“The role of a creative leader is not to have all the ideas; it’s to create a culture where everyone can have ideas and feel that they’re valued.” – Ken Robinson
Greetings reader! Here begin the records of a journey. In some ways this is really just to be one part of a journey which has already begun. I have found my love for teaching progressively since when I was the age of my students; that has been quite a journey already. This part of my journey is what will bring me, soon enough into the system, the schools, the classrooms in which deep thinkers and problem solvers are cultivated. Now starts my year with Get Real! Science.
While this begins my time of preparation as a student teacher, I have been studying education theory for a year. For this reason, our discussions have felt both familiar and excitingly new. My year of courses has investigated inclusion, socially just pedagogy, critical literacy, new literacies, policy, and so much more, but now for the first time I am applying these concepts specifically to science. This realization makes me value the past year just as much as it makes me excited for the coming one. Which brings us to this coming year which will be reflected upon on this – My Blog.
This is my first time writing a blog, and for that matter, the first time writing any form of serial personal reflection. Science always came naturally to me, in part, because it allowed me to be immersively observant of my surroundings – the world around me. This was a natural love of mine. Looking inward was not. The outward world was the world of five senses, of green trees, of rippling waters, of radiant stained glass windows. Inward was just… well… me. Not nearly as interesting as science, right! Right? So this blog starts my attempt to get deep; for how am I supposed to truly appreciate and understand science and inquiry growing in the minds of my students if I don’t look into my own thoughts, my own passion and dissonance.
With that goal set, here we go!
As someone who never appreciated expressing myself in the written word (though I tried a couple times) this blogging stuff is pretty fascinating. When it first became popular I honestly didn’t see the appeal. Some of us (myself included) are more comfortable with speaking. Some are more comfortable writing an email. But when comparing speaking and writing, nothing beats the permanence of writing. Especially in this new era. I can return to this page, and here my thoughts will be; siphoned off to be played with later. Beyond that, the scope of reach online is beyond what I can really comprehend. This will be here, accessible for my friends in Japan and Germany, and complete strangers from Armenia to Zambia. It is clear why blogging survived; what is not clear is how I ever saw it as anything but fascinating.
We read an article by Alison Sawmiller this week about blogging and science education. (momentary step back to note how blatantly meta blogging about blogging is…) She put into perspective the value of this sort of communication. Not only is this platform good for recording, sharing, and discussing ideas; it has the potential to inject relevance into student’s work. Through the internet, critical literacy has a whole new dimension, in which students have access, AND their own content is accessible. Selective use of the internet makes collaboration easier (and more realistic), and “expands the walls of the classroom”. This idea particularly caught my attention. I have often thought it as a goal of education in the long run to remove those walls entirely, making the classroom less distinct from the outside world. But, I feel Sawmiller makes a good point. Use of the internet as a network to spread learning to other environments will accomplish the ultimate goal in my mind. For that goal is to make every place a place of potential learning for my students. Access will get us there, for where new knowledge and discourse are possibilities, learning is at our fingertips.
Sawmiller, W. (2010). Classroom blogging: What is the role in science learning? The Clearing House, 83(2), 44-48.