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 (:
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.
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!
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) (:
(acknowledgement: ibangfotografi )
a fellow co-learner in the course wrote this as part of weekly reflection activity:
回顾过去10天的线上交流活动，相较于上一轮的课，这一回的老师们在个别讨论的互动率有明显的增多。这主要集中在分享个人的经验和想法，也有一部分的回复是衍生的问题。“质疑性”的问题(questioning assumptions)则还未多见，这或许是老师们对彼此尊重的“文化”表现吗？又或是老师们还不习惯问“为什么” (Why)的问题？急不来，文化是要时间改变的，习惯是要时间培养的 (：
上一轮课的结束会晤我主要做了整个讨论的内容分析和观察，感觉有些过于“说教”，参与度能进一步提高就更好。思索着，是否应该给老师们“增添”一份会晤前的“功课”，让愿意准备想分享的老师(“sdl”)谈谈他们对于这次课的经验如何影响他们日后设计SDL/CoL课时的过程和课本身的内容，限时5分钟，由此或许能引起一些讨论和擦出进一步的火花来？ *hmmmm* 还得想一想。
(acknowledgement: photo by werner22brigitte)