Putting theory into action

Teaching is not easy. In theory, it seems straight forward; you follow the curriculum that you are taught to critically analyze and stick to, you follow classroom management methods that you repetitively work through, and you become aware and listen to your students' needs each year - all of which you learn while completing your undergraduate degrees. All of this sounds like it'll work smoothly, in theory. Stepping into a classroom is going to be a lot different, and is bound to require a lot of work to implement all of these theories that we have learned in university to a real-life classroom environment that challenge us with complications. Realistically, most of us are not going to remember the theoretical steps to dealing with certain situations that are occurring in our classrooms. We are going to deal with the situation in a way that seems right at the time. The information and theoretical learning isn't useless though. When times get stressful, and we find ourselves in a crunch, these theoretical frameworks are going to come in handy to fall back on, I'm sure. Also, some of the information that we have learned is inspiring, and I'm looking forward to trying certain concepts in my own classroom someday.

Image from: http://sallywanlessblog.wordpress.com

A couple of major concepts from the course have stuck with me since I first learned about them. One of them is assessment for learning. When first introduced to this concept, it sounded pretty boring. Frankly, I dismissed the concept when I first learned about it, as I looked at it as another common sense theoretical framework that the faculty of education is shoving into my brain in hopes that it'll help me in the future. After revisiting the concept, I realized that this one will ACTUALLY help me in the future, and is something that I stand for in attempting to conquer and work within the flawed education system that is in place right now. The spirit that prioritizes learning over grading - this is at the heart of assessment for learning, and I believe that this is the key to effective teaching. We need to zone in on the process, rather than the product. Take the pressure off of the students, and LET them learn.

Just today, in another education class, we were discussing ways in which we could allow for students to feel confident in what they are learning, as well as how to create environments that don't single students out if they're at a different points in their learning processes. Assessment for learning is the answer. By focusing on the process of the learning with a class instead of the product, and allowing for students to use their creative license in terms of how they develop their process of learning, then the students can experience some freedom and enjoyment in what they are studying. This concept could be used to drastically reduce the amount of exclusion in a classroom based on student ability, and lend itself to a constructive learning environment where all of the students learn from each other through the differing learning styles of each student in the class. Again, this sounds great in theory, but hopefully this framework will be applicable to my future classroom.

Another concept that was learned, or at least resurfaced for me was to think outside of the box when it comes to creating lessons for students. It sounds pretty simple, but the rigid curriculum structures can be extremely limiting to teachers, especially new teachers, so I hope that I can remember to keep an open mind, and stretch the limits that are in place. The concepts that I am referring to presented themselves in the videos that we watched in class on online learning communities, and the use of Skype in some instances to learn from people and cultures that are unfamiliar and on the other side of the world. Working hard to include these types of opportunities for advanced and innovative learning through technology is a priority for me to include in my plan as a prospective teacher.

Of course, even these two stand-out concepts that have inspired me through this curriculum course are just working through my brain in theory. I expect that when I enter my first classroom and begin to attempt to implement them through practice, that there will be many complications and challenges that I will have to face. Either way, I have taken pieces of this course away with me as essential resources for my future teaching experience, and I am dedicated to giving them a shot in my future classroom. Teaching is not going to be easy, but I'm determined to use the concepts learned in this class and others to help influence and create an incredible learning environment.

Image from: http://blogs.uab.cat/meriter/teaching-activities

                                                     

Bring on the field trips

A few weeks ago in another education class, I tackled a case study that involved a first-year teacher taking her students on a band trip that had been a tradition in the school for several years. This case introduced a number of problematic situations that as a prospective teacher, I had never actually considered before in my last three years of study at Brock. All of my focus in terms of education classes has been directed towards the classroom itself, how to manage a class and build curriculum in a public or private institution, and gearing lessons for these kinds of learning environments. It also brought up the fact that many teachers don't necessarily want to take the extra step as well as the extra responsibility of taking their students on a trip, and for reasons that are understandable. Just think of the number of permission forms, fundraising initiatives, scheduling meetings, alternative lesson plans, and the responsibilities that comes along with ensuring the safety of the students as well as dealing with potential behavioural issues. It seems a lot easier to stay at the school, and carry on with traditional lessons, and I wouldn't doubt that this is the case.

