A “buzz” in the room
By Lani Ritter-Hall
Administrative expectations, pacing charts —
Students engaged in inquiry project based learning—
PEARLS PLPers – cognizant of the tension of expectations and needs of their students– gather in their virtual learning community supporting, nudging each other—delving into the issue of “time” for project based learning—an issue raised in an Elluminate session by some community members to whom the concept of inquiry is new and for whom the pressures of “time” and/or expectations loom large–
In response, their colleagues raise their voices—
Advocating risk taking and use of technology–
With the emphasis put on students passing state tests, most schools have moved away from allowing students to be risk-takers or creative and have everything structured for test taking skills. It is sad that they don’t realize how big a role technology can play by trying to integrate it into the curriculum across the board Marianne Troia — PS 18
Suggesting a personal strategy from which others might learn–
Certainly using an inquiry approach may take extra time in the beginning because we are learning how to do so. I think once questioning becomes habitual (for both us and the kids), it may not require extra time. I suppose it’s important to start with the end in mind…what is it you want the students to learn (standards) and then approach the teaching differently. Much easier said than done…I’m starting with small steps. Just asking questions about topics before they are introduced/discussed. I know I have a lot to learn about the inquiry driven approach… Not only will the in-depth knowledge gained by using this approach be instrumental in understanding current material, it will also help our students to develop skills that will help them to be successful self-directed learners in the future. Denise Olsen — St. Clare
Passionately advocating for inquiry, project based learning–
I think the teachers need to see how worthwhile it can be to the learning going on in their classrooms before they really embrace the idea with open arms. It would be great if we were given extra time to experiment with new and exciting teaching strategies and technologies available at our fingertips, but realistically it’s up to the teacher to be passionate about it and make the time if they ever hope or plan to be successful with these approaches in their classrooms. The inquiry approach can be a very intimidating one to teachers that have never explored it before, but with the right amount of dedication and collaboration their among fellow teachers anything is possible- even in an already full curriculum. Katie Christy PS 18
In a world of “trained test takers” we need to teach our students how to be “thinkers” first. They need to ask critical questions, make connections to their personal lives and to the world around them- most importantly learn to take chances.
Teachers have to learn to do the same…. Take chances, pose new questions, let there be a “buzz” in the room.
Learn through inquiry and let our kids make mistakes…..their mistake might be an answer to another unsolved problem! Bryant Romano — PS 44
Nudging, encouraging –from community members also immersed in restrictive environments – yet modeling taking chances, posing new questions– so much more powerful and effective than any contribution or question from me– helping to shift perspectives of others while clarifying their own thinking—reminding me of the challenges inherent in change.
“Teachers have to learn to do the same…. Take chances, pose new questions, let there be a “buzz” in the room.” That “buzz” is perceptible in the community— what a sweet sound, and in the background I find myself surreptitiously working on its amplification –
True Collaboration
By John Pederson
This past week the TriState PLP group was introduced to “The Project”. One important design principal in the PLP experience is that details of “The Project” are held back until a few months into the process. This intentionally causes a bit of angst. Teachers’ daily lives involve ensuring structure in teaching and learning. PLP feels a bit “fuzzy” for teachers during the first few months as important groundwork is laid leading up to the culminating experience.
The expectation of “The Project” is that it becomes a truly collaborative effort among participants. The term “collaboration” is too often thrown around loosely to describe what is more often coordination or cooperation. Their are times where simply coordinating or cooperating are all you need to achieve a particular objective. Planning a birthday party requires a bit of coordination. Running a local food shelf is an example where cooperation between individuals/organizations is necessary. Collaboration goes another step further. Blogger David Pollard helped me frame the subtle lines between coordination, cooperation, and collaboration in his 2005 post “Will that be coordination, cooperation, or collaboration?”
Collaboration entails finding the right group of people (skills, personalities, knowledge, work-styles, and chemistry), ensuring they share commitment to the collaboration task at hand, and providing them with an environment, tools, knowledge, training, process and facilitation to ensure they work together effectively.
