After reading Reeves, I realized the need for a one-page plan for my courses. These plans outline essential skills and concepts that are needed for mastery of a level. The document is aligned to the Maine Learning Results.
After reading Liberating Learning, I realized I need to advocate more for evironmental learning design--basically setting up spaces that are alive and not ignored due to being plugged in. I don't think interactive is quite the word--I think there exist separate values of different types of learning spaces. Face to face time in a living environment is superior to on-line learning in my value system.
Thinking out loud in a very informal grant proposal allowed me to focus on real data collected over time about how my students learn and how I learn and how we differ. I understand I teach to myself intrinsically and must develop outward practices of differentiation. Hopefully someone wants to pay for this professional development.
Evaluating the district tech plan was somewhat painful as I realized the infancy of our district and its culture. I have a Utopia in mind and sharing a strong vision of appropriate technology integration (see above, environment and living learning spaces) is really my goal. It starts in my own department of World Languages and will hopefully spill over.
This course was extremely practical because the activities on change readiness gave me the permission to be patient with myself and others. We are in the midst of a long, slow change. In ten years, I hope I can point to a successful student and say, "We learned together."
All work is here.
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