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I needed to not think on the way home last night from the second Cohort21 face to face. (I sang rather loudly and poorly in my car home, it was good I was alone, ignoring the audiobook I brought)
It is a great but overwhelming feeling. On one hand I enjoyed where my action plan is going but somehow it just doesn’t feel right yet…
In the morning I said:
” To build the Grade Three program to be infused with meaningful technology use especially in math to push students to build their problem solving skills and abilities as inquirers, observers, and problem solvers. And to be a mentor to others in their incorporation of tech.” (yes I know it is to wordy…a little confused there are lots of different things going on)
and went to:
How might we enable and build a culture of independence? (Developing risk taking and problem solving in ways that don’t stop with me)
-Perhaps using math and tech as catalysts?
I think I’m getting warmer but something is missing or not quite right…….
It is a starting place though.
Kool-aid anyone?
But it is not just me that is asking this question. Perhaps it is that Cohort21 appeals to those who want see the need for change in our schools who believe that the status quo is not serving our students. It was both comforting and gratifying that others are thinking similar things.
How might my students become more independent learners?
How might my students be put in the position to think and act more independently
How might I build a culture of inquiry-based assessments to foster independence and creative thinking
How might I allow my students to become agents of their own learning
How might we (you and your students) take risks with our learning as a class?
Just some thoughts…but keep singing!
garth.
I like your suggestions, something resonates with me when I read:
How might I build a culture of inquiry-based assessments to foster independence and creative thinking?
I am loving thinking so critically and positively about my own practice!
Melissa,
You’re not the only one who is feeling like you haven’t quite nailed it down yet. One of the powers of the DT process is that sometimes you end up wandering down a number of different paths before you find the best route to follow. It’s all part of the process.
I also like @gnichols suggestion of “How might I build a culture of inquiry-based assessments to foster independence and creative thinking?” But, I would consider changing it slightly to “How might I build a culture of inquiry (or curiosity) to foster independence and creative thinking?” This will move you slightly away from thinking about the product (designing inquiry based assessments) and more towards the process (a culture of curiosity through inquiry). Inquiry based assessments would be one way to do this, but I’m sure that you’ll also come across other methods to build inquiry skills and curiosity along the way! There are probably small things you can do in your classroom each day that will scaffold students towards larger, inquiry based activities.
Also, as you noted in your comment on my post, there are a lot of connections between our questions, despite the fact that our students are 10 years apart. I’d love to continue this conversation and see what parallels we can find!
Thanks so much for your inspired thinking!
Les
Yes I agree! I like the shift from product to process. I feel like the Action Plan creation is this kind of evolving process that is a bit like falling into the “rabbit hole” (in a good way)
Melissa
Of all the Kool-Aid options out there, Cohort21 is a pretty good choice!! Student independence is a favorite goal of mine and drove my action plan 2 years ago. As a high school teacher I had different tools at my disposal, but I felt a tangible shift in my classroom practices as a result of following my action plan. I look forward to hearing how this can impact grade 3!