Bookmarked Interviewing My Domain – Mind on Fire (mindonfire.us)
Having your own domain needs to spring from your own desires: as a way to talk back to the world; as a way to talk to yourself while allowing others to listen in; as a way to document your passage through this all-too-brief passage of light that is your life.
Sandy, I really like your point about understanding what you are doing. I often feel the same way too. The more I do, opening various doors, the more I realise I don’t know. I guess the reality is that the sky is the limit when it is a space of your own.

Thank you for sharing.

Replied to Flânographie? by Ian Guest (Marginal Notes)
The mobility of the flanographer traces out pathways of experience. Observation, ongoing sense-making and mapping during the course of these perambulations are manifest in each of the three phases – data collection, analysis and presentation. It’s about following and making interconnections and associations. The flâneur’s sensibility means applying the same strategy consistently across the study.
It feels like flânography and assemblages go together?
Bookmarked Building a Coaching Culture | It's About Learning by Cameron Paterson (learningshore.edublogs.org)
One of the key learnings from educational research over recent years is that it is simply not possible to measure the quality of teaching the way people want to. Measurement is a comfort blanket but most of the measurement is meaningless. Coaching is our way of promoting a culture of trust, instead of an audit and micromanagement culture.
In Cameron Paterson’s notes from a staff presentation he outlines the many benefits of coaching and how it differs from a managerial approach.
Bookmarked In These Divided Times by Pernille Ripp (Pernille Ripp)

So look at the power of the tools you have at your disposal.  Look at what you can do with a camera. With a computer. With your voice and your connections.  Look at whose voices are missing in your classroom. Look at who your students need to meet so that they can change their ideas of others.   

We say we teach all children, but do we teach all stories?  Do we teach the whole truth, and nothing but the truth, or just the sanitized version that will not ruffle any feathers?  I can choose to bring others into our classrooms so that their stories are told by them. I can choose to model what it means to question my own assumptions and correct my own wrongs.

I really like Ripp’s point that we need to consider how we use technology, it just makes me wonder what play technology can play in silencing voices? Whether it be the labeling of gorillas or the normalisation of whiteness by camera flashes and filters, it feels that speaking ones voice is easier for some than others for a range of reasons.
Bookmarked Designer batsman: The making of Matt the Bat (cricket.com.au)
The creation of 'Matt Renshaw, Test opener' has been a deliberate, decade-long project. Through it all, his love for the game - and his relationship with his dad - has never wavered.
This is an interesting read from the perspective of a growth mindset and coaching. It is a great insight into the reality that ‘it takes a village’. It can be easy to see the ‘talent’ and overlook the years of time and support before that moment.

Ian recognised Matt had talent that exceeded his own. Finding ways to nurture it became a sort of education for him as a father and a coach. “I learnt very early that it’s his game,” he says. “He sees the world very differently to what I do, which is a very good thing because he’s a better player than I was. There’s a tendency early on to go (as a coach), ‘You can’t do that’, because of your limitations. “You have to say, ‘Here are the options – this is what could happen’, and then let him go and explore. Then he works it out for himself. But it’s about that exploration.”

Bookmarked How to Run A Teacher Innovation Pitch At Your School (A.J. JULIANI)

The four questions I keep coming back to again and again when thinking about how to grow a culture of innovation are:


What do we allow for?

What do we make time for?

What do we support?

What do we celebrate and measure?

This comes back to ideas associated with distributed leadership and disciplined collaboration.
Bookmarked Learning in and with Nature: The Pedagogy of Place by Diane Kashin (Technology Rich Inquiry Based Research)
From the beach as place to the forest as place, what is important is the meaning making. Cumming and Nash (2015) discovered that not only do children develop a sense of place from their experiences learning in the forest, they also form an emotional attachment to place that contributes to place meaning. Place meaning can help to explain why people may be drawn to particular places. Place meaning helps to support the development of place identity, and to promote a sense of belonging. I am grateful for the opportunity this summer to experience the beach and the forest. It is my hope that children will be given the gifts of these places too.
Diane Kashin discusses her interest in nature as a space to learn and play. She shares the story of collecting beach glass on the shores of Lake Huron. This reminds me of Alan Levine’s reflection on ‘106‘ and Amy Burvall’s focus on looking down. Kashin’s story of collecting that which was once rubbish reminds me of Shaun Tan’s picture book The Lost Thing. Actually, most of his books can be appreciated as noticing space, place and belonging.