As parents, one thing that we have tried to impress upon on children is the importance of sharing, whether it is with siblings, friends, or other people, we have tried to help our children understand the importance of sharing while at the same time helping them to understand that they must be careful with what they are sharing through their social networks, the different social apps that they use, the people with whom they engage and the relationships they have with others.
It’s Not That Simple
Being a “modern” educator, for some, means having a PLN, integrating technology, and, through various means, “sharing”. However, too often educators who aren’t integrating, twittering or blogging or aren’t seen as embracing technological advancements are often described as somehow being “less” as teachers, as being not as worthy,
“And, sadly, some people write off technology as a chore or passing fad”
This attitude, unfortunately, continues to reinforce the binary of the “good/bad” teacher which does little to explore the strengths of people but, instead, serves to limit people and continue traditional power structures that have dominated educational discourses throughout history where certain groups are described as “less worthy” because of their lack of knowledge or talent or whatever can be used to create the power binary. We have to remember throughout time, “good/bad” teachers has meant things very different from the present.
The idea that it is right to be a student-centered and caring teacher rather than a self-centered teacher is one that, while strongly held at this point in time, is contingent as any other idea about good teaching in any other historical period. McWilliam, 2004
Sharing, as an educator, has now become what “relevant teachers” do because it is now “right and proper” to do so. But the definition of “sharing” continues to change and morph as can be seen in the continual changes found in the Terms of Service of apps like Facebook and Twitter and the use of various social networks for various types of sharing.
In fact, there are numerous examples of people who have made poor decisions when sharing online, examples of how sharing and privacy have become issues and the harmful effects that happen when things are shared without people’s knowledge or their consent such as the numerous examples of phishing scams where people have had their information used by scammers and the harmful and destructive consequences of people who have pictures stolen and shared against their consent.
Sharing is Important
Learning to be generous with time and resources is something I want my children to develop and appreciate. However, it’s also not quite as simple as Mark Zuckeburg makes it out
“Facebook’s mission and what we really focus on giving everyone the power to share all of the things that they care about,”
Yes, sharing is important and something that needs to continue, especially for teachers. However, it’s not as simple as “just sharing”. There are many instances when, although I wanted to share, doing so would have been unethical or might have had negative consequences. Like many others, I’ve been on the receiving end of nasty trolling from taking a particular point of view. It’s not always possible or positive to share one’s experiences.
In a world dominated by the digital, sharing online seems to be the ONLY way that some people consider to be real sharing. Yet, in many instances, the intimate conversations that take place between two people, or in a small group, can be what really cements and binds our socially mediated relationships.
As educators, relationships are so important and, although having digital relationships and learning to live in a world where digital discourse, literacy, citizenship, and relationship are important, there is a place for people who are more comfortable with the less-digital, less-technological. If we believe that each person’s development is important, then genuinely respecting and honouring them should allow us to feel anything but “sad”. In fact
Good teachers will one day feel differently about progressive teaching, just as they have done in other times and places. McWilliam, 2004
What do You Share? How do You Share?
How do you share? What do you share? How does sharing fit in your lifestyle as a teacher? Parent? Partner? Individual?
How Do You View Change?
Change is constant.
Change is inevitable.
Change can be positive or it can be negative.
Change can be hard to describe and its effects can be even harder to put into words.
A Summer of Change
This summer has brought about a number of changes for many people I know – some are moving to new jobs, some are moving to new schools, some are moving to new communities, some are entering new stages of their lives and a few are doing all of the above!
Having gone through the process of moving (9 times), a new job (8 times), a new school (10 times) and community (6 times) and the change brought on by having children (8 of them) or having children leave (3 of them), I’ve come to view change as the way life is lived. I’ve recently had to begin to care for my parents as they age, something with which I have little experience which means that, like many things, I’m learning as I go.
As I read various articles that are geared at examining changes that might be experienced by teachers, either by new technology or new strategies or new assessment or different expectations or the recent online phenomenon or …. it goes on, I notice that there is a natural tendency to generalize things across a population, something that tends to happen quite often in education. People speak of “teachers” needing to “…..” because of their particular worldview and point of view. Not that’s it’s bad but that really is theirs and, sometimes, if it’s the dominant societal one, it goes without question.
