Here’s a story:
Sally is a primary teacher, who has had some exciting shifts in the way two of her students are learning to read. She rushes down the corridor to tell a colleague in the staffroom. Her colleague listens, is pleased for Sally, and spends a few minutes reflecting with her on both of their classrooms and how they teach literacy. Occasionally they return to the conversation over the following weeks. The end.
I use this as the start of an activity in the sessions I am running throughout this year on how blended/online approaches to professional learning can change the ending of this story. Sally’s story is the ‘BC’ version (before connectivity), although I know that it is still the norm in many schools.
I have been exploring why and how the social web, when it’s used strategically by educators, can make Sally’s story go further so, as a group, we can:
- build a shared articulation of practice
- make visible for others our reflective inquiries around ‘what works’
- create spaces for a collaborative approach to inquiry
- offer opportunities for professionals to make connections with each other, using visible online networks
- curate learning to build a lifelong digital portfolio, against which to reflect and discuss
- create expression of our practice to enable comparisons with others, to clarify what the key stories of effectiveness look like.
[Image source: Beverly & Pack]