This is my interview with Jon Burgmann @jonburgmann at FlipCon Australia after he spent some time in my class looking at the ways technology and flipped learning have been used to enhance the students learning.
Sitting travelling at 307km an hour travelling from Beijing
to Suzhou for 5 hours with a group of 80 gives me time to reflect on some of
the engineering, architectural, fashion and acrobatic feats of China. This trip
our group have been give the privilege of walking on the Great Wall, cruising
through the canals of Suzhou and riding on the high speed train. What I have
noticed is all of these engineering marvels were completed with amazing
efficiency, are structurally sound and have aesthetic appeal. Our tour guides
said this is because of the time taken to plan and execute, taking into
consideration the natural beauty of the region and working with it. They
suggested the public only sees the rate in which something is built; however,
highlighted that it took long term vision to create something that was
radically new for their culture. This idea resounds with me! As educational change agents and leaders we need to see the
budding talent encompassed within our students and support them…
It is just a little under two weeks since the Google Certified Innovators Sydney 2017 cohort graduated. In this time I have had pockets of time to reflect and gather my thoughts about the program and how it has affected my project.
When I set out I had the plan to create a personalised learning pathway that would engage students in meaningful learning. Though the desired goal has not changed the academy, coaches and peer's have challenged me to think of ways to bring this to pass and obstacles to look out for. They have encouraged the mindset of "thinking big but starting small" by being critical friends. Colleagues and team mates I can constantly come back to and think tank with.
This shared experience has broadened my perspective and connection to a world of educators who are making a real difference in the lives of their learning communities.
During the academy, we had the time and space to look at our personal projects through the lens of design thinking set forth by …
Practical Implications: Darling-Hammond (1995) found that teacher leadership is importantly associated to teacher scholarship and professional growth. She identified that leadership can be encapsulated in the tasks that everyday teachers do so that it does not create artificial, formal hierarchies. With this belief, it is suggested that teacher leadership can create more agile frameworks for leadership to be operated through. As the organisation has the flexibility and capacity to meet the requirements of their individual students in a differentiated and impressionable way. Ng (2006) supported the notion that teacher leadership can contribute to school revitalization. This was created by a mixture of methods including time and space, to work, reflect, and learn together, a common planning time had given teachers to intentionally focus on school improvement. As the personal, interpersonal and organisational skills and capacity enlarged the climate for school revitalization became eviden…