This is the end of my COETAIL journey after 13 months. This last post comes with an interview that shows how I used what I’ve learned during this time when re-designing a Theory of Knowledge unit for Grade 11 at the International School of Phnom Penh. What will students remember 10 years from now? The…
Back in December, I published a sort of cryptic tweet that this post is a wonderful opportunity to expand on now, particularly in light of our recent Twitter chat on Approaches to Teaching.
This post expands on the resources and strategies that I use, with and without technology, to bring these approaches to my classes.
The tail end (sorry!) of my COETAIL journey has been focused on growing my Professional Learning Network, especially on Twitter. One of the most transformational elements of my COETAIL journey experience has been linked to one of the ISTE Standards for Educators. My perception of the usefulness of Twitter changed the more I put into it. And by ‘putting into it’, I don’t mean posting the cool stuff that happens in my classroom. It was more about connecting with others, participating in conversations (synchronous or not), and realizing that behind each handle is an actual person. The same way face-to-face collaboration shouldn’t be a series of ‘one up of what you’re saying’, I posit that Twitter is best utilized as a massive arena-style platform for humble inquiry.
Since my last post, about the role of Twitter, I decided to explore how I could use the social media platform for things beyond ‘sharing’ what goes on in my classroom (is it really ‘sharing’ if you just throw it out there, in a vacuum?).
Could the SAMR model guide the redefinition of learning by the integration of tech tools, as well as its removal?
A teacher’s struggle in building a Professional Learning Network on Twitter.
Course 5 Project rationale Tomorrow I start a 12-week substitute gig at the International School of Phnom Penh. I will be teaching a class of each Grade 11 and 12 Theory of Knowledge. As a workshop leader, I was upskilled in the new TOK syllabus but had not yet had a chance to teach the…
Measuring the impact of Deep Learning Pedagogies Growing up in Brazil, 50% was a passing grade. It was weird because all everyone really wanted was to pass. What happened between 50% and 100% might have influenced my friend’s allowances or weekend privileges, but it was by no means a reliable scale measuring the learning. By…
A fellow COETAIL-er last week asked me if I loved the IB. My response has a lot to do with the pattern I see emerge in my blog posts. Both the Middle Years Programme (MYP) and the Diploma Programme (DP), which I am most familiar with, already provide standards and practices that schools need to…
UDL, or Universal Design for Learning, flips that question and asks: is this unit ready for the students?