In my previous post I shared pictures of a hand carved spoon I am shaping from wood. I used this tool as a metaphor to explore my goals for #edu522. Got me thinking about what would the shape of the sotry be if I stretched the metaphor just a little too far.
Knowledge isn't Spoon Fed
In this class you design your syllabus, well the important parts. I still curate materials and facilitate discussions.
Open pedagogy draws heavily on principles woven into feminism and critical theory. in the sense of striving for the better (hooks, 1994); of seeing growth as a community process rather than a taxonomy of skills aquisition (Weber, 2006).
Many of us gather on a quilt Dave Cormier (2015) calls "Community is the Curriculum" which we hold together through intentionaly equitable hospitality. In this class I want us to cook together. Bring in our own flavors to a shared table.
Learning is Messy
We often cast learning in such clinical terms. Our students need an "intervention." Growth requires "diagnostic" assessment. A nice easdy picture cleaned with the medical precision of a septic wipe.
Open pedagogy also draws on ideas of rhizomatic learning. We waste so much time and treasur measuring and sorting children. I would rather double down on reinforcing classroom practices that we know have positive impacts.
I believe the space of learning and not the learner is the variable of interest that should draw your focus. What can you do better to let your students make a mess as you create a community of readers and writers?
Learning Takes Deliberate Planning, Action, and Reflection
Open Pedagogy gets driven by those who learn out loud. By that I mean we share our reflections, openly blog throughout the design practice, often create content for the Commons, and encourage our students to do the same.
When you make learning visibile (Hattie) you help students grow. When you encourage students to that from a place they can call their own you help them be.
In this class you control your level of openess and privacy. You can share only in our private Microsoft Teams channels or publicly by publishing on your own website.
Play With Knives
Imagine walking into your principles office and suggesting giving out knives to all the eigh year olds. Think it will fly?
I have taught so many children ages 6-10 to play with knives in cub scouts. I am happy my kids can, with supervision, sit outside and play with knives
We shelter our children from too many complex tools and topics. I believe we must engage students in critical issues for change from a Vygotoskian dialectical perspecticve.
In this class we will explore the relationship of open pedagogy, privacy, and strategy exchange amongst our peers as you folks work toward your subjectives.
Know the Right Amount of Pressure
If you look closely at where my spoon is and where I planned it to be you will see they are not alike. I say I am trying to break from my love of symmetrical design, others will call it a lack of skill. Either way, many times when I press too hard the wood cracked.
Learning works this way. We need to rethink assessment and the pressures we put on children. As Sean Michael Morris and Jessie Stommel ask us, "How do we measure the love of learning?"
In this class I hope to leave that question unanswered as we all try a little bit better tomorrow all figuring it out.