Posts Tagged engagement
Last week I had the good fortune to hear Professor Diana Masny speak about her Deleuzian approach to researching multiliteracies theory (which she referred to as ‘MLT’). Masny is from Ottowa, Canada, and is an adjunct prof at QUT.
In this presentation I was returned to the idea of ‘the rhizome’, something that had interested me when I encountered the work of Deleuze and Guattari. The idea behind looking at things rhizomatically is that we can stop focussing on binary oppositions, or organising concepts into ordered taxonomies and such. Instead, rhizomatic analysis involves looking at things and ideas spread/propagate…and at where new possibilities ‘shoot off’ out of of what already exists.
This talk by Masny was interesting for a number of reasons to do with designing research methodology, as well as considering MLT from new angles. One thing that inspired me was the way that her presentation was organised around ‘entry points’ to her own topic as a rhizomatic collection of findings. This is in contrast to a presentation that tries to summarise ‘key findings’ or ‘ways forward’. Seeing as I most often use my blog to reflect on ‘findings’ and ‘planning’, I thought it might make a nice change to adopt Masny’s (after Deleuze’s) approach of exploring the ‘entry points’ into my practice so far this semester…
ENTRY POINT: Attendance
At QUT we have a policy that attendance is not to be counted in any way toward assessment, and that students choosing to catch up on their study from home are to be supported in that choice. I have heard some lecturers complain about this – they think students would learn better if they turned up to all the classes, and wish the university would enforce this. Most of us, however, respect the purpose of this arrangement, which is to provide flexible study options for the grown-up human beings that are our ‘students’, and cater for a range of learning styles. Personally I find it very motivating, as it forces me to think about HOW I can make my lessons “worth coming to”!
I’m really happy with the attendance rate in my classes at the moment. Out of the 110 students I have studying on campus, almost 100% turned up in Week one, and the students that were away mostly emailed in their apologies. In Week 2, attendance in tutorials and the lecture was down to about 85%, which is to be expected. What I am eager to see is that 85% attendance rate maintained for the rest of the 9-week semester, rather than drop of over time to 20-50%, as other lecturers often report. I’m pleased to say that in the past few years here, I haven’t noticed the same kind of drop of, and I like to think this reflects the usefulness of my classes.
ENTRY POINT: Engagement
As always it has been a slow start on Twitter…but as always, there are several students ‘coming around’ to the tool already and engaging with informal peer tutoring as well. Once again, I am glad I chose to persevere with introducing students to an unfamiliar (and for many of them, unloved) social media tool.
I had a really great out-of-context engagement moment as well last week, on Pinterest. I use Pinterest among other things to collect useful resources for English teachers, and one day I saw a collage about English teaching and ‘re-pinned it’ to my board. I thought (and commented) ‘wow…this is just like an activity I do in class!’. Then I realised that I was following one of my students already, and that it was her! Funniest bit was though, she had been following me too without realising who I was, or making any connection to out uni lives. Good times!
There has been a growth in socia media profiles and ‘chats’ that I can now connect my students to, and the most important of these is the #ozengchat that takes place on Twitter on Tuesday nights. Feeling like they are engaging with ‘real teachers’ seems to be helping with motivation in the class, but at the moment that’s just my anecdotal take on the situation.
ENTRY POINT: Assessment
In my class students undertake THREE assessment tasks:
- Personal essay on teaching philosophy and resource analysis (individual, 30%)
- Lessons plans for a junior English class (in pairs, 40%)
- Portfolio of completed learning ‘challenge tasks’ (individual, 30%)
What I like about what I have achieved with this set of assessments is that there is a balance of individual and group work, that there is a variety of tasks, and that no task is worth more that 40%.
At this point I’ll put myself out there to say I am disappointed to see how many uni coordinators choose to use just TWO assessment piece in their own classes. This is not good practice imo! Having less assignments does mean a smaller marking load for the lecturer, and less due dates for the student, but at what cost?
I really do believe that students in uni should not have assessments that are worth 50% or over, as this is too high-stakes to promote good learning. To do this, you must have more than two assessments for a unit in a semester.
FINAL WORDS: The CLB018 ‘assemblage’
In the theory of Deleuze and Guattari, the context of my CLB018 class provides an assemblage of bodies and things that can produce any number of effects. I hoe to keep reporting throughout the semester on the effects (and affects) of our assemblage!
In the meantime, any comments on these POINTS OF ENTRY are most welcome.
