If we truly want to connect with students in ways that will activate them to be self-driven lifelong learners, then we must be authentic, deeply engaged learners ourselves.
Deep learning is infectious and if the conditions are fertile, it will flourish.
Invitation from @fkelly
This post is a reflection on engagement in response to a recent Twitter invitation from Fearghal Kelly. As I am still a novice in the Twittersphere, with only a few months of tweeting under my belt, the invitation in the form of a Twitter notification from an animated squiggle with glasses was indeed a surprise! I approached this quite cautiously by doing some googling and was relieved and then flattered to learn more about Fearghal and the innovative pedagoo.org community of teachers that he has established in Scotland.
Let me share some of my own thoughts on engagement in deep learning with you.
Tweeting in the context of engagement
As part of my sabbatical research early this year , I focused on deep engagement in learning and I explored the ‘tweets’ that young children from the Manaiakalani Cluster of schools in Auckland, New Zealand were sharing with links to their personal blogs. I was particularly moved by a ‘tweet’ on Anzac Day, a public holiday in New Zealand, that linked to a blog post from a nine year old girl.
This was evidence of learning happening beyond the classroom. I went on to count 228 tweets via @clusterNZ with links to personal blogs shared by learners across the Manaikalani Cluster of schools during the two week holiday period at the end of the first term of school. A global audience provides comments and feedback to these learners who are motivated to continue their learning beyond school hours. The presence of positive motivation towards a learning task markedly increases the likelihood of students engaging in deep learning (Groff 2010).
I decided that if young children could willingly share their learning via tweets and blogs, then I needed to take the plunge and do the same. I googled how to tweet and create a blog and I have continued tweeting @jennyljackson and blogging ever since.
Without realising this at the time, I was moving out of my comfort zone into the ‘unknown’. I was also reconnecting and engaging as a learner. I was pushing my boundaries beyond the surface and digging deeply within and stirring my dormant authentic self.
The reality is..
In the busyness of our day to day lives, rushing to and from work, going to meetings,caring for our families, a little bit of our authentic ‘learner’ self gets lost along the way. No matter how emphatically we articulate our dedication to being model lifelong learners, we inadvertently lose some of the passion, motivation and powerful love for learning that drew us into our teaching vocation in the first place.
The incessant demands for accountability in our workplace can mean that we engage at a surface level, in survival mode with our teaching and learning. This doesn’t mean that we are doing poor jobs but it does mean that we have the power and potential to greatly improve the learning environments that we are working in.
Instead of frantically searching for the latest programmes, trends and ideas to engage learners, I believe we need to start by looking inside ourselves.
Last term, I gave our staff a sabbatical from staff meetings. I wanted to give them back some time to play, explore, learn and let their creative , innovative juices flow. I shared the Eduardo Briceno video that linked to Carol Dweck’s ‘growth mindset’ research and gave our staff the precious gift of time.
Although I had shared my personal learning with them, I had no expectations about their own learning during the ten week term. Yet, within the first three weeks of the term, staff and students began to explore blogging. Although some staff members already had class blogs, the proliferation of new blogs generated a collaborative community of bloggers,supported by our school Facebook page and website. Suddenly, the rich learning experience that were normally privy to teachers and learners became tangible to families beyond the school walls.
It wasn’t the blogs alone that engaged the families but the passion, enthusiasm and self-motivation that oozed from the very creators of the blogs.
This term, we have ‘ditched’ the word ‘meeting’ from our calendar.We believe that if we are to truly engage our students in deep learning, we need to be experiencing this kind of learning ourselves. We agreed to replace the word meeting with the term ‘taonga’. A taonga in Maori culture is a treasure. We believe our love for learning is indeed a treasure. You have to dig deeply to find a treasure.That means we have to continually dig deeply within ourselves to reconnect with our passion and love for learning as educators. Engagement in deep learning is infectious and if the conditions are fertile, it will flourish.This is indeed the message from my video.
For the past few months, I have been reviewing chapter by chapter the inspiring book Open: How We’ll Work, Live and Learn in the Future by David Price. Price continually refers to the merits of going ‘open’ and the fact that businesses and institutions are more innovative and successful when they create informal, social networking environments for employees.
One of our teachers has innovatively created a blog for staff development. Lorraine Frances-Rees explains, “Why don’t we do all the reading and understanding before the meeting and then do the important stuff together – the conversation, the creation, the collaboration? Without permission and time to explore, I wouldn’t have had the impetus to do this. In fact I already had the meeting prepared with a PowerPoint guide. But I had the space to think about how I want us to learn and what I would need to do myself to make this happen. So I created a Blog.”
As a result, the ‘taonga time’ is more focused and purposeful and the time together is reduced by half.
When we create collaborative cultures of educators deeply connected to their own passion for learning, then we are well on the way to engaging our students in deep learning for success.
If we truly want to connect with students in ways that will activate them to be self-driven lifelong learners, then we must be authentic, deeply engaged learners ourselves. Deep learning is infectious and if the conditions are fertile, it will flourish.
I really do a a big thank you for sharing the thought bombing idea. I originally read about them in your book, ‘Manglish’ and have since made and greatly enjoyed using a set. Admittedly it was a bit off a faff to make them (my husband was fab, I made him colour the balls in with permanent marker) but once they are done you’ve got them forever(ish). I use them to aid differentiation. I have two discreteley separated sets (that look identical), one for ‘stretch’ and one for ‘support’ so as students work I can respond to what I hear with an appropriate bomb. It means I am responding immediately to their needs without needing to predertermine who may need stretch or scaffolding. I also have a stash of post-its to write the inserts on so I can again be super responsive during the lesson. I REALLY DO
I originally read about these in your book, ‘Manglish’ and have since made and greatly enjoyed using a set with all ages, from year 7 to sixth form. Admittedly it was a bit off a faff to make them (my husband was fab, I made him colour the balls in with permanent marker) but once they are done you’ve got them forever(ish). I’m not sure if it fits with your vision of them but I use them to aid differentiation. I have two discreteley separated sets (that look identical), one for ‘stretch’ and one for ‘support’ so as students work I can respond to what I hear with an appropriate bomb. It means I am responding immediately to their needs without needing to predertermine who may need stretch or scaffolding. I also have a handy stash of post-its to write the inserts on so I can again be super responsive during the lesson and scribble something new and relevant down in response to what students are doing. I really do owe you a huge thank you as I recently used this idea successfully at a job interview because I was the best way I could think of to differentiate in a targeted way with a bunch of students I’d never met before!