In this mode bending task, I redesigned the original ‘What’s in my bag?’ task from a descriptive list into a narrative that involves all of the items in my bag, intended to transform the meaning. According to the New London group (1996), the redesign is the unique product of human agency: a transformed meaning. I think the transformation from descriptive to narrative gives life and more depth of meaning to the items. I have included the original photo of items, an audio recording of the narrative, and the written version.
Reference:
The New London Group (1996). A Pedagogy of Multiliteracies: Designing Social Futures. Harvard Educational Review, 66(1). http://newarcproject.pbworks.com/f/Pedagogy%2Bof%2BMultiliteracies_New%2BLondon%2BGroup.pdf
This morning was particularly hectic. I had two appointments at two different school sites and needed to complete two entirely different tasks. Upon leaving the apartment, I remembered to bring my mask and hand sanitizer, items that have become the new normal for me to carry around. I also had to make sure that I had my district issued MacBook Air shoved into my Timbuk2 bag, as this precious cargo contained key materials for my consult and presentation. My first stop was at an elementary school where I have been requested to complete an observation and then debrief with the school team. Arriving at the school, I remember to put on my Vancouver School Board name tag just prior to meeting the teachers. They show me to their classroom and I hunker down in a corner in order to make myself somewhat inconspicuous. I pull out one of my notebooks and a pen from my pencil case. It’s nine o’clock and the students start to file into the classroom, they put their things away and sit attentively at the carpet. After the teacher finishes her morning routine, she introduces me as a visiting teacher and sends the students to their desks to start their work. Interested in seeing some of the visual supports posted on the walls, I put my Superdry bookmark in my notebook and wander around the classroom. These students are used to visitors and I am not much of a distraction with the exception of one student. This student has been wary of my presence from the moment he arrived. I observe him as he puts up his hand for some help. His teacher is helping another student so I happily oblige to walk over to offer my assistance. He’s a little shy, so I pull out my octopus tentacle and place it on my finger. He starts to laugh when I use it to scratch my chin and pretend to pick my nose, classic icebreaker technique. When I finish the observation, I meet with the team to debrief, make some recommendations for supporting behaviour in the classroom, and inform them that I will be sending them an email summary to follow up on this consultation. Then I proceed to exit the school, get into my car, and drive to my next destination.
Arriving at the board office, I find my pre-booked presentation room. I have about fifteen minutes before the start of the session, which gives me plenty of time to set up. I pull out my laptop, attach the cord and plug it into the wall and connect the dongle to the projector. With all the tech sorted, I need to find the presentation on one of my several USB drives. After a few minutes spent searching and ejecting, I find the PowerPoint on the last one. With a few minutes to spare, I check my Samsung work phone for any new emails; nothing pressing at this time. The participants enter the room. The audience today is resource teachers from across the district, here to attend my presentation on managing behaviour, procedures regarding accessing district support and an overview of current district forms. I take a sip of water from my Swell bottle and begin. My presentation is quite dry and straight forward, but I try to make it as palatable and interactive as possible. I answer a few questions at the end and then send the group on their way back to their home schools. I then detach all of my technology and put it back into my bag. Prior to leaving, I check my personal iPhone to find my wife’s brief text to let me know that she and the kids are going to a nearby park to eat lunch. I make a stop at a burrito shop en route, pick up a Carne Asada burrito, then head over to the park to meet the family. When my daughter sees me, she runs over and, as always, invariably asks, “What did you bring me?” I reach into my bag and show her a green stretchy frog that I’ve had in there for months. With it she runs back over to where my wife is sitting with my son and I follow behind, burrito in hand.