Interview and Field Work
MEthods:
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ORID Reflection
IDEATION We continued to ask questions, Bundle ideas to Find Themes by looking for patterns and and framing them as positive statements. Objective reflection: What do I know? I know that adults engage most when they are able to build on their own knowledge and experiences, and those are affirmed and validated by their learning environment. I have been watching the ‘lesson plan’ (coming together using rubber chicken, and bunny, bunny) with an instructor’s eye to learn what practices and activities are effective in engaging, challenging and inviting adult learners into the objectives. I know I need a larger ‘toolbox’ of these activities because of the engagement I see in our classes the previous 2 weeks and the feedback I have received with the design change I have used the past 2 years. I know that Downloading our learning was an invaluable experience. Because our groups went out separately in the morning, we did not have a chance to download together, but hearing from other groups was interesting. While I liked splitting up to interview more people and accessing 4 sites, so that we had more perspectives to draw from. Reflective reflection: How does the information sit with me? (how do I feel) I have been processing my opinion of group work and collaboration this year after a discussion that came about in my previous courses. I mentioned being an introvert poses numerous contribution and validation challenges when doing group work. An introvert will tend to be overlooked as a contributor, due to the dominance of 'loud voices'. I avoid group work in academic settings if at all possible, unless there is a very equitable design in place that allows contributors to take on components and to be graded on their contribution. And yet, I have really valued the collaboration we have been doing the past week and a half. Not because it has been seamless and smooth, because it hasn’t been. I am also realizing that I do not mind the ‘conflict’ (divergence?) as much as I thought I would. I get anxious when we are not being efficient with our time, but I think this is more due to the fact that I am currently working and taking another course, so I feel my time is segmented and valuable - I want to be efficient when given the opportunity. I've come to realize that I enjoy collaboration - coming together to explore ideas and ideate, especially when the problem is defined by the process and not the grade, but not ‘group work’. I really value learning from others, and hearing their experiences, ideas and insights. I do not like being dismissed (which I am going to assume is universal), or marginalized. I have shifted my thinking to define collaboration and group work as two separate methods that are sometimes used in conjunction with each other, and can be complimentary, but that are not the same thing. I enjoy idea sharing, processing and questioning. I resist having to work alongside someone who does not have similar objectives, commitment and dialogue, but value collaborating with someone who does. It is the collaboration that I has provided me with tidbits that I have noted and will continue to reflect on. When asked if my mixed-team Download group was asked to reflect on what we would change about the process, we all responded 'nothing'. We are finding value in the process, and trusting that what we come to in the end will be meaningful. We are each willing to go along with the process and explore the next layer of the design activities. We also thought this might be due to the fact that we aren't being evaluated on the outcome, therefor there wasn't a sense of urgency to get to the 'right' outcome. The steps and the process are the pieces that require the focus, learning and reflection. When we applied this to the education system, we saw ample opportunity to embrace this approach right now. We can support students in the development of essays, proposals, action research, designing a math problem, planning and interview, resume writing, sorting, finding patterns, and so on. If we shift our mentality from outcomes to processes, we open the door to more risk taking in students, as well as their teachers. Interpretive reflection: what does this mean for my work? The use of the Zoom photos to demonstrate our tendency to focus on the middle and more obvious was very clarifying for me. Being the person who had 2 dots was easy. I assumed the other photos had quite a bit of detail because the reaction to my description was disbelief. My connection to others was obvious, as there was only one other person who had 2 obvious red dots. I am trying to imagine how I would have shared a more complex picture. I would like to think I would have found the most unique or out of context item and discussed this, but I'm not sure. This activity would be a super visual for my preservice teachers. I tell them that when they get into their placements and begin teaching, they will see directly in front of them. It will be about the plan. Getting through it from start to finish in the allotted time. As they get more comfortable, they will zoom out and realize there are kids there. They will learn to consider the kids. Then routines will become apparent, then they will notice patterns of behaviour, and anticipate actions. Eventually, they will be able to look at the whole tableau and manage it, making sound decisions and meeting the outcomes. I immediately see application for other tools we used today, as well. Our preservice teachers have already received their placement information and partner teacher contact. I will be introducing their research assignment to them in 2 weeks, to give them time to familiarize themselves with their school's initiatives. We will use the Inspiration and Ideation tools to select an action research question, design learning activities and develop a toolbox of resources and strategies they can take with them as they progress and graduate. Beginning a few weeks before school, they will become familiar with their practicum placement environment if they haven't already. During our orientation day, I will have them ideate and brainstorm topics of study that are rooted in their learning environment (early literacy, numeracy, Assistive Technologies, Leader in Me, team teaching environments, STEAM, alternative structured recess, etc). We will then Find Themes, Share Inspiring Stories, Build Teams if they want to collaborate with a peer. During Seminar, we will Download our Learning, Create Frameworks, Get Visual, and so on. For further detail, see the Journey Report. Another important insight I gained was the need to bring everyone back from their experiences so they are fully present in class. Our seminars tend to start in the afternoon, after a half day in a school. The preservice teachers come in with so much excitement, stress and desire to share their experiences. I draw them in with a problem on the board, or a silly quick game (find your ninja name, or how many squares do you see), but by engaging them in a collective activity would reset the energy, bring in the focus and invite play. I will definitely be finding more resources that invite play and focus to the tasks we undertake in the time we have together. Decisional Reflection: Now what?
Now I read the books I have ordered : ) I am interested to see how we proceed with our project in the immediate future, but also how we proceed through the rest of the year. My previous year was spent completely online, although I did know a few of my classmates, and worked alongside one of them frequently. How will this cohort continue as online individuals after working together intensely over the 2 week period? Will we be more willing to challenge the norm with each other, or will the dialogue revert to being ‘safe’? Will some of the more quiet voices recede, or will they be as, or more, comfortable with some physical distance? After speaking with a person who had more knowledge of ‘usefulness’ in parks, they realized that parks are in fact serving their function, ‘we’ just aren’t aware of the planning and purpose of those parks. As a result, their framework for understanding their problem changed a bit. Alison and I also encountered this when we conducted our Expert Interview. The City of Airdrie is aware(ish) of the need for more activities and focus on arts, heritage and community. However, they want the community to initiate these activities. I am not sure the community is aware of this invitation to design and propose events and activities. I wasn’t. Our expert informed us the different departments are looking into forming more bridges within the city to facilitate these conversations and the eventual planning and implementation of heritage and culture initiatives. What crystalized for me was that we are often making assumptions and conclusions in a vacuum of our own experience and perspectives. Having my own path is a great starting point, but I need to remain open to the weak signals, the whole picture and the areas of actual need so that I can reach my destination. How do I move to the next step? I listen. I listen to the information Alison and I gathered, add it to the information Chris, Keith and Kim gathered, and I seek out new information. What have we learned? Do we have new questions based on this information? Is our view of the problem supported or contested by research? I make sure that I am contributing and not excluding others. I have to keep on welcoming the next nest, and not focusing on the last step. A few questions/observations I am going to continue to sit with based on :
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Inspiration Phase:
be radically curious - Ian prinsloo |
Hildenbtand, K/-J., (2014). Raindrops fall on the Elbsee Lake near Aitrang, southern Germany. [online image]. Retrieved July 29, 2015 from http://www.gettyimages.ca/detail/news-photo/raindrops-fall-on-the-elbsee-lake-near-aitrang-southern-news-photo/457191898?Language=en-GB