April, 2013

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Back(bend)

Thursday, April 25th, 2013

I think I am much better at time management when I need to be.  A bit of flexibility can work against me.

BUT regardless.

  • Statistics extended until October.
  • Reporting Period all wrapped up at old-R.T.  (with some early mornings and late evenings).
  • 1/2 Marathon Sunday (egads!).
  • English team met at new-R.T. (they’re wonderful)
  • Red Deer staycation, also wonderful!

As I get some time back again, I can look forward to West African (in May, yay!) and a few yoga adventures on the horizon.

Now, to start thinking of Summer and how all that’s going to look.  An amazing wedding.  A course.  A patio.  But what else: where to?  more coursework?

I think I need at least a few good settings to (re-)read my Shakespeare and scheme.

I never know how busy I was until it’s over… and sometimes wonder if that’s common.  …and want to be just the right amount of summer busy.

Stars

Monday, April 8th, 2013

The first Brave 100 and the follow-up, might now require a second addendum, with some | x | goals I wasn’t maybe brave enough to actually put down.  Bungee jumps and scorpion postures spice up life, but so too might career adventures requiring me to dive in, collaborate, explore, create… and thrive.

Circle Game

Sunday, April 7th, 2013

The cold breeze of a Capital Bikeshare nighttime ride to explore D.C.’s downtown.  The brunches after some ground breaking runs and the coffees beforehand.  The simmering of butternut squash soup before people arrive.

With spring ahead, it’s still pretty easy to put myself into some of the nicest parts of fall and winter.

Seasonal wandering and gratitudeing.

Three for Thursday

Thursday, April 4th, 2013
  • I believe that the best learning opportunities are inviting and engaging for the entire learning community.
  • I believe rich, relevant learning for today’s and future contexts often takes place with technology rather than about technology, is often inquiry driven, and through personalization, put learners in the centre of learning experiences and activities.
  • Dialogic, substantive conversation is that sweet spot when both the learners and the teacher bring insight and questions to a discussion.  These conversations aren’t destinations but are steps in a larger learning journey.