Sep 16 / Dr. Bernice McCarthy

Designing Student Sense of Self in Quadrant 4

Enabling Students to Adapt Learning into their lives and to speak in their own voice  Life is the key to exceptional teaching.  Working from Navigator Left, Refine. The teacher/facilitator assesses (in conversation when possible) the learner’s adaptation of the learning, the Perform, the Maestro Right learner choice of how to use the content and skills.
 
Quadrant Four is a two-step process with Quadrant Four Left Navigator, step followed by the learner’s Maestro Right Mode (Perform) step of the Cycle. 
 
Quadrant Four involves Student Performance. The learner combines the learning through personal adaptation. There should be a sense of pride here, a calling forth of the learner to a new, more skillful way of being in the world. 
 
Teacher/Facilitator and learner work together to refine the Quadrant Four, Navigator assessment in relation to all that has gone before in the unit or lesson. This is best done in conversation mode where possible, ending with the learner creating a Maestro Right performance of the learning content and skills. Clearly, the learner’s Self is dominant as learning is adapted for personal use.
 
At the heart of Quadrant Four, the learner is the main actor. 
The Facilitator becomes assessor, refiner, cheerleader, celebrator. Assessor: Demanding quality
Refiner: Additional possible ideas and refinements for the performance.
Cheerleader: Celebrator and possible future member of an audience
 

Quadrant 4 Strategies

Personal conversations where possible, where learners explain their What If use.
 
Is your planned performance exciting for you?
Are you hopeful as to how it might turn out?
Will you continue to pursue this in your future?
Did your intention to use the learning emerge along the way?
What new idea created your adaptation of this content?

Important to note: Good teaching that inspires curiosity in the learner to go further can emerge into something new, so the teacher also learns, adding to future professionalism.