So I have been playing around with this image – as a way to illustrate the nature of teacher guidance in inquiry – and our quest to nurture agency through it. I see it a little like a sound engineer’s mixing desk. For most of us, the tendency can be to raise our level of guidance too high and too soon and for too long. Practising the techniques of releasing responsibility, allowing some struggle, observing and listening, slowing down, waiting and explaining at the point of need means we learn to step in less frequently and with less ‘volume’ than we may have thought necessary.
I’m grateful for the advent of the web and social media by providing me with a voice. I’ve been able to publish many ideas over that last 12 years that previously would have only lived in my head. Through that publishing, I’ve been able to think through some things and had the benefit of others to add their thoughts as well. However, as much as this has democratized knowledge, it has also diluted the importance of expertise. The barriers of the previous publishing world lacked the ability to include all voices but it did help identify expertise. As adults and educators, I think we have to work harder to identify the smart people and allow their ideas to be heard over the din of social media. Expertise is not found in followers but on the quality and evidence of ideas that have proven the test of time.
How might learner-ownership increase if I approach this from a learning-savvy standpoint (instead of trying to be tech-savvy)?
Am I depriving others the opportunity to learn through failure by inserting my voice too early in a project?
How am I prioritizing the learner and process over the product and connectivity in tech-based work?
When learners are connecting in a digital sense, to what degree does the work (e.g. dialogue and learning) reflect their ideas, questions, and interests?
Someone who has inspired my thinking has been @largerama, who said: “it has to be student action … not voice. I prefer to label it as having students active in integrating tech”
The grade game is a big thing. Throughout the year every teacher and student will play it. This year we changed the game, and we changed our classroom. I was able to get feedback all the time. I was able to use technology. I learned to self-assess. I had time to revise and check my work which made my writing better. Because I showed evidence of growth and learning, I became a B student.