Reading Writing Responding

So, it is Week 2 of 'Rhizomatic Learning' and the focus is enforcing independence. The questions posed are how do we create a learning environment where people must be responsible? How do we assure ourselves that learners  will self-assess and self-remediate? Whenever we talk about student-centred learning this discussion usually revolves around creating authentic situations through which students can take responsibility of their actions. However, what is not often spoken about is how to enforce this learning. It is usually assumed that if you provide the right situation to grow - fertilized garden bed with plenty of sun and water - then growth is guaranteed. What is significant about words like 'enforce', 'must' and 'assure' is that the choice to not participate, to refuse, is taken out of the equation. The very term 'enforce independence' seems antithetical, contradictory. Now I am not sure how to 'enforce' such independenc...

In a post I wrote a few months ago I spoke about what I called the ' hidden professional development '. That informal learning that occurs unplanned and on the fly, whether it be at lunchtime, while photocopying or even when swapping over on yard duty. Basically anywhere, anytime, simply where two or more passionate learners meet. The big question then and the question now is how do we encourage this? What structured opportunities do we provide for this? Tinkering Teachers In a fantastic discussion as a part of +Ed Tech Crew Episode 240 focusing on what it takes to be an IT co-ordinator, +Ashley Proud spoke about the demise in tinkering amongst students. Although +Mel Cashen and +Roland Gesthuizen mentioned about taking things a part, giving the conversation a more mechanical theme, I feel that tinkering is best understood as a wider curiosity into the way things work.  I believe that one of the reasons for such a drop-off belongs with teachers. Althou...

The Victorian government seemingly stepped up their efforts this week to move a step closer 'performance pay' this week. Principals across the state have been briefed by the government about a series of changes to current system . The government have been arguing that if you look at overall student results that they form a bell curve with roughly 30% not making the grade. The belief then is that, even though it is often impossible to 'measure' effectiveness and success, that the same distribution can be applied to teachers, with the suggestion that, just like students, 30% of teachers are not performing at the adequate standard and should therefore not be simply moved up to the next increment. The whole scenario is best summed up in an extract from a bulletin  published by the AEU today, in which they state: The DEECD Secretary replied to the AEU this morning, asserting that "no changes to the existing performance and development guidelines have been i...

There seems to have been a few blogs bouncing around in my feeds of late. These include  Deb Hicks ' 'Why Blog', Tom Whitby's 'Why Blogs and Who Needs Them Anyway' and Peter DeWitt's 'The Benefits of Blogging'. I t kind of occurred to me that I hadn't really ever stated, nor really thought about, why I have chosen to blog. I have therefore decided to have a go at providing some of my reasons: Scratching an itch . Often while reading, there are things that stick out, that prop the ears, the spike the imagination, that remain like an itch. A blog is a way of  responding to these things, somehow alleviating the irritation. Being connected . I love being connected, following various threads of thought, commenting, tweeting and reaching out to others, but sometimes a responding needs to be something more substantial. A blog is one avenue that allows this. Critical engagement . I read on the wall in a coordinators office the other day the st...