Day 90 (of 184) mini-edcamp part deux
Our school districts second ‘mini-edcamp’ was held today. Mini as it was being held after school and to make sure everyone gets family time (and it can’t miss my boys 12th birthday celebration!) it is limited to ‘a’ session time. Though the number of discussions and topics are (of course) set by the participants!
For the second time, the magic of the edcamp came out in the power of the group. Individual questions, thoughts, passions, knowledge are all able to be shared with the removal of ‘titles’. Once again it didn’t matter how many years experience someone had, nor did it matter if they were focused on kindergarten or graduation. What did matter was a common interest in discussing relevant topics in education.
The toughest part was how tired everybody was. For some reason, the reason for ‘another meeting’ (as one secretary referred to it) seemed tough. But those of us who had been to the first session knew that this ‘meeting’ had a key side effect: it would re-energized us. And it did.
Three sessions were able to break out including discussions about eportfolios, and more importantly (selfishly) were some questions that came out of the discussion. While our school explores the use of using eportfolios to ‘communicate student learning’ in lieu of report cards which ‘report student achievement’, questions about privacy and sharing were very important to hear. Or as I said, there are 10 great thinkers thinking about this at our school, but more is better.
The other sessions (which I was unable to be at) also concluded with ‘high energy’. Talking about Student Advisory led into a few other sub-conversations about graduation transitions and (ironically) how portfolio assessment may/will influence what happens ‘at higher grades’. The third group was looking at social media and its influence on education pedagogy.
Which all cumulated with the decision to host another mini-edcamp prior to spring break. I’m already making a connection to a tweet from one of my ‘go-to-experts’ at the University of Victoria (@_valeriei) who was asking about the role of traditional practice lesson plans is to teacher-candidates/pre-service students as we start to enter the era of the #bcedplan and the ability to ‘play’ with learning outcomes – specifically how do you create a lesson plan if you are taking on something like #geniushour or Sugata Mitra’s SOLE (Self Organized Learning Environment). I think we have an ‘anchoring subject’ to launch the 3rd Mini Edcamp for #83lea