Teachers often know much more than they realize. Much valuable practical knowledge is contained in routines and in intuition, a tangle of interconnected knowledge that it is sometimes not easy for yourself to untangle and share with someone else. A strategy that provides a handle for this is ‘The moment of wonder’.
Students make a video recording of a lesson by the workplace supervisor. The student chooses a number of ‘moments of wonder’, moments in the lesson where the lesson is going well and where they think ‘I want to learn that too, but I don’t understand exactly what is important in this situation’. It can be about moments when the teacher intuitively knows what to do and the student does not see/realise what the teacher is doing or why it is important to do this specifically in this situation. Or it may concern important moments in the lesson, such as the start-up or a changeover moment, from which the student wants to learn because they themself still find it difficult to organize this properly.
With the help of the video recordings, the workplace supervisor and the student discuss the situation involved. The video recording helps the workplace supervisor to retrieve the situation, including their own doing, thinking, feeling, and will at that moment and to share their own rich practical knowledge with the student. This is not primarily about the tips, but about using the knowledge to reason about that situation. The video recording and the conversation help the student to learn to see what is important in such situations: learning to notice.