Manaiakalani
Working with Manaikalani facilitator Maria Krause and co-teacher Bronwyn Helm to look into implementing the “Learn, Create, Share” model into the CHHS Yr.9 & 10 RE class. To develop a better understanding of how to use SAMR as a tool towards achieving better-designed student tasks.
While I understand the ideas, the philosophy behind the learn, create, share model it has not really been a success in the Church History classes I've been involved with. I personally and the majority of students in these classes had no problem with, the learn and create aspects but differed on how to share. Blogging was not seen by me or the students as tbe only viable way of going about it.
There is a huge disconnect between the students and blogging. I talked to 15 students in my CHHS class and they were uniformly negative towards the whole blogging expectation. The overwhelming sentiment was that they saw no value in it.
- “What’s the point?”
- “I have already shared my work on Workspace and you have commented on it. Why do I need to put on a blog?”
- “I’m interested in seeing what the teacher has to say about my work, but I don’t really care about anyone else.”
- "I think it's stupid, who's going to look at it."
- "I already get good feedback from my teachers, why do we have to something extra to it?"
- We are already using a number of different platforms. Why add another one?"
- "Artificial double handling."
- "Not up to date, Blogger is too old. Maybe a thing several years ago."
- " What we are asked to blog has nothing to do with what we are doing."
- "I don't like Blogger. I hate it with a passion."
The only positive comment was to do with how Blogger was useful for reflecting on Impact Projects.
A number of students also commented on how they felt there was too much screen time. Many expressed a wish to go back and use pen and paper at least some of the time.
I think that part of the problem was that The Manaikalani facilitator arrived quite late in the first semester and didn't really cater to the course the class was doing. This was in part my fault as I should have insisted that what she wanted to do was more closely aligned with the class programme.
Blogging is not a new concept to our students and from the start, they were resistant and not on board.
Maria attempted to devise some tasks that were better suited to the class programme. they were very good but very time intensive. In a course covering almost 2,000 years and only 17 weeks to get through it. We felt we could not spend 3-4 weeks on a single activity.
Reacquainting myself with the SAMR model was useful and is one I intend to use in task construction in the future.
So while not totally opposed to bloging as a means of sharing student work. I don't see it as the only option. Other aspects of the Manianakalani package are worth exploring further.
Here is a link to the tracking sheet Maria has been keeping.
I think that part of the problem was that The Manaikalani facilitator arrived quite late in the first semester and didn't really cater to the course the class was doing. This was in part my fault as I should have insisted that what she wanted to do was more closely aligned with the class programme.
Blogging is not a new concept to our students and from the start, they were resistant and not on board.
Maria attempted to devise some tasks that were better suited to the class programme. they were very good but very time intensive. In a course covering almost 2,000 years and only 17 weeks to get through it. We felt we could not spend 3-4 weeks on a single activity.
Reacquainting myself with the SAMR model was useful and is one I intend to use in task construction in the future.
So while not totally opposed to bloging as a means of sharing student work. I don't see it as the only option. Other aspects of the Manianakalani package are worth exploring further.
Here is a link to the tracking sheet Maria has been keeping.
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