Thursday, 5 February 2015

When Frustrations Hit, What Really Matters

Documenting one class' approach to creating online courses for students by students...
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Things had been going well in the research phase of our online courses with the kids really getting into taking notes and using lots of good sources of information. Today we began working on putting the content online and today was the first day I felt we were going nowhere. In an hour and a half of working on it, I began to doubt this idea of students creating their own online course. I doubted my kids but in reality, I was doubting myself. 

With all that my students had done this year in terms of student voice, I thought this was the next step and when I wasn't seeing their research translate onto their sites today, I didn't think it was going to work. I thought this wasn't the right approach and my students might not even be fully understanding the content. The question of 'Do I just abandon this project?' kept playing over and over and over in my head. It was heartbreaking to think this idea might not be working the way 'I' want it to. 

Before I headed off to my dodgeball CCA today, I had a brief conversation with my teammate who followed up with an email full of support and suggestions of how I could reroute if I had to. Still then, I wasn't sure to jump ship or stay on course and plough ahead. 

It had been a frustrating afternoon, to say the least. But when I sat down at my computer tonight to look through a bit of the student's work, something kind of changed. I read through a few of my students' weekly emails to me. Every single email mentioned the project and how much fun they were having. They were thrilled to be building a site and working as a team. Every slide on the weekly reflection presentation to parents had a comment about how excited they were about the project or that they wanted to do more of it or how much they were learning or how much fun they were having. 

Maybe it's not quite going the way I had expected. Maybe it won't really work out in the end. Maybe I can change it up a bit and figure out a slightly different approach. But does it matter if they don't learn every single fact about ecosystems in the next 4 weeks? Maybe not. Today I had students searching for images that had permission to be reused and modified instead of just any pictures. I had students helping students and trying new strategies for presenting their work. I had students wanting to find out information about things that interested them within a broader topic and paraphrasing notes. Those are skills that will last beyond the unit and end of the day. 

When it comes down to it, it's not all about the content, maybe all that really matters is that my students are excited to be there and they are having fun. 


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