This has been a semester of growing seedlings! Overall, much of what we have read and discussed has either planted seeds in my mind, or brought words to the seedlings of thought I didn't know yet how to express, mostly because I previously knew just enough to be interested, but not enough to be articulate.
PBL with Purpose
One major area of growth for me, has been in my understanding of PBL. I've been "rolling out" self-designed PBL units in my class for the past year and a half, with some successes and just as many failures. Before this class, however, I had a very limited understanding of why inquiry-based learning was being promoted in my district. I just knew that it was the new trend, and it was time to get on board. Now I feel that when I hear grumbling from my colleagues, and when I confront obstacles in my own practice, there is a much bigger picture out there that shouldn't be ignored. The rapid increase of information, the need for 21st century skills, and the new capabilities of technology, are all part of why PBL has potential to be a great "answer". Unfortunately, that understanding hasn't turned me into the model PBL teacher... yet. But one can keep trying! Now I'm more confident that my push to get it right is not a futile endeavor.
As I better understand the need for inquiry in our classrooms, I'm also growing more confident in questioning certain PBL elements that have proved challenging. In other words, I'm not going to stop PBL. But I'm not going to ignore the parts that aren't working yet. For example, I struggle with how much freedom, and how much guidance, to give my students in the reading process. My research showed me that many other teachers have struggled with the same question, and that there are no perfect answers... but close reading, as a class, is a good start! To that end, I now can incorporate close reads with complete confidence that they're a necessary part of PBL, so that my students can be exposed to complext texts and understand them. (I should clarify; close reads have always been a part of my class, but now I am confident that they need to be a regular part of PBL too.)
One last thing about PBL: being a PBL student has been far more instructional to me than any amount of research. It has been so valuable to be on the learning-end of a long-term PBL unit. I have a better understanding of what to expect from my students, and what their experience should be like. I've also learned a few new tech tools (VoiceThread and Screencast-o-Matic) that can enhance that experience.
The Value of Cohort
Learning- or being reminded of- some basic teaching practices from my cohort colleagues has also been valuable. Listening to our Kindergarten colleagues reminded me recently of a fundamental teaching rule: don't introduce more than one new thing at once. My students are thirteen, not five- but it still applies! I've noticed a few times this school year, that when I load a new tech tool, on top of a new reading strategy, on top of a new writing strategy... it was too much. That kind of teaching ensures they'll do a few things with mediocrity, rather than one thing at a time really well. So, thanks for the reminder, Kindergarten cohort! Likewise, reading Karly's and Becky's work has reminded me how important it is to incorporate regular speaking exercises into my teaching.
Dangerous Party Talk
I found myself at a dinner recently, going on and on about the kinds of reforms our education system needs, and how & why those reforms could work. It sounded like I was rehearsing Darling-Hammond's last chapter for a government appeal board. Previously I could only speak from experience about low teacher pay and unequal allocation of funds. But now... yikes. State accountability, improved teacher training, subsidized and competitve credential programs, smarter professional development, design of the school day, amount of teaching hours- I could talk through three dinner courses, easily. This is due largely in part to reading Darling-Hammond's book, but it's also due to the change I've seen at my school this year, as we've increased teacher collaboration time and student electives. Our school site has gone through a very small, local reform, in just one area, and its success makes me believe even bigger and smarter changes could have drastic effects.
Interests
Where I stand now, I'm interested in continuing the mindset I developed during my research process: ask a good question, boldly. And separate objective data from what my "teacher brain" is telling me: they're both valuable, but one without the other isn't reliable for shaping future choices. I'm also interested in reading Show Your Work, because I've noticed that book being mentioned by a few authors and presenters whose work has resonated with me. Lastly, as I mentioned before, I'm more confident that the goal of developing and refining PBL units in my class, is a worthwhile one. I look forward to what's ahead!
PBL with Purpose
One major area of growth for me, has been in my understanding of PBL. I've been "rolling out" self-designed PBL units in my class for the past year and a half, with some successes and just as many failures. Before this class, however, I had a very limited understanding of why inquiry-based learning was being promoted in my district. I just knew that it was the new trend, and it was time to get on board. Now I feel that when I hear grumbling from my colleagues, and when I confront obstacles in my own practice, there is a much bigger picture out there that shouldn't be ignored. The rapid increase of information, the need for 21st century skills, and the new capabilities of technology, are all part of why PBL has potential to be a great "answer". Unfortunately, that understanding hasn't turned me into the model PBL teacher... yet. But one can keep trying! Now I'm more confident that my push to get it right is not a futile endeavor.
As I better understand the need for inquiry in our classrooms, I'm also growing more confident in questioning certain PBL elements that have proved challenging. In other words, I'm not going to stop PBL. But I'm not going to ignore the parts that aren't working yet. For example, I struggle with how much freedom, and how much guidance, to give my students in the reading process. My research showed me that many other teachers have struggled with the same question, and that there are no perfect answers... but close reading, as a class, is a good start! To that end, I now can incorporate close reads with complete confidence that they're a necessary part of PBL, so that my students can be exposed to complext texts and understand them. (I should clarify; close reads have always been a part of my class, but now I am confident that they need to be a regular part of PBL too.)
One last thing about PBL: being a PBL student has been far more instructional to me than any amount of research. It has been so valuable to be on the learning-end of a long-term PBL unit. I have a better understanding of what to expect from my students, and what their experience should be like. I've also learned a few new tech tools (VoiceThread and Screencast-o-Matic) that can enhance that experience.
The Value of Cohort
Learning- or being reminded of- some basic teaching practices from my cohort colleagues has also been valuable. Listening to our Kindergarten colleagues reminded me recently of a fundamental teaching rule: don't introduce more than one new thing at once. My students are thirteen, not five- but it still applies! I've noticed a few times this school year, that when I load a new tech tool, on top of a new reading strategy, on top of a new writing strategy... it was too much. That kind of teaching ensures they'll do a few things with mediocrity, rather than one thing at a time really well. So, thanks for the reminder, Kindergarten cohort! Likewise, reading Karly's and Becky's work has reminded me how important it is to incorporate regular speaking exercises into my teaching.
Dangerous Party Talk
I found myself at a dinner recently, going on and on about the kinds of reforms our education system needs, and how & why those reforms could work. It sounded like I was rehearsing Darling-Hammond's last chapter for a government appeal board. Previously I could only speak from experience about low teacher pay and unequal allocation of funds. But now... yikes. State accountability, improved teacher training, subsidized and competitve credential programs, smarter professional development, design of the school day, amount of teaching hours- I could talk through three dinner courses, easily. This is due largely in part to reading Darling-Hammond's book, but it's also due to the change I've seen at my school this year, as we've increased teacher collaboration time and student electives. Our school site has gone through a very small, local reform, in just one area, and its success makes me believe even bigger and smarter changes could have drastic effects.
Interests
Where I stand now, I'm interested in continuing the mindset I developed during my research process: ask a good question, boldly. And separate objective data from what my "teacher brain" is telling me: they're both valuable, but one without the other isn't reliable for shaping future choices. I'm also interested in reading Show Your Work, because I've noticed that book being mentioned by a few authors and presenters whose work has resonated with me. Lastly, as I mentioned before, I'm more confident that the goal of developing and refining PBL units in my class, is a worthwhile one. I look forward to what's ahead!