An aspect of my work that has been the bane of my existence an educative experience in recent years has been the time I’ve spent around a group of variously conservative, middle aged white men, many of whom teach history and with whom I regularly debate the foundational intersections of liberal and conservatism found in the socials curricula.
With Prime Minister designate Justin Trudeau preparing to announce a cabinet that is 50% women, researchers have discovered a sharp 5000% increase in the number of men who suddenly have strong opinions about how cabinet appointments should be a “meritocracy.”
Across the nation statisticians are at a loss to explain a recent and drastic jump in the number of men who have spontaneously developed hard opinions about the qualifications of Federal Cabinet Ministers.
“This is affirmative action, and even though it has been statistically shown to improve working conditions over time, I don’t like it,” said longtime man Thomas Fielding.
As I mentioned in a brief thank you to Alec at our last class meeting, in many ways it feels as though I’ve been taking his course on The Blended Classroom for a few years now.
When I joined Twitter back in… can it really have been 2009? Alec was one of the first people I followed. Along with Will Richardson, Dean Shareski, Sylvia Martinez and a host of others who have spoken with us or been name-dropped throughout our time together this semester, Alec has helped form and inspire many of the ideas that have driven my blended practice in the years since, a journey that has been charted across the near-300 posts on this blog, as well as in other online spaces, physical artifacts, … Continue reading →
This is the sort of thing that might otherwise be relegated to an aggregated Storify or series of screenshots. But as this afternoon’s series of Tweets was intended to partially sketch out the main ideas in what will be a much larger – Master’s thesis-sized – work, expanding on some of these points seems well-suited to a longer look here on the blog.
While not generally considered the forum to share and discuss more substantial themes or ideas, I’ve noticed more and more of the people I follow using part of the natural functioning of Twitter to follow through with some of their longer-form thinking.
Even as we might strive to discuss Herstory and the silencing of minority voices in our curriculum, it is startlingly easy to perpetuate and recreate the same inequalities we strive to combat in our work as educators. While we may have the best of intentions in our explicit messages about the nature of equality and justice in our classrooms, each of us brings myriad complexities of unconscious privilege and inequality into our work with young people just by way of inhabiting a culture which is composed of them.
For instance, I am a thirty three year old, caucasian, Canadian male, living in an affluent suburb of one of the world’s most livable cities. I work with gifted youngsters in a program that gets them out of doors and into the curriculum in ways that are intended to engage their voice and agency in a responsive and authentic learning … Continue reading →
To a degree, it can be difficult to involve an outside community of learners with the goings on in a face to face course that is generating credit for students at our school. But whether folks show up from term to term doesn’t take away from the platform the site and assignments allow Gleneagle music students to document … Continue reading →
While I’ve been out of the #tiegrad loop with the FitBit frenzy, I am a devotee to employing a good bit of technology in my own fitness regime of late, and wanted to collect a few thoughts on how the phenomenon relates to digital storytelling and learning.
Having received a Garmin GPS watch for my birthday, I’ve been cataloguing and measuring my runs, cycle commutes, and other workouts for almost a year, something of a surprising development at this stage in my athletic life, I have to say. Without getting back into a story that’s been rehashed in bits and pieces on my blog in recent years, once upon a time I went away to university on a running scholarship. However (as I delve into in greater detail in this … Continue reading →
In addition to more critical efforts to conduct inquiries into history as it intersects with our present landscape, the TALONS class has come to embrace dramatic efforts to enact and recreate history in their social(s) learning. Whether engaging in a mock trial of King Charles II, or making impassioned speeches as characters in the French Revolution, such theatrical turns have traditionally made for memorable classroom moments.
A few years ago, a group of TALONS grade tens approached me to see if they could ‘pitch’ a unit plan for our upcoming French Revolution study: in blog posts and classroom activities, members of the class would each adopt a character from the revolutionary period, and strive to realize and represent diverse perspectives on events in 18th century France.
While the song is a few years old, I have elected to focus more on performing this semester, and have looked to present the tension in the song between the somber second verse and more jubilant ending. This involves establishing the song’s structure in the first two verses, which lead to transitional pre-choruses and full choruses, and then turning the corner into the final chorus / coda, gaining momentum and hopefully voices in a singalong ending.
And then Scott’ll come home / and the dogs’ll come home / and we’ll all be at home / and if Lindsay ever leaves she’ll still come home
In my recorded performance, I am not quite into the physical performance of the song; the guitar I had handy didn’t have a strap to facilitate standing. But I have managed to employ my rhythm playing in such a way that lets the storytelling in the vocals become clearly imagined by the audience.