Tag Archives: 2015

#makeschooldifferent

I grew up in a place and at a time when communication beyond face-to-face interaction was limited to the phone. Long distance calling was exorbitantly expensive and so, rarely done. It was hard to imagine being an ocean biologist when the nearest ocean was a thousand miles away. It was hard to believe that you could do anything other what you saw in front of you, and most of the time, there was simply nothing there.

Nothing on TVCreative Commons License futureatlas.com via Compfight

I’m not even exaggerating.

I still live on the edge of the populated spaces in this country where there are no traffic lights, no stores open for evening shopping, and no line-ups for…well, anything. Waiting in traffic means someone is helping that turtle trying to get to the other side or a family of raccoons have decided to cross the road. And yet I don’t have to live on the periphery of  intellectual spaces any longer. I can participate in the most current educational thinking of Ontario, Canada, and beyond. I don’t have to wait for someone else to decide what is important for me to know about teaching and learning. I don’t have to hope that someone will provide me with inspiration for my work. I don’t have to draw on only the local resources to design courses that are meaningful, relevant, and intellectually engaging for my students.

What this does mean; however, is that others in my situation don’t have to either. This has been the challenge, then the difficulty, and now the problem facing me of the past five years. Why are the educators around me not embracing the opportunities offered via the current technologies to grow and learn past where they are physically located? Why rely on Nelson or Pearson solely to teach their students? Why do they think that what they have always done is sufficient today?

This brings me to this…..

MakeThingsDifferent screenshot Fryed

And Donna Fry’s blog is a source of inspiration for me. She tagged me in this post where she enumerates the 5 things that she thinks we need to stop pretending in order to #makeschooldifferent.

Here is my list…

#1.  We need to stop pretending that teachers can do this job alone. We need to recognize that planning time cannot mean that teachers work in isolation; nor can it only mean planning across grade teams. It must also mean having time to connect with educators beyond our four walls.  It means growing our PLN. It means honouring social media connection time as valuable.

#2. We need to stop pretending that all educators are de facto good learners. Tom Whitby has said, “To be better educators, we must first have to be better learners.” Agreed. And this does mean all of us who claim the title of educator: ECE, EA, Teacher, Coach, Consultant, Coordinator, Principal, Supervisor, Education Officer, Program Manager etc. We all need to expect of ourselves first what we expect of our students…to be risk-takers, metacognitive, and ‘learning ready’.

#3. We need to stop pretending that someone else is going to do the work. All educators at every level of our education system must engage in the actual work with students. The days of “walk-throughs” by administration need to end. Rather, administration needs to work in the classroom to remain connected to the ever-changing demands of the teaching-learning exchange.

Instructional rounds conducted by teachers and administration have taken hold in some places and work because they support/model a culture of ongoing learning. I have to believe that that culture is passed on to and/or picked up by the students, too.

There are other examples that demonstrate the importance/value of everyone doing the work. You can see here the Northern Ontario eLCs working with teachers and students of the Hamilton-Wentworth District School Board and the Trillium Lakelands District School Board. Another example comes from a session I attended for preparation work for a new e-learning course where Lori Stryker from the Assessment Branch of the Ontario Ministry of Education spoke about her work with teachers and students in classrooms to ensure that the work does not live in the theoretical realm, but moves always to practice.

#4. We have to stop pretending that learning is about isolated subjects driven by content. We need to design learning to be interdisciplinary so that students and teachers can tackle real world needs. This might mean solving real problems like how a school can acquire a new field for outdoor learning and recreation/training, or it might mean developing a program that responds to students’ desire to learn about the traditional life of their people (much like the  Specialist High School Major program in Ontario does). We need to see this kind of learning become the norm.

Frankly, it is becoming more and more difficult to explain to high school students why they need four English credits. They don’t dispute needing to develop and strengthen their communication/literacy skills, but many of them would rather do that work via robotics, student council, or a music business course.

Which brings me to …

#5. We have to stop pretending that only some teachers are teachers of literacy. Everyone needs to be able to speak, read, write, and create really well. Literacy is the set of skills that drives all other content–regardless of discipline. Literacy instruction needs to be built into every part of a students’ day because it is a set of skills that was, is, and will always be needed. Advanced literacy skills ensure that students will be able to think critically, communicate persuasively, and work collaboratively. In Ontario, the work of incorporating/embedding literacy into every grade 7-12 classroom is supported by the Adolescent Literacy Guide and the folks at the Curriculum Services Branch of the Ministry of Education. It’s up to our school and system leaders to make sure that every teacher is skilled at literacy instruction.

Of course, there are more than 5 things to stop pretending. Here are some other voices who have expressed ideas that I would add to my list too!!!

Heather Theijsmeijer

Colleen Rose

Ms. Armstrong

Deborah McCallum

And I would like to challenge my English teacher colleagues  @msjweir@arachnemom, @sarle83, and @danikatipping. Looking forward to hearing your thoughts ladies!!!

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Filed under Literacy, OSSEMOOC, Professional Learning, Teaching

#OneWord

What one word captures your work, your learning, your focus for 2014? After all is said and done, what one word synthesizes your thinking of the past 12 months? What one word caught your attention and distracted you every time you heard it?

 

One Word Reflection

for 2014

 

2014 is the year I worked on my Principal Qualifying Program part 1 and 2 courses. Predictably, we were asked to list our top beliefs that would guide us in our leadership. EQUITY emerged as #2 on my list (#1 being honesty and #3 being collaboration). Equity for students, for families, for all staff is desirable, of course, but it’s not always easy to attain. Everyone has ideas about what should happen in a school–from access to technology to class room resources to experiential learning opportunities–and many can make very convincing arguments as to why their ideas should be put into action. And many still confuse an idea of fairness with that of equity. But with a strong conviction around student learning, I think that true equity can be attained and maintained.

New field trip idea?

You want to teach a ______course?

You think we should spend money on_________?

No problem.

Tell me how it’s best for students?

And now….

One Word Focus for 2015

So a lot of great words have been chosen for 2015….

@Glennr1809 has a few:  balance, serving, network, vision, network. Check it out here.

@avivaloca chose being uncomfortable. Check it out here.

@Dunlop_Sue chose change. Check it out here.

@fryed chose courage. Check it out here.

My word is INNOVATE. But this choice has little to do with technology directly and more to do with thinking about using the curriculum in innovative ways. I want to challenge my understanding, my perspectives, my biases about the curriculum. What does it mean to construct meaning? Communicate meaning? What about to generate, gather, and organize ideas and information? What changes, if anything, when literacies include digital literacies? How might English as a discipline need to be reconsidered?

I am thinking that I will post about this work, but better I will tweet out what INNOVATION looks like more regularly with #oneword15

UPDATE!!!   There is some desire to create a Word Cloud of Ontario Educators’ one words. Tweet out your one word for 2015 to #onewordONT.

Please Join Us!

 

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Filed under Professional Learning, Year End Reflection