Tag Archives: ning

Reflecting on the process

So far my process has been about soaking it all up, taking in as many new things as I can get my hands, eyes and ears on, and trying them out.  As it’s only been a couple of weeks focused on this, I’m sure I’ll continue this way for some time yet — there is an unending source of thing to find, so there’s no chance I’ll run out of things to try.

However, I just listened to Derek Wenmoth’s keynote from the K12 online conference, and I’m inspired to do a little reflecting on just how I approach my own learning and professional development as it ties in directly to the classroom.   His questions at the end of his presentation gave me some focus with which to examine what it is that I do.

The good news is that I feel like I’ve found some significant communities recently, online communities that are supportive of my efforts and also push my boundaries with tech tools and practices.  Cheryl Oakes said something today in a Gizmo conversation about always having a purpose to doing any new project – define the purpose to clarify what needs to be done, what is the forward path, and then also then be able to assess how well it worked.  This seems like an “of course” statement, but it’s amazing how frequently I’ll dive into something without first examining my purpose.  A moment of reflection to find that purpose will make my next actions that much more fruitful.

Another important realization is that while we do have groups set up for professional reflection at school, we aren’t using them very well.  We also keep the group isolated within the structure of staff meetings – one hour a month – with very little mindful interaction outside of that time.  I would like to set up a ning or some kind of communal space where the 6 of us can communicate outside of the currently defined time and space parameters.  It might also give us the means of posing and addressing questions as they come up rather than waiting for that one meeting a month . . when we are inevitably not at our best after a long day of teaching.

I also want to approach my use of technology in the classroom a little more thoughtfully.  How can I use these tools to further the learning I want my students to engage in.  If my goal is to have students do thoughtful self reflection on their own creative process, their own techniques in a particular medium, and the resulting worked/didn’t work paradigm of a final product, which tools will work best for that? How do I and they access them? Who do I need to get permission or help from to get them set up? How do I frame the use of the tools to the students?  Having the students be aware of their peers process would be great – so a blog seems to be an option, with mandatory reflections and comments posted frequently.  I’ll see if I can work to get some of the obstacles overcome . .  by next week when I get new kids in my quarter classes.  While I really want to start this next week, I may have to come to terms with waiting for the semester in January.  Hopefully not. 🙂

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Skype instant gratification

Thanks to Alice Barr, I not only set up my skype, I got to talk to a real person! This may seem old hat to many, but the speed at which I went from figuring out how to add a contact, to finding a contact, to messaging, to talking . . took no time at all. Really, about 2 minutes until Alice got in touch, then 10 minutes to get talking. This whole experience is really feeding my instant gratification needs. With any luck I’ll be able to do a skype conversation with the Seedlings at some point – that will be really fun!

The key to it all is the support one feels through the various means of contact. Learning with others, and watching their learning happen via comments and posts in the ning gives me confidence to dive right in. Knowing there is someone out there with some answers when I get stuck is also key. The where and when is truly less crucial (despite my instant gratification example above), and the duration can fit my window of opportunity. I’m suddenly seeing many more windows!

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