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My learning spaces need [re]consideration.

In a previous life I would have sat through a two hour PD session, then probably bemoaned my aching back afterward.

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from Make Space – Doorley & Witthoft

I also probably would have, in some way, evaluated the quality of the PD by how my head and body felt afterward.

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Then I would have been judgy, that somehow the overall quality of PD needs to be changed, personalized, or updated.

All of these positions are flawed. All passive-aggressively critique from the sidelines. And all of these are completely alien to my personal pursuit of professional development.

The professional development moments that I have chased on my own this year have been intrinsically motivated. And the awesome I found is always pretty much smorgasbordian.

But that is me driving the bus.

I learned when and where according to best fit. I found my why and often many other people’s why as well. And in doing so, I feel like my expanded and supported views of EDU equally helped me to help others as for myself.

When I reflect on the learning spaces that I have created for my students, I’m feeling underwhelmed.

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I really do believe that all learning is personalizable. Up to now, that meant how the curriculum is approached, rarely have I explored the positive impact this could have on learning spaces. Going into 2017-18, I will be rocking the phrase ‘nothing’s precious‘ -striving to shift through my comfort zone to see the unintentional outcomes of weak learning space design and push forward with as many student-centered design decisions as possible.

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