However, in my experience, this tendency masks the individual responses that people experience as they go through change. Generalizing that this change or that change will have this effect or that effect misses the point – the change will be individual and will have a different affect depending on the person. What I view as a positive change, others will deem negative and, surprisingly, many won’t even register nor care about.
How do You envision Change?
However, if Change is happening regularly, maybe taking a different approach might help.
The diagram at the beginning of the post is from the Design Thinking approach to problem solving and innovation. Having read Tim Brown’s book Change by Design a number of years ago and reread parts since then and taking the Stanford Course on Design Thinking, I began applying the principles to how I view change and the changes taking place around me. Eventually, applying these principles, I determined that change was not only okay, but desirable – part of the reason that I headed off to the University of Regina to begin a PhD with Dr. Alec Couros.
As this image from the Change by Design site shows, looking at change from different perspectives not only can help one to determine the What and How of change but give you different options for addressing change.
Change By Design at IDEO | IDEO http://buff.ly/2a1Xkk7
In combination with the work of Todd Henry – Accidental Creative, Die Empty, Louder than Words – and Cal Newport – So Good they Can’t Ignore You, Deep Work – and others, I have shifted my thinking about my work, the impact of change and the process of development from one that “happens” to one I am able to be part of the solution process and make decisions that help me to continue to follow my unique path.
Instead of always looking to innovate, adopt a new mindset or flip something, I can be open to new ideas and new processes but not always looking for the “next big thing” because my focus isn’t being distracted by my peripheral vision – something I borrowed from Todd Henry. So, yes there are many things going on – change is all around us but, for many people, it’s a distraction from doing their great work, a distraction from the path they are creating and building. Learning from/with others is important, such as doing a book study with others to expand ideas and push oneself, reading different authors and listening to TEDtalks and other forms of learning but it’s just as important to be creative, to question what people are saying, and to build your own – isn’t that what everyone seems to be saying needs to happen?
Often many of us are pulled this way or that, always looking for the next “new thing, great book, interesting method and innovation” instead of focusing on the path we are building. Yes, something might be interesting and worth exploring – but make no mistake, many who are commenting on it and writing about it are interweaving it with their path – seeing how it can add to their message – which is what you need to do.
You are on your own journey – one unique to you.
Jana Scott Lindsay, in her last post Consumed explores the impact of being connected and how she is seeing a need for change …
I think that it is time to work at finding balance. Leave your devices out of sight, to encourage out of mind for a time & space each and every day.
Change – yes, it’s always happening.
Change – what about you?
It’s tempting to sit in the corner and then, voila, to amaze us all with your perfect answer.
But of course, that’s not what ever works. Seth Godin
The other day I gave a presentation in an undergraduate class about using social media in teaching. During the discussion, I was asked if students should continue to blog when they are done classes.
Yes. Continue to blog and share your learning. Make it a part of your professional practice. Don’t see it as an add-on but as part of your daily learning practice. Everyday is a Professional Development day. See your blog as part of your PD practice.
Blogging helps me to put my ideas down and work through them. Part of my online Portfolio shows the work that I am doing. It is also a place where I can share what I am thinking about, pondering, exploring,….. Blogging is a part of my Professional Development. Sometimes I blog openly about it but other days I write just to work through ideas and thoughts. Not everything needs to be published.
Ship before you’re ready, because you will never be ready. Ready implies you know it’s going to work, and you can’t know that.
The purpose isn’t to please the critics. The purpose is to make your work better.
Polish with your peers, your true fans, the market. Because when we polish together, we make better work. Seth Godin
This is the part with which many, including myself, struggle. When is it “ready”? That’s not easy to decide. Harold Jarche recent post a half-baked idea discusses why blogging is important for everyone:
“I’m thinking of doing some coaching in a few years and helping people make decisions around food and nutrition”, I was told the other day by a young man working in a shop. My advice was to start a blog: now. While he had no intention of freelancing for the near term, he needed to get his thoughts in order. A blog is a good place to do this over time. You can start slow. The process builds over time. My early blog posts were pretty bad but they helped me see what ideas I could revisit and build upon. And it took time.
“And it took time.”
