My story...

As the semester winds down, it is important to reflect on the journey that has brought us to this point. This blog is my first form of a personal learning network (PLN) and as I venture out into the real teaching world, I am certain that it won’t be my last. PLN’s are an effective tool for teachers to evaluate their planning, instruction and assessments, see what other teachers and classrooms are engaged in, and share experiences of deep student learning (Drake, Reid & Kolohon, 2012). Reflection has been an integral part of this entire blog process and is undoubtedly a component of professional growth. It is through these types of practices that we construct and re-construct our own teacher identities and consider what it means to us to be an educator.  

However, the concept of being a reflective practitioner is only one aspect of the characterization of a 21^st century teacher. The framework for 21^st century educators includes welcoming technology into the classroom, approaching education from a new story pedagogical perspective that values deep learning and practices such as passion-based learning, and realizing their potential as agents of change (Drake, Reid & Kolohon, 2012). For this blog, I discovered an educator that personifies what it means to be a 21^st century teacher.

Meet Brian Crosby.

Brian incorporates technology into his classroom by writing a blog, having his students write blogs, posting student work on his classroom website and provides instructional teaching videos for fellow teachers and students alike. Did I mention he has been teaching for over 30 years? Talk about adapting to the next generation of learners.

Furthermore, Brian is a firm believer of the benefits and effectiveness of project based learning. As a facilitator of STEM (Science, Technology, Engineering, Math) education, Brian engages students in real-world undertakings that develop 21^st century skills such as problem-solving, critical thinking and creativity. Want to learn how to design and race a tissue paper balloon? How about investigating and developing various mechanisms for humans to live on mars? OK, so maybe that second one is not so “real-world”, but it’s still awesome! These are just a few of the projects that have captivated Brian’s students.

Lastly, Brian promotes the importance of teachers and students as activists by linking student projects to public community service, allowing students to find greater meaning in their learning and emphasizing the BE within the KDB curriculum model (Drake, Reid & Kolohon, 2012). Whether students are creating advertising campaigns for non-profitable organizations or designing a website for the local animal park, Brian’s students are impacting their community through the process of developing life-long learners.

Overall, it is evident that Brian aligns his teaching practices with his true values regarding education, the purpose of schooling and the positive implications of hands-on, student-directed learning.  

Please check out Brian’s appropriately titled blog Learning is Messy, here: 

http://learningismessy.com/blog/

This is Brian’s story. Now, what about my own educational experiences this semester?

I’ve participated in Genius Hour, survived a Popsicle stick quiz, contributed to a research study on integrated curriculum, and dove head first into the exiting world of curriculum documents. Along the way I’ve had the opportunity to discuss my learning with my colleagues and would encourage any prospective teachers to do the same. All that remains is to endure the grueling grind that is the end-of-term assignments and final examinations. That is, until the next chapter of my educational career.

I realize that I lack the experience of an innovative teacher like Brian Crosby, but my journey so far forms an essential fragment of the pathway to my commitment to a lifetime of learning.  The knowledge I’ve acquired, the tools I’ve discovered, and the values I’ve instilled, all contribute to my teaching identity. They tell my story.

And for now, this is the end of my story…but it’s really just the beginning.

References:

Drake, S.M. & Reid, J.L. & Kolohon, W. (2014). Interweaving curriculum and classroom assessment: Engaging the 21 Century Learner. Toronto, ON: Oxford University Press.