Thinking about What if we scrimmaged and rehearsed more — like teams? 60-60-60 #48 and reflecting…

Dean Shareski has been writing about how make better teachers and both posts provide an excellent riff for this 48th in the series of 60 CHANGEd reflections. Shareski’s part one is about reflection and part two is about formative assessment through video recording. I’m impressed with the connections his posts have to Bo’s questions (below) about practicing pedagogy:

Don’t we know that scrimmaging and rehearsing enhance performance? Don’t we owe it to our learners to practice, scrimmage, and rehearse before we play the actual game?

As I commented on Shareski’s second post, the work that’s being done with the Global Physics Department is an excellent example of what practicing pedagogy can look like:

A friend and colleague of mine, John Burk, created the Global Physics Department a year or so ago and I have been amazed with the level of professional development it’s provided to physics professors and teachers all over the US (and occasionally world). As you write about the power of reflection and using video for formative assessment and growth, I am reminded of John’s work with virtual professional development in the form of video assessment. While it’s nice for math teachers to connect with English teachers and collaboratively assess a teaching video, for teachers who may not have a direct counterpart, groups like the GPD or #sschat or the English Companion Ning provide incredibly powerful PD opportunities… sometimes even more powerful than what faculty could get f2f at their school or district.

I wonder how many educators understand how strong a community the GPD actually is? I wonder how many educators realize that connecting via Twitter with #sschat or #1stchat or #_____________ can lead to real and meaningful personal and professional relationships? And I wonder how many educators know that there are almost 34,000 members who belong to the English Companion Ning, a place “where English teachers go to help each other.”

The fact that we can practice pedagogy anywhere, anytime, and with anyone is something all of us should pay attention to. So what are (most of us) waiting for?

Virtual communities. Virtual coaching. Online reflection and assessment.

Foreign to some but fundamental to others.


One thought on “CHANGEd 60-60-60: PRACTICING PEDAGOGY

  1. The stars must have aligned for a few of us flonowilg this conversation on University 2.0.Earlier this week, a students inspired by the changes of an early adopting faculty provided the impetus for a long time faculty member to look beyond the walls of his garden.The student suggested that the inclass discussions would become better if an online discussion board was used to extend the conversation beyond the time and walls of the class. So the professor jumped in head first and yesterday, we created a discussion board and talked about ways to keep the students engaged.Then does the question become, How can we inspire students to take the risk and ask their professors to give them more?

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