My ideal learning environment would have strong teacher-student relationships. During internship, my students would light up when I showed interest in their lives or connected our learning to their culture or sport they loved. I loved greeting my students at the door to check in with how they were doing. There was one day where I was unable to do this because of a meeting and I, myself, felt not as connected as usual. I listened to a podcast from Every Classroom Matters this morning about the importance of the first and last four minutes. Check it out, http://www.jackstreet.com/jackstreet/WECM.Sztabnik.cfm.
In addition, I want my learning environment to be active both in and outside of the school. Opportunities such as real-life learning experiences and collaborating with community members, parents, and others globally via technology. Furthermore, I want my students to feel motivated and safe, so I want them to be able to share their learning, ideas, concerns and comments. This can be done through talking and teaching about self-regulation and strategies that help balance our emotions and deal with conflict, consequences, success, and failure. As for the physical environment, the walls would display student work, thinking, and learning. The layout would allow for collaboration, small and whole group work, individual work space, various sitting and standing options and dimmed lighting (lamps). Technology in the classroom could be used as a tool to teach expectations as a citizen and digital citizen. Educating students about cyberbullying, citing information that isn’t theirs, protecting their personal information, how to find credible sources, and appropriate behaviour online can all be related to us as citizens in everyday life. Technology can also help meet the needs of the different learners that are in my classroom and assist with the development of 21st century skills such as collaboration, inquiry, communication, and the building of global connections.
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Objective: The Saskatchewan Curriculum infuses the fostering of collaboration and inquiry skills in their BALS, Goals, Outcomes, and Indicators. Place-based learning is only one kind of inquiry that develops these skills. There are many different options for inquiry-based learning, but the end result enhances student engagement and achievement by attending to students’ interests and choice.
Reflective: This week I was really inspired by the many innovative ways that you can use place-based learning. This reminded me of our EDUC 313 class, Pedagogies of Place: Context-based Teaching. In this class, we got to experience and construct place-based learning opportunities. Growing up on a farm near a small town, I really value these experiences and understand the engagement that can be fostered. Gregory Smith (2002) commented that “one of the primary strengths of place-based education is that it can adapt to the unique characteristics of particular places, and in this way it can help overcome the disjuncture between school and children’s lives” (p.584). I have always believed that there are so many learning opportunities beyond the classroom walls that educators need to take advantage of. Dani Vavra’s presentation and Smith’s comment, really validated my belief. Interpretative: This class challenged the traditional norms of schools, taking learning beyond the brick and mortar walls. Like most 21st century tools and learning opportunities, you can innovate ways to go beyond the traditional norms and meet the outcomes that are required by the curriculum. As we searched through the curriculum for evidence of inquiry and collaboration skills, it was evident that 21st century teaching and learning practices are enhancing the outcomes outlines in the curriculum. As a teacher candidate, this learning validates the need to be a life-long learner and engage in professional development opportunities, as well as take risks. Decision: I believe that, as educators, our goal is to prepare students for the real world. Place-based learning opportunities that are outside of the school walls foster critical thinking, social skills, and life-long learning abilities. I will continue to learn alongside my students and practice innovate ways of developing students’ life skills. I will continue to take risks to enhance student engagement, reflect on the practices I am using, and make necessary changes. I want to enhance my technology competency by hiring technology to assist with student assessment. Reference Smith, G. A.. (2002). Place-Based Education: Learning to Be Where We Are. The Phi Delta Kappan,83(8), 584–594. Retrieved from http://www.jstor.org/stable/20440205 Objective: What really stood out to me this week was understanding how important the wording of questions are to effectively differentiate assessment for all students. There are a wide variety of assessment tools that can be used, but you need to give time for students to use the feedback effectively and actively. For example, students can self-assess and then redo assignment or questions.
