042012-05-26T08:14:00.001-07:002012-05-26T08:14:20.560-07:00Deep side of education: conflicts and confusionSome questions for inquiry:<br />
1. What do parents expect their children to be? Any gaps between wants and realities?<br />
2. How are those ideal theories really rooted in the classroom where they are supposed to happen?<br />
3. What do teachers expect themselves to be? Leaders or followers?<br />
Sally Wanhttp://www.blogger.com/profile/05165562306039659463noreply@blogger.com0tag:blogger.com,1999:blog-322303407142419455.post-10230939548817070462012-05-14T09:10:00.001-07:002012-05-14T09:10:23.232-07:00Life and dreamActions are driven by hearts, not controlled by others. We, living in the world, have our own thinking and we live here, not depending on others' perceptions. We are not living in others' shadows. <br />
<br />
When we realize what we are doing is right, we should continue and chase. We only have one life and we should cherish opportunities and walk forward. <br />
<br />
Commitment and initiatives are both equally important to our professional lives.Sally Wanhttp://www.blogger.com/profile/05165562306039659463noreply@blogger.com0tag:blogger.com,1999:blog-322303407142419455.post-37316130599395432102012-05-10T03:52:00.001-07:002012-05-10T03:52:28.750-07:00Teachers' roles in learning and teachingPerhaps this topic is very familiar. However, it is hard to be understood and fulfilled. <br />
First, teachers find it very difficult to write a curriculum as they think they are supposed to "teach", not to "write" a curriculum. They think they should not do it. Instead this should be done by textbook publishers. Then what are the meanings of school based curriculum development? <br />
Second, teachers feel that they burn out because they are asked to do the tasks that their "bosses" like. But what do their bosses like? Do they know what they are indeed?<br />
Third, teachers protect themselves and question their students' abilities by saying "why are my students so slow?" They don't question why they are so fast.<br />
Sally Wanhttp://www.blogger.com/profile/05165562306039659463noreply@blogger.com0tag:blogger.com,1999:blog-322303407142419455.post-20144716121387810142012-04-23T07:02:00.001-07:002012-04-29T03:55:38.827-07:00Asia-Pacific Conference on Giftedness 2012We are a group of teachers in studying gifted education and would like to share and exchange ideas on gifted education. We understand that the time for sharing and exchange is short during the conference. Therefore, we'd like to form a SIG on 13/12 before the pre workshop in order to understand and share ideas with each other. If you are interested, please contact us here.Sally Wanhttp://www.blogger.com/profile/05165562306039659463noreply@blogger.com1tag:blogger.com,1999:blog-322303407142419455.post-64325669369640830552012-04-21T19:32:00.001-07:002012-04-21T19:32:40.933-07:00A disconnected story: implications and insights1. How does a teacher motivate students of different traits in the dark hole of education?Sally Wanhttp://www.blogger.com/profile/05165562306039659463noreply@blogger.com0tag:blogger.com,1999:blog-322303407142419455.post-67321685016465445582012-04-21T19:28:00.001-07:002012-04-21T19:28:32.884-07:00Teacher leadershipSimple notes:<br />
Not hierarchical positional <br />
Professional autonomy<br />
Learning communities <br />
Empowerment of oneself <br />
<br />
Sally Wanhttp://www.blogger.com/profile/05165562306039659463noreply@blogger.com0tag:blogger.com,1999:blog-322303407142419455.post-75702400378307843782012-04-21T12:29:00.001-07:002012-04-21T12:29:46.513-07:00SIM-GTSpherical Integrated Model for Gifted and Talented <br />
5 strata with an axis surrounded by ORBIT Sally Wanhttp://www.blogger.com/profile/05165562306039659463noreply@blogger.com0tag:blogger.com,1999:blog-322303407142419455.post-43800254018588016582012-04-21T12:28:00.001-07:002012-04-21T12:28:06.823-07:00Assessment strategies for higher ability studentsAssessment strategies:<br />
Self assessment with person engagement in designing own rubrics<br />
Peer assessment with constructive comments on each other <br />
