Setting the stage
MEthods:
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Reflection using 3-2-1
3 things I learned/reaffirmed today
2 things for me to apply 1. The application of ‘flattening out a group’ – this needs to be done immediately so that the preservice teachers (PSTs) value and appreciate the contributions and experiences of others. I wonder how long it would have taken to flatten out our recent graduate cohort and the professors they had their first year. We had numerous staff (of a small staff) take sabbaticals or other positions at the end of the year, due to their experience with that group. They were incredibly toxic on campus. Would the flattening out process have taken longer? Needed to happen at intervals to keep them status free? 2. Collaboration over group work. I have always had a strong dislike for group work. I like to reflect in my own time, have my own questions answered, and build my understanding in a sense that relates to my growth or practice. I like to achieve the highest outcome possible if my work is worth it, usually because I want to apply for the next level of learning and want to be a contender. I value feedback, opportunity for growth and the ability to rework something that isn't working. You can't always do that as part of the group. Not everyone's goals are the same. While I want to eventually apply for a doctorate, most of my cohort are focused on now and the public education system. Which means academic development and competitive grades aren't their priority, nor should they be. What I have come to realize over the past 8 days though, is that I love to collaborate. I really enjoy listening to other people's perspectives and experiences. I enjoy learning how other people think, and how that translates into their contributions. I want to hear more about what motivates them. I want to be able to divide tasks into areas of interest. I am a big proponent of reverse group work. We each have an area of study and focus, but we come together (diverge and converge) to create a final product. I am anxious to see how this project goes. 1 question I have What strategies can I implement to flatten my cohorts in my classroom on campus throughout the year? I am only one of a few instructors, and one of the more strict in my expectations of timeliness, listening to others and accepting the expectations. I believe strongly in beginning the expectation of professionalism on campus, before the preservice teachers go into the field for their practicum. Our recent graduating cohort was one that really required these strategies. They were a group that had conflict from the first day, and egos that collided with timidity for the two years they were there. Having experienced that dynamic, I want to ensure I can facilitate a more healthy, collaborative environment in the courses I teach. I have used engaging activities to demonstrate alternatives to assessing student learning, and using Assistive Technologies to ensure access to all learners, but I haven’t used it to set the culture of the classroom. I have been searching for strategies online, but must not be using the best terminology to conduct a search, as I don’t find much for resources in higher education. I have ordered Liberating Structures, and have an expected delivery date of August 20th. This is going to be an area of professional development for me this fall, and I am looking forward to it.
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weak signals:
This was the most impactful idea that came out of today for me. I am going to need to sit with it for a bit, but it is going to be hugely impactful as language for me going forward. We as teachers encounter so much weak noise from our students, and I believe it is a truly excellent teacher who learns to pick up on it, and make adjustments when they encounter it. I am going to seek more activities for this skill development, and integrate it into each class.
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Roll around in LIfe, and get it all over you - Ian prinsloo |
Antanasc. (2014). [online image]. Retrieved July 28, 2015 from www.goodon.su/wallpaper/gramofon-muzyka-makro.html