On Wednesday night, we celebrated four years of the TWIOE podcast with a live show in the evening. It felt like a big deal – doing it in prime time! It was a late decision but three of the Ontario Edubloggers were free and available to join us to talk about their work and that of the others. Thanks, Jen Aston, Sue Bruyns, and Cal Armstrong. I’ve learned to give everyone more notice if we ever decide to do something like this again. All of them had great blog posts and that made it all worthwhile.
For me, this post from Pav Wander was a real thought inspiration. I read it three or four times before I think I understood her message. Then, I was ready to talk about it and write this on passage number five. I’m still not totally convinced that I’ve fully understood her message and thoughts as she covers so much here. This really goes to the essence of being a teacher.
We all start out in this profession as newbies and get better year after year. Those who take parental leave have a break in that growth that requires some catching up. Like the topic of “learning loss”, Pav identifies it as “teaching loss”. I’m wondering if another way of defining it might be “teaching slide”.
In the post, she identifies six areas of personal concern to her.
- Making Connections with Teachers and Students
- Leadership opportunities
- Professional development
- Testing New pedagogies
- Teaching evolving content
- Extracurricular Activities
All of the topics are fleshed out in her perspective. I can’t do her thoughts justice here – you need to read her entire post. I found the discussion of Professional Development (PD) particularly interesting since it was part of what I did for so many years. I find it ironic that she felt a personal loss there since her podcast with Chey Cheney is all about professional learning. It seems to me that the two of them have morphed from the consumer of PD to the facilitator of PD and have done so nicely. And, if you’ve every provided PD opportunities, you know that you need to do 10 hours of prep or more for every hour of delivery.
She does raise an interesting thought – school and board budgets will have balances of unspent PD monies. I can’t help but think that the first organization that is out of the blocks with face to face events will be the big beneficiaries of access to this fund.
This topic isn’t just a blog post – it’s also a podcast available here.
As I said in the show, Jen Aston had my attention at her reference to teaching puberty online last year. I honestly had never considered this but the show has to go on. Students mature whether they’re learning at school or at home. And, expectations have to be addressed.
That was just the tip of this fantastically funny blog post. It’s her story of teaching at home with her kids who are learning and growing and going to the bathroom “Wipe my bum” while she’s doing her teaching thing. I appreciate that she took into consideration the sensitivities of a five year old who didn’t need to sit in on the details of that lesson on puberty.
I had images running through my mind as I pictured Jen’s experience – leaving the teaching chair for a minute and having one of her own kids take over her class.
During the show, she was hilariously relating these stories between outbursts of her own laughter and I’ll admit it was infectious. I had to turn off my own mic at times as I laughed along with her.
She’s looking for other stories of things going
wrong differently during teaching at home. Do you have any to offer?
I was envious of Sue Bruyns who ended her first day of classes by going to Althouse College to teach teacher candidates. I went there for Additional Qualifications courses with Professor John Walsh years ago. I remember a delightful older facilities that I’m told is really modernizing itself these days. At the time, we were also explicitly told that it was the Faculty of Education and not Althouse College.
But, 25 minutes before that class started, it ended a hectic first day of school for her at Sir Arthur Currie Public School. It’s a fantastic, new facility that any visitor just knew would be outgrown. I’ve been there twice as part of EdCamp London and you can just see the new home construction going on in the neighbourhood.
As was everywhere else in the province, it was a big and strategic opening with classes organized outside the school rather than the traditional reporting to home rooms. In her blog post, she gave the student population at 900 and corrected it to 1000 during the show. Like so many schools, it’s time for a panic call to 1-800-CALL-A-PORTAPACK.
Of course, all those students need a teacher and teachers need to park cars and you can guess the mess that creates. One of the things about Sue though is that she always seems to have things under control – you can hear it in the show – but I had to smile when she indicated that this principal also directs traffic.
Jonathan So uses the word problemizing in this post and so I had to do a lookup to make sure I had it right.
