Learning Communities

Some rights reserved by shareski

I’ve been thinking a lot about learning lately. Most of the time I hope teachers do, but the lsat week it’s been right at the forefront of my thinking.

My school has been talking more about personalised learning lately, and what that might mean at our school. At first I was really worried about this, not because I don’t believe in it, but as a digital literacy coach I could sense some anxiety from my colleagues.  How do we really create personalised learning? What does that mean, and how do we get to it?

This year, so far, the iTime experiment has been going really well.  Students are creating apps, making a siren, creating websites, making a stand for my ukulele, making some cars and many other things.  It’s interesting to see what the students have chosen to learn more about.  The hardest thing for us (as a learning community so far) is how do we authentically assess this.  We have a form which allows us to identify how we want to be assessed and how we think we are doing in regards to that and our project.  But it seems forced at the end, because it just doesn’t seem like it fits at that time. Next week I think I will have some conversations with them as they head towards self/peer assessment using these forms.

I think a lot of it goes back to the idea of time though, and how the idea of limited time, or a rushed curriculum can hinder someone’s ability to be really creative, or take risks.  I wonder how we as teachers, especially in a “competitive, international” environment can really make a move on this without a fear of repercussions.

Anyway, if you’re doing personlised learning, how do you do it? What area your tips?




Designing cities

We’ve been working on what makes a city and how do people and nature impact a city’s design.

All of my students created some sort of presentation, because it was open to what they could use I got a lot of different types of submissions.  One of my students had the rubric embedded into his project so he could show exactly how he was addressing each aspect. One used Explain Everything to create a more interactive presentation, and Milind used a slide show based approach to illustrate his creation.

My learning from this is that I feel like I got better quality presentations because I didn’t tell them what to use, by giving them freedom I learned a lot more about my students’ preferred styles.

More than that the presentations were different which made it more exciting for me to see every presentation.  Which made me more engaged with their learning and more excited to provide multiple forms of feedback.


Second instalment

This is the second instalment of our itime with the grade 2 cca learners.  So far they have looked at some of the problems they see in the outdoor discovery center.  One of the larger problems they’ve recognized is the holes in the roof. Last week they were thinking about the different materials that could used for the roof. We thought of the idea of wood, and leaves.  We then looked around the garden to see if we could find anything around to fix it with.  Right now, we’re not sure we can actually finish this “on time” but it’s something we’re working on.