In my post Blogging as a Professional I discuss some of the reasons teachers should blog and some of the things to consider when you start out one of which is “why” you want to blog. This is important for keeping your focus. It’s easy to begin blogging but it takes time to develop your voice and produce your best work. Todd Henry discusses this in his latest book Louder Than Words. He calls this the Aspiration Gap
“When this gap exists, it’s often due to high personal expectations founded in your observation of the work of other people you admire. When you are incapable of producing work that meets those high standards, it’s tempting to give up far too soon. For this reason, many people either quit or move on to something more “reasonable” simply because they were frustrated by their temporary inablility to achieve their vision”
One reason I blog is because it’s part of my professional mission
“To relentlessly pursue supporting educators to develop creativity and innovation in the classroom through connections, relationships and effective professional development.”
There are many people whose work I admire and follow. I don’t see my own work meeting those standards. Many days I hesitate to push “publish”. I know that being consistent is important just as it in any other aspect of life because it helps to improve your skills. To make progress we have to consistently practice. As Seth Godin says,
What works is evolving in public, with the team. Showing your work. Thinking out loud. Failing on the way to succeeding, imperfecting on your way to better than good enough.
The interesting thing about this idea is that my portfolio may have found you, or you may have found it, but in both cases, anyone can see it. There are different ways I can share my learning through different mediums. I love to write, but I also am able to share through visuals, podcasts, video, or things that I couldn’t even imagine.
But, as George points out, not all the learning he does makes it to the portfolio to be published
I also have the option of allowing you to see it or not. I do have spaces where my learning is for my eyes only, or in what I choose to share.
This is a crucial point. Not all we do is ready for shipping. The learning process isn’t about publishing everything. Some works are in the incubation stage, some are in the development stage and some are at the sharing stage.
You should ship when you’re prepared, when it’s time to show your work, but not a minute later. Seth Godin
Sharing our work isn’t easy but it is necessary for growth and development. Feedback from others helps us to reflect on the work being done.
How are you continuing to develop and learn as a professional? Are you sharing that with others and getting feedback? Do you have an online portfolio? Are you shipping?
Your mindset and attitude influence your success. What’s yours?
I’d love to hear your comments and feedback so leave comment. Thanks for taking the time to read
Trying Things On
I have a confession.
I like to go shopping.
Yeah, it’s a bit weird but I like to wander around stores and look at what’s new. I use to enjoy going shopping with my girls when they were younger (and would let me go along!) Now, my boys and I sometimes just spend an afternoon wandering around and looking at different things.
Sometimes, I even try things on. Things don’t always fit like I think they will. My mind’s eye doesn’t always give me an accurate image of what things will look like once I actually try them on. Sometimes things that I did’t think would look that great look pretty good.
It’s like that with many things in life. We don’t know how things will really turn out until we overcome our fear and try them.
John Spencer’s latest post The Unintended Consequences of Doing Creative Work explores what happens when someone is working through the creative process.
More often than not, the unintended consequences are actually both negative and positive at the same time.
It’s neither all positive or all negative, unlike how we often imagine things working out – we tend to see things as either/or not a messy both.
It’s Scary – the Fear is Real
It’s is scary and difficult to try new things. We don’t know how they will turn out and we tend to imagine things that don’t happen – we convince ourselves that it’s not worth the risk. We talk ourselves out of trying something on because, well, we just know it won’t fit.
Average it out
Respect the status quo
Don’t even bother Seth Godin
This is spills over into the classroom. Instead of trying something different or giving students different options, we stick with what we know. It’s less scary. Our students learn that taking chances and trying things on is scary and, well, not really worth it. Yes, there are sometimes negatives that come along from trying things and being creative but, often, they aren’t what we think. The world does not end. In fact, if we are open to learning, we grow and develop from these experiences whether they are positive or negative.
Rejection Proof is one person’s experiment in learning to deal with rejection – in trying to things on that they were scared of doing. Jia Jing asks
What is this rejection? What is this monster that cripples us?
Try It On – It Just Might Fit
Trying things on is taking an opportunity to see how something might fit. It doesn’t always fit but sometimes things fit that we didn’t think would. And sometimes, things we thought would be great, well, just don’t turn out that way.