Reflective: I was very engaged and interested in what Danielle Jamieson and Carole Butcher had to share about assessment. I really enjoyed how they used assessment tools as part of their presentation to both gather our knowledge and share theirs. I was really inspired by their comments on valuable practice. They mentioned to use physical education to show students that all practice is valuable. I was really motivated by this, because it leads to that growth mindset that we talked about in week two. Carol Dweck’s (2009) research found that “students with a growth mindset seek out learning, develop deeper learning strategies, and strive for an honest assessment of their weaknesses so that they can work to remedy them.” What frustrated me, was learning that there are many tools available to assist with assessment. My goal is to pick one that I feel comfortable with and start there! Interpretative: As a teacher candidate, assessment is something that you learn as you go, especially during internship. The information that Danielle and Carole shared with us was very valuable and delivers different options to innovate our assessment. What really challenged me was their discussion on questions. How asking the right question, the right way can allow for differentiation among the whole class. Their explicit examples helped put the theory we learned in previous classes into reality. Assessment in the 21st century is not about the traditional tests, but meeting the needs of the students in your classroom through both formative and summative practices. The frequent feedback helps students understand that they can do it and it is okay to make mistakes. Here is a list of tools that Danielle and Carole shared: - PollEverywhere.com, Padlet, FreshGrade (like SeeSaw), Etext, GRIT, Choice Boards, Feedback Sandwich, Zones of Regulation, Text to speech, Screen Cast O Matic. Decision: In connection with 21st century teaching and learning practices, the assessment tools that Danielle and Carole shared with us fit right into inquiry, place-based, and student centered learning. Overall, this shift in education enhances student-teacher relationship and student engagement. There are various tools that were presented to us today and I know that you cannot do it all, you need to start small. My goal is to take one assessment tool and learn it well. This will enhance my technology competency and lifelong learning by continuing to explore the different assessment tools. I really want to practice more with google hangouts, something I have never heard of before. Reference Dweck, C. (2009). Who will the 21st-century learners be? Knowledge Quest, 38(2), 8-9. Retrieved from http://cyber.usask.ca/login?url=http://search.proquest.com/docview/ 194728424? accountid=14739 Objective: How to effectively facilitate an online learning environment is something that really stuck out with me this week. No matter if you are teaching face-to-face or online, good teaching is essential to student learning outcomes!
Reflective: The information that was presented this week regarding online learning really made me reflect on my online class experiences through high school and university. I was motivated to learn more about how to engage students in the content and build a trusting relationship. Understanding how to do this, was frustrating at first. There are several ways that online classes are presented. Therefore, the technology you use and how you use it must serve a purpose to aid in student learning and building of relationships. Interpretative: I have taken several online classes with varied experiences. I was very engaged in some and others took a lot of self-motivation and perseverance to get through it. I really resonated with what Phil said about communicating with the students to get to know them and build that relationship through online means. I connected this to technology in the school. Earlier in the course, I was engaged with material that suggested students are surrounded by technology outside of school. It is just a reality. Therefore, rather than fighting the changing society, why not bring their technological reality into the classroom. Children today communicate via text, email, and social media. Some of these ways are great to build the relationship with your students in an online environment. Shank and Sitze (2004) indicated in their online learning guide for beginners, that you just need to “jump in, start somewhere, and be prepared to keep learning” (p. 16). This statement can be used in context to online learning, as well as education in general. Decision: I have learned that there are various opportunities to build relationships with your students. I want to try to present information in new and creative ways, just as we had to do for our “Explore” post this week. Understanding that online learning and face-to-face teaching require good teaching, really made me reflect on my teaching practices. My goal is to teach for my students and their needs using the many resources and technology available. Reference Shank, P., & Sitze, A. (2004). Making Sense of Online Learning: A Guide for the Beginners and the Truly Skeptical. San Francisco: Pfeiffer. Objective: 21st century teaching and learning really empowers student engagement through choice, building of relationships, and mindset. Personalized and blended learning are practices that connect to each unique individual and may allow them to work at their own pace and/or on their own time.
