It's not the destination, it's the journey

      As this course comes to a close, I’ve been giving a lot of thought to the kind of teacher I want to be, and the way I will run my future classroom. I’ve talked on this blog in the past about the importance of preparing students for “the real world”, giving them plenty of authentic experiences, whenever possible. In lecture, Dr. Lane spoke about engaging students as partners in their own learning. As necessary as it is that teachers maintain that position of authority in their classroom, I absolutely agree with the idea that students should have a sense of agency in the direction their education takes. When teachers and students work together, amazing things can happen. When I think back to some of the memorable moments from my elementary school years, the times that come to mind are those where we were either allowed to have significant input in to the lesson, or when we were able to actively engage with the material in some unique way. 

      It’s all well and good to get caught up in grand ideas of inspiring students and making their education a positive experience, but in order to accomplish this, it’s necessary to get some perspective. One of the most important concepts I’ve learned about in this course is the role Big Ideas and Enduring Understandings play in 21st century teaching and learning. Planning out a curriculum unit has been such valuable practice this term, as I got to see, step by step, just how to convey those Big Ideas and Enduring Understandings, which, at first glance, seem like intimidating concepts to have to teach to elementary school children. Backward design makes so much more sense, and honestly is what put my mind at ease. Rather than jumping around from big idea, to the most minute lesson plan detail and back again, it presents a logical way to step by step lay out an entire curriculum in a way that not only makes sense, but that will keep you on track for the rest of the unit. 

(Murphy, 2007)

      That is perhaps the most practical, and useful thing I will take away from this course, but it’s not the part of teaching I’m most excited for. As I’ve said in past blog posts, I love getting my students excited, meaning that I was thrilled when we talked about Inquiry based learning in lecture. 

(Crombie, 2014)

      This is so precisely what I loved as a student, when someone would say, off-hand, “I wonder why/how/what/where/when/who…” and that would spark a discussion that sometimes even led to a whole project. Some teachers even had these kind of projects already planned into the unit, allowing us to take an idea and run with it however we chose. The final end product in these instances isn’t even the point usually, but it’s the learning that occurs along the way, the surprises and the “oh, I didn’t know that!” moments that happen. 

     In this sense, I suppose I really do take a constructivist view when it comes to teaching, which, it was comforting to learn, is preferable in the modern classroom. What we've talked about this term, with regards to the importance of multiple literacies and meaning-making has really struck a chord with me, and despite some doubts about teaching I've had, that I'm sure many of my fellow teacher candidates have experienced given the current job market, it's topics like these that remind me why I want to teach in the first place. 

     I'd like to finish off this blog post with an anecdote that I feel really summarizes a lot of what we've talked about in this course over the past few months. 
    
     In the summer, I work in a preschool, helping out in the different classrooms as needed. Last year, one of the children commented on the number of caterpillars on the playground outside at recess. He then asked one of the teachers why they never saw any baby caterpillars. When the teacher responded that those were, in fact, the babies, and that they would turn into butterflies soon, the little boy was shocked and ran off to tell his friends. The teachers and myself naturally found this to be very funny, but one teacher then took it a step further. The next week, she proposed to our supervisor that we order a butterfly kit, and the whole school would take part in this inquiry-based project. Caterpillars were delivered to us with the necessary supplies to see them all the way through their life cycle, hopefully so that we would be able to release them as monarch butterflies. 

(Monarch, 2014)

      The children took part in the daily care for the caterpillars, giving them food and water, and we tied in so many different lessons to this topic, including reading, counting, and science, among others. We even had a school field trip to the library, where we not only found books about butterflies for the children to read, but taught them how to use a library and find books as well. Unfortunately, our caterpillars never made it past the cocoon stage, but it didn't matter. The children were so excited to come in and learn everyday, that I really got to see what was meant by the saying "it's not the destination that matters, it's the journey." 

      I have very much enjoyed this journey the past few months, and look forward to taking with me the lessons I've learned about teaching 21st century skills in a meaningful way to my students. 

Learn Always in All Ways

A concept teacher candidates are often faced with today (so far as my experience has shown so far anyways) is this idea of the “modern classroom”. We must be “prepared to teach in the modern classroom”, to know what to expect, what’s expected of us, and so on. What is the modern classroom though? It’s a rather ambiguous term, which, when taken at face value, can simply be referring to the place where we will be conducting our teaching. When considered more abstractly however, things get interesting. 