Often, we take someone along with us to get their opinion. We value the input of others. We get insights about how things look from a different perspective.
What if we did this in school? What if we asked someone else for their opinion as we try something new? What if we asked our students what they might think would fit?
Do we give them feedback after they try it or do we discourage them before they even try?
Your mindset and attitude influence your success. What’s yours?
I’d love to hear your comments and feedback so leave comment. Thanks for taking the time to read.
Another Edu-Awesome #saskedchat! Our topic was Student Engagement and our guest moderator Jade Ballek (@jadeballek) a principal in the Sun West School Division at Kenaston Distance Education Learning Centre.
We had over 40 participants take part in the chat. For some, this was their first experience joining a chat which can be a bit of a shock with how fast the chat moves and the number of different conversations that take place.
With this number of participants, missing part of a conversation happens and that is why we archive all the #saskedchats!
What does “Student Engagement” mean to you? Over time, my ideas about student engagement have changed. As a young teacher I was focused on the lesson and my teaching, on creating lessons that were, I thought, “engaging”. Later, as I developed confidence as a teacher and began to explore different teaching strategies, I became less worried about “my teaching” and more focused on “student learning”. In Matt Head’s post Learning or Teaching? he states
As I reflect on my own teaching I have come to realize that what and how I am teaching is usually my first priority.
It is what teachers are doing, focusing on their teaching because that is part of the job. There is the focus on planning, assessment, planning, classroom management, planning, classroom design, planning, student interaction, and planning. During a recent episode of ITTNation, Dave Bircher and I discuss Cross-Curricular planning and how the act of deeply understanding the curricula can open up opportunities for learning that allow for FLOW to take place.
Focus, Learning, Observation and Wonder.
Teachers are able to allow the Focus of the lesson to emerge from interaction with students. The Learning take place through the interactions and is driven by student ideas, interests and passions. Through Observation the teacher is able to guide students in their interests while making connections to Learning Outcomes. This allows students and teachers to Wonder – exploring different topics and concepts from a place of Wonder.
The current focus on the state of education on a global scale is on what teachers do in the classroom. Debates between Reformers of all types draw different ideas about what needs to happen in the classroom in order for students to be prepared for their future. Sometimes, missing from the debate, is what is happening NOW . How many educators are wondering about how the recent two wins by Google’s AlphaGo over the world champion Go player will impact schools? What will this mean for students?
Overall, Google’s DeepMind is calling on a type of AI called deep learning, which involves training artificial neural networks on data — such as photos — and then getting them to make inferences about new data. Venture Beat
Are we preparing students for today? Are we engaging them in a discussion about what is happening in the present? Too often the mantra is “Prepare for the Future”. In some respects, today isn’t even close to what I thought it was going to be 10 years ago. In other way, it is.
“Difficult to see. Always in motion is the future.” Yoda
This is not a call to toss out all of what is currently happening in schools and classrooms. In the present reform cacophony, it’s hard sometimes to even hear oneself think never mind trying to make sense of what is being proposed especially when there is more and more being added to the discussion. This isn’t just about what tools to use in the classroom or if there should be interactive whiteboards or not, whether teachers should adopt flipped learning or embrace blended learning or Project Based Learning. The discussion includes environment design, learning design, social justice, content bias, differentiated learning systems, game theory, makerspaces, content diffusion, digital citizenship, digital literacy and other pedagogical and theoretical discussions/issues each with their representatives and lobbyists.
Education, it’s a serious business.
There are no simple answers and stopping schooling until things get figured out isn’t going to happen. It is a work in progress. Yes the shuttle is being built as it is being flown – it is the only way learning can continue.
Engaging or Empowering?
Our chat briefly touch on is engaging someone the same as empowering them? What do we want to happen in schools? Why is this important to discuss? As we live in the midst, it is struggling with such questions that help us to make sense of the noise.
If we want people to feel empowered, then releasing control and giving ownership is the only way this can truly happen. George Couros
Are teachers being engaged or empowered? Are administrators? Are parents? Do we allow people to have ownership of their learning? How do we mange such a shift?