Key to the PLP experience is developing community. Participants need time prior to “getting to work” defining their projects and how they’ll go about achieving objectives. The process from here on out gets a bit more structured with the intention that groups go beyond simply coordinating activities and/or cooperating with each other. We’ll drive towards true collaboration. This will be a process that draws on participants complementary and diverse skills, passions, and experiences. Success requires a substantial commitment on the participants part to create something meaningful. I like to think of it as an improvisational musical experience where musicians bring their talent as audience brings attention. More co-creation than recitation.
I look forward to our experiences ahead.
Highlights from Ontario and Lower Hudson
Alec Couros and Dean Shareski discuss the Ontario Lower Hudson Cohort.
New Attitudes
By Dean Shareski
Working with the Tri-State PLP cohort I asked them to share the highlights of their learning thus far. Identity is certainly a major theme.
Helen writes;
The discussions of “digital citizenship” and creating digital footprints have impacted my way of thinking both personally and professionally. After reading the posts, I have made a concerted effort to be proactive in structuring the digital footprint I will have.
More importantly, I now see that guiding our students in structuring their footprint will do far more to assure their “internet safety” than adopting and enforcing restrictive AUPs will.
Helen’s comments show that our typical views of “internet safety” are significantly different from what’s important for students to know.
Jen adds,
I’m thrilled with the idea that schools are looking at the idea of moving from acceptable use to responsible use- to promote a positive atmosphere rather than condemning students without giving them the opportunity to do the right thing.
Catherine continues the idea.
…the discussion about our “digital footprint”.I guess this is when I realized of how “isolated” my teaching had been. Yes, I have trained and helped others through their educational journey and many in acquiring their degree, but my voice had no record of all those steps that were taken. I did have a long history of being an advocate but not in the active sense where it was shared with others. I think in education, especially elementary, we tend not to publisize our knowledge or accomplishments. So far this PLP experience has opened up a different train of thinking for me, almost like a new journey.
One of the most satisfying parts about being involved in PLP is watching people change first hand. That includes myself. Inside our NING many discussions test our beliefs and values and we learn from and with each other. It’s amazing to me the level of trust that is built in such a short time. Not everyone is there yet but the potential for growth abounds.
Conjugating the Verb “to Ning”
By Karl Fisch
We’ve had some interesting discussions in the ADVIS Cohort around the idea of “lurking” (reading, but not contributing) in online communities. There have been lots of thoughtful responses and discussions, but I thought this comment by Karen Johnson from Trevor Day School was a great way to look at it:
I’d suggest the term “active observer.” I see “lurking” as a great place to start, a vantage point, an active stance for those of us who need to watch and absorb for a while before jumping in.
May I conjugate/contemplate the verb “to ning” from my vantage point, that of – well, OK – a lurker…
Present tense
I ning, you ning, – to check out the forums, to read the many thoughtful replies, to wonder mightily how to wrap my head around these seemingly very abstract concepts, especially since I teach 8-9 year oldsPresent Progressive
I am ninging, you are ninging – to put one’s toe in the water and respond to a few postsPast tense
I ninged (alternately: nang), you ninged/you nang
To have initiated some posts and started some threadsPast perfect
I have ninged (alternately: I nung, you have ninged/you nung) – to be a full and ongoing participant in the online forumsNot meaning to be facetious here, it is certainly my intention to be an active participant in my initial year as a PLP member (to have ninged regularly this year). I find it as stretch, but an interesting challenge, to see how this all applies to younger children since they do not spend much time online, and when they do, it is in a very controlled situation.
I love the way that Karen has framed this, and I particularly love this wording:
I find it a stretch, but an interesting challenge . . .
That’s so much of what PLP is all about. Stretching ourselves as educators. Challenging ourselves – and each other – to make sure we are doing our best to help our students.
No, we don’t always agree (shocking for educators!), and that’s okay. But what we all do agree on is the need to continually examine our practices, to “stretch” and “challenge ourselves,” to “lurk” or “actively observe” or be any of the particular tenses of the verb “to Ning,” all in the service of re-envisioning both our own learning practices, and the learning practices that go on in our classrooms.
So, what tense are you?
