2nd reflection on 12470-00004 facilitation

this week marks the 6th week into our course. next Wed (15/7), we’re meeting up for our last f2f discourse. 好事多磨, the final lesson originally planned for 14/7 crashes with at least 4 participants who are also oral examiners performing their last day of duty for the GCE O-level exams. as such we’ve agreed to shift the date to 15/7, and hopefully more teachers can turn up.

taking a glance at the discussion forum, we are seeing record-low number of participation in the online discussion in the 帖子B posting. only 3 out of 6 expected posts came in. why did this happen? perhaps i wasn’t clear enough in the explanations of the requirements, as such teachers do not know what to do? possible, but i did not receive any clarification email/fb pm/sms/whatsapp, which i should if any of the SDLearner needs help. or, perhaps the course ‘cut across’ june holidays, and other plans take priority? or, any other reason(s)? perhaps my participant friends could let me know 😉

after our 2nd f2f, to date, only 1 帖子C posting came in before school reopens. this morning we see another posting sharing some good work carried out since school reopens for term 3 🙂 so once again, why is the qty so low? it will be interesting to hear the reason(s) too.

a tally of weekly reflection pieces, 4 contributions by 2 participants (out of max. 6 pax). yes, it’s definitely on the low side too. perhaps like what Sean twice mentioned “you made a great assumption that your learners are all highly motivated.” 🙂 yes, i do take that as a basic assumption as i believe that a teacher is a daily role model to our students. if we want our students to love learning, we have to embrace learning ourselves. students don’t just learn the ‘contents’ that we gonna push to them (assuming pushing = learning). there’s more to learning a subject per se 🙂

while planning next week’s meet up, i am toying with an idea of setting aside 15 mins for some personal quiet moment to do a consolidation of the past 6-7 weeks’ experience. will not reveal the title, if there’s one, for now (:

reimagining teaching …

while browsing through the NMC Horizon report K-12 2015 report released just two days ago, another report “Reimagining Teaching in a Blended Classroom” prepared by TNTP mentioned on pg.20 grabbed my attention instead.

as my current work led me into exploring blended learning for teachers’ PD, i put on a teachers’ PD lens too while reading. i think “REIMAGINING” is appropriately chosen. the very conception of learning, teaching, and even classroom needs to be re-visited.

while some teachers are jumping (bravely? blindly?) onto the flipped classroom bandwagon, i believe this report may draw parallel lessons on why “flipping” works for some teachers, and not all, yet. for instance, the traditional roles of a teacher can be classified into 3 types: guide, integrator, researcher & developer (p.2-3). such a proposal of roles brings in the opportunity for teachers to collaborate, specialise, and/or develop professionally. as the report pointed out, for blended learning to work (or flipped learning if one prefers), the whole staffing needs is going to be different. in our system, i imagine the need to (re)develop teachers in various competencies to take on 1, 2, or all 3 roles concurrently. in order for blended/flipped learning to be sustainable, a whole-department (or even a whole school) approach is the way to go. as i draw on my short 1-year experience in introducing blended PD, i can imagine it could be overwhelming for many teachers, if one were to work alone. taking on all 3 roles at one go is going to be an extremely steep learning curve.

but before we could talk about getting it going, are teachers ready for the reimagined roles? it’s definitely not going to make life easier for any teacher (change itself is already a painful process; learning is a slow and time-consuming process; and coupled with the reality that ICT in teaching & learning is not just about efficiency). fundamental shift in a teacher’s beliefs (esp. epistemic) is needed. teachers need to reexamine their assumptions of their own teaching, and their students’ learning.

i would think this is a report that all teachers who intend to introduce flipped learning as part of their teaching & learning activities must read. it provides much food for thought.

how exciting (:

150701-tntp-reimaging teaching

reflection on 12470-00004 facilitation

it’s been 3 weeks since the course started on 2/6. this is the first time Clinic is conducted with 3x face-to-face. an additional f2f session’s added in between based on our own reflection of the past runs, and participants’ feedback.

this time round, we have 7 participants who came. 1 MIA-ed, while 1, prior to the first f2f, was advised to sign up for the next run as the teacher couldn’t make it for this afternoon’s f2f, and the final f2f. during the first f2f, i learnt that another of the 7 belongs to this case. would have advised the teacher similarly if we were to know that in advance.

in the past 3 weeks, i observed 3-4 active participants. there were only 4 帖子B, and 3 weekly reflection piece from 2 participants. 2 reminder emails were sent, and only 2 echoes returned. not sure what happened to the rest. my guess is that our friends could have returned to PRC during this sch hols, and they faced difficulties accessing OPAL, ICON and/or fb due to the Great Firewall. will need to learn the real reasons behind if they were to turn up.

