My exciting endorsement program took a dark turn on Tuesday. Katie Blunt told us that not only would we have to write a series of lesson plans, but would also have to center them around a common core objective theme AND include technology in our lesson. That Katie Blunt. It isn't something I'd do for fun, but I do think it's something that will probably make me better. Such is the way with unpleasant-sounding assignments. I hate it when people try and force me beyond the "idea" of teaching and into action. My feelings about physical fitness are similar.
The topic of population analysis was discussed during class today. Kelly Dumont said that we "can never know too much about our teaching population". I don't know if I agree with that. Some things may not relevant to my instructional design and I would even consider some things "too much information". This position probably needs no more explanation. However, it should be said that I think it's probably cool to be in a position to do "population analysis" and gather a little dirt on my class. I wonder if I've ever been included in a "population analysis". I know I've seen the effects of a training where the trainer didn't seem to understand the class population, and it turned out to feel predictably irrelevant.
So, I've decided to work with a population I am learning to understand: the Canyons District teacher. I'll be using my iOS in Teaching and Learning Class to implement the instruction being designed in this class. The Canyons District teacher probably cannot be neatly put in a box and isn't a homogenous group. There are some things I know about the sample in my iOS class are: 1. They are voluntary participants. This selects for a relatively positive reception as the teachers are taking the class after work hours. 2. They are educated professionals. This also selects for a certain amount of learning competency as they have completed a university program and certification requirements. This bare-bones analysis does give my co-teacher and me a foundation to build upon and a level of student motivation that upon further analysis will help us tailor our instruction.
So, there we are. I'm making lesson plans again. How did that happen? I like analysis. It's the work of applying the analysis that is a little less fun. Maybe it's work itself that bothers me. I'm sure there's a part of the population analysis run by Katie and Kelly that explains my motivational pitfalls...