Wednesday, January 9, 2013

What if your professional development looked like this?

This post was written by my friend and colleague Chris McCullough (a #redcampchamp.) He is a high school teacher in Red Deer, Alberta, Canada. He blogs here and tweets here. This post was originally found here.

If you've watched the following video, I hope you've come to understand a little bit about the power of intrinsic motivation and autonomy.

 

With regards to Teacher Professional Development, these seem to be new concepts. Personally I believe many teachers in North America have forgotten how important it is to maintain the professionalism and art that is teaching.

As teachers, we have to do more than handout worksheets, and get students to fill in the answers. As an example, I recently had a conversation with a colleague who explained that a student of hers was complaining that her Social Studies school work was too hard. "Couldn't we just complete worksheets, you know, the kind where the answers are in each chapter of the textbook?" This is an interesting dilemma for a teacher; the idea that a student would complain that their assignments made them think, create, and problem solve. As Professionals it is important that teaching is much broader than handing out questions. Great teachers engage, discuss, and get their students thinking. Teacher Professional Development should be like this too. The #edcamp model is a great example of how this could work, and I truly hope that teachers throughout Central Alberta will give this kind of learning a try. Teachers love to "talk shop" and this un-conference provides an opportunity for them to do just that!

In life, the answer isn't always at the back of the book, and I believe when it comes to teacher Professional Development this is true too. As a profession, we can't be the students who are complaining that they have to think at school. We have to embrace our learning needs, wants, and challenges. We can't let people do this for us. If we do, then we are just technicians, we are less than professionals. Professionals always try to better themselves, so why not try #redcamp. It's local, it's free, and it may just be the kind of Professional Development you're looking for.

For further information, check out this great TED talk by Kristen Swanson.

Tuesday, January 1, 2013

Comprehensive character curriculum...

flickr image via stevendepolo

During the 2012 NBC News Education Nation Summit titled, "Can Character Be Taught?", Russell Shaw referred to a concept; collaborating across difference. When we embrace collaboration across difference, we commit to examining the nature and impact of our working style and consider practicing in ways that are unfamiliar or even uncomfortable for usAt the core of this competency is the practice of taking perspective. Among other elements of the dialog that piqued my interest,  this concept is one educators need to be open to and explore with increased rigor. I wrote about this idea in chapter 17 of Innovative Voices in Education- Engaging Diverse Communities...
Culture is more than who we are, our skin color, where we come from or our ethnic or religious values; it’s the summation of all the elements of our lives that influence our thoughts, ideas, values and passions. The kind of school I want all kids to attend is one where thoughts, ideas, values and passions are nurtured and shared toward increased understanding of others. When we are exposed to the thoughts, ideas, values and passions of others, our eyes are opened to learning possibilities we may never had considered otherwise.
Alas, it is the differences among us that make life and learning interesting. Each one of us is at a different place and time along our own learning path, and there is no need for anyone to slow down, or catch up. We are where we are, and that is where we all need to be.

Sunday, December 30, 2012

Leaps of faith...


flickr image via Scarto

In teaching and learning, whether we're jumping off a cliff, or jumping off a curb, the important thing is that we're jumping off something. I've never been one to make a lot of resolutions for a new year, but this year I will make at least one. I'm actually thinking it's more of an unresolution than a resolution owing to the notably not so much a SMART goal nature of it.

I'm not going to stand still.

I intend to keep moving down the learning paths I've set for myself; maybe even define some new ones understanding that the journey is something to be enjoyed, and perhaps that in learning, we never really arrive at the place where we can check 'that one' off the list. As soon as we think we know something, a truly authentic pathway of learning will show us a new direction or branch of the path that sets us off asking new questions so we can learn more, or differently along that path. I'm OK with this ambiguity because I think it will enable me to see beyond a more specific and narrowly focused goal (resolution.)

Friday, December 28, 2012

The short and long now of education innovation...

flickr image via return the sun

Now is a curious word. For something to be happening now, now has to have a length. Whether a fleeting instance like a millisecond, a minute, day, week or longer, now has to have some degree of length so something has time to happen in the now. I think of now as being short or long. Each day I spend at school, when compartmentalized as a block of time where things happen quite quickly, is to me a fairly short now. I would consider what might be accomplished in an entire school year in a longer now context, and something like the continuum of technology integration in schools a very long now process. I think this short and long now perspective is a big factor relative to innovation in education.

My west coast Twitter colleague, Jamie Billingham (@jamiebillingham) put out a very interesting post recently on the Thought Stream blog. Representing feedback from the entire Thought Stream team, Jamie wrote about what they at Thought Stream feel 2013 and beyond will look like in the education innovation context. Jamie made some thought-provoking predictions in her post about a broad range of initiatives that are already in play in the short now, and that are certainly worth extending into the long now education reform context.

Why Empathy?

 Empathy Symbol image retrieved from http://www.empathysymbol.com/


This is a guest post by Larry Hartel, my principal at Glendale Sciences and Technology School. Click here to read it where it was originally posted at Empathy ReBoot, one of our school blogs.

Why Empathy?

Good question. Undoubtedly there are those who believe a successful inclusive school is one that tries to accommodate kids who don't really fit the mold of a 'regular' classroom. Perhaps they would view inclusion as a set of strategies enabling the rest of us to tolerate their presence in our classrooms. They may even go so far as to say they accept these kids. At Glendale we're not those people. Tolerating kids who are different isn't good enough for us. As we design a cultural shift toward full and ubiquitous inclusion at Glendale School, we're not even comfortable saying we've accepted the kids who are different from the rest. For our school to be truly "inclusive," it must be one that celebrates difference.

We are on a journey to learn how to celebrate the diversity of students we encounter within our school as a cultural reality worthy of celebration; to glare at strengths while only glancing at weakness. To do so, we must understand that inclusion isn't simply a set of strategies, but rather a reality in the world that schools should be reflecting and influencing. The world is a wonderfully diverse place. We have to reflect this if we are to create authentic and optimized learning environments for ALL students.
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