milesmac

What constitutes an effective work space in schools?

What makes an effective work-space?

An image of an open office from an article describing how open space offices are not effective work-spaces above an image of a pretty standard open classroom described as a “21st century learning space”.

So why is an open plan seen as awesome for education but crap for business?

The juxtaposition of these two posts on LinkedIn made me question, again, why we…

Educator perceptions of district-mandated Edcamp unconferences

“Do I have to go?” “No, you GET to go!”

For several years I have been exploring the Edcamp format and learning about Open Space Technology and unconference-style professional development. Personally, I believe there is tremendous potential for the format to build more robust professional networks, propagate ideas through an organization, and contribute to individual professional growth.

In 2016,…

Our Low-Budget Cardboard and Glue Makerspace Experience

Earlier in the year, some students were struggling when putting together a Chinese Dragon for a social studies presentation. They wanted to find a way to attach a large fabric sheet to a cardboard box in a way that allowed for adjustability and easy removal, but secure enough to hold everything in place for the performance. They rigged up a solution similar to a cotter pin using binder clips,…

The Edcamp model is creeping into districts looking to offer PD experiences that leverage the wisdom of the group, that facilitate the exchange of ideas, and that build professional networks throughout the organization. I’ve been involved in a few such events and have done some preliminary research on the topic. Now, a colleague and I are gathering data in a more formal and focused study of…

What is an Edcamp? A Brief Introduction.

Do the practices we adopt reflect the values we espouse?

Practice and Values

Our practices should reflect our values, but they are not, themselves, our values. The way we do things can change, indeed, they often have to change. Values, on the other hand, are closer to the head and heart and are less likely (but not impossible) to change.

“That’s just the way we do things here…”

If you’re going to hang on to something, hang on to a value over a…

Why change? A short video on 21st Century Learning and Curriculum Innovation

The what’s and why’s of 21st Century Learning

Pedagogical Frameworks Collaborative Learning

Collaborative Learning – This web site offers an in-depth exploration of what collaboration is, how it works, how to implement it, and some resources for getting started.

Ideas Into Action: Promoting Collaborative Learning Cultures– This PDF…

The Fifth Discipline by Peter Senge: An Executive Summary with Discussion Questions (PDF)

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Reforming the Annual Reflection on Professional Learning

The Annual Reflection on Professional Learning (ARPL) is, I believe, a colossal waste of effort, but not for the reasons you may think…

Knowledge Building

Schools are filled with very creative and insightful professionals who, every year, craft statements or artifacts that reflect on, and make sense of key learning and experiences in their professional lives. The reflections exemplify key…

Article reflection, “The community of inquiry as a basis for knowledge and learning: The case of history” by Peter Seixas

Reflections on the article, “The community of inquiry as a basis for knowledge and learning: The case of history” by Peter Seixas.

Seixas, P. (1993). The community of inquiry as a basis for knowledge and learning: The case of history. American Educational Research Journal Summer, 30(2), 305–324. The author describes how history is less about finding the truth and more about finding meaning. He…

Defining teaching, learning, creativity, and innovation

In a course titled, “Innovation in Teaching and Learning” we were challenged to come up with our own definitions of teaching, learning, creativity, and innovation. Here are mine and the rationale for each. I expect as I continue with the course and indulge in more reading the definitions will be unpacked, nuanced, and refined. In the spirit of learning out loud, here they are.

Creativityis the…

Article reflection: Paul Smeyers, “What Philosophy can and cannot do for education.”

This post is a reflection on Paul Smeyers’ article titled, “What philosophy can and cannot do for education.”

“debate … does not lead to conclusions; rather, its function is to make those involved sensitive to the way something can be appreciated”

 Once the author explores Wittgenstein’s propositions linking language with meaning, he eventually describes the importance of literature as artistic…

Can we learn without learning institutions?

Ivan Illich would have shouted out an unequivocal YES to that questions. In his 1970 book, “Deschooling Society” Illich proclaims that educational institutions do little to achieve their intended ends and at an extraordinary cost. He pointed to the barriers erected by systems and bureaucratization thus separating citizens from their needs. The very institution designed to meet the need become…

Do Edcamps do what they intend to do?

Do Edcamps work?

How do we know Edcamps are effective? Do we even know what the goals are for an Edcamp? As a format for professional development, there is tremendous appeal for participants. Attendees invite others to a space and time to talk about issues that are important to them. How to organize one is clear, the process is clear… there is tremendous autonomy in the weekend format where…

Four design considerations for connectivist learning spaces

Why Connectivism?

Each year the number of students with access to mobile devices increases (Rideout, 2013). A 2011 UK study revealed one in five third grade students have their own mobile device, a ratio that narrowed to four in five for high school (Englander, 2011). Another study reported close to 40% of preschool children under the age of two also have significant exposure to mobile technology…

Mindfulness and Meditative Practice in Education

University of Manitoba professor of Education, Thomas Falkenberg is deeply involved in education for sustainable well-being. I recently read his article, “Teaching as Contemplative Professional Practice” in which he explores the benefits of mindfulness and ongoing self-awareness in the teaching profession. Training ourselves to be aware not just of our practice and strategies or our interactions…