I have been teaching and consulting - from primary school through adult education - since 1996. Currently an education consultant with la Commission scolaire de la Seigneurie-des-Mille-Îles in Montreal, Quebec, I believe that sharing our stories is the key to getting better together.
In it, we describe how we organized a day-long workshop for teachers… a little bit differently. We describe what we planned and our intentions behind it. We also share images and videos that we took throughout the day as well as our reflections after the fact. Some of my favourite parts of our book are the videos of teacher testimonies taken throughout the day. They give me hope in the work I do.
Both the workshop and the book were labours of love for us and our hope is that it can inspire others as well! It is available here – please share with your colleagues and friends!
**Update: The digital action plan for education was released on May 30. You can read it here (in French). My understanding is that an English translation should be available in October. Keep posted for my (unofficial) synopsis of it in English in the near future.***
There is no one easy answer to that question. I’d say it depends, as does everything we choose for our classrooms, on our goals.
Right away though, I’d say DON’T buy a whack of devices to put in one room. Remember computer labs? **insert crickets here** I know that some schools and centres still have labs and when asked my opinion, I suggest to take them down and divvy up the machines amongst your classrooms.
I would also warn away from putting all of your devices on a cart that needs to be reserved ahead of time.
Many of our schools and centres are moving towards flexible learning environments based on the principles of Universal Design for Learning – this requires flexible access to technology for learning, too.
The best use of technology is when it is available when you need it. If you redistribute the 20-30 computers that are in your computer lab, you can have a few per classroom. And if you have the luxury of purchasing some new devices (and we DO have that luxury this year in Quebec with our plan d’action numérique!) then you can add to those numbers. If you are contemplating a cart for devices (tablets, chromebooks, laptops…), I’d suggest to make sure that each classroom has some devices first and to use a cart for extra devices, when a group does need to all have a device at the same time.
What if each of your classrooms already has a number of devices? Then you may be interested in exploring some of the other items you can purchase to add to your curricula through robotics or open creative spaces. In fact, the only time I would suggest putting a lot of material into one room would be if your school or centre is in the process of developing a culture of shared collaboration and creativity through an open creative space (also known as a maker space). So that room would not be like a computer lab to go sit and do research or type a final copy of something but a room where students and teachers can learn together as they test out new ideas and create new solutions.
A recent edsurge article talks about how the race to buy fancy furniture is turning flexible classrooms into a fad.
What then happens is instead of designing classrooms that positively impact students, we are decorating classrooms, celebrating the new, and then moving on to the next shiny thing. Pinterest-pretty classrooms bring instant gratification, but little else.
from: How Furniture and Flexible Seating Is Turning Classroom Design Into a Fad by Robert Dillon, Jan 4, 2018, on EdSurge
And that is true.
As I like to say – flexible classrooms are so much more than just a pretty space.
But what is good pedagogy? Even the term pedagogy is thrown around so much that its become jargon.
I think that terms like pedagogy and ideas like good teaching and learning are fluid. My belief is that good teaching and learning need to be based on theory, yet are then made very personal as they relate to each teacher’s classroom and practice.
It is no secret to those who follow my writing here or who have been to my classroom or workshops, that I define ‘good pedagogy’ as access to learning for our students. And for me, that is closely connected to how we design our learning environments.
The way I see it, it comes down to these things:
As long as we keep our goals in mind when we begin to design our learning environments we are off to a good start – and these goals need to be strongly intertwined with whatever program goals we are committed to teach
Then, if we ensure that the largest number of our students can access these goals we are off to an even better start. We can do that by providing diverse resources, diverse ways for students to see the course goals, and examples of how we can achieve these goals (processes and strategies). Actually, it is not enough to just provide them. Explicitly teaching students how to access all of this (and/or getting out of their way when they figure it out!) is an important step.
I can’t just expect success to happen. I explicitly design for it.
Build it and they will come? No. We need to change the conjunction –> Build it SO they will come.
My ideas are heavily influenced by this article by CAST as well as the experiences of teachers across Quebec, some are seen here: bit.ly/qcspace and on PD Mosaic – UDL + flexible environments. A special thanks to Avi Spector, of course – we explore these ideas together a lot!
Here we are, a few short months away from mandatory implementation of many of our new secondary 3 – 5 courses in Quebec Adult Education and I still find myself asking questions about learning situations. What about you?
My latest line of questioning had to do with the distinction between a learning situation (LS) and a learning and evaluation situation (LES).
Sonya Fiocco confirmed that the LES included some more formal evaluation components (for formative evaluation purposes, remember, our courses have 100% exams) where the teacher would want to track student progress compared to the end of course outcomes and provide them some tools for assessment, like ‘I can‘ statements or rubrics or criterion-referenced checklists.
Essentially, the LS and the LES are the same in terms of the content of learning. The E in the LES has to do with evaluation tools that are integrated into the learning context. And that these evaluation tools would be similar to those used for final evaluation purposes.
This is where my questioning became evident for me. As a teacher, I am always doing formative assessment. I can’t imagine putting my students in learning situations without assessment tools built in throughout the situation.
What about you? How are you implementing learning situations in your centres and classrooms? Is formative assessment always a part of your process? How (and when) do you know where students are in relation to the end of course outcomes?
Coincidentally, this morning I stumbled upon some old DevPro videos about learning situations from back when they were first being introduced to adult education with our Common Core Basic Education (CCBE) programs a number of years ago.
Here they are – you may recognize some of the speakers! (If you are reading this in your email inbox, please visit the blog post via the link at the bottom of the email to see the videos. Thanks!)
The 3 Rs of a learning situation
The anatomy of a learning situation
The learning situation pretenders.
What is an LES? Avi’s take.
What is an LES? Marc-André’s take.
The LES: one way to stimulate learning
Do big conferences still have keynote speakers because it is what has always been done?
We talk about the prime real estate in our classrooms – how the start of any period of learning sets the tone for the rest of the day, at times, the rest of the year. So why don’t we apply this to our professional learning as well?
I have been to a number of conferences and most of them have one thing in common – the keynote speaker. After a few minutes into a keynote presentation I usually look around at everyone in the room and think: What an opportunity we have here! …If only we could all connect with each other right away. Recently, I was at a conference with hundreds of teachers, consultants, and administrators from primary, secondary, and adult education centres across the province of Quebec. The keynote was interesting for about 20 minutes and then… people started fidgeting. The woman across from me was playing candy crush. The person next to me was reading the upcoming workshop descriptions. You get the picture.
Conference organizers spend a lot of money getting big-name keynote speakers. WHAT IF we reframed the keynote?
A keynote is supposed to energize participants and get them primed for the learning to come. WHAT IF we focused our energy on finding great workshop facilitators and asked one or a handful to energize participants for 20 minutes? We know that the shorter, and more concise the message, the more potential there is to light a fire and to keep us wanting more.
There is nothing worse then getting all excited about going to a conference, hearing all of that buzz in the lobby of the conference centre as people see colleagues they haven’t seen in a long time or meet others for the first time…only to have that energy quashed by sitting on plastic chairs and listening for 45 or 60 or 90 minutes. Think about it – so many initiatives in education are moving away from lecture based teaching and learning… so why are we modeling this kind of learning in education conferences?
WHAT IF we limited our keynote presentations to 20 minutes? And if keynote presenters were forced to use technology in ways that make sense for learning by using powerful images with simple bits of text to support what they were saying?
Think of the potential for igniting our excitement for learning and for harnessing that valuable real estate at the beginning of a learning cycle. If a group of people are gathering in one place to learn together, is the best way to launch the learning through…lecture?