It’s interesting how you pull certain ideas, phrases from content that aren’t perhaps the main idea. I guess that’s part of constructivstism and connectivism (still haven’t totally got those concepts firm in my mind).
Will’s recent reflection on Social Computing and subsequent comments, challenged his thinking. While the gist of his latest discussion focuses on considering “big picture” thinking, the phrase
“pushed me to think”
caught my attention.
I spend a great deal of energy and time pushing others to think and considering new ideas and ways to make learning more relevant and authentic. Often I think I’m like most with strong beliefs in that I’m less likely to consider alternative thinking. I do appreciate people who open up my world and thinking and these folks are found online and off. Three big areas in which I’m being challenged are:
- Social Networking for kids
- CyberBulling
- Assessment Practices
1. Social Networking…My basic belief regarding social networking and its implication for students and teachers is that everything has potential. Recent discussions about Twitter and Ning elevate the discussion to question their value.
2. CyberBulling…I still waffle on this one. My post summarizes my view but I still struggle with the amount of emphasis this issue deserves. I’ll continue to read and ponder the ideas and accept the challenges. I know that we’ll have to develop some plan for our division but I hope its focus is not in creating fear and trepidation but rather thoughtful, rationale understanding.
3. Assessment Practices…developing best practice around assessment has been a focus for me and our school division for the past several years. This discussion on final exams, serves to stimulate ideas on just one small aspect of this issue. Again, my ideas are there but I certainly am interested and value those who disagree.
I just these things help me to see I don’t really operate in an echo chamber but am truly beginning to open the walls of my learning and hopefully classrooms.
*took this photo on a drive this winter and have been looking a post to use it with..
Hi Dean
I listened with interest today to your podcast about assessment and accountability. I agree with you in that providing some level of assessment of projects such as the one you mention can be tedious, and that there are some elements that are just not quantifiable. However, I think the area we need to focus on is how we can develop responses/summaries/assessments that are both meaningful to those who need them and are not overly tedious for teachers. I am involved in a project presently where I am working with a group of teachers and a group of cultural specialists to infuse Indigenous Knowledge into Science 10. A lot of money has gone into this project, and I am already concerned about the fact that some may feel that the amount of money given to us may not justify the products that this project will result with. There is no doubt that myself, the curriculum writer, and the teachers involved in this project (6) have learned a tremendous amount because of the work we have done, but I don’t think that we can say that the money spent is justified because a group of us have received wonderful PD. We have federal and provincial money for this project, which means it comes from taxpayers like you and me. I think that in the past, we haven’t always been aware of the consequences of spending other people’s money; now it is important that we find ways of doing this. We are still in the early stages of dealing with situations such as my project and the one you are involved in, and we just haven’t yet figured out the best ways to be accountable. I don’t know yet what this might be, but I do think we are moving towards it. I have often said to teachers that it is unfortunate that organizational bureaucracy dictates practice when thinking of the report card systems we use and the assessment practices we are forced into because of it. It will be great when we reach the stage when best practice informs reporting procedures both in schools and on a wider level.
Thanks for the opportunity to think!
Margaret
Margaret,
I certainly agree with finding a balance and justification for $$ spent on PD. But I think the key is placing a strong emphasis on sharing experiences. Many times it’s difficult to quantify learning but if recipients are required to share there learning in meaningful ways, the money spent would certainly go farther than simply allowing small groups or individuals gain from intense times of learning.
I also think the bigger picture of accountability needs to continue to be discussed and explored. Those making the decisions regarding funding often do not have sufficient data which must include the stories and qualitative data. Let’s continue to keep this conversation going in our province and in global arenas as well.