I was teaching yesterday using xtranormal (http://www.xtranormal.com/profile/horizon) and edmodo. I found myself trying to justify why I wanted to archive all of the learning going on in the room. As if somehow there were people watching and asking why I was doing what I was doing.
I waited, but no one asked the question.
In the end I want people to challenge my thinking. I want other teachers to ask what the virtue of chronicling all of the thoughts of students is. This is what I would have said, if anyone had put my pedagogy to the test:
Learning is not tangible. It isn’t something that all students just come to and recognize easily. It must be made visual and reflective. It must be made into an object to be manipulated. If we are not archiving everything for our students (or if they aren’t doing it themselves), how will they ever be able to say “I can use this.” If it we don’t save our students thinking, how can we ever know that it really happened? How can we know if they or we did a job woth doing?
Learning is not for a day or a class period. We need to stop treating it like it were.
Sent from my Verizon Wireless BlackBerry
Anything that can be archived, should be.
Author: Ben Wilkoff
“Learning is not for a day or a class period. We need to stop treating it like it were.” Right! I’ve been coaching teachers to use Audacity and other audio capture tools so they can send the day’s lesson with students (via CD, iPod, whatever)
Everything should be captured and archived. The tools are available. It enhances and expands the learning process
@Mike How are you sharing the work that you (or the teachers you are coaching) are archiving? Is there a particular workflow that you think seems to be easy for teachers? I am always looking for new ways to show the both the benefit and the ease of use of archiving learning and creating learning objects.