Ongoing feedback Sally Wanhttp://www.blogger.com/profile/05165562306039659463noreply@blogger.com0tag:blogger.com,1999:blog-322303407142419455.post-17877173086759629872011-09-29T06:38:00.001-07:002011-09-29T06:39:53.982-07:00Assessment for LearningAssessment for Learning (AfL) strategies: What are they?<br /><br />How to develop a good learning portfolio?<br /><br />How to support higher ability students with the use of AfL strategies?Sally Wanhttp://www.blogger.com/profile/05165562306039659463noreply@blogger.com0tag:blogger.com,1999:blog-322303407142419455.post-67285672540694902322010-12-06T18:38:00.000-08:002010-12-06T18:42:13.145-08:00What every school leader needs to know about RTI (ASCD, 2010)What is RTI?<br />Its representative structure:<br />1. assessment process<br />2. tiers of intervention<br />3. problem-solving processSally Wanhttp://www.blogger.com/profile/05165562306039659463noreply@blogger.com0tag:blogger.com,1999:blog-322303407142419455.post-36511608262824062782010-09-03T21:44:00.000-07:002010-09-03T21:46:34.388-07:00When everything changes: change everythingWalsch, N.D. (2010). When everything changes: change everything. London: Hodder.<br /><br />Why do we make changes?<br />From ground zero or something else?<br />How can we make changes? It's all about how you view and what you move/do for that change.Sally Wanhttp://www.blogger.com/profile/05165562306039659463noreply@blogger.com0tag:blogger.com,1999:blog-322303407142419455.post-180641097184908752010-09-03T21:43:00.000-07:002010-09-03T21:44:34.668-07:00Schools as curriculum agenciesSchools as curriculum agencies: asian and european perspectives on school-based curriculum development (2010)<br /><a href="https://www.sensepublishers.com/product_info.php?products_id=1102&osCsid=1a7">https://www.sensepublishers.com/product_info.php?products_id=1102&osCsid=1a7</a>Sally Wanhttp://www.blogger.com/profile/05165562306039659463noreply@blogger.com0tag:blogger.com,1999:blog-322303407142419455.post-83504419274287554612010-03-09T15:09:00.000-08:002010-03-09T15:13:54.830-08:00Leading in a culture of change (M. Fullan, 2001)Fullan, M. (2001). Leading in a culture of change. San Francisco: Jossey-Bass.<br /><br />Five core components leading to <em>sustainable change</em>:<br />1. moral purpose<br />2. understanding of the process<br />3. building relationships<br />4. knowledge building<br />5. coherence making<br /><br />Leadership for change: slow learning + learning in context<br /><br />Effective/ineffective leadership: be judged <em>by what leadership you produce in others.</em>Sally Wanhttp://www.blogger.com/profile/05165562306039659463noreply@blogger.com0tag:blogger.com,1999:blog-322303407142419455.post-59619137232182059912010-01-10T21:03:00.000-08:002010-01-10T21:06:16.571-08:00Chapter 9 Distributed leadership: democracy or delivery? from Alma Harris (ed.) (2009) Distributed leadership: different perspectivesDemocracy or delivery?<br />Complexity or linear development?<br />Which one suits the context?<br /><br />Main ideas from this chapter include:<br />1. Networks<br />2. Shared targets<br />3. Self-evaluation<br />4. Local principal cooperationSally Wanhttp://www.blogger.com/profile/05165562306039659463noreply@blogger.com0tag:blogger.com,1999:blog-322303407142419455.post-42200526628769567822009-10-26T08:18:00.000-07:002009-10-26T08:23:45.399-07:00You don't need a title to be a leader (Sanborn, M., 2006)Sanborn, M. (2006). You don't need a title to be a leader. London: Random House Business Books.<br /><br />The six principles of leadership:<br />1. self-mastery<br />2. focus<br />3. power with people<br />4. persuasive communication<br />5. execution<br />6. giving<br /><br />Reflective question: <em>How to be a great leader without a title?</em>Sally Wanhttp://www.blogger.com/profile/05165562306039659463noreply@blogger.com0tag:blogger.com,1999:blog-322303407142419455.post-36658777084743873902009-09-13T06:49:00.000-07:002009-09-13T06:52:42.803-07:00Tribes (Godin, 2008)Godin, S. (2008). Tribes: We Need You to Lead Us. London: Portfolio.<br /><br />The idea of 'you can lead without a title' is rehearsed again in this book.<br />Some major ideas in this book are:<br />1. Leadership is not management<br />2. Leading from the bottom<br />3. Effective communication/networking can be transforming exchanges to make change.Sally Wanhttp://www.blogger.com/profile/05165562306039659463noreply@blogger.com0tag:blogger.com,1999:blog-322303407142419455.post-55448751457309870162009-08-01T03:06:00.000-07:002009-09-13T06:53:28.563-07:00Mlodinow, L. (2009). The Drunkard's Walk: How Randomness Rules Our Lives. London: Penguin.Mlodinow, L. (2009). The Drunkard's Walk: How Randomness Rules Our Lives. London: Penguin.