Had wanted to share this...but somehow other things had pushed reflection down the priority list.
Nevertheless, here it is.
It's AI!
Auxiliary Instructor.
We have now 5 AEDs, Allied Educators who had recently joined the school to assist classroom teachers to coach as well as to help in classroom management.
On the D&T side, we do have workshop instructors to help out. But there are only 2 workshop instructors (before last June, there was only one), meaning that there will be many times some teachers will have to do without the help of Workshop instructors. So how do teachers cope with many pupils who would different skills level, pace, level of confidence, with pupils calling out "cher... how to put the drill bits", "cher.. I a bit scared to use the 'jumping' scroll saw...", "Mr Ong, Mr Ong...I forgot how to nail this part.." For those who are faster: "Cher.. now what? I finished already".
In my lesson, I will have to pace the pupils in such a way that the faster ones do not go too far ahead, at the most 2 steps ahead. Generally, when I see 70% to 80% of the class have completed step 5, I will call all to gather to demonstrate step 6 and sometimes step 7. I will then personally coach the 20% who are still on step 5 so as to accelerate their catching up so as to narrow their gaps from the leading groups.
However, there will be 1 or 2 super fast pupils, what do I do with them when they always 3 steps ahead?
I make them AI: Auxiliary Instructors.
These would those who are clear and confident in handling tools and machines, and I will ask them to help their friends to bridge their gaps. What they do is to show a simple demonstration and then stand by to watch their friends do that step. Or they would be at that particular machine to wait for the friends to come by and watch if they are doing that step correctly.
With one teacher handling 20 students doing work with tools and machines at different paces, with some storming to you asking for help for different processes, the AIs do comes in for a purpose of bridging gaps.
And I do call them by the title 'Auxiliary Instructors'. This has given them a sense of pride and they also sharpen their skills by teaching others too. : )
That's what I have been AfLing about for my past few weeks of lesson with 1T1 D&T.
These AIs are part of the strategies to differentiate instructions and learning in a hetrogeneous group of learners, even if it's 20.
ReplyDeletePeer tutoring will require proper training and support, intensity depending on the level of complexity of their instructional role. It gives tutors confidence, reassurance and sharpened skills. It gives tutees additonal help and clearer instructions from friends.
It's a great way to build a caring and learning environment.