Yesterday I attended the WRDSB Symposium of Learning – an opportunity for the various digital learning projects to come together and discuss current trends in education, and how they should affect our teaching practices. While I’m often skeptical at these events, I was particularly impressed by the WRDSB students leading both students and educators of all levels in a critical analysis of “the system.” The three things I took away from the symposium are that educators should: be adaptable, share best practices, and value authentic student success.
Be Adaptable
One of the misconceptions about a digital learning symposium, is that the man is trying to cram technology down the throats of educators. In discussions with @GibbRyanM, he emphasized the need to be adaptable when approaching digital learning practices.
Be Adaptable
One of the misconceptions about a digital learning symposium, is that the man is trying to cram technology down the throats of educators. In discussions with @GibbRyanM, he emphasized the need to be adaptable when approaching digital learning practices.
For example, if a teacher has two of the exact same classes, with very different students, the teaching style should change based on the needs of the students (this is the epitome of differentiated instruction). Netbooks and Ipads in a classroom are not a cure-all for engaging students. In fact, for the inattentive, they can be detrimental distractions (social media, games, pictures of cats). While technology is flashy, educators must remember they are just tools. If they are not doing their job, it’s time to try something else. There are times when a class discussion or the old “chalk and talk” are more affective than logging things in a Today’s Meet. It’s must be up to the teacher’s discretion to know their class, their own learning styles and strengths, and choose the most appropriate platform for learning.
Share Best Practices
One of the sessions of the symposium was how do we enable a system wide change to best enable student learning within every classroom. The best way to encourage teachers to be adaptable, is to share best practices so they have a firm understanding of all of their options.
Best practices should come from other teachers collaborating with other teachers, who can articulate both how and why they work within their classrooms. A board executive who hasn’t tried it within a classroom may not be the best informed in terms of practical strategies, and students may not be able to articulate the why. Thus, it should be teachers informing teachers.
Secondly, PD time should be devoted to this teacher collaboration. If we don’t make time for it, it won’t happen. Sure, on a small scale, people will discuss over lunch, maybe briefly at the end of the day; however, if the board is serious about system wide change, there should be subject association time devoted to the betterment of classroom practices. Beyond this, collaboration with community members, universities and colleges, and other boards should be made a priority.
Value Authentic Student Success
My conversation with students at the conference demonstrated their love for learning when it applies to their interests. Once example was a rock-climbing enthusiast who got to make a workout plan within his Power Fit class. I love this example because it’s out of the Future Forums bubble and does not rely on technology to prove the point: Students are excited about learning when it applies to them. As educators, we should integrate non-fictional, relevant examples and opportunities for them to demonstrate their learning and engage with the curriculum in a meaningful way.
One of the sessions of the symposium was how do we enable a system wide change to best enable student learning within every classroom. The best way to encourage teachers to be adaptable, is to share best practices so they have a firm understanding of all of their options.
Best practices should come from other teachers collaborating with other teachers, who can articulate both how and why they work within their classrooms. A board executive who hasn’t tried it within a classroom may not be the best informed in terms of practical strategies, and students may not be able to articulate the why. Thus, it should be teachers informing teachers.
Secondly, PD time should be devoted to this teacher collaboration. If we don’t make time for it, it won’t happen. Sure, on a small scale, people will discuss over lunch, maybe briefly at the end of the day; however, if the board is serious about system wide change, there should be subject association time devoted to the betterment of classroom practices. Beyond this, collaboration with community members, universities and colleges, and other boards should be made a priority.
Value Authentic Student Success
My conversation with students at the conference demonstrated their love for learning when it applies to their interests. Once example was a rock-climbing enthusiast who got to make a workout plan within his Power Fit class. I love this example because it’s out of the Future Forums bubble and does not rely on technology to prove the point: Students are excited about learning when it applies to them. As educators, we should integrate non-fictional, relevant examples and opportunities for them to demonstrate their learning and engage with the curriculum in a meaningful way.
Another example, right now, my students are writing an educational manifesto, which analyzes the changes they’d like to see in the school system. Focusing on the issues they deal with daily, providing choice so they may demonstrate a skill within the context of their lives, involving authentic audiences (other students, community members, etc.), and allowing for various modes of assessment all cause students to buy in. When they buy in, they see the worth and their learning is exponentially stronger.
What Now?
So who’s in charge of implementing this change? Everyone. Students: Ask teachers for alternatives when you see an opportunity to connect your class to your interests. Teachers: When PD time is available, don’t hesitate to initiate these conversations about best practices. Have the courage to try some new things in your classroom, and realize that learning gets messy at times. Admin and board consultants: Give time for teacher lead PD. Meetings do not need to be scheduled down to the minute; allow time for organic reflection and collaboration among educators.
What Now?
So who’s in charge of implementing this change? Everyone. Students: Ask teachers for alternatives when you see an opportunity to connect your class to your interests. Teachers: When PD time is available, don’t hesitate to initiate these conversations about best practices. Have the courage to try some new things in your classroom, and realize that learning gets messy at times. Admin and board consultants: Give time for teacher lead PD. Meetings do not need to be scheduled down to the minute; allow time for organic reflection and collaboration among educators.