“Every man moves on,” says my father quietly, and I think he speaks of Santa Claus, “but there is no need to grieve. He leaves good things behind.” From Alistair Macleod’s “To Everything There is a Season“ At certain times in life, there is too much to rightly say – too much felt, experienced, too […]Read more "On other new beginnings and other new beginnings’ ends…"
Democracy depends on the negotiation of common ground I’ve spent most of my life as a connector. I’ve always been something of a bridge-builder. Someone who can ‘see both sides’ (sometimes to a fault). I’m forgiving, even when I might vehemently disagree with someone, and am generally able to admit that my way of perceiving […]Read more "On Reconciling Epistemic Enclosures"
As a sort of follow-up to my last post, I wanted to share some responses I had for a few questions one of the TALONS asked me as part of his own In-Depth Study Research. 1. How long have you been playing the guitar? About thirteen years… I think. 2.At what age did you first […]Read more "On Playing Guitar"
In a facilitator’s guide for Collaborative Inquiry for Educators, Jenni Donohoo presents the formation of professional learning communities as a means of addressing “adaptive challenges,” or those “for which the necessary knowledge to solve the problem do not yet exist” (Vander Ark, 2006 p 10). Many aspects of professional development seeks to approach these types […]Read more "Why Collaborative Inquiry?"
Following the acrimony of our recent job action in BC schools, I’m inclined to take stock of what may be considered ‘wins’ in an otherwise defeating series of events. Having seen the government come to the terms that it did in the end, it’s hard not to feel that the major motivation Peter Fassbender and Christy […]Read more "Professional Autonomy and Development"
Now making my third pass at the philosophy 12 course, I have approached this year’s unit on Metaphysics as an opportunity to crystalize the course methods as an expression of the values underpinning it. I’ve learned in the past two years that to embrace a constructivist view of epistemology presents the idea of course design as a […]Read more "Learning and Metaphysics"
Unfortunately, I didn’t manage to hook up with the CUEBC conference organizers in time to access the bypass on the wifi/landline connection that was preventing our session broadcast from going out live on the air. But the hardy souls who joined me to discuss distributed web radio took the challenge in stride and still managed […]Read more "(Recorded) Live at #CUEBC!"
EDCI335 Final Design from Bryan Jackson on Vimeo. You can read the full PDF of the paper here. Background Drawing identified-gifted learners from the Coquitlam School District, Gleneagle Secondary School’s TALONS (The Academy of Learning for Gifted Notable Students) Program offers Ministry-identified gifted learners interdisciplinary core curriculum (Social Studies, English, Math, and Science for grades […]Read more "EDCI 335: Final Design Project"
EDCI 335 Challenge 10: What are the strengths/affordances of the technology or learning environment you have chosen for your learning design that will promote or facilitate learning? In preparing the TALONS socials units this semester, I have sought to align aspects of technology, assessment and unit planning within larger values of emergent epistemology and citizenship learning. By bringing these […]Read more "Digital Environments, Emergent Knowledge & Citizenship Learning"
This semester’s Socials 9 curriculum was conceived with an intention to cultivate critical literacy, which I have come to define more and more as an ability to develop a praxis of reflection and action to continually discover and define meaning in an increasingly complex system. In learning from curricula, relationships or experience, individuals and societies […]Read more "Assessment for Critical Literacy"