Problematization of a term, writing, opinion, ideology, identity, or person is to consider the concrete or existential elements of those involved as challenges that invite the people involved to transform those situations.
It was in reference to how you react when kids just don’t get it. I suspect that many of us put the blame on the students because, after all, we taught it. They have a responsibility to learn it, right?
Jonathan digs into this in a reflection of practice that’s a good idea for all educators. Maybe it isn’t the student after all; maybe it’s your practice. And, is it amplified during times of COVID when the number of tools available to you are a subset of what you would normally have?
I also think that part of it is the type of person that becomes a teacher. We were successful in school and, when we had challenges, we knew that we had to work harder and ask questions and do some extra to get it done. That is a unique mindset and we know that not everyone has it.
There’s a great deal to think about with respect to how you teach and look at those kids in front of you.
This was a great post from Cal Armstrong that reminded me of some of the best learning that I’ve experienced reading blogs. Someone has a problem, finds, and writes to describes a solution. It’s a generous mindset; it you’ve solve a problem, why not share your problem solving for those who might have the same problem or for some people who don’t quite know that they have this problem.
The problem then?
Cal’s school has required all teachers to use a new LMS. Many people, I suspect, would say OK, I’ve got to do some learning.
In this case, he’s spent years becoming an expert in the OneNote world and isn’t prepared to abandon it. He know that he’s expected to have his work in the new LMS and so goes to work to create a world where he can continue to use his skills with OneNote and just pipe it over to the LMS.
I’ve never had to work in this environment but I found that Cal’s descriptor was crisp and clear and I could see it working.
The comment to his post is testament that if you provide a tutorial good enough to work, there just may be value to others. In this case, an educator from Houston read the post and found it appropriate and let Cal know so.
When I saw the title to Terry Greene’s recent post, I wondered – what the heck is he talking about now? Autumn wise, his neck of the woods is a couple of weeks ahead of us here so maybe …
or maybe a reference to Gord Downie …
Terry’s latest work is titled: Ontario Extend: Liberated Learners Edition
I’m intrigued because his earlier work gave us a collection of post-secondary bloggers and reflectionists that got us into their minds.
At this point, he shares some stories that resulted from “Wicked Problems”.
- Anti-Social Sociology Major
- Crayola markers got me through the first year of University
- Captain Depresso
- Teaching Incon-(ass)istant
- Extra-Curricular Extremist
- Fake It Till You Make It
- The Social Caterpillar
- zzZZzzzzZoom University
- Fishing for 60’s
How to access these and how to access a series of community webinars can be found in the post.
The EduGals are back with an interesting post. They had me at HyperDocs because it’s a strategy that I firmly believe it. It’s also a strategy that has been abused and ended up being simply an electronic worksheet. I know the works of the EduGals, Rachel and Katie, wouldn’t be that shallow.
It’s a rather long post but I think worth taking the time to read and understand. They talk about the concept of the Smart Chip and its functionality before turning to HyperDocs. I got interested in the concept years ago through WebQuests.
A WebQuest is an inquiry-oriented lesson format in which most or all the information that learners work with comes from the web. The model was developed by Bernie Dodge at San Diego State University in February, 1995 with early input from SDSU/Pacific Bell Fellow Tom March, the Educational Technology staff at San Diego Unified School District, and waves of participants each summer at the Teach the Teachers Consortium at The Thacher School in Ojai, California.
I think that the notion is more important than ever. Anyone can create a worksheet that has answers easily found by Google but when you ask them to take those answers and create something new, it gets really powerful.
I’ve been working my way through the EduGals’ post and appreciate their push to make me do some new learning.
Oh, yes, it’s another collection of inspiration for you to do some professional learning as a result. To continue the discussion, follow these folks on Twitter.
- Pav Wander – @PavWander
- Sue Bruyns – @sbruyns
- Jen Aston – @mmejaston
- Jonathan So – @mrsoclassroom
- Cal Armstrong – @sig225
- Terry Green – @greeneterry
- Edugals – @Edugals
This week’s show on voicEd Radio: