“… It is the questions, after all, that make real learning possible.” Allen & Blythe, 2004
Fine wobbling this past week everyone. Keep it up and take notes for yourself as you go. These wobbles raise questions. And the questions will support us in connecting our learning in new and different ways.
The week ahead …
Let’s start first with some additional inspiration for our flowing and connecting: What, for example, can we learn from the genius of Hip-Hop?
More here with Chris Emdin about Hip-Hop in education:
Let’s take this week to focus on ways of staying fresh, learning from each other, and being resourceful. How do we do that? One way is by continuing to notice where we wobble, to ask ourselves questions about these moments, and begin to take a stance of inquiry around our practice. Read At Last: Practitioner Inquiry and the Practice of Teaching: Some Thoughts on Better by Susan Lytle.
Using the notes from your pose/wobble/flows, and the questions that emerge from them, I would like you to start identifying an inquiry question (or set of questions) that will guide what you do the rest of the semester. Inquiry questions tend to be the kind that keeps you up at night (or wake you up in the morning) … ones that emerge when you as you pose/wobble/flow… that which you seek to make “better”. What keeps you up, in your context, when you think about designing for connected learning and equity?
Again, make notes to yourself — In what ways do you see this educator-blogger wobbling? What are the ways they are doing this in public networked spaces? What are the implications?
Learn more from youth and teachers about the power of inquiry: Revolutionizing Inquiry in Urban English Classrooms: Pursuing Voice and Justice through Youth Participatory Action Research
And through educators’ stories posted at The Current:
- Lacy Manship works with very young learners doing what she called “social assessment” in this resource Wanna See the Movie?
- Jennifer Smyth tells the story of a cross-school student-led Bioethics Day in her resource Bioethics, Informed Consent, and Open Networks: The Story of Bioethics Day
- Danielle Filipiak writes about her collaboration with teaching artist Issac Miller in her Detroit high school classroom: Using Media to (Re) Claim The Hood: Essential Questions & Powerful English
Optional: 10 Self/10 World
This activity is called 10 Self/10 World and I have adapted it for our context (a bit) and made it into a playlist via the National Writing Project’s Teachers Teaching Teachers forum. This is a brand-new forum for us, so this is really an experiment; and I welcome your input.
This playlist has 3 activities, or “XPs” — once you submit the requested work for each XP you can submit for an “open” badge. I will review your work and approve the badge or request revisions. Give it a try if you’d like!
Blog this week — using text, drawing, video, sound, collage, etc. — about the inquiry questions that start to surface for you as you pose/wobble/flow your way around being a connected learner or about connected learning and equity.
In addition to writing a blog about your inquiry above, find 5/6/7 resources that might relate to the questions you are asking about connected learning and equity. Take the time and go back through what you have referenced or gathered so far, tap into the sources I’ve been drawing from each week for our shared readings/watchings, as well as each others blogs. Richness abounds!
In connected learning solidarity,