I need to hit refresh.
I’ve enjoyed the Dobbs Cohort experience tremendously, and up to this point, I’ve handled it very well. I enjoyed the firehose of information at the beginning. I was already familiar with some of the tech elements, so I was able to dive into the pedagogical end of the pool. I started researching rubrics and alternative assessments methods, and enjoyed doing so through September and October. But then we introduced (and I got hooked on) some new tech elements. As happens so often, I immediately embarked on workshopping with my department colleagues, and as happens so rarely, I actually put them into practice in my own class, to delightful results!
However, I’m nearing the end of the first semester, and I have somewhere on my hard drive, school drive, a Google Doc, a flash drive, or in a Delicious bookmark a half-dozen incomplete rubrics for everything from collaborative student projects to performance-based assessments. And recent conversations about formative assessments in our blog chatter makes me really want to look into scaling my summative assessments with more formative ones. But do I further fragment, or get back to rubrics. But then again, I’m looking forward to reading the Wagner book over the holidays, and goodness only knows what delightful distractions that will bring.
And as all of this is going through my mind (I had to do something during the five hour drive from Nashville yesterday), it occurs to me that I envisioned as my main takeaway from this cohort the know-who and know-how to facilitate a PLC for the foreign language teachers next year. And since hiring (and therefore scheduling) probably starts in the winter, I will probably want to have a substantive conversation with my Principal sooner rather than later.
So, I’d like to hit F5 and get focused on something. Just what that something is, I’m afraid I’ll need some F1 in that area. Hee hee!