Reflective: Tim and Brenna really inspired me to start small and just go for it. Their presentation really resonated with me as it connected to student’s mindset, as we discussed back in week two. We learned about moving from a fixed to a growth mindset which starts with getting to know your students and helping them understand that they may not be there, yet! Tim and Brenna suggested ways to enhance student engagement and motivation, both with teacher professional development and applications in class: - The 7 Habits of Highly Effective People and The Leader in Me - Growth Mindset is huge! - Setting goals (use calendar) Before Tim and Brenna shared their experiences, I could not understand or picture how to manage, for example, twenty-five plus students at different units in math. After speaking to them, I understand that it is possible and sharing units and collaborating with colleagues makes it effective. Interpretative: After summarizing Michael Fullan’s (2009) article on personalized learning, I really feel that personalized learning can be fostered in any classroom. This can be done by taking small steps and starting with building the teacher-student relationship, as well as student mindset. Personalized learning can take many different forms. In relation to blended learning, personalized learning is one component that makes it a blended environment where students have some choice in time, place, path, and pace. If you search what is personalized learning, there are many different articles discussing what it actually is. Although a clear definition is still sought after, the general consensus is that personalized learning is tailored to learners’ individual needs. That being said, blended learning that includes personalization may allow for students to accelerate at their own pace, set their own goals, and choose when they work on certain subjects. Personalized and blended learning give students the opportunity to learn the best way for them from more than just the classroom teacher. The article, “What is personalized learning, really?” by Mike Martin and Adam Bunting (2015) offers great suggestions to help get started. Decision: This week’s session has really reminded me that I need to create a classroom culture focusing on growth mindsets and the understanding that making mistakes is a part of the learning process. I am really inspired to try blended math. I want to use resources and videos that are readily available, however if there is nothing that suits the needs of particular students, I would make a more personalized video. Considering personalized learning, I feel that it is very important to get students to organize their classroom and set procedures and consequences. All of this will help enhance my technological and character competencies. References Fullan, M. (2009). Michael Fullan response to MS 3 questions about personalized learning. Retrieved from http://www.michaelfullan.ca/media/13435863160.html. Martin, M. & Bunting, A. (2015.) What is Personalization, Really? Retrieved from http://www.edutopia.org/blog/what-is-personalization-really-mike-martin-adam-bunting Objective: This week I really enjoyed the discussion about 1:1 classrooms and purposefully using technology in your learning environment. There are many current trends in educational technology that play a part in 21st century classrooms. Exploring with the idea of which trends might stick and which might not put into perspective the shift in education and the possibilities teachers have to enhance the learning in their classroom.
Reflective: Terry and Rebecca’s presentation was very eye opening. Rebecca’s journey to 1:1 classroom confirmed that it is okay to try and if it doesn’t work, try something else. I was motivated to learn more about educational technology and how to start implementing that into the classroom. Hearing Rebecca’s story about practicing 1:1 learning with young elementary students inspired me because I struggle with the idea of involving students (who may not be able to read yet) in inquiry projects and using technology purposefully. Interpretative: As a teacher candidate, this information was very practical and demonstrated the need to take risks and start small. I now feel challenged to engage younger elementary students in inquiry projects and current trends in education. For example, I would like to explore with game-based learning. This week I researched this current trend and at first I saw more time consumption and competition, but as I read more I am starting to understand the appropriate use of games in the classroom and its possible benefits. In addition to current trends in education, Staker and Horn (2012) mention the idea of technology-rich instruction which includes technology in the classroom but does not allow for some student control (p. 6). During my internship, I used the SMART Board, IPad, and YouTube and I felt as if I was using technology well. After hearing Terry speak about the SAMR model, I have only just begun substitution. This challenges me to continue taking small steps to work towards augmentation, modification, and redefinition. Decision: I think one of the most important things I took away from this week’s learning is that there are so many trending practices and educational technology out there that you really have to design a program that purposefully uses technology to enhance your students’ learning. This calls for being a life-long learner to stay up-to-date with the current trends and know why you are using the technology you are in your classroom. For example, what does research tell us about game-based learning? I want to start using technology as a functional tool, for example through Dropbox or Explain Everything, and move towards the augmentation step of the SAMR model. Kathy Schrock’s (2016) website really helps explain the SAMR model and where to start. References - Schrock, K. (2016). SAMR. Kathy Schrock's Guide to Everything. Retrieved from http://www.schrockguide.net/samr.html - Staker, H. & Horn, M. (2012). Classifying K-12 Blended Learning. InnoSight Institute. Retrieved from http://www.christenseninstitute.org/wp-content/uploads/2013/04/Classifying-K-12-blended-learning.pdf Objective: What really stood out to me this week was critically analyzing what really makes a good learning environment. With technology becoming the norm in classroom environments, it is important to teach digital citizenship to our students!