Like other such discussions, everyday implementation is, itself, a work in progress. As an administrator, providing input from students and parents was important but so where division and provincial policies. Providing leadership opportunities and helping people develop their strengths was important to developing a school culture of learning and growth. Shifting school culture from a top-down model to a collaborative/shared leadership model isn’t just about “sharing responsibility”. It involves creating a culture of shared growth, trust, learning and collaboration. Such development takes time and, in an environment of efficiency and improvement, can often be overshadowed by “what the data says”.
The #saskedchat provided a great many things to think about, some of them I’ve touched on.
Your mindset and attitude influence your success. What’s yours?
I’d love to hear your comments and feedback.
Running and Pacing
I’ve been training for an upcoming 1/2 marathon for awhile. Now, in order to do this, I’ve had to make a few changes to my lifestyle. I have adopted an early morning routine. That change, in itself, has been the subject of a number of books and podcasts. However, all the changes don’t mean anything if I don’t actually put on my running shoes and run.
As I prepare for this upcoming meet, I’ve adopted a running routine. Part of the routine is help me with my pacing and the other part is to help me improve my running. I use to have the idea that “Well, I just need to run.” But, as Susan Paul explains
The marathon is a very unique blend of different running components; it requires speed, strength, and endurance. The different training paces you see recommended for runs reflect each of these components. You will need some speed, some strength, and a lot of endurance to successfully complete your race.
So I did some searching and found a routine for a 1/2 marathon that I am following. Now, I could have just gone it on my own but there are many people who have already done this and have advice and ideas that can help me as I train especially since I haven’t been doing much long distant running in a while. I casually run (is that even possible?) but not in the same way one does in a marathon-type event.
The Act of Running
Running is a solitary act but it can be done as part of a group and there are all sorts of online groups and sites that allow you to connect and track your running. I happen to run by myself in the morning mostly because, well, I’m the only one up in my house at that time, no one else wants to get up and run with me at that time and I don’t know anyone around who is running. I could find someone but I like running on my own. It gives me time to think and wrestle with different ideas and concepts.
But it’s not for everyone and that’s okay. In fact, finding our own pace and place is part of the fun and enjoyment of living. The act of running, however, isn’t the only thing I do. It is only a part and to define me through that misses so many other things.
“Exactly how is this going to connect to technology?”
I’ve been reading a number of posts that discuss technology and it’s use in schools. Everything from looking at how to get teachers to embrace technology to reflections on the use of technology in schools and some of the issues with what is currently happening. I see many of these as being how I use to view running – Just run. You know what to do, running is something that we have done since just after we learned to walk. But, as Susan Paul points out
Yes, you can “just go out and run” but you would be wise to incorporate runs that address these aspects of running to adequately prepare yourself for the demands of the marathon. Marathon training requires logging quite a few miles each week too, so by varying your training paces and mileage, you’ll not only improve the quality of your training, but you will also reduce the risk of injury or mental burnout.
What if we looked at learning, with or without technology, in this way? Varying the pacing and mileage of learning. Doing different courses and incorporating various aspects into the training?
At 50, I can no longer train like I did but it doesn’t mean I can’t continue to run. In the same way, meeting the needs of the learner means beginning where they are and listening before we start advocating particular ways of doing things. We need to start with their passions and ideas but there is a place for learning from others and their wisdom and knowledge. Age nor experience, in this case, is not “the” determining factor of what can be accomplished. Too often, as Stephen Covey said,
“Most people do not listen with the intent to understand; they listen with the intent to reply.”
How often have we begun a discussion with a fixed position or way of doing something or point of view already firmly established and ready for the discussion?
To Whom Do We Listen
To be honest, listening to someone who has run many marathons and is a veteran might not be the best solution for me. I need to consider a few different things that a veteran marathoner might not be able to tell me as someone starting out. Sometimes, as someone who has been using technology for years, I have had to remind myself of this point. I have a perspective that might not be as open as I’d like to think. In this way, looking outside of education can give us some great insights.
I would let that kid know that it’s not too late. Doors might be closed, but that doesn’t mean that they’re locked.”
That conversation has stuck with me since then. What if he’s right? What if we told kids that they don’t have to have it all figured out ahead of time? What if they knew that doors might be shut but they aren’t locked for good?