So far as I have been able to determine, the modern classroom is a context in which we can prepare our students for the outside world, to help them understand the time and place in which they are growing up, and to create responsible citizens. 

Here, again, we have a rather vague term in “responsible citizens”. To me, this means that I would like to inspire my students to not just want to understand society, but to want to participate and be the next movers and shakers. I hope that I am able to show them that they don’t have to simply passively function, but that they can contribute and interact with all of the activity that surrounds them, on a local and global scale. Given the discussions I’ve had with my fellow teacher candidates, I’m not alone in this.

Okay, that’s a nice idea, but how do we do that?

(Bradfoks, 2015)

cultureandcommunityliterature.wordpress.com

The idea of being a fully literate member of society seems to encompass that ideal rather nicely. Multiple literacies have been identified and are still being identified, and integrating curriculums to cross subjects and teach on a broader scale seems to be the best way to accomplish the afore-mentioned goal. There are so many different literacies that touch on such a wide range of topics that it would be impossible to cover them all properly in just one blog post. Dr. Joie Austria (2016) does a wonderful idea of introducing the topic here: http://joieaustria.blogspot.ca/2016/01/what-is-literacy-but-most-importantly_31.html

What seems to be the main concept behind them all though, is the idea of being informed. It’s the idea that you never stop learning, nor should you, that there is so much that occurs on a daily basis that to be the ideal responsible citizen, you should make the effort to know what is happening in the world around you, and to know how to interpret what is happening. It’s the idea that you have a responsibility to make meaning of what’s put in front of you, and equipping yourself with the necessary resources to accomplish this effectively. 

(Austria, 2016)

http://joieaustria.blogspot.ca/2016/01/what-is-literacy-but-most-importantly_31.html 

The more I’ve learned about multiple literacies, and the evolving meaning of the word “literacy”, the more I’ve become convinced that this is the exact right direction education need to move in. Because really, that’s not how students have been taught (for the most part) is it? Absolutely there are plenty of amazing examples of teachers who have done this, who have managed to create an authentic, rich learning experience for their students. But when I think back on my own educational experience, I don’t know that I encountered the idea of multiple literacies and deeper understandings very often. 

Rather than being disappointed by this, it makes me excited. I want my students to be familiar with the idea of being connected to society, to understanding a single issue on multiple levels, and because I don’t feel that I personally experienced this, I want to do it well. I feel motivated to go above and beyond, and to help create the next generation of teachers for whom this idea of multiple literacies will be commonplace, and even expected. 

(Sue, 2016)

https://www.emaze.com/@AOQZRTTR/Multiple-Literacy-Strategies-copy1 

So going back to my question of how do we do this? ….I really don’t know yet, but I am so excited to find out. I think the best thing we can do is keep our minds open to learning. Learning in every form possible, whether it’s through reading, talking, listening, and above all else EXPERIENCING. If we can model for our students the kind of authentic engagement in our societies that we hope to see from them, I believe we can honestly say that we have done all we can. And then we see if we can’t try to do a little bit more.

I'm Back! New Year, New Course

I am so excited to be back on this blog, and look forward to adding more of my thoughts over this term! 

Last class we watched a video that I had seen several times before for other education classes, but was more than happy to view again.

This video, which explored the educational system today, voiced a lot of the doubts that I have felt, both as a student and as a future teacher. The way students are viewed in many classrooms by the powers that be tends to be more of a product, like something that is tinkered with and shipped out, as though the school was a factory. The classroom is no place for mass-production, and I am all for taking an individualized approach, putting the student's needs first.

Another concept I really enjoyed that we discussed was this idea of multiple literacies. I admit that walking into this class, which is supposed to focus on the topic of literacy,  I rolled my eyes, thinking that I was going to have to sit through a few hours of reading and writing tips. I was pleasantly surprised however, to find that we were going to look at literacy in a broader sense, exploring the different kinds of literacies and what this means in the modern classroom. Just as the idea of the "classroom" is expanding to include, essentially, the whole world, this definition of literacy has expanded as well. I look forward to seeing exactly what this means, as I really don't know yet, but I love the idea of it and can't wait to learn more!

Write That Down!

        In this blog post I would like to discuss the idea of pedagogical documentation.  Also called pedagogical narration, this is a process in which teachers become the learners alongside their students (Wien, 2013). Through a variety of methods, educators observe and record their students learn in the moment in which they are actually learning. This is especially useful in early learning or kindergarten classes where assessment can be exceptionally difficult. Student learning can not usually be measured fully through pencil and paper assessments, and pedagogical documentation allows for students of any learning style to exhibit their knowledge organically (Wien, 2013). 

