The End?

Here it is at last, the final blog. I feel there should be a fanfare or a parade to signal the end of this era, but I suspect this is just the start.

I've spent a while reflecting on what I could discuss in my final blog. Do I discuss all that I've learned? Do I expound on twenty-first century learning? Whether it is know, be or do, vertical and horizontal curriculum scanning, the different forms of education we have seen throughout this semester, it is all absolutely integral to the way in which I now view teaching.

Coming into this year, I admit, I thought of myself as more a history major than a education major. Perhaps it's the result of my program and the way in which education is integrated directly into the curriculum we see in university, it remains invisible. However, this course set us out working with documents, set up our knowledge of twenty-first century learning and encouraged interaction with education on a higher level, incorporating both the global perspective on education as well as the Ontario curriculum. As a result, I have decided that this blog would be best representative of my learning if I were to illustrate what my personal know, be and do are, coming out of this course.

Know:

• First and foremost, know your students. Although I have gone on rants about how accessible the curriculum is to them, it is their education that you are facilitating, not your own.
• This is not to suggest that a teacher cannot learn in the classroom. Quite the opposite in fact, allow your students, their perspectives and experiences to educate you. We live in a world where classroom management is shifting and student perspectives are now considered vital. So use and incorporate them whenever you can. Just know when.
• Know the new story styles of learning. That does not mean to throw out all of the fundamentals of the old story but rather to augment and update as suits your needs. Use these stories as fluid ways to shape your own individual style, based on circumstance and requirement.
• Finally, know your curriculum. I'm ashamed to admit that going into this year I didn't. Now in many ways I do and am able to use government documents in a more succinct and effective fashion.

Do:

• Analyze. Students (at least in history) are constantly encouraged to analyze and explore. This needs to be done both in classroom and curriculum building to create the greatest amount of effectiveness possible.
• Synthesize. Combine bits and pieces of what is/isn't working and move forward from there. Teaching is fluid but more importantly, adjustable.
• Empathize. Explore how best to connect to your students as well as to encourage empathy within a larger context, locally, nationally and internationally, to both raise awareness and action.

Be:

• Be innovative. Although the curriculum stipulates certain opinions and ideologies, that does not mean you cannot create a framework of your own in which to teach them. From integrated curriculums to genius hour, inspire connections and originality in yourself and your class.
• Be creative and encourage your students to be as well. I'm sick of people telling me they aren't creative when every original idea we have as human beings is original and creative in each unique way.
• Be yourself. Hokey? Yes. Corny? Yes. But everyone is different (even more hokey!) and it's about time we started recognizing that both in our students and in ourselves. It really makes all the difference in who we are as people's d therefore as teachers.

These are my takeaways, they might not be everyone’s, but I believe there is something to be said for each of these elements, and how they can enrich the general experience of the twenty-first century learner, as well as that of the twenty-first century teacher.

Thanks for reading and 'till next time,

A. Gallacher

Shakespeare and Students

I want to turn my focus this week from the curriculum and onto digital literacy and how it’s being neglected in the classroom. You see, I have a confession to make. I am a Shakespeare geek. You heard me right, I love anything and everything Shakespeare related. Now, perhaps I’ve made you wonder what my Shakespeare obsession has to do with digital literacy. Although I love the old fashion call and response read-aloud Shakespeare presentations in classrooms, I’m not such a fan of the way in which I personally, as well as a few of my friends, have never seen a teacher actively trying to make Shakespeare more accessible. 

Sure, we watched She’s the Man while reading Twelfth Night but in no way did we analyze what made these themes endure and remain relevant enough to justify a modern interpretation. Going back to digital literacy, I would argue that there has never been a more comprehensive place to get information on any Shakespearean text than the internet. So then why, when I discussed Shakespearean classes with others was I informed that, not only was I not alone in reading the text’s aloud in class but that the film versions, lessons and performances shown were often dated and largely irrelevant to a 21st century classroom? Now this does not mean to suggest that 10 Things I Hate About You or She’s the Man should be taught in lieu of an actual Shakespearean performance, instead, this blog aims to explore a few of the new and different ways in which the internet is making Shakespeare more accessible for teachers and students alike.

Now, I feel I also have to admit that while this has been a passion of mine for a long while now, it has been inspired by some recent things I’ve noticed, and that I hope to build upon as a part of my Genius Hour project. Firstly, I want to explore the dedication to helping children understand the language of the plays, particularly well undertaken by No Fear Shakespeare. Secondly, another new digital advancement is the digitization and broadcast of pivotal productions of Shakespearean plays, particularly from companies like National Theatre Live, the Royal Shakespeare Company and Shakespeare’s Globe, all based in the UK, as well as the Stratford Festival on this side of the pond featuring top Shakespearean performers in leading productions. Finally the documentary Muse of Fire serves to illustrate the popularity of Shakespeare using even the most seasoned actors to assure students that it’s not something that comes naturally to even the leading players.

I want to start first by talking about No Fear Shakespeare.  When we were in high school it was discouraged to use the simplified versions to enhance your learning, but why? Personally, if it’s helping students (and they are still using the original text on the right side of the books/web versions) then why not use it? Not only can they be purchased in print form but they can also be accessed online for free in order to highlight specific scenes or passages that are complicated or confusing students. Indeed, if the whole goal of No Fear Shakespeare is to make it more accessible, then why are teachers seemingly so afraid to use it? It will not take away anything from the lessons besides the student’s confusion and therefore it should be utilized more freely.

To further appeal to the 21st century learner, there are now, as mentioned, a number of services which allow for recent Shakespearean productions to be seen and downloaded for a fee, including many of the classics staged in a wide variety of ways. To be able to see Shakespearean performance, performed in ways both classical and modern is one of the way s in which a digital environment can only enlighten the classroom. In the case of the “Original Principals” stagings at the Shakespeare’s Globe theatre, now available through their service Globe Player can help teachers integrate historical context into the curriculum, as they abide by many of the rules of staging from the contemporary period. Furthermore, this service also streams interviews from the documentary Muse of Fire which helps students in particular realize that there are a variety of accessible paths to Shakespeare, whether it is through specific actors or discussions on the way in which the text functions, the two men who host the documentary aimed to make Shakespeare more accessible. Attached are two videos of the same scene from two different versions of Twelfth Night which could be selected based on a specific class/the way in which the play is being taught, one a 1996 film clip and the other a 2011 Stratford Festival production, highlighting the potential for different portrayals.

Overall, perhaps as a result from the way in which I myself notice the launch of these services, I believe that there is a number of under utilized resources available to teachers to help enhance the general understanding of Shakespearean texts, so that, if they must still be taught they can be taught in a way which allows for better student comprehension and more confidence in student understanding of the texts. In general, these new digital resources, in any subject, much less a specific sub genre of English like Shakespearean texts, seem rather under-utilized. Thus these should be shared with teachers directly through workshops etc. to guarantee both teacher and student alike can benefit from new technology.