More Musings - Self-Directed Learning

I love the idea of empowering my students to create their own learning. I just don't know what it looks like, especially in a foreign language class. It's actually something I've explored to some extent. I am a fan of project-based learning, at least in theory, but I don't have any models to follow to create a foreign language curriculum following that model. I tried to find research on project-based learning in foreign language classes, but no luck. I even thought of getting a PhD with that as the driving question for my dissertation. But I'm not quite there.

I've never been one to throw out the baby with the bath water. I embrace new ideas and incorporate them along with the tried and true. But somehow this feels different. It feels as if to truly empower students, the whole structure has to change. And it sounds really scary, but it's exciting too.

But I've never fundamentally re-designed a curriculum before. I don't even know where to start. But I am convinced in the value of the exercise. So maybe this is step one? Casting the net, looking for ideas, resources and mentors from whom to learn.

OK, I just did what I would love for my students to do - start their own learning journey by casting the net. Maybe I can figure this out after all. But I still need help!

All ideas welcome!

What/Who Inspires You?

That's a broad question, so let me narrow it a bit - specifically in your teaching, what/who has been your inspiration? Have you had an epiphany in your teaching? Something that really impacted what you do in the classroom? Perhaps a book you read or a speaker you heard. Let me know in the Comments box. I'll compose a list.

And by the way, thanks everybody for the comments on Expanding the Walls! Somebody IS reading this blog. :-)

Musings - Expanding the Walls

I don't know if anyone is reading this, but I needed a place to voice these thoughts. So here goes. This year, I have taken on a new adventure in the Powerful Learning Practice program, and it's fantastic. The focus is on connected learning. I think it's just what I needed. In the initial phases of the program, we're instructed NOT to think about changing our teaching. We're supposed to focus on our own learning. And I'm doing that pretty well. But everything I'm learning is reinforcing my belief that the walls of the classroom have to come down. And I can't help pointing the finger at myself.

What I'm learning through PLP is that networking - social or professional - is where the world is headed. This is the way our children function, and they are the future. So like it or not, we're not going back. So I'm thinking about the way I am working now; networking online with people I have never met face to face, and I realize more than ever how disconnected our classrooms are. The vast majority of teachers - even those who network in their personal lives - still shut the door when the bell rings and class takes place within the four walls. Disconnected from the rest of the world.

More and more this model is alienating our students. Just in the last week, I have spoken with two different students whose ideas for presentations at the TEDx Youth Conference have to do with redesigning the educational system. They're not exactly sure how to fix it, but they recognize the need for a shift.

So as a technology coordinator, it's my job to recognize this - which I have - and to help implement this change. And sure, we're taking baby steps. We're videoconferencing and skyping. But I take a look at my own classroom, and I don't see any walls tumbling down. And I'm a French teacher. One might think, well that's a natural fit! Your students should be working regularly with students in a francophone country. But I'm sad to say they're not.

This is where the hard work comes in. As leader of our PLP team, I have thought many times that I would like for the focus of our team's project to be expaning the walls of the classroom. But I need to make it more personal. I have to fix my classroom first. This is now my goal. I have to figure this out for my own teaching before I can think about influencing other teachers.

Now it's in writing. No turning back. :-) Wish me luck!

See Sally Research

I hope you find this article as interesting as I did. It gives three scenarios showing student research methods and tools in 1989 (pre-web), 2005 (web 1.0) and 2010 (web 2.0). I was amazed by the difference the last five years have made.

See Sally Research

Would love to know what you think.