Saanich School district (2014) https://www.youtube.com/watch?v=RRWKp4hXadQ

        To learn more about what pedagogical documentation can look like, especially in a kindergarten classroom, visit https://tecribresearch.wordpress.com/2015/05/17/pedagogical-documentation-why-when-who-what-where-how/ 

Some of the forms in which pedagogical documentation can be seen is in the teacher taking pictures of the children engaging in the classroom activities, jotting down notes of observed behaviours, and answering predetermined questions such as “What does this child know?” or “What do they want to know?” Not only is the teacher able to see what the children have learned, but they gain a deeper understanding of how the children learn (Wien, 2013). I love the fact that this form of assessment recognizes the individual learning styles of each student. Not only is a more accurate assessment of their abilities made possible, but the teacher is also able to learn more about the student as a person, and about how that child thinks and processes information. A more genuine and authentic teacher-student bond is formed, resulting in more effective teaching hopefully and a more positive classroom environment. 

Pedagogical Documentation (May 17, 2015) Technology Rich Inquiry Based Research.

An especially important result of pedagogical documentation, in my opinion, is the fact that teachers can often end up learning just as much about themselves and their teaching as they do about the students and their learning. A teacher who is aware of their students’ behaviours will see how the children respond to the teacher’s own behaviour. Teachers are role models, whether they want to be or not, and it is very important that they recognize the impact they have on young minds. I have seen teachers that simply want to get through the day, and their lack of enthusiasm for the subject they are teaching leaches through to their students. Not only will the students want to learn more about the subject if the teacher shows energy and genuine interest in the topic, but the teacher will then have an easier time of teaching it! The Ontario Ministry of Education has an entire section of their website dedicated to pedagogical documentation and the importance of understanding the students' perspectives http://edu.gov.on.ca/childcare/document.html 


The idea of “shared accountability” comes up when discussing pedagogical documentation, as the student takes on a larger role in the teaching process, effecting change and helping to determine the flow of the lesson. Students themselves can help with the pedagogical documentation, recording what they feel they have learned and showing how they can display this knowledge

                             Teacher and Student Pedagogical Documentation (February 23, 2014). Trifold Learning.

         Ultimately, I would like to try to use this form of assessment in my classroom, as it combines many of the educational philosophies that I ascribe to. I want to have that meaningful connection with my students, and I want them to feel as though their voices are heard in my classroom. I want to have that awareness of what my students are taking away from my lessons, and I hope to build the kind of positive classroom environment that any learner can feel comfortable in. 

References

Kashin, D. (2015). Pedagogical documentation: Why? When? Who? What? Where? How?. Technology Rich Inquiry Based Research. Retrieved from: https://tecribresearch.wordpress.com/2015/05/17/pedagogical-documentation-why-when-who-what-where-how/ 

Ontario Ministry of Education (2015). Think, feel, act: Lessons from research about young children. Ontario Ministry of Education. Retrieved from: http://edu.gov.on.ca/childcare/document.html

Saanich School District (2014). Learning stories: Documentation project- pedagogical narration in saanich elementary schools. Retrieved from: https://www.youtube.com/watch?v=RRWKp4hXadQ 

Wien, C.A. (2013). Making learning visible through pedagogical documentation. The Ontario Queen's Primer. Retrieved from: http://edu.gov.on.ca/childcare/Wien.pdf

James and the Giant Project

     Assessment is a crucial part of the educational process, but it can be hard for teachers to break outside of the test and quiz norm. It is an important skill to develop however, as teachers need to be able to assess their students accurately, and tests rarely are able to show the full potential of all students. Another issue to consider is how to properly assess that students are actually learning properly under the Know-Be-Do Framework. To accomplish both of these goals, a teacher could create a Rich Performance Assessment Task (Drake, Reid, & Kolohon, 2014). I personally love the idea of the Rich Performance Assessment Task. Essentially, Rich Performance Assessment Tasks, or RPATs, are large projects that require a significant effort on the students’ part. The task that they are expected to complete should be one that the students feel is worth doing, and that gives them authentic opportunities to use their skills and display their abilities and what they have learned (Drake et al., 2014). It also can involve some degree of authentic assessment, where the students are not just expected to memorize, but instead learn skills they will be able to use later in life, in more practical contexts! This video does a really great job of explaining (in a creative way!) what authentic assessment is.

