January 13, 2017

Success indicators + technology

Sandra, Johanne, and Kaçandre’s workshop is continuing to inspire the work I do. I began by creating this video that focuses on how Hattie’s #1 indicator – Teacher estimates of achievement – is embodied in our classrooms in Quebec. It addresses how technology can be used to amplify it as well.

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December 9, 2016

Fall Highlights, Construction Zones, & Road Maps

We are in a period of great flux. There is movement everywhere so I’m going to take a few minutes this morning to slow down and take a look at where we are going and at what we are doing to help us get there. Care to join me?

I’m going to jump forward a bit and invite you to view this slideshow. It has recent highlights about how we are getting to where we want to go – from great teachers to great conversations.

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October 27, 2016

Some thoughts on change and the reform

reformtalk

This was originally going to be a post talking about change and the reform (or the renewal, or whatever you want to call it) yet I don’t want to just add another drop to the bucket of words that is already overflowing about the reform like reform vs renewal, group work vs individual work, learning situations vs learning activities, text books, reinvestment tasks, student-centered, program centered, manifestations of learning, lecture vs experiential learning, learner vs student, grammar vs. whole language … because, in reality, there is no this vs that.

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May 26, 2016

Learning at a Distance (or up close!): thoughts inspired by #REFAD2016

I am in Ottawa at the annual conference on distance education offered by REFAD. One of the opening comments was that distance education is just one of the tools we have to reach our learners and to help frame their learning. I like that the conference started off in this vein. It flows well with my own beliefs in tools – that they are just tools in service of our real work: student learning.

The task then is how best to design learning situations that take place at a distance (or up close!) to reach the needs of our learners in ways that make sense.

The answer seems to lie in relationship and intention.

These are the same themes Avi and I explored with online tutors in adult education a few weeks ago.

CORAL (Complementary Online Resources for Adult Learners) is an online tutoring service offered to adult learners from LEARN Quebec. CORAL’s Barbara and Cheryl asked us to accompany their tutors in some professional development on tutoring at a distance.

At REFAD, presenters from CEGEP á Distance (CAD) told us their story of online tutoring. They talked about the centrality of feedback for success and for fighting dropout rates and absenteeism in distance learning.

What I found especially interesting is that their tutors are all CEGEP teachers, which is a similar situation as our CORAL tutors who are all teachers within Quebec’s English sector Adult Ed system. What the CAD is doing, is providing their tutors with explicit professional development in how to provide effective, intentional feedback as the backbone of their practice.

Roselyne Boyer from Université de Laval spoke about the biggest task in online learning being to manage the human element within all of the technology and in face of the distance. That is, in fact, her vision, as shown in this image from her presentation.

IMG_0059

It is really from this point that Avi and I framed our Professional Development with the tutors at CORAL. Our main message was that no matter where we are teaching, the student-teacher relationship frames the work.

Rather than focusing on the technology behind online learning, if we focus on student learning we can then find the tools that make the most sense for everyone within that context.

To return to what I wrote earlier – while the teacher student relationship frames the work, there is also that other human factor that is often missing from the context of the work: the social context.

P., a high school student from Ontario took both online and face to face courses at his school and he shared his experiences with us at REFAD2016. While he did well in his online courses, he preferred his face to face courses because of his friends in the room. I have a feeling that a perfect online course (if that can possibly exist…) will exist somewhere in between the online and the face to face.

So. Flexibility, differentiation, and a recognition of the human element (it is sacred) need to be key factors of learning at a distance. Not very different from learning in presence, is it?

**Featured image: Don’t waste your time or money on ROT! Wellcome Library, London, on Flickr. Shared via CC. BY. ND. NC

March 24, 2016

A note on turnkey teacher resources…

rustykey
Lately I have been involved in conversations about teaching and learning in many venues – from program implementation across the province to changing teacher practice in the classroom.

A similar thread weaves itself through all of these conversations – the (expressed) need for ‘clé en main’ resources for teachers.

Do you know why it is so hard to find ‘clé en main’ (turnkey) resources for the courses that we teach? Because they don’t exist. Nowhere else in the world is there another course exactly like the one you are teaching… Right. Now.

teacher + students + content = course

The content may stay the same for a period of time but the rest of the equation is made up of variables. And when just one of those variables shifts…the course is ultimately changed.

As written in this article (by I do not know who, an author who goes by the nickname Love Teach):

Nothing about teaching is one-size fits all

It is a lovely alchemic mixture distilled through …yeah, you were wondering when I’d mention it… relationship.

Our new programs in adult education (which are extensions of the competency-based reform in the youth sector) place the focus on student-centered and community-based learning – both of which are hinged on relationship.

We know that our students and communities change all the time.

Yet, a lot of time and energy is spent on either trying to create turnkey, one size fits all resources or in seeking them out.

One of my recent conversations was with Emilie, a history teacher at Nova Career Centre who was talking about why she organizes her classroom into learning stations.

Another was with Daniel, a math and science teacher at St Laurent Adult Centre who talked about how he records and shares his content with his students as well as how he wants to move towards learning stations in his classroom.

And yet another was with a group of four teachers: Natasha and Jonathan from Place Cartier Adult Centre, and Lethisha and Troy from Pearson Adult and Career Centre who got together to talk about formative assessment.

Again, there was a common thread in these conversations … but it was of a different shade, a different count. Each of these teachers said, when trying something new in the classroom, it was important to start small, to experiment, and to find out what works best for you and your students.

This thread seems much stronger to me than the one about creating turnkey resources.

(One definition of turnkey is jailer…)

(Keys generally only work for one lock and we usually use them to keep others out.)

(image: Key to… by pi di on flickr, licensed CC BY SA 2.0)