Vanguard Program, Day 2

We started off the day by doing this great ice-breaking activity designed to quickly ask deeper questions. The cards came from We and Me and I really liked the questions. Each card had a question, we asked our question of a random other person in the room, then we traded cards, so we had a new question to go find a new person in the room. After the activity, the creator of the cards encouraged us to focus on the person we’re talking to and “going for the Win” rather than just turning the conversation onto ourselves. This is exactly what the Bible tells us to do: “Each of you look not only to your own interests, but also to the interests of others.” (Philippians 2:4) This is something I’ve been trying to practice to become a better teacher and colleague.

Eric Hanes discussed Micro-credentials, which are the ways that we show that we’ve been growing in the Vanguard program in the 4 areas: Mindset, Instructional Technology Skills, Teaching Practices, and Professional Learning & Networking.

We participated in a fun BreakoutEdu activity, which our group won!

For “lunch”, we had a learning marathon, where we walked around Downtown Frederick and looked at various businesses and how they personalize the experience for their customers.

In the afternoon the most helpful thing we did was to review scenarios in which students, parents, or colleagues struggled to understand Blended learning, and gave push-back on the practice. It was helpful to share even some of my struggles with students responding negatively to the flipped classroom. I believe that many of those cases were actually a failure on my part to “onboard” students, or teach and train the students how to be effective in a flipped classroom environment. I am planning on doing much more practice of classroom routines this year.

That’s the next step for me: planning out the first few weeks and how I will train students to be effective in a Blended learning environment. I will need to teach each of the items that I listed in my day 1 post, assess their comprehension of those methods, and follow-up with students who didn’t grasp the methods in the first place. This will be a lot of non-math teaching, but the more I teach, the more I realize that a master teacher is a teacher of everything, not just a teacher of <insert subject area>.

I’m excited to begin the process of teaching students so they can best learn!

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