precoffee

noticing deep coiled feels
pent up behind words made
almost real as waking steals
my attention. no sun rising or
bird song teasing will ease
the feelings that my art is
moving winding grooving in a 
mind not yet lit up. in 
and away from a spark in the 
falling dark thoughts are
dualling fueling pens and 
calling in a surprisingly
silent direction. my actions
of detection spring from
nothing noting herding
grabbing new wording that
preceded my thoughts - gotta
write something.

collision 3

I have not engaged with big picture EDU in a responsive and responsible manner.

And to get global in my pedagogy, I will ned a mentor.

I became aware of the U.N.’s Global Goals back in September. I thought connecting a newly formed TED-Ed Club with these elements would be awesome.  Somewhere between merging constant connection with global connectedness, I let the goals fall to the wayside.

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Seemed like a big bold leap to get the kids inspired in their TED-Ed thinking. And it would have been great. The problem was, well, me.

I didn’t do my homework. I didn’t have a depth in delivery. I couldn’t see the necessary bread crumbs to bring the big picture within reach of the students.

In short, I did not prepare well.

And I did not return to them.

The principle goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what other generations have done. — Jean Piaget, 1896-1980, Swiss developmental psychologist, philosopher

In my head and heart, I know that I want to move my conversations in EDU to a larger scale. I also crave to bring more of that world into the classroom. But I am unsure of what to ask, or who to ask.

So far, I have had several frustrating episodes of surprisingly paradoxical disconnection with my PLN. This is the irony of a bigger silo I guess, where the questions I was pursuing could not be answered with my current set of resources.

There are plenty of challenges in my board that need attention. But the bulk of the heavy lifting can be done locally with the resources available. For now, I feel like I should spend time reconnecting global goals with my local pedagogy. Look at bigger and broader challenges. The kinda challenges that are beyond my silo.

collision 2

My learning spaces need [re]consideration.

In a previous life I would have sat through a two hour PD session, then probably bemoaned my aching back afterward.

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from Make Space – Doorley & Witthoft

I also probably would have, in some way, evaluated the quality of the PD by how my head and body felt afterward.

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Then I would have been judgy, that somehow the overall quality of PD needs to be changed, personalized, or updated.

All of these positions are flawed. All passive-aggressively critique from the sidelines. And all of these are completely alien to my personal pursuit of professional development.

The professional development moments that I have chased on my own this year have been intrinsically motivated. And the awesome I found is always pretty much smorgasbordian.

But that is me driving the bus.

I learned when and where according to best fit. I found my why and often many other people’s why as well. And in doing so, I feel like my expanded and supported views of EDU equally helped me to help others as for myself.

When I reflect on the learning spaces that I have created for my students, I’m feeling underwhelmed.

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I really do believe that all learning is personalizable. Up to now, that meant how the curriculum is approached, rarely have I explored the positive impact this could have on learning spaces. Going into 2017-18, I will be rocking the phrase ‘nothing’s precious‘ -striving to shift through my comfort zone to see the unintentional outcomes of weak learning space design and push forward with as many student-centered design decisions as possible.