What if we approach all our relationships and conversation from this perspective? Do we close doors because of our own mindset and what people have told us?
How do you approached learning? Why do you think this way?
Your attitude shapes your mindset. What’s yours?
I’d love to hear your ideas and comments and what you are thinking about.
Blogging as a professional
The January 28th #saskedchat explored Blogging as a Professional.
Now, there has been a great deal written about the benefits of blogging and many connected professionals who do a great deal of blogging will attest to the benefits. Teachers who have a classroom blog discuss the many benefits to the process of blogging for their students.
As someone who has blogged off and on for years, I started my first blog in 2007, and have averaged about 50 posts a year for the past few years. Like many educators, two things with which I struggle are consistency and topic choices. These were two of the topics that participants discussed during the #saskedchat on January 28th.
Like many educators, finding time to “add” blogging to my own schedule was very difficult. In discussing blogging with other educators, this is one thing that often comes up. Many of these educators actively participate in online communities are indeed “connected educators”. However, the practice of blogging has not become a regular part of their routine.
One of the things that I have learned that in order to consistently do anything, you have to approach it from a positive mindset and be prepared to do some hard work.
It’s like any new action item you want to do whether it be exercise, eating healthy, quitting a bad habit or just being better organized, there is a process to that you need to develop to be successful. I have read a number of those “Do It Like Successful People Do It” whatever the “It” might be. Each person had a different way of approaching their goals, tasks, daily routines, etc. but what seems to be consistent in the literature is:
1. Plan for it.
2. Make it part of your routine
3. Say “NO” to something else
4. Set yourself up to succeed
5. Check on your progress, adjust, and move forward
Something else that consistently is discussed is to follow your own path.
Todd Henry talks about this in his books The Accidental Creative and the follow up Die Empty when he discuss Periphery Paralysis. Too often we get sidetracked by what others are doing or saying we should do instead of looking at what we are doing and focusing on our own creative works. We forget to look at our own strengths – many of us begin to doubt our strengths. Instead, in a world that is filled with constant bombardment of information, we begin to lose our own sense of self as we are asked to do more and more of what others deem is important. To avoid this paralysis, you need to focus on your work and building your own body of work not someone else’s.
So, how do you go about blogging as a professional? Well, from my many false-starts, limited bursts of consistent blogging and experience, the process I would suggest looks something like this:
1. Decide if you really want to make this part of your routine. Maybe it’s not the right time for you and that’s okay! You can’t follow the path of others – you need to walk your own. If you feel it is a good time to add this to your routine, move to the next step.
2. Ask yourself why you want to blog. What is your personal mission statement and how does blogging help you fulfill that mission? This can help to focus you as you begin. This isn’t a “One Mission for Eternity” thing, you can decide to change your focus later on but what is driving you to blog? Even if this is an assigned task, what will focus and ground you? Why do this?
My mission “To relentlessly pursue supporting educators to develop creativity and innovation in the classroom through connecting, developing relationships and effective professional development.” Part of this mission is to continue to assist teachers to connect through #saskedchat and other formats and connect them with other amazing educators locally and globally.
3. How will you make it part of your routine? What will you do make time to write your blog? What might you have to change to make this work? In his book The 5AM Miracle Jeff Sanders explains that you don’t have to get up at 5AM but rather it is about
the abundance of opportunity that presents itself when you live each day on purpose.
In the book, Jeff outlines The Ideal Morning, The Ideal Evening and the Ideal Week. In each of these, you purposely set out what you will do with the time you have. Remember this is if the week were “Ideal” but it does get one thinking about how to allocate time and what you are doing with the time you have each day. Blogging shouldn’t be an add-on. Instead it needs to be part of your routine. This leads to the next point.
4. Write consistently. Whatever you decide, every day, Monday, Wednesday, Friday, every Saturday morning, it’s up to you. What I have learned is that if you are able to consistently “ship your work”, as Seth Godin suggests we should, then do this consistently. Consistent writing will help you to improve as a writer. Give you specific deadlines and goals to work towards. It will also help you to move to the next stage.
