First seminar planning of planning a lesson was a bit hectic for the group, which I guess was expected as was the first time working together. Anyway, in general the dynamic for the 4 hours was smooth and all groups were able to deliver the planned lesson. It was interesting to see different approaches and ways of touching the different subthemes.
To begin with planning is not something to take for granted and for certainly part of the teacher’s time allocation, even if not so visible. Specially for this context were not only regulation, but the need analysis and personal study plans of each student are a key factor. Also, educational aspects as learning theories that the teacher can use to frame the different parts of the lesson and the course and understanding of the role of its own and the student.
Learning beyond the lesson: Context, meaning and purpose are sciential when thinking about an educational space, formal or informal, and this space goes beyond the delivery of a class (presential, online, etc.) or the synchronous encounter. The way we understand the educational space in terms of generalities, preparing the basics, delivery, assessing, the place of this space on a broader space and its purpose, the why, are essential even before considering the subparts like planning, implementing, assessing, learning form the cycle, identifying good practices, lesson learned, possibilities of improvement and adjustments to be made. Wondering if we can always have a safe space, with enough time to reflect on all of this.
Now, thinking on preparing and planning and even before planning itself, some questions arise: type of educational space is this: type of course, is it part of a program or a individual effort, purpose of it, type of institution and core values, does the institution have any regulations to consider for teachers, students, courses and so on? also, what are the local, regional, and general regulations to take into account. Level of education, type of students, conception of education, teaching, learning, students.
Other aspects to consider of course and more related to the space. Having clarities on the above, what learning theories will be used and puro in the center of the course/lesson and why? Depending on the lesson outcomes and type of groups and individuals what are the ideal methods.
For our case and centering on student centered approaches and competence-based focus, another layer of analysis here relates to knowing the students, their individual needs and prior knowledge and generating a dynamic of deeper learning articulated with the personal study plan. At the same time, how to promote individual and group work that can support and even strengthen this process. How can also this process be followed and be assessed?
Teachers just teach? So teaching is not just about delivering the same lesson over and over and it’s not as simple as it seems. Planning, implementing, assessing, providing support and guidance beyond the lesson are all parts of the puzzle and the sum is more than each part of the puzzle.
But it is important to reflect on each peace, it’s importance and why. In this case planning or any other peace is not static and depending on our the general why and our why as teachers, the puzzle and its pieces come to life. A course, a lesson can evolve and should evolve.
Multicultural challenges and opportunities - Getting to know each other and gaining new perspectives Certainly we have preconceptions on teaching and planning depending on our experiences, cultural baggage, field of knowledge and educational knowledge. The possibility of sharing, analyzing, learning, and contrasting what we think we know, what we know and what we realize it’s a huge opportunity as teachers to keep on growing.
Even though our efforts will focus on the Finnish context, the richness of an international group can help to even reflect on things and aspects of education, our teaching and role, students to name a few thar usually we take for granted and as something that it just is. At least for me it has been the case, even for seminar 1.
It’s not always easy and requires building a safe space and learning how to work together, generating the right dynamic, which takes to the next point.
Team context – group dynamics, realities… Working in groups and remotely can bae challenge and we learned this the hard way (for many) during the last couple of years. It can also be an opportunity to enhance the learning process if done correctly.
Add to this the time difference for me. For the first seminar I was still in Finland, so it made things a bit easier to start working together and building our way of working talking into considerations our fields of study, personal needs and dynamics, realities such as working and studying schedules, working in group styles, and even ideas on what group work should be and how responsibilities, tasks and other things should be distributed.
Group work requires discipline and commitment (individual work as well) and in our training there’s a purpose for all of us to work in small groups and budling together each lesson to deliver. It’s an essential part of the training not only to demonstrate competencies as individuals but as mentioned before to reflect on our exercise as teachers, educators, students in multicultural environments.
It also requires individual work prior and after each meeting.
Safe space for learning – what if something does not work learning from failure
What if things work out – learning from the process and being able to articulate it
Many things can happen even if you plan for scenario A and B… and C and it can generate anxiety. For the first seminar we were a bit anxious and thinking of different things that could happen.
That also brought us to consider the importance of flexibility, working with uncertainty and knowing we don’t have to know it all or have absolute control.
It is important to plan accordingly and take the measures to make sure things are in place. For example, testing the technological tools to use during a lesson. When planning and building our lesson plan we tried different tools to include, and it was part of the learning process to share the tools each of us knew and practice to get to know them and later select the best one to use for a specific need/purpose.
Becoming a teacher – facilitator: process of learning, teaching, and demonstrating competencies After the preparations the day of the seminar came and the delivery was not exactly as planned, but in general it went well. It was nice to co-teach and participate in other groups lessons. In terms of the learning environment, it was nice and calming to see we were in a safe space we all generated to facilitate and participate in each of the lessons.
Lots of things to learn and reflect on use of time, quiet time, balance between activities and group discussions and reflections, how to generate a space for active participation and covering learning outcomes as well…
Free image by pexels. https://www.pexels.com/es-es/foto/rompecabezas-3482442/ Photo by Ann H
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