connect. create. question.

I’m all about using reflection — it’s a huge part of the learning process.  But when my course content says this:

Ongoing reflection task:

Which approaches to learning (ATL) skills are you using as you complete this workshop?As you progress through this professional development workshop reflect upon the impact this planning task had on you as a learner and relate this to the activities that your students will be undertaking.

… I gotta admit, I’m thinking:  For real?

The AtL that I am using are the same ones I have honed over years of being a student and a teacher.  I’m managing my time. I’m meeting deadlines.  I’m reading.  I’m using IT.  I’m doing research.  I’m reflecting.  Isn’t there some kind of assumption that I know how to do these things already, considering I have made it this far as a teacher, and as a professional — 10 years’ experience, two degrees, and lots of students who are learning?  How does planning impact me as a learner?  Um.  If I don’t plan, I don’t usually get things done.  It’s really that simple.

Am I missing something here?  Is it not this obvious to other people?  I mean, seriously. For real?

Hi all!

Well, this is not my first blogging attempt (actually it is my 3rd or 4th), but this blog definitely has a different purpose than my other two.*  I’m planning to use this blog for many things, but right now, it’s going to start off as an area for reflection about the current MYP online course I am taking, Objectives and Assessment.  This course aims to:

• explain to participants the MYP principles behind the objectives and assessment criteria
• identify MYP requirements on the use and development of objectives and assessment criteria
• provide opportunities for participants to discuss, clarify, and document how they may need to adapt their policies, structures, and procedures to meet the MYP requirements

Ok, so Task 1 tells me I have to reflect on the outcome of each module, are a lot (and I won’t post them all here).  So.  Here are my thoughts…

I think analyzing my own school’s curriculum content, with respect to objectives, is going to provide me with some interesting professional learning.  Actually, I’m slightly afraid at what I might uncover.  It might be daunting to have to A) go “in” there and sort it all out, and then B) communicate this to others.  Eeek.  I have never been good at being diplomatic.

I’m curious as to what is meant by “interim objectives”.  But I’m really looking forward to seeing (and understanding) how the objectives and criteria will relate to assessment methods and tasks — in fact, this is probably where the bulk of my interest rests.  I am less concerned with the “stuff behind the screen” than I am with the actual hard-core results it will provide our student learners.

*I used to write a detailed blog about literacy, but it became way too much for one person (me!) to handle.  It still sits… waiting… to… die…   I also contribute regularly to an internal blog at UNIS Hanoi, where I currently teach.