5. Write about what matters to you. Your topics need to be find their voice through you. There are all kinds of suggestions for the ideal length of all things on the internet and specifically for the length of a blog post. My suggestion is to keep it shorter to begin with and work at finding your space. Include graphics and links but don’t over use these so they break up what you are trying to say.
6. Topics – this is an extension of the last point. I often thought I would have trouble finding topics. However, after reading Become an Idea Machine: Because Ideas Are the Currency of the 21st Century by Claudia Azula Altucher I began to keep a log of different ideas. I have a small notebook that I use to jot down ideas for blog posts, and anything else that pops into my cranium that I carry with me all the time. I then transfer these to a running list of blog ideas that I have – I’m up to over 100 ideas. I started with the writing examples from the book and then began to add my own based on what I was reading or watching or discussing. Short on ideas? Check out James Altucher’s post The Ultimate Guide to Becoming An Idea Machine for inspirational places to look for ideas.
Blogging shouldn’t be a chore. If it is, then maybe you need to reconsider your “why”. Or maybe you haven’t found something that you can run with yet. I know I needed to schedule it into my day, prioritize what I was doing and get rid of a few things. Becoming effective is different than trying to be efficient. When I was looking at doing things from an efficiency point of view, I would add small tasks that I could get done quickly and efficiently but I wasn’t giving myself time to do “deep work” as Cal Newport describes the work we do when we focus on a specific topic and delve deeply into it.
You might have to say “NO” to something or examine what you are doing and decide that things need to change. From experience, adding it to an already full day without planning and developing a routine doesn’t usually work. Instead, like making a decision to live a healthy lifestyle instead of “dieting”, there will need to be decision that you make and routines that you need to change. It might take a while and you might experience a few setbacks – I sure have! Don’t let these discourage you. When that happens, reassess where you are, what went right and what went wrong. Make alterations and get back at it!
I look foward to hearing about you blogging and any ideas you have for incorporating blogging into your professional, and personal, life.
Our topic was Homework and it was a great discussion. Participants were very willing to discuss the many different aspects of homework and how they used homework in their own classrooms. Most participants agreed that the view of homework is evolving. Sometimes communicating this change to parents isn’t easy. There is still a sense that if students are really going to do some learning, they have to do homework. In many instances, parents question “Why isn’t there more homework?”
Alfie Kohen has a number of articles related to homework which question the research and the necessity of homework. Other authors, such as Kristen Swanson, discuss the need for homework to be authentic, deliberate, and engaging. There is no shortage of ideas, comments, thoughts and perspectives on the role of homework.
As a teacher, my own guide was that the question isn’t really about homework. Instead, shifting the discussion to one of learning and expectations. As I shifted to an inquiry based approach to my own teaching and began to look for cross-curricular links for learning objectives, it became clearer to me that the question of “to give or not to give” disappeared and was replaced with a question of learning. What would benefit the learning of the student? What would help the student as they were learning? Sometimes, as with some content, learning sometimes required them to continue at home – reading, doing some research, or an extension that included gathering data from outside the classroom. Other times students would be asked to finish something so we could continue tomorrow. This is the basis of the flipped classroom where students are required to view or listen to specific learning outside the classroom so they can practice and implement while in school – obtaining further instructions and assistance from the teacher.
At its core, “flipped instruction” refers to moving aspects of teaching out of the classroom and into the homework space. With the advent of new technologies, specifically the ability to record digitally annotated and narrated screencasts, instructional videos have become a common medium in the flipped classroom. Although not limited to videos, a flipped classroom most often harnesses different forms of instructional video published online for students. Edutopia Rasmey Musallam
As with any format, there are pros and cons of the flipped classroom as discussed in the article.
Maurice Elias furthers the discussion by asking us to shift the question:
The real question we should be asking is, “What do we believe should happen after the end of the school day to help ensure that students retain what they have learned and are primed to learn more?”
Elias further states
Children should be encouraged to read, write, perform arithmetic, better understand the world around them in terms of civics, science, and the arts, and, of course, develop their people skills — their emotional intelligence. This encouragement should be part of everyday family interactions outside of school, and the school should provide developmental guidance to all parents, in the appropriate languages, to help them do this.