A general word of advice is to always challenge yourself in life. We hear this from people all of the time. Taking educated risks in life is almost always beneficial to learning for any individual. As a prospective teacher, I think that challenging myself when in the field will present itself in the form of going the extra mile for my students. Why not organize a field trip? There aren't very many students who would turn down the idea of a field trip if it meant that they were going to escape the constraints of the classroom space, and actually have an experience outside of the school with their peers. I know that whenever I heard rumours of a high school trip, whether it was a music trip, or a class trip, my excitement about the class increased significantly. Not only do field trips generate excitement, school spirit, and community, but they can also be EDUCATIONAL. Allowing for students to have an opportunity to learn about something through experience is extremely important to a new learning culture, as it gets the students out of the classroom and encourages them to understand what they're learning by actively participating in a lesson. Field trips can act as the Do in the Know, Do, and Be model, and encourage and support the Know and the Be simultaneously. It's difficult to create activities that fully encompass the Know, Do, and Be model, but field trips can be a great way to incorporate the entire umbrella in a single event.

EDUC 4P19 is all about the transition from the old traditional model of education to the new progressive model of education. Integrated curriculum is the main tool that we have been discussing lately that can be useful in putting this new model into action, but sometimes I think we overstep what seem like simple and original methods of actively engaging students when trying to brainstorm new ways of learning. Field trips are one of these methods that we seem to overlook, maybe because we associate field trips with the traditional model of education, and immediately disregard the idea. Remember when the popular cartoon show "The Magic School Bus" was a thing?

Image from: http://knowyourmeme.com

                                                      
Ms. Frizzle's class went on field trips every episode, and actually perpetuated a learning culture that supported experience-based learning. Although we sadly can't go on the kinds of trips that Ms. Frizzle took her students on, we can take this idea, and use it as a way to inspire out-of-the-box thinking when organizing these kinds of events as teachers.

There are some resources and examples of integrated learning that we have examined in class which have included the use of practical work for students to learn through experience, but most of the examples that we have come across in class occur on the school property, and don't consider the possibilities beyond that space. Organizing field trips should be included in the new learning model to expand the horizon of possibilities that the space of the school itself seems to limit. Offering real-world experiences to the students is this branching step. Organizing trips is not an easy task, but neither is implementing the new model of education, so why not include this within the model.

Organizing and supervising a field trip is not the only thing we have to worry about as prospective teachers. How do we ensure that the students are going to take something out of the trip that is beneficial to their learning? The answer to this is incorporating it into the integrated curriculums that we have been discussing and working on in class. Studying lessons through multiple methods of learning strategies already associated with the new model of education, and listening to what your students respond best to should inform the organization of a trip so that it caters to the learning styles of the students attending, and corresponds with the lessons that have been taught throughout the course of the year. We also can't forget to reflect with our students. Reflection is also a crucial step in the learning process as well. Many people think of reflection as an activity that should only happen every so often, but why not reflect constantly with your students? When on a field trip, ask students how they feel about their experiences, coach them to make connections to class material, and share your own experiences as the teacher.

Field trips can be useful tools, especially in the context of the progressive methods of learning that we are pushing for in the education world. Making connections to the real world through experience is exciting. Learning in this way is exciting. It takes dedication as a teacher, and a mindset that involves learning WITH the students through experience as an educator, to allow for this type of experiential learning to be effective. Integrated learning is important, which we have clearly established in this class, so lets add field trips into the equation to offer rich opportunities through real-world experiences.

Image from: http://talesofaschoolbusdriver.blogspot.ca/2013/10/field-trip-fun.html

                                              

The challenge of true commitment

Image from: http://www.inspiringpartnerships.co.uk

Commitment is something that I think every person, regardless of their profession, needs to seriously consider and demonstrate in their practice. It's extremely easy to say that you are committed to something, without truly being committed to it. Reflecting back on EDUC 8P50, we discussed how a lot of people who think that they are committed to something are really just "playing the game." When we were discussing the notion of "playing the game" last year in 8P50, we were usually referring to playing the game of school, but I think this concept can be applied to anything in life. To me, "playing the game" means that you just meet the necessary requirements that are expected of you to pass by in whatever you are doing. Look back at teachers that you've had in the past, and think about the ones who were simply "playing the game," compared to the ones who were CREATING the game. It is clear as to which ones were doing what. The ones who were creating the game were absolutely committed to the learning that was taking place, and committed to putting their best foot forward in their teaching practices.