Chelvanayagam, M. (2014) Authentic assessment. Retrieved from: https://www.youtube.com/watch?v=tlHUqHTxgLc

     I realize now that I have completed Rich Performance Assessment Tasks in school, and personally I loved them. Creative projects are almost always more fun than taking a test, in my opinion anyways, and I feel like it can give students a better opportunity to fully show what they know. I remember completing an “Unconventional Book Report” in grade four on the novel James and the Giant Peach, by Roald Dahl. We were given the option of either creating a short movie summarizing the book or a diorama that showed the main events of the book. Alternatively, we could write a short paper summarizing the book, but I do remember that NO ONE  chose that option. The dioramas and movies that people made were all so different, and represented so many different ways of looking at the book. It demonstrated not just our memory of the events of the book, but also our abilities to identify important plot points, who the main characters were, and our presentation abilities, as we had to give a short talk about our projects, explaining them to the class. We had an amazing time completing this project, and learned so much from it. 

Michelle de Sa (2013) https://www.pinterest.com/mihmel/school-projects-ideas/

     This method of assessing is so valuable for teachers to keep in mind, and as future teachers we need to start considering things like this now. The website TeachHub offers suggestions for creative assignments that could be given at http://www.teachhub.com/40-alternative-assessments-learning  
With a little bit of creativity, teachers can find so many different ways to assess the Know-Be-Do areas of a lesson in their students, and make the classroom a dynamic and fun learning environment!

References

Chelvanayagam, M. (2014) Authentic assessment. Retrieved from: https://www.youtube.com/watch v=tlHUqHTxgLc

Drake, S.M., Reid, J.L., & Kolohon, W. (2014). Interweaving curriculum and classroom assessment: Engaging the 21st century learner. Don Mills, ON: Oxford. 

de Sa, M. (2013) James and the giant peach dioramas: School and project ideas. Retrieved from: https://www.pinterest.com/mihmel/school-projects-ideas/

To "Know, Do, and Be" or not to "Know, Do, and Be"

​Teachers have many responsibilities in a classroom. They have to meet the individual learning needs of their students, provide a safe and effective learning environment, keep the classroom organized and efficient, and on top of that, of course, is actually teaching the required curriculum material.

​This year has been my first year learning about curriculum, how it works and what it consists of, but I did have some preconceived ideas of what that might entail. I will not go into detail on the particulars of these ideas, but I will say that I was pleasantly surprised to discover the "Know, Be, Do" framework (Drake, Reid & Kolohon, 2014). I had assumed that curriculum frameworks would only describe the kind of material to be taught to the students. Instead, I was happy to see that the curriculum framework was structured so that students would not only memorize the information, but that they would take it in in such a way that it would have an impact on who they are as people (Drake, Reid & Kolohon, 2014). 

 Figure 1. The Know, Do, Be Framework. This framework breaks down curriculum learning goals into three categories. (Drake & Burns, 2004)

      The goal of education should not just be to have students memorize facts but to have them become responsible and capable citizens in society and to actually be able to use the information we've taught them. Therefore this framework takes a very progressive view of education and I like what it means for the future. As is described by Drake, Reid, and Kolohon (2014), this kind of curriculum framework is built around a new form of pedagogy in which deep learning is the ultimate goal.

​I do have some concerns however as to what this means for teachers. There are some excellent teachers out there who very much know their craft, but there are those that may not be up to the task of teaching material in such a way that students can "be"a certain kind of person. This may be due to a lack of experience or a lack of confidence in their own abilities in what is, admittedly, a daunting task. It is therefore very important in teacher education, to introduce the idea of deep learning early enough that future teachers can start preparing themselves mentally to teach this way. What we may see however, is that the students who have been taught by teachers who use this framework will be able to teach it better themselves should they decide to become teachers in the future. Either way, this framework is an excellent idea, and it will be very interesting to see what direction education takes in the future, especially as we seem to be moving towards more meaningful teaching, a concept that I personally would be very excited to explore more deeply.

                                                          Sources

Drake, S. M., & Burns, R.C. (2004). Meeting standards through integrated curriculum. 

     Don Mills, Ontario: Oxford.

Drake, S. M., Reid, J. L., & Kolohon, W. (2014) Interweaving curriculum and classroom 

      assessment: Engaging the 21st-century learner. Don Mills, Ontario: Oxford.