As the article by Kelly Wallace shows, there are many different opinions about homework. As a father of 8 children who span the education spectrum from grade 1 to university, I have witnessed both beneficial work and, unfortunately, some work that was unnecessary. As an educator who has also had the privilege of being a school administrator, I know firsthand the struggle that educators face in response to the different demands placed on them in helping students meet the learning outcomes and the how different policies impact what a teachers do.
I highly recommend taking some time to look at the archive for the chat as participants had some great ideas and insights on the topic.
Pearltrees is an online curation service that allows the user to store and share their own items, pictures, notes, writings and also collect and share items from the web.
Pearltrees, the place to organize all your interests, has gathered more than 2,2 million contributors, over 3 million monthly active users and 70 million items. In 2012, the company launched a 1.0 version and introduced a freemium business model that already generates significant revenue. Pearltrees has been featured multiple times by Apple, Google and Mozilla. Pearltrees apps on iOS and Android are consistently rated 5 stars and have been downloaded more than 2 million times. Press Release – September 23, 2015
In it’s most recent upgrade, Pearltrees added some great features that make organizing and sharing even easier. This new feature, Smartcloud, is “a set of features that lets people import and organize everything they’ve shared on social networks and stored on the web.”
As Lamothe, CEO and co-founder of Pearltrees comments: “With Smartcloud, you recover the memory of your life on the Internet. Each year, an average web user stores or shares several hundreds of contents that are buried in the depth of timelines. Now, with Pearltrees, web users can recover them and handle them. For massive imports, Pearltrees will automatically organize the users’ contents by topics and by collections. Now, everyone can have a visual organization of all their interests in one single place.”
Smartcloud is made up of three groups of features:
- Imports – Everyone can now recover their social networks’ history, the files of their cloud storage services and their search results. With a few clicks, you can add in Pearltrees hundreds or thousands of photos, tweets, Facebook posts, Drive or Dropbox files… Thanks to imports, Pearltrees becomes the living memory of your life on the Internet.
- The auto-organization – When imported contents are massive, the “Smartcloud” algorithm comes in and sorts them by topics and by dates. This automatic organization relies on two complementary sources: the millions of contents already organized by Pearltrees users and semantic links extracted from the web at large-scale. Thanks to this innovation, everyone can benefit from the collective intelligence of Pearltrees community and web users.
3. The instinctive organization – To add the last touch to your collections, you have to personalize them and re-organize them. For that, this new version offers contextually all the features of organization and personalization (collections moving, addition, edition…), according to current needs.
I’ve been using Pearltrees for about 3 years. It has evolved over time and has become the tool I use for archiving web clips, storing photos and sharing with others. Because it seamlessly works across devices, I am able to access my content from anywhere. As I organize items for #saskedchat, upload my own photos or share items with others, Pearltrees allows me to keep all things in one place and the ability to make collections and sort these collections is made even simpler through the drag and drop features. It also makes it easy to search for items because all things are located in one place, pictures, documents, videos, all stored in one place.
Pearltrees has a great offer for educators –
You’re a teacher and you’ve always been hesitant to use Pearltrees professionally? The offer we’re launching is made for you. It includes three plans, from free to premium, that each extends your educational uses of Pearltrees from creating lessons to presenting in classroom not to mention collaborating with students.
As an educator, being able to put pictures and webpages into a presentation allows for easy organization. “The first use of Pearltrees is to show Pearltrees collections in class. The free Assistant plan, exclusively for teachers, allows content presentation with its clean, advertising-free interface. ” If you looking for ideas and ways of sharing with students, Pearltrees has a great Resource page for teachers. I’ve created a short screencast to show some of the different features found in Pearltrees. If you have any questions or would like some assistance, don’t hesitate to contact me through the blog or @kwhobbes on twitter.
Tonight #saskedchat had the awesome pleasure to have Carol Varsalona @cvarsalona, guest moderate the chat and lead us on a discussion of Discovery and Wonder! Throughout the chat, Carol provided us with great questions that really pushed us to consider how we, as educators, view wonder in our own lives and bring that wonder to the work we do with students each day. As the different tweets below show, there was some amazing discussions and insights shared by participants. I’d like to thank Carol for sharing her time with #saskedchat and sharing her love and passions with us. Thanks Carol!!