Working through the third module of my Ampeduca course has focused and prompted me to connect dots between: pre-before, to why-before….all the way to after.. and eventually ‘now what’ which I see if coming up in module six (the reciprocation cycle of blogging.)
Karl Fish’s post Just Write Poorly. In Public. Every Day discussing teg purpose of just writing. Writing to write. I always shied away from writing…I was always told my writing was poor and in university was given harsh criticism over my style and properly, or (improperly) use and choice of diction. I thought I was developing my style; however, within the conforms of my Foundation Year, I did not fall into the box of a proper writing style.
It really wasn’t until this fall, where I really began writing again. My writing for myself and (yes, very nervous) for others. No more professors criticizing my every synonym and wildly creative use of adjectives, but for others, just like me, to gain perspective, and insight. So I wrote. I wrote “poorly.” I wrote and do write with a stream of consciousness that now I find not only reflective and therapeutic but also addictive! I’m trying more to write more often, and yes, if you don’t make time, you don’t and you won’t, but for me, once I start, it’s almost like I can’t stop. No matter how wonder or basic my words are in that moment in time, I’m pushing myself to just keep typing.
Before I began my blog; “pre-before” as in before about even thinking about having a professional and personal blog, I did used to read blog. Blogs about fashion, trends, music, things that appealed to me. So why didn’t I search more educational blogs? I have no answer. I followed people on twitter, on Instagram, and on formal “websites.” It kind of was the same…but was it?
If I had never experienced all this time in finding my own writing style and continuing to develop and improve each day, how could I ever expect my students to tackle this task!? Teachers should absolutely walk the walk first, before pushing out to students. I needed direction and help too (i.e. this course, and also the group I’m fortunate to belong to with @langwicthes to help support and guide me. This gave me confidence, a place to grow, someone who supported me and pushed me through all the messy and “very anxious” moments….and guess what… I’ve found my voice again!
Just think how many of our students would love the opportunity to be heard, to be valued on their opinions, and to be confident in their own convictions (or even a place to make such thoughts) that just need an outlet. Or students who need to display and show their growth? Student in need of purposeful reflection. Pushing yourself out from just thinking about blogging to pressing “publish” is a journey and path in itself. One that cannot be done with instant gratification, but work, THE work that needs to be put in to push out!
If anything going forward from someone who is still in the beginning stages is: Try! Jump! Take a Leap! Read everything and all the blogs you can. Find an issue or way in which works for you. Your style. Your Voice!
What is the most important advice you would give a teacher to start blogging/writing?
Going into the student’s purpose of blogging includes more time and direction from developing criteria. We all need to start somewhere, so where is that somewhere for them? I would want my students to value and work toward the following objectives when creating and exploring their first blogs and blogging experiences:
(note: seems like I really like adjectives that begin with “v”)
- Build confidence in sharing out (wins and fails) “Vulnerability and displaying Valiance”
- Confidence in their values and views “Validation in their Value”
- Acknowledgement of impact on others “Voice”
- Acceptability and openmind set of comments to others and in receiving feedback on their own “Varying Views”
- Offering and supporting others in their writing and offering feedback and comments in a constructive manner “Valuable Volunteer”
..and….as I go…I’m sure the list may change and be altered as I go through the actual process of setting up and using blogging with my students to document their growth and learning. In Math learning and growth, in particular, this could include show what you know tutorials, digital reflections on feedback around skills, annotation on a classroom experience, creating and sharing “math” snaps in the real world, making mathematical connections to real-life math from skills and practice from the classroom.
So how would one set up blogging for students? This course is guiding me in the right direction…each module will share more…but in backwards design thinking, what and how could students know the success criteria of their blogs? Let’s begin with a blogging rubric.
An outline that may be included in a blogging rubric (which I will actually use to tweak and change in my classroom) could start out like this draft I am working on.
…now onto module four and commenting etiquette, hang tight…
..be back soon!