Just last week, I was in a performance class presenting a Shakespeare monologue for my classmates and my professor, and experienced an intense level of commitment from my professor. The first pass of my monologue was really focused on the process of wrapping my head around the language of Shakespeare, rather than a polished, performance-ready product. Therefore, after I had completed performing my scene, my professor asked how I felt about what I had just presented. This question was my first clue that my professor genuinely cared about what I was doing, and how I was learning the material. She then proceeded to ask me questions about my monologue and coach me through sections of my performance that were unclear. Now when I say that she coached me, I don't mean that she stood on the sidelines and ordered me to do certain things, or think a certain way. She instead, did whatever she could to help me understand the text, whether that was getting me to perform physical actions, being physically involved herself, or having the class become involved in my performance to generate different perspectives and ways of thinking and speaking the complex language of Shakespeare.

Why was this experience so useful and inspirational for me? Because my professor was committed to what she was teaching, what I was doing, and what I was learning. It's not like this was a one-time deal on her part either. She is committed to every single person in the class when they get up to perform their monologue. She takes the time to direct all of her energy, knowledge, and teaching practices towards the single student who is presenting at the given time. By talking to my classmates about their experience in the class, it is clear that they have the same appreciation for this professor as I do. It all starts with the professor being committed to the class, the material, and the students. Instead of simply watching and listening to each performance and giving a short remark at the end of the presentation about how we could improve, she dives into the work with us, and explores the process of learning by catering to each person's learning style as she works through the material with each individual. She CREATES the game of learning, and does not simply play the game by going through the motions that most teachers do.

Being completely committed to what you're doing is extremely difficult, but that is what separates the great teachers from the good teachers. It is important to find the will within yourself to enter the classroom in a state of mind that allows you to be fully present to your students as well as the material that you are learning and teaching. In the example that I have been referencing, the professor comes into the class well prepared and in a state of mind where she is ready to work and give her full attention. She embodies the "Know, Do, and Be" model that we have been talking about in EDUC 4P19. The "know" is clear as she is an expert at the material that we are learning, as well as the different ways that she can teach it. The "do" presents itself in the physicality that she brings to the class, as she is exploring the work along side each student. The "be" is what I've been talking about all along when referring to her extreme level of commitment to each student in the class. She embodies her knowledge and her pedagogical practices to truly "be" an effective and fantastic teacher.

Like I said, to be truly committed is not an easy task for anyone, especially a teacher. It is a goal that I have set for myself as a prospective teacher, and one that will remain an ongoing goal throughout my career. I have witnessed and experienced what it is like to have a teacher who is committed to what she does, and that is exactly what I want to provide for my students in the future. It requires knowing, doing, and being, and balancing these concepts to be interesting, respected, and effective. It will be hard work, but the reward will make it worth every moment of effort that is put into it.

A shift in the learning culture

While sitting in class last week, the prof mentioned that the Alberta education system is on its way to assessment and evaluation without grades. It was shocking to me that a movement like this is actually on it's way to being implemented in schools across an entire province. I then asked myself why this information was so shocking. I mean, it isn't necessarily difficult for me to think about an innovative education system and what that might look like in my ideal world of learning, but to think of an innovative education system that would be accepted and actually implemented beyond my imagination becomes a little more difficult. I guess that's where I go wrong and need to improve. I end up limiting my visions of possibility as a dynamic and effective prospective teacher, because I expect to be shut down by the stubborn and habitual traditional model of education that is so widely known and still used in most cases. The news of an education system without grades in Alberta proves that the ideas about education that seem to be imaginative or unrealistic can actually become a reality.
                                                     
                Image from: https://www.linkedin.com/today/post/article/20140429105459-7386607-don-t-think-outside-the-box-there-is-no-box

The fact that Alberta education is shifting to a system that doesn't plant a number on student's work is huge. Imagine going to school and not having to worry about what mark you were going to end up with at the end of a project or presentation, and instead, focusing on the content itself in a way that pushes you to make mistakes, and learn from those mistakes. In a traditional model, there is no room to make mistakes. You only get one shot at an assignment, test, or presentation, and if you don't do well and/or make mistakes while taking that one shot, you fail.

A cringeworthy number that is representative of failure sheds a negative light on the word "failure." What if failure was encouraged in schools? What if it was okay to fail? I think that the Alberta education movement will create a learning culture that allows for failure to be accepted in school, and that's a good thing! It will encourage students to push themselves, and make mistakes everyday. They won't be afraid to give the wrong answer in front of their classmates, say the wrong thing in a presentation, or ask questions in class, because they'll have nothing to lose. I know that my greatest learning moments occur when I fall on my face, and get right back up and learn from that mistake that made me trip. Mistake-making should be encouraged in school.