Reflective: This class really had me reflecting on my internship experience. Understanding that a good learning environment is more than just the physical aspects validated my practice during internship. I would always greet the students at the door and, although some days it was difficult, try to bring as much excitement and energy to our learning environment. Arlene’s introduction about the technological society we now live in really made me motivated to ensure that I understand what digital citizenship is and how I can incorporate it into my learning environment. I was frustrated at first because I couldn’t understand how I was supposed to teach grade 1/2 students about digital citizenship. Thanks to Arlene’s suggestions, I feel like I have a starting point: Practical Strategies: - Just Like Me - Padlet – Brainstorm Collaboratively - Kahoot – Used as a formative assessment - JigSaw - Plickers – QR Codes - Swap Meet Help with Teaching Digital Citizenship: - Common Sense Media – Sign up for free – lessons, worksheets, videos, etc. (US Based) - Media Smarts (Canadian Based) - #DCM00C – Need a teaching certificate – online courses - STF and Ministry – Digital Citizenship Education - Mike Ribble - Sun West Website – Wiki’s/Artifacts/Digital Citizenship Interpretative: This shift in education to one of technology, personal learning, blended learning, pods instead of desks, student-centered learning and the list goes on, is something that as a 21st century teacher is so important. There is no longer just bullying, but cyber bullying. It is also much more critical to protect your personal information. One of Saskatchewan’s Broad Areas of Learning is to create engaged citizens. In today’s technological society, it is critical to make sure that we offer the appropriate skills to create engaged citizen on and off-line. To me, the idea of what it means to be an engaged and responsible citizen expands from in person to on-line. In addition, Mike Ribble’s work helped clarify how crucial teaching digital citizenship is. I found that the idea of REPs (Respect, Educate, Protect), is clearly laid out for educators as a starting point. Ribble (2016) states that “each area encompasses three topics which should be taught beginning at the kindergarten level” (Nine Themes) and one REP at a time. Decision: Our class discussion with Arlene enhanced my technological competency, as well as, changed how I introduce online practices with younger elementary students. I see great importance in engaging in collaborative discussions through twitter, for example, and how to responsibly do this as a digital citizen. What really stuck with me, was when Arlene said, “Start [teaching digital citizenship] as early as you can, by grade 2 for sure. Do not wait for high school.” Reference Ribble, M. (2016). Nine Elements. Digital Citizenship. Retrieved from http://www.digital citizenship.net/Nine_ Elements.html Objective: The importance of pedagogical practices to ensure the best teaching and learning in the classroom really stood out to me today. The idea of teaching through SOLE (Self Organized Learning Environments) is one example of a practice that can be implemented in a 21st century classroom.
Reflective: After Amber’s presentation, I felt inspired to always reflect on my pedagogical practices to ensure they are most beneficial to my students learning. I felt frustrated because I couldn’t wrap my head around practicing SOLE in my classroom with Gr.1’s who are just learning to read. That being said, my frustration motivated me to research more about SOLE in the younger elementary years. After my discussion with Amber, she confirmed that it is possible, however it will look different than a grade 6 classroom. In addition, Hattie and Marzano’s work really had me connecting my experiences thus far as a teacher. I was surprised to notice that I had implemented many of their strategies into my teaching and classroom. Marzano (2013) mentioned that you "can't sustain student engagement if students believe they can't accomplish the work” (Question 4). Therefore, building a growth mindset in our students is also essential to move to student-centered learning. Interpretative: As a teacher candidate, today’s information validated the need to revisit our pedagogical practices from time to time. The strategies we choose to use in the classroom need to be based off of theory as our practices can influence the learning that occurs in our classroom. Thinking about pedagogy as art and science really impacted me as a teacher candidate. It reminded me that I can be creative and innovative and do not need to teach a standard way. That being said, the teaching strategies I use should be backed up by research. Tonight’s discussion challenged me to just go for it and start somewhere to enhance student engagement in my classroom. Amber mentioned that she just changed the environment of her classroom and that made a huge difference. She also mentioned having open-book tests and using interactive bulletin boards (RAN Chart, Aurasma Boards) and technology (LiveBinders, QR Codes, Twitter) to enhance student engagement and learning. All of these connect back to Hattie’s research and Marzano’s art and science of teaching. From Amber’s presentation, the YouTube video she presented, and our discussions this class, it is clear that the strategies we use and the environment we create has an impact on student engagement. Decision: As a result of this week’s learning, I feel as if I have expanded my pedagogy. I want to continue finding ways to develop my own critical thinking skills, as well as, how to instill meta-cognitive skills and a growth mindset into my future students. Reference Marzano, R. (2013) “Art and Science of Teaching/ Ask yourself: Are Students Engaged?” Educational Leadership. Retrieved from http://www.ascd.org/publications/educational-leadership/mar13/vol70/num06/Ask-Yourself@-Are-Students-Engaged%C2%A2.aspx Objective: What is innovation and, more importantly, what does innovation in education mean and look like? Innovation is thinking out-side the box, asking questions, and moving from a “not yet” growth mindset to a “how can I better my teaching and learning practices?” innovation mindset. The whole idea about innovation and what constitutes innovation in education really stood out for me today.