<br />-----------------------------------------------------------------<br />Chapter 1: Peering through the eyepiece of randomness<br />"The outline of our lives, like the candle's flame, is continuously coaxed in new directions by a variety of random events that, along with our responses to them, determine our fate. As a result, life is both hard to predict and hard to interpret." (p.4)<br />"Making wise assessments and choices in the face of uncertainty is a rare skill. But like any skill, it can be improved with experience." (p.6)<br />------------------------------------------------------------------Sally Wanhttp://www.blogger.com/profile/05165562306039659463noreply@blogger.com0tag:blogger.com,1999:blog-322303407142419455.post-38562783515269462762009-07-25T22:45:00.001-07:002009-07-25T22:48:27.598-07:00the dip: a little book that teaches you when to quit (and when to stick)Godin, S. (2007). The dip: a little book that teaches you when to quit (and when to stick). London: Portfolio.<br />3 important curves:<br />1. the dip<br />2. the cul-de-sac (dead end)<br />3. the cliff (rare but scary)Sally Wanhttp://www.blogger.com/profile/05165562306039659463noreply@blogger.com0tag:blogger.com,1999:blog-322303407142419455.post-31823087133783845962009-07-24T22:38:00.000-07:002009-07-25T22:48:55.547-07:00Tribes: We need you to lead usGodin, S. (2008). Tribes: We need you to lead us. London: Portfolio.<br /><br />Some of the great ideas as found in the book:<br />1. Everyone is a leader. Changing the world depends on everyone.<br />2. Connecting a tribe makes change possible.<br />3. Leading from the bottom<br />4. Initiative = Happiness<br />5. Fear of failure is overrated.<br />6. Participating isn't leading.Sally Wanhttp://www.blogger.com/profile/05165562306039659463noreply@blogger.com0tag:blogger.com,1999:blog-322303407142419455.post-50676594316823490372009-07-19T07:37:00.000-07:002009-07-19T07:45:25.548-07:00Teachers Matter: Connecting Lives, Work and EffectivenessDay, C., Sammons, P., Stobart, G., Kington, A. and Gu, Q. (2007). Teachers Matter: Connecting Lives, Work and Effectiveness. Berkshire: Open University Press.<br /><br />Key points:<br />(1) importance of career development<br /><ul><li>6 professional life phases<span style="font-style: italic;">:</span></li><li><span style="font-style: italic;">0-3 commitment: support and challenge</span></li><li style="font-style: italic;">4-7 identity and efficacy in classroom</li><li style="font-style: italic;">8-15 managing changes in role and identity: growing tensions and transitions</li><li><span style="font-style: italic;">16-23 work-life tensions: challenges to motivation and commitment </span><br /></li></ul><span style="font-style: italic;"></span>(2) relationships between school leadership, culture and teachers' lives<br />(3) maintaining a work-life balance, identity and well-being<br />(4) connection between commitment, resilience and effectiveness in he classroom<br /><br />`Sally Wanhttp://www.blogger.com/profile/05165562306039659463noreply@blogger.com0tag:blogger.com,1999:blog-322303407142419455.post-45565439741008175162009-07-16T08:34:00.000-07:002009-07-16T08:37:40.177-07:00Leading and managing continuing professional development<p>Bubb, S. and Earley, P. (2007). <em>Leading and managing continuing professional development</em>. London: Paul Chapman Publishing.</p><p>Meeting CPD needs= personal growth + school development</p><p>But how can we sustain what we get from CPD?</p><p> </p>Sally Wanhttp://www.blogger.com/profile/05165562306039659463noreply@blogger.com0tag:blogger.com,1999:blog-322303407142419455.post-91658666942278840142009-06-21T05:47:00.000-07:002009-06-21T05:51:43.536-07:00Leadership MindsetsKaser, L. & Halbert, J. (2009). Leadership Mindsets: Innovation and learning in the transformation of schools. London/New York: Routledge.<br />Professional learning = 4Rs<br />-resilience<br />-resourcefulness<br />-reciprocity<br />-reflectivenessSally Wanhttp://www.blogger.com/profile/05165562306039659463noreply@blogger.com0tag:blogger.com,1999:blog-322303407142419455.post-31630156440423435702007-11-13T06:02:00.000-08:002007-11-13T06:03:34.983-08:00Leadership and SustainabilityWhat are the qualities of sustaining changes?Sally Wanhttp://www.blogger.com/profile/05165562306039659463noreply@blogger.com0tag:blogger.com,1999:blog-322303407142419455.post-1038234524180405342007-09-30T21:20:00.000-07:002007-09-30T21:22:12.562-07:00What U Think, Think the OppositeWhat U Think? Think the Opposite? is always the best way to understand others.Sally Wanhttp://www.blogger.com/profile/05165562306039659463noreply@blogger.com0