based on the 4 帖子B, i observed 3 of the participants were actively integrating ICT into their teaching and learning activities. except one, the awareness of conceptions of SDL appeared to include only incidental SDL along the SDL spectrum. consequently, the use of ICT to facilitate SDL reflects that understanding.

in the session later, my plan is to facilitate discussions to deepen the conceptions of SDL of participants. along with this, the affordance of ICT to facilitate SDL. would need to see how i could tie in what i have planned with their individual 5-10 minutes sharing.

looking forward to a fruitful session later. if time allows, we could even explore the design and use of rubrics as self-monitoring and self-management of learning cannot do without this important scaffold/tool.

sunrise photo(acknowledgement: jinsngjung)

thoughts on post-workshop reflection

yes, we’ve completed our first round of ICT for SDL and CoL Clinic for primary school teachers (TRAISI code: 12541, or 12541-00001). was reading wj’s facilitator reflection, and it just occurred to me that we have missed an excellent teachable moment!

“我比较不解的是-其实他们之间分享了很多实例了,老师要的是什么实例?……”

some teachers have indeed voiced during the first f2f, that they would like to learn and see 实例。 yes, in the 1-month online discourse, many tried-n-tested examples have indeed been surfaced by fellow course participants. so what are they exactly looking for? wj’s hypothesis is they may be looking for technical hands-on (knowledge). my guess is it stems from their less sophisticated epistemic beliefs. some do not see that ‘learning’ has occurred if ‘learning’ does not take place the way s/he may have 预期ed.

as the self-proclaimed mentor to wj, her performance is a reflection of my hand-holding. there’s much to learn cos i am just more experienced by 2 workshops *hahaha* *oops*. there’s quite a number of things to take note, many of which i have previously noted down. after reading wj’s reflection, one key takeaway for me is the key influence of the facilitator’s paradigm. not mine, but that of whoever i am hand-holding. the “struggle” could be a great one, for s/he will need to manage two sets of paradigm shifts — participants, and oneself.

that’s all for now. perhaps “more later” (Wu, 2010, 2011, 2012, 2013, 2014, 2015) (:

150304-macro-reflection_640(acknowledgement: ibangfotografi )

post-workshop thoughts

yesterday’s our first Clinic session for primary school CL teachers (TRAISI: 12541). we have a total of 16 participants (13 prior signup; 2 walk-ins; 1 sit in). the largest class size we’ve experienced is 10 prior to this. 6 more participants may possibly change many things, especially the discourse dynamics (are the participants able to interact well? are posts/threads from 16 an overwhelming number? how many of them will be proactive contributors, and thus influencing the answers to the previous 2 qns?)

on the whole WJ is steady, and facilitated the session well for a first-timer. no doubt some teachers appeared hesitant on the “outcomes” of the workshop, we managed to close the first session with full participation in the first introductory post (帖子A), as evident in the df.

after looking at WJ’s reflection, i begin to have a deeper appreciation of ‘struggles’ she’s experiencing as a facilitator of such dynamic/fluid workshop that’s set to achieve broad outcomes (cf. lesson objectives). coupled with an audience that may be so familiar (and fixated) with SIOs, it’s not an easy session to facilitate.

on my part, i am also thinking of what i should do more, in terms of handholding future facilitator who would like to try out our blended learning approach.

things that i have done for/with WJ:

1. sharing of past workshop resources
2. reviewing and planning of activities (incl. schedule, instructions in handout)
2. logistical assistance (online: including setting up of coursespace wiki & df, ironing out of course publisher, setting up of fb groups; classroom: furniture arrangement, electrical wirings)

one single thing that stood out which i felt strongly i could have done more:
– to do a recap of the set of slides, and clarify the meaning and the link between slides starting from 缘起 part. i did not take this step as i safely assumed that these ideas would have been clear to WJ as she has sat in two previous sessions. a good reminder for me to rethink how to make my presentation clearer the next time in a single round. i felt it is important to make them see (or at least let them relate to some past experience) on the usefulness of pure f2f workshops, regardless of length. then we follow to sell why our experimental approach may work better.

– my failure to do this also affected the explanation of the 2-part design (Clinic-Studio). making a clearer emphasis of the design, and how the two are related yet focused differently, may also help to allay the doubts of some participants on the ‘takeaways’.

教学相长 as we often say. in the process, may we both improve on our facilitation skills. that’s all for now, “more later!” (Wu, 2010, 2011, 2012, 2013, 2014, 2015) (:

lake photo(acknowledgement: photo by LoggaWiggler)