Reflective: I was very interested in learning more about how to shift from a growth mindset to an innovative mindset. Sylvia Duckworth created this mind map of the characteristics that help make that shift (Couros, 2015). This map really motivated me to be more observant, ask more questions, and to start building my personal learning network (which I am doing on Twitter)! I struggle with asking strong questions to get the answers I want, but I can always teach myself or find the answers I need. My personal goal, it to practice asking critical questions that will result in deeper answers. Interpretative: As a teacher candidate, understanding what it means to be innovative and how to shift to an innovative mindset creates endless possibilities. Since I have started in the education field in 2011, I have been told several times to not “reinvent the wheel.” Ron Canuel (2012) stated in his article that “perhaps we need to abandon this ‘not having to reinvent the wheel’ mindset.” In order to stay up to date with 21st century practices and to keep our students motivated, since attention spans are shorter, we may have to create new innovative ways to teach and learn. I reflect on my internship and realize that my partner teacher was innovative in her own ways and was already practicing parts of student-centered teaching. In turn, I also was practicing eliminating the front by working with small groups, allowing for collaboration, teacher-student and student-student, displaying student work (every wall was student posters, ideas, and work), having some designated areas (I would like to set up differently in my future classroom), and mixing it up with pillows, bean bag chair, fidgets, and a calm down box (I feel I could expand more in the mix it up area) (Keeler, 2016). I loved the calming environment it created. In addition, the inclusion of lamps to substitute for the fluorescent lights decreased headaches, so I can see why the students loved it! Decision: I want to focus on asking stronger questions that require deeper thinking and will result in more thoughtful answers. I want to continue practicing shifting from a growth mindset to an innovative mindset. I understand that I have to step out of my comfort zone more than I have in the past. In addition, I want to put more focus on developing a professional learning network and research more about student-centered learning. References - Canuel, R. (2012). Why do we need innovation in education? Canadian Education Association Blog. Retrieved from http://www.cea-ace.ca/blog/ron-canuel/2012/11/3/why-do-we-need-innovation-education - Couros, G. (2015). 8 Characteristics of the Innovator's Mindset (Updated). The Principal of Change. Retrieved from http://georgecouros.ca/blog/archives/5135 - Keeler, A. (2016). 5 Quick Wins for a Student Centered Classroom by @shfarnsworth. Teacher Tech. Retrieved from http://www.alicekeeler.com/teachertech/2016/01/12/5-quick-wins-for-a-student-centered-classroom-by-shfarnsworth-2/ Objective: This week the idea of 21st century teaching and learning that is lacking in Saskatchewan and online school principals are somethings that stood out for me. The concept of 21st century teaching and learning, itself, really caught my attention as I have never collectively viewed new educational practices as an entire shift in education.
Reflective: I learned that 21st century teaching and learning is so much more than just technology in the classroom. It can be anything from classroom set up to instructional and assessment practices. I was overwhelmed by the many different approaches to teaching and learning such as blended learning, SOLE Inquiry, Flipped model, and Coding in the classroom. I am motivated to learn more about each of these and how to use more inquiry in the elementary years (Gr. 1-4). What frustrated me the most, was knowing that there are several models of learning that I have not heard of before, therefore I am excited to look deeper into some of these concepts. Interpretative: The discussions that took place today holds great meaning for me as a teacher candidate. It is important for me to get involved and stay up to date with 21st century practices in order to give my students the best education they need to become active citizens and critical thinkers. The article our group read from New Brunswick (2010) said that we must get students to not only learn, but evaluate their learning. Without teaching our students that skills they need for the future, it could, in turn, affect our economy, as they are our future leaders. This new learning has challenged some of my current thinking as I believed that kids are too caught up with technology that they need some downtime away from it. However, they need to be taught the appropriate technology skills in order to be engaged citizens in our future high-tech society. That being said, our discussions also confirmed what I had practiced in my internship in regards to different methods of teaching, such as more practical hands on learning and turning students questions into learning opportunities. In addition, the idea of collaboration is something that I did a lot of in my internship and I saw great results from it. This is something that I believe is very important for the success of all teachers and students and will continue to do as a teacher candidate and future teacher. Decision: Personally, I want to continue developing my knowledge on 21st century models of learning. I want to learn more about inquiry with young children (gr. 1-4) where independence and technology skills are still developing. In addition, I want to explore more about SOLE Inquiry. Reference New Brunswick Department of Education. (2010). NB3-21C: Creating a 21st Century Learning Model of Public Education Three-Year Plan 2010-2013. Retrieved from http://leg-horizon.gnb.ca/e-repository/monographs/30000000049266/30000000049266.pdf |
Dawn DustUniversity of Saskatchewan College of Education Post-Intern Categories |