Blogging from K-12

      I was also intrigued by Suzie Boss’ article High Tech Reflection Strategies Make Learning Stick. The author pointed out that many classroom activities are only truly meaningful when accompanied by student reflection. Yet, I too have heard the moans and groans of students when asked for yet another written reflection about what they learned in a particular unit or what they would do differently if they were to start all over again. When reflections become tedious processes, it seems less likely that students will take the time to reflect thoroughly and meaningfully.
      To me, the most inspiring suggestion in Boss’ article belonged to George Mayo, who asks his middle-schoolers to post on their personal learning blog each week about their progress in reading and writing. Mayo suggests a more long-term blogging project for students: “Imagine if you started blogging in kindergarten and blogged all the way through high school,” Mayo says. I think this idea could really transform the way that students understand their own learning styles, as well as their appreciation for how much they are growing throughout their school years. Students could quickly scroll through reflections made in previous weeks, months, and even years to help connect their current learning experiences with those they have had in the past.
      Teaching students how to make audio or video posts would help ensure that students with varying abilities are able to access this ongoing activity. Additionally, having personal student blogs would enable students to share what they have learned with others, from classmates and teachers to family members and friends. Students would progressively grow in their understanding of what it means to consider an audience when writing their posts. Teachers would have additional opportunities to examine how children are understanding material, and could even respond to posts to prompt further thinking or reflection.

Mollie Murphy