{"id":298,"date":"2013-03-21T14:42:33","date_gmt":"2013-03-21T18:42:33","guid":{"rendered":"http:\/\/www.benschersten.com\/blog\/?p=298"},"modified":"2013-03-21T14:42:33","modified_gmt":"2013-03-21T18:42:33","slug":"playdate-boston","status":"publish","type":"post","link":"https:\/\/www.benschersten.com\/blog\/2013\/03\/playdate-boston\/","title":{"rendered":"Playdate Boston"},"content":{"rendered":"

\"groupswing\"<\/a>Last weekend I had the pleasure attending Playdate Boston<\/a>, the latest\u00a0iteration\u00a0of educators redefining professional development to make it more useful for thm. The premise of a Playdate is that in most professional development sessions you hear about all these new fantastic tools, but don’t get the time to actually\u00a0play<\/em> with them and figure out how they will (or won’t) fit into you professional life. Playdate was a time to bring educators together to do just that.<\/p>\n

Each playdate session had (loosely) four parts:<\/p>\n

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  1. A quick intro the the topic of the session.<\/span><\/li>\n
  2. A quick discussion about what a teacher could do with the tool. How to use it with kids, roadblocks, etc.<\/li>\n
  3. Time to play<\/strong>!<\/li>\n
  4. A quick debrief.<\/li>\n<\/ol>\n

    The day ended with a Slam where participants shared what they’d learned, allowing us to hear about the sessions we didn’t attend. Collaborative notes from the Slam are here<\/a>.<\/p>\n

    A few days out, this is what has stuck in my mind (in no particular order):<\/p>\n