Okay, so, um, this happened:
And I share this because I’m nothing special. Okay yes, I’m ultra-stoked and super-proud to have Rachel Bolstad of NZCER fame share my work (squee!), but I’m just an ordinary teacher.
I’m by no means the most innovative teacher there is – far from it. Despite the Twitter handle of @AKeenReader, I’m not the most well-read education researchy teacher there is – far from it. I think my blog is rambly and a bit unstructured at times, but I enjoy doing it. I like looking back at the learning I’ve experienced. I like having the odd (literally and figuratively) suggestion I can sometimes pass onto other teachers who ask a question or express an interest in something I’ve had a play with. It doesn’t strike me as terribly ‘brave’ to share my classroom practice or my iterative learning attempts.
What the above tweets really mean to me is that if I can do it, as an ordinary teacher just trying to make her classroom match what I understand to be best practice, you can do it too.
(PS, I think the blogpost Rachel referred to in her webinar that prompted the above tweets was this one.)
Today I presented on the idea of ‘authentic learning’. This was a topic I wasn’t feeling so confident on, so I relied on the expertise of Jan Herrington – finding her videos were a life-saver! But actually, it was probably good for staff to hear another voice than mine anyway. I also take comfort from the comments that kind people have made on my recent blogpost ‘Reflections on Term 1’ that authenticity is actually difficult to achieve in the constraints of a traditional secondary school classroom.
I feel I need to get better at thinking on my feet to be able to respond to off-the-cuff questions and comments. Having said that though, because I present on so many different topics each session it’s very challenging to have the kind of in-depth knowledge and experience that would allow me to have the background to do so.
I led a blogging workshop, but as this was the second time this ran there weren’t so many attendees, but we had a great discussion!
We’ve asked staff to complete a survey on this term’s professional learning. The results so far are fascinating, for all sorts of reasons… I look forward to writing a blogpost on these soon.
Today’s theme: Technology allows for personalised learning
I’m definitely becoming more comfortable with presenting to the whole staff. What I particularly liked about this presentation was that I considered modelling the less ‘teacher-directed’ or ‘direct-instruction’ and more ‘personalised’ approach. This meant outlining the concept of what personalised learning could incorporate; acknowledging that there is still a place and a need for some proportion of direct instruction; and showing how technology can allow learning to be personalised more readily. As always, the presentation includes numerous hyperlinks so that staff can go off and explore their own learning and interests themselves, but this time I specifically included a slide which catered for audio, visual and text-based preferred learning styles. In this way I was attempting to model one aspect of personalised learning.
A shout out to @GeoMouldey, @grantwiggins, @edutopia, @edudemic AND @coreeducation who provided me with content for this session!
I also ran a blogging workshop. I’m less sure how this was received – perhaps it would have been useful to find out what aspect of blogging teachers were interested in, as I referred to the possibility of having a class blog, a personal blog, a professional blog anf getting students to blog themselves all together! Hopefully my Blogging Workshop ‘help sheet’ is useful enough so that all those various possibilities are catered for…
(In addition to the list above, thanks to @mattynicoll too.)
In a slight aside reflection, looking at the rows of ‘@’s above – I must thank all the witting and unwitting members of my Professional Learning Network for keeping me up-to-date, informed and in-the-know!
Am very excited! Met this morning with a teacher who wanted to know more about blogging. I’m feeling thrilled for two key reasons:
- I can be seen by staff as someone approachable and as someone who might be able to help
- My blog is starting to provoke thinking about ways in which technology might be used to enrich the classroom experience – for staff as as well learners
Prior to our meeting, I had prepared this FYI document: blogging help. I referred to it as part of the developing discussion, and followed up the meeting by immediately emailing to the teacher.
The responding email was very kind and emphasised to me that I had approached the request for help in the right way:
“You have given me much to think about, not least of which are the ‘Why’ and ‘Who’ questions…”
Fed the hungry? Hopefully!