Firstly, here’s a link to my 2014 Inquiry Thoughts document I boldly drafted in January (yes, before school started) where I captured some ideas about what I’d like to focus on with each of my four English classes. The basic thought process was that I knew I needed to change my teaching practice in order to better ‘practice what I preach’ and in order to engage with my students in a more meaningful, ‘future focused’ pedagogy way. However, that was a pretty daunting task. So, my solution was to pick one focus for each class. For my Year 13s, it was around the use of social media in order to promote ubiquity and life-long learning. Year 11s, collaboration, which came out of a department review I conducted at the end of 2013. Year 10s, authentic context and Year 8s, personalised learning / inquiry.
- I am fascinated by the low take-up of Twitter by my students. They seem to be keen users of Facebook, and no posting of amusing images or intriguing links appears to be tempting the rest of the class into the Twittersphere. I set up a teacher-specific account (@NicollEngTchr) and mostly remember to use #13AP2014.
- However there is genuine enthusiasm for our Edmodo page, and I have recently seen a tipping point reached whereby students are independently posting links to other sources of information they have found which are relevant to our topic of study. This warms the cockles of my heart, and I hope this is a sign that the girls are seeing ‘English’ not just as something that happens when it is scheduled to during the school day.
- I have also introduced the girls to the wonder that is Google Docs – they love co-writing and sharing their work this way. They even remember to share their docs with me 🙂
- My next step is to check in with the girls themselves – in their busy lives, how else can I encourage ubiquitous, life-long learning?
- I feel as though I started with a hiss and a roar with collaboration extensively implemented during our poetry unit in the first few weeks of the term.
- I haven’t explored a lot of different tech tools to encourage collaboration, but we do have an Edmodo class site which is the repository of all our documents, etc.
- What I particularly noticed is that once the pressure hit with NCEA internal assessments (creative writing, personal reading, speeches), collaboration went out the window to make way for teacher-directed instruction and individual work on assessments. I can’t help but wonder if the time hasn’t come to remove some assessments in order to have more powerful, engaging learning. However, it is also a good reminder to me to continue to strive to find a new way of doing things, not to lapse back into lazy, traditional habits.
- My next step is to look into tech tools that could encourage more collaboration – maybe VoiceThread as I noted in my inquiry document. It is also to remember to focus on my ‘word of the year’: innovate.
- Authentic context, I am rapidly discovering, is a real challenge. Interestingly so, in fact. Nevertheless this week we launched into a study of the language of advertising, which I have constructed in such a way as to have authenticity. This is that the English Department want to encourage girls to take English at Year 13, when it is no longer compulsory, and, what’s more, to take the ‘AP’ (advanced programme) course, where applicable, to have the challenge of Scholarship English. I have the Head of English coming into class as the ‘client’, I have a current 13AP student coming into class as a ‘consumer’, and I have a friend who works in marketing coming in as an expert who can guide us through the creative process.
- I’ll be extremely interested to see if working in this way increases engagement and the quality of their final product – which will really be used!
- I have indeed ‘flipped’ my grammar/language classes by using TED-Ed. The girls like learning in this way. I want to start making my own videos, and I want to have some girls create videos. I can see that this will be an ongoing learning process for us all throughout the year. What I particularly want to get better at is working with the separate groups within the classroom, to better personalise the learning once the flipped homework has been completed.
- In terms of ‘inquiry’ with the girls, I’m not entirely sure the current work we’re doing is ‘inquiry’ per se, but it is highly engaging for them. We are currently creating a class website using Weebly on our novel study King of Shadows by Susan Cooper. I’m amazed really at how much ‘front-loading’ needs to go into this kind of task. We explored websites such as Wikipedia and Sparknotes to see how they were written and constructed. We co-constructed success criteria. We made a list of tasks and assigned these…and then we got started! However, it is heartening to see how focused and enthusiastic the class is. I feel as though they are improving their self-critiquing as when they ask me for feedback, I simply ask them if it’s the kind of information they themselves would want on a informative website, such as the one we’re aiming to create.
- I’m keen to develop a more ‘open’ inquiry next time – what do they want to explore, how do they want to show their understanding.
Whew – no wonder it feels like the end of the term! There’s a lot going on, but I’m really enjoying working in this way, having a specific focus for each class, under the umbrella of the Marsden vision for future-focused pedagogy. As always, there’s a lot more to do, and that could be done, but I’m pretty proud of my baby steps so far. Thanks to my senior manager who met with me to discuss this reflection last Wednesday, and for the encouragement I have received.
Social Media: http://commons.wikimedia.org/wiki/File:Social-media-for-public-relations1.jpg
Eye: Microsoft Clip Art