Mason, J. (2002). Researching your own practice. The discipline of noticing (p 13-27)
- 13. Forces for development. Every act of teaching depends on noticing. Each act of teaching
is also an act of learning (should be)
- 14. Gambit – strategische zet, zoals in een schaakspel. Misschien kost het je wat, maar je
weet dat het je ook iets gaat opleveren. Goed doordacht. Kan ook een habit worden.
- 15. React or respond?
- Noticing requires sensitivity.
- Personal forces.
- 16. Development is a cyclical process: grumbling – griping – groping – grasping – grappling
– gripping – grumbling, griping, etc…
- 18. Social forces – restrictions (institution, parents, colleagues)
- 19. Try to understand the situation better – descriptive instead of judgemental
alternative action
- Reflection
o 20. Didactic transposition: the act of constructing teaching materials and of giving
instruction transforms expert mathematical awareness into training in behavior
o Didactic tension : the more explicit I am about the behavior I wish, the more likely it
is that they will display that behavior.
- Reflection (note-taking, journal) can assist professional development
- 21. Three levels of [social] reflection in professional development (McIntyre):
o Technical (specific, but distant goals)
o Questioning the assumptions, predispositions, values, and consequences, with
which actions are linked.
o Being critical or emancipatory
- 22. Getting started – to do more than cope with moment-by-moment events, it is necessary
to draw out of the situation in some way, to mark rather than ‘barely notice’. (je noticing
niet laten beïnvloeden door emoties van het moment)
- 23. Goals vs current state, maar waarom resources vs tasks? (assenstelsel)
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