I know that a drastic movement like the one in Alberta will take time to become fully effective. Many people will have questions, and doubt the new system, and that's expected. This new model is going against so many things that the education world is accustomed to, so I'm sure that people will be skeptical and uncomfortable with many of the new concepts. For example, a student who enjoys learning such as myself might be in favour of this new system as it will most likely open doors for students to be more self-driven and self-assessed, but what about the students who just aren't into the whole concept of school? My answer to that is that the shift in the new learning culture will take time, but will eventually become extremely inviting to anyone and everyone who experiences it in its further developed stages. It might very well allow people to see the joy in learning new things, and encourage them to become passionate about something that they want to learn more about.

Although the Ontario education system is not looking to implement no-grade assessment and evaluation methods, there are still aspects of the collaborative learning culture we can use here in Ontario and within the curriculum that we currently have in place. Something as simple as reworking the rubric-system of assessment to be less intimidating and threatening, and more inviting and constructive might be a useful step. In chapter three of the text Interweaving Curriculum and Classroom Assessment: Engaging the 21st Century Learner by S. Drake, J. Reid, and W. Kolohon, an example rubric is presented in Table 3.6 that is intended for assessing a video project. I saw this rubric as an effective and appropriate assessment method for all assignments. Instead of labelling the rubric from levels 1-4 with corresponding grade ranges below each number, the rubric assesses by using a scale that reads, "Emerging, Developing, Proficient, and Exemplary." This type of language used in the rubric is much more encouraging for students because it doesn't label their work as wrong. Instead, it assesses the work based on the level of complexity, and outlines how it could be improved.

A shift in the learning culture is on its way, but we're going to have to be patient in Ontario, and work in steps within our current curriculum, towards a model that Alberta is already developing and implementing. Students need to make mistakes in order to learn, so creating a safe learning culture that welcomes students to push their limits is where we need to direct our development in education. It'll take time to adjust, but you can't rush a good thing.

Aberta Education Mandate Letter: http://alberta.ca/AlbertaCode/images/Mandate-Education.pdf

Are students excited to be back at school? Maybe.

Depending on where students go to school, what school board they're under, and which teachers are teaching them, I think that some students might very well be excited to be back at school. Weird right? It seems like excitement and school are two words that just don't go together in a sentence. Why is this the case? Why is it that when the majority of elementary and high school students think about going back to school, it usually involves a dramatic sigh or a less than impressed reaction?

It's because school isn't engaging for them. They're interests and passions aren't stimulated in the classroom. It's because they act as passive beings in a traditional classroom setting, where they all sit at an individual desk, silently of course, and listen to a teacher lecture on what the traditional curriculum requires them to lecture on. Sure, this might sound ideal for the select few who prefer this type of learning because it caters to their learning style, and that's great. But it's time that we start thinking about alternative ways to learn and teach so that classrooms are stimulating, safe, exciting learning environments that all students look forward to entering everyday.

The development of a new story of curriculum, instruction, and assessment is in the making, and is being put into action in many schools across Canada already. I think that this is a great start to reforming how schools provide a place for students to learn, and a place where they want to learn. However, it's a lengthy process to put these new systems into affect, so it's up to teachers to do what they can to be creative and innovative in the classroom. Creating lessons based on a constructivist approach that is driven towards student-based learning is the key. Make education about the students.

Last week while I was in class I was inspired by schools with teachers who organized programs with  schools around the world to create a classroom experience that was innovative and extremely compelling for the students. One class from Canada would Skype with a class in Kenya, and learn together about each other's cultures and school experiences. Now I don't have proof that all of the students were compelled to take part in this activity, or whether every student learned something, but if something like this had been a part of my high school experience, my level of excitement to learn would have gone through the roof. I think it's safe to say that this might be a similar reaction for many other students as well.

So when I say that I think that some students may be excited to be back at school, I am referring to those students who are experiencing an education system that is branching from the traditional curriculum, instruction, and assessment methods. I'm talking about those students who have teachers that work their hardest to think outside the box about how to engage their students, and who create lessons that are multidisciplinary and riveting. I'm talking about the students who return home after their day at school to a parent or gaurdian that asks them, "What did you do in school today?" and who reply with endless stories telling them about how much they learned in class, and how great their day was. Some students will have an experience that leaves them feeling excited to be back at school, but I think all students should have this experience.