Are you a teacher? An English teacher, perhaps? Trying to find where the good chats are on Twitter? Look no further! Start by searching for these three English-curriculum-related hashtags and you’ll be on your way to finding and conversing with other teachers just like you!
If you search for this hashtag on Tuesday nights, you’ll find Australian English teachers talking about their craft, ideas and resources.
The #ozengchat group also has a page on Edmodo, which is where voting for the weekly topic takes place (a group code for Edmodo can be obtained by tweeting @vivimat78). Vivian, who convenes the chat, also collects our chat tweets in a weekly online storyline using ‘Storify’.
#ozengchat officially takes place on Tuesday from 8.30pm – 9.30pm, Australian EDST (i.e. GMT +11)
As well as a special hashtag for Australian folk, there is also a more general #engchat hashtag that is coordinated for a more global chat.
Currently the #engchat tag seems to be heavily used by teachers in the US – as a result you can see some interesting discussion taking place there now about the implementation of ‘Common Core Standards’ across their states. And of course also a lot of resources being shared that we otherwise might not stumble across through our own local networks!
#engchat takes place at 7pm in the States (EST) every Monday, which is 10am – 12pm on Tuesdays in Australia (Eastern time).
You can follow the #literacies hashtag on the 1st and 3rd Thursday every month. The convenors are based in the US, so the chat happens on Thursday night for them, which is Friday lunch-time in Australia.
This chat is supported by a very up-to-date and informative blog, where a record is kept of the chats and upcoming topics.
The #literacies tag can be added to your tweets at any time, but Friday 12pm – 1pm (Eastern time) is when you’ll see it live in Australia (i.e. Thursday night 8-9pm in the US).
A tip for non-tweeters:
If you want to check out these tags, but don’t really want to get involved in Twitter or create your own account, never fear!
You can search for these tags any time by going to the Twitter homepage and typing the hashtag (complete with its ‘#’ at the start) into the search bubble. You will need to make your own account to reply with your own tweets, but until then there’s no harm in lurking and learning from afar
I just came across this excellent 10 minute clip from the RSA Animate series. It was put up in 2010 and has had over 9.6 million views on YouTube, so some of you may have seen it the first time around. The clip is called Drive: The surprising truth about what motivates us, and is an animation of a talk by Dan Pink.
I’ll be adding this clip to my English Curriculum Studies reading list next semester – a way to link with my students’ other studies in ed. psych.
I’ll also be making a bigger effort to bring in those concepts – mastery, purpose and self-direction – to explain the pedagogical strategies involved in project-based, play-based, inquiry-based and challenge-based learning. I’d be grateful for any insights about this that you folks care to drop as a comment here!
Enjoy the clip!
- AATE ACARA ALEA AOS assessment Auslit australian_curriculum belonging blended_learning blog blogging blogs books CLB_018 creativewriting critical_literacy current affairs curriculum debating DigitalEducationRevolution digital storytelling digital_literacy edublogs english equity ETA facebook film filtering GaTe GBL Gonski HSC laptops4learning leadership learning literacy literature media meme multimodal MySchool NAPLAN narrative ning NSWDET online tools PBL pedagogy PhD PLN poetry professional_development red room company school slideshare social media stage 5 Stage 6 TeachMeet technology technology leadership team TEDtalks thesis transliteracy triplej twilight twitter videogames web2.0 wiki wikis writing year 9 youtube
- November 2013
- October 2013
- September 2013
- August 2013
- July 2013
- June 2013
- March 2013
- February 2013
- January 2013
- December 2012
- November 2012
- October 2012
- September 2012
- August 2012
- July 2012
- June 2012
- May 2012
- April 2012
- March 2012
- January 2012
- December 2011
- November 2011
- October 2011
- September 2011
- August 2011
- July 2011
- June 2011
- May 2011
- April 2011
- March 2011
- February 2011
- January 2011
- December 2010
- November 2010
- October 2010
- September 2010
- August 2010
- July 2010
- June 2010
- May 2010
- April 2010
- March 2010
- February 2010
- January 2010
- December 2009
- November 2009
- October 2009
- September 2009
- August 2009
- July 2009
- June 2009
- May 2009
- April 2009
- March 2009
- February 2009
- January 2009
- December 2008
- November 2008
- October 2008
- September 2008
- August 2008
- July 2008
- June 2008
DisclaimerThe views expressed at this site are my own and do not necessarily represent those of my employer.