Today three of our TOK students stopped by to chat with me about their reflections on last week’s discussion activity anchored by written conversations around our dry erase/markerboard surface tables. In this thirteen and half minute video interview, they share their thoughts on the ways the markerboard surfaces elevated and created a more participatory medium for learning that they felt would probably have not happened in a traditional classroom or library setting. In the first third of the interview, they discuss the ways the dry erase/markerboard tables helped them to focus their thoughts so that they could then develop deeper oral discussions with the group; embedded in their reflections is the notion of writing as a process that helps stimulate their cognition. They also touch on the ways that the dry erase surfaces helped them to build conversations and thinking that were organic, sustained, and more nuanced. I’m fascinated to further explore the ways these kinds of surfaces might help students grow their ability to contribute to their learning community through discussion, an important form of academic capital. They also share their insights on library and learning space design, low tech vs. high tech learning experiences, and the importance of choices/”structured openness” in learning experiences. I hope you will take time to listen to their thoughtful and insightful ideas! Many thanks to these three students for so generously sharing their thinking with us and giving us permission to share it with all of you.
Published by Buffy J. Hamilton
I am a writing and Language Arts teacher who loves learning, literacy, stories, learning, dogs, poetry, fabulous shoes, and good lip gloss. I began my career as a high school English teacher in 1992 and then became a high school librarian and 2011 Library Journal Mover and Shaker before returning to the classroom in August 2016. View all posts by Buffy J. Hamilton