Last spring I wrote a post about two teachers from the Western Quebec School Board who are doing great things in their classroom to help their learners develop autonomy.
(go read about that here: http://pdpractice.com/?p=146 )
I shared their story with a number of people and everyone I spoke with wanted to learn more, so we had a conversation which became this video. In it, they talk about why and how they developed their online resources but more significantly, they share what these resources mean for their classrooms and, ultimately, their learners. They also talk about their own learning throughout the process. I encourage you to watch this video! Thank you so much to both Michelle and Julie for sharing their story!
The video forms part of a professional development tile on Motivation in PD Mosaic.
The first workshop I had the pleasure of attending at this year’s AQIFGA conference was presented by Michelle Robinson and Julie Salomon of Western Quebec School Board, called: Les TICs au service de L’autonomie en FLS, roughly translated as ICT in service of autonomy in French Second Language.
Essentially, their workshop was organized around the presentation of three tools they have been experimenting with to help the learners in their classrooms develop autonomous learning practices. Too often, learners wait for teachers to supply them with the answers…why? because this is how it has always been! In particular in adult education centres, this type of learning and teaching is becoming less and less relevant. Classrooms are beginning to look more and more like this:
What Julie and Michelle are experimenting with in their French second language classrooms is creating an online resource center of videos, activities, and explanations of basic, key concepts that their learners can access whenever needed – both in the classroom and outside of the classroom.
So far, they have used Popplet – an online mind mapping tool – to organize resources around ‘La phrase de base’ (basic sentence structure); Padlet – an online bulletin board – to organize multiple resources for second language learning, including their Popplet resource and videos they created to support their students as they learn French; and Quizzlet – an online quiz making tool – to provide their learners with multiple ways to practice what they learn.
What I would like to highlight were some comments Julie and Michelle made in conversation with the participants about student use of the tools:
You can’t just create resources online and expect learners to use them – and to use them in the way that you expect! Technology use needs to be modeled. They both spoke about the need to model how to look for information and solve problems in relation to what learners are working on. As students worked on creating sentences in French, for example, it was important for the teachers to show them explicitly how to use the online resources they compiled to help them in their tasks.
A common thread of teacher conversations is about learner autonomy and what I love about this project is that Julie and Michelle are teaching learners how to become autonomous and not merely hoping for it to happen.
The tools that Julie and Michelle create are in constant evolution as they use them with their students and as they receive feedback from their students as to what works more, what works less. Here is how their collection of resources looks at the moment:
This graphic has been making its way around social networks over the past couple of weeks:
It`s based on 8 Things to Look for in Today`s Classroom by George Couros and beautifully drawn by Sylvia Duckworth (click the image to get to her twitter profile).
Here is a little video I wrote a couple of years ago, called ICT is Not the Goal*.
As I wrote in my first post, sometimes technology is still seen as a solution. When really technology is a fantastic set of tools that can be chosen from (or not) depending on the context, subject, student, goals, etc…
The solution? Being present for our learners, demonstrating passion for learning, and providing options for how our learners show us what they know.
Sounds pretty human to me. I like that.
*I wrote it for a project called DevPro, where we look at flipping professional development. You can see other videos (in both English and French) at its YouTube channel here –> DevPro – PD Flipped
We have all heard the catch phrases before – engaged learners, student engagement. We need to keep our students engaged…as if that could ‘trick’ them into learning what it is we
need want to teach them.
Very often we look to technology to do just that – get students engaged.
But, today I’m asking myself, what does engagement mean?