Education of the Imagination

… according to me

LiD Chapter 3, Objections and Responses – example 2

Objections and Responses

In this section I found it interesting how the person that was commenting about the process brought up the notion of choice, and it should be up to the student. At first I agreed with him thinking that that is how you get engagement from students and buy in to the whole idea. However, I know that with my students they will choose a topic that they find comfortable and something they already know something about. I agree with Egan that if the student is challenged to look at something they are unfamiliar with, they will look more creatively at it.

When I have done LiD in my classroom I challenge the students to find a connection to their own passions and wonders and linking them to their topic. I explain to my students this is the key to school and life. if you are able to connect subjects or topics in school to things you enjoy then it will not feel like work. I give an example of making my chores as a child into a game. For example vacuuming how fast can I do it and can I beat it the next time.

I did not see the relevance in the persons objection to the topics covering science and math, I feel the real strength in the topics is in the connection to what you are interested in, and that could connect it to PE and the arts.

I liked how Egan backed up his thoughts with the Kirkpatrick 1918 Project Method and the idea of choice.

Video Notes – Community: Structure of Belonging 3 parts(YouTube), and some other Readings

At first when I watched the video I thought how is this going to help me with my Field Study? My question is “Can I build community, and set a foundation for an interdisciplinary, reflective classroom using a large scale September project? With sub-questions; How can I build community in my classroom in September and maintain it over the year? How can I use project based learning to influence community in my classroom?

Community: Structure of Belonging with Peter Block, 3 parts (YouTube)

Look to the Mountain, An Ecology of Indigenous Education – Gegory Cajete PH.D

Coding – trying something new

I remember reading about a new coding website for students and I have been wanting to try it, but I have been so busy. Well tonight I gave it a try and it is fantastic! it is called “”. It has a silly story and makes a game of teaching you how to code. The first lesson just shows you how to use typing and text to change pathways for your character to travel. It is a entertaining way for student to have an introduction to coding. I was thinking of using this as part of my lesson for the assessment project.

Reading- Inside The Black Box

I starts out as looking at assessment, and discusses the fairness on teachers. This article has an American connection and differs from what is happening in Canada and BC all the way down to Surrey. The article goes into a discussion about how formative assessment works and can improve standards. Formative assessment tends to help low achievers better also.

Trying to fit the Hacking Assessment book into my practice

I spent my spring break reading all the books and papers I wanted to read during the year into two weeks. One book I was meaning to read was Hacking Assessment by Star Sackstien, it looks at his struggles of moving away from letter grades and traditional assessment to an more open and formative way of working with his students to guide them through their learning. I was intrigued how his findings were similar to what I was trying and doing this year in my classroom. I also felt as if what he was explaining and describing was the only way I could see it working with my field study, and the way I had planned my year in my classroom. I had tried to not use letter grades before but I was missing ways for students to have motivation, and honestly I was not sure if I believed it was going to work. This year having e-portfolios like Freshgrade  has helped as well as having other staff that formed a community that I could bounce my ideas, findings and struggles with.

I continue to have a struggle still with communicating to parents the advantages of no using letter grades. I know that it is the right direction to go, but it is what they are use to. I am going to keep looking for ways to explain this better to parents and students. I am about half way through the book and will continue reading it and reflect again on what I learn.

Reflection -The reflective educator’s guide to classroom research.

dataThe article  Dana, N. F., & Yendol-Hoppey, D. (2009). (Chapters 4). The reflective educator’s guide to classroom research had a lot information I already knew, but there were details and things I did not think of. It was similar to the process of doing art. I was thinking that the research was going to be the most detailed part of the project, but I think collecting the data will be the most time consuming. Field notes will need to be part of a routine. I think falling into a method of collecting will be better than most years because of the changes in reporting student learning. I will be using FreshGrade this year in my class so this will enable me to have data already and will fit nicely into the reporting I will already have in place.

The areas of data collection that I will need to do more of is critical friend and know when to stop collecting data-science4data. These two items will be a challenge for me. I feel I will loose track of following up with my critical friend, and will need to work on asking questions, and not just trying to do it on my own. The other area I know I will need to work on is when to stop collecting data. I tend to get into a loop and want more and more information as I have more questions. I feel this will slow me down and I need to be aware of this as I am working so I can recognize it and work on it as I do my inquiry.

IERG Conference 2015 – SFU

July 2nd and 3rd.

Some notes from the conference. Some are not completed, and I lost one from when my iPad crashed. Also I went to a couple of workshops that I did not take notes.

Her is a list of the workshops I went to:

Keynote – Bob and Sheri Dunton

July 2 Keynote

Anne Chodakowski – An introduction to Imaginative Education

This is the one I lost 😦

David Futter – BC ED Plan And IE: Opportunities And Challenges

July-2 BC EdPlan
July-2 BC EdPlan

John Ames – Narrating Affect: Mitigating Learning Differences Through Aesthetic Experiences

July 2 -Narrating Affect
July 2 -Narrating Affect

Keynote July 3- Annabella Cant

July 3 - Keynote
July 3 – Keynote

Imaginative Mini Lesson – Christa Rawlings, Exponents and really big numbers – Jim Davis, Teaching Evolution As A theory using philosophic understanding.

No notes…

Monica G Pelayo – Imagine, Create, And  Construct Knowledge.

No Notes … ( I had hard time understanding this talk)

Dan Laitch & Annabella Cant – Implementing Learning in Depth: Mulch-Site Case study.

Implementing LiD
July 3- Implementing LiD

Ponder: What is the imagination? What is the imagination’s role in learning?

What Is Imagination?

  • Something from nothing,
  • Thinking what is possible,
  • What if …

I have been pondering this for about a week now and just as I am about to write something down I think of something else or another point I want to make. I believe at this moment imagination for me is when I create something from just a thought that is influenced from my surroundings, and question it until it’s exhausted.

What is the imagination’s role in learning?

  • To spark creativity,
  • To get students to wonder, and engage in critical thinking,
  • To get students out of their comfort zone,

This question is even harder. I have had difficulty with this, because it is what I ask myself each new school year. I think this looks different each year and changes with each class.

At this moment  I think it’s role is to help get students thinking outside the norms and to go beyond traditional thinking for each person; endless ” What Ifs? and Whys?”. Imagination’s role should make learning confusing and fun at the same time. There are wrong answers, but they help move the thoughts to the next one. external and internal influences change and so do our questions.

Often I will model to my student my thinking when I am trying to imagine. I stand up in the class and link my random thoughts together creating a flurry of ideas that could or could not go together but I don’t care I just keep going. Students laugh but they get it. I t is almost like giving them permission to play again.


July 7 – ponder

imagination’s definition has changed for me today, or should I say it has shifted slightly from what we discussed in class and from what I have discovered in some of the videos. I guess in all the learning up to this point.

I realized That imagination needs to be about a specific thing and be effective as well be unusual. This make me think of my own process of how I use imagination.

It usually start with an idea and then I try to answer my own questions I have about it and how I can dive deeper into my thoughts about it. It is a form of brainstorming, but it helps me focus in on the purpose of that idea.

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