Knowing Together

The Pre-Step in the 21^st century idea of Backward Design in curriculum is perhaps the most important part of the process. This step asks teachers to know your curriculum, and know your students. There are many ways to approach both of these tasks, and in this space we will primarily focus on aspects of knowing your students (Drake, Reid & Kiloton, 2011).

Retrieved from: http://www.connectionsacademy.com/

blog/posts/2013-01-18/Understanding-Your-Student-s-Learning

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One way of getting to know your students as well as providing them with opportunities to know themselves as learners, is by evaluating their pre-knowledge and skills through diagnostic assessments (Drake, Reid & Kiloton, 2011). Specifically, a teacher may evaluate students learning preferences via multiple intelligences. Howard Gardner (1983) presents eight different ways in which students can express their intellectual competencies.  Gardner’s theory challenges the traditional view of intelligence that most people have understood through prior research and theories as well as experiencing a fixed view of intelligence that focuses on cognitive domains.

Not only is it important for teachers to know their student's multiple intelligences, it is equally important for students to know their intelligences. Being aware fosters ownership in individual learning and self-reflection and allows students to find relevancy and meaning in the curriculum. In EDUC 8P19 at Brock University students are required to observe grade 6-12 classrooms for classroom dynamics and management. While observing a grade 7-homeroom class, the teacher had created an inspiring student-centered learning environment demonstrating that he certainly knew his students. The following board was located at the back of the classroom:

Personal Photograph

Personal Photograph

The teacher had each student complete a multiple intelligence inventory based on Gardner’s theory (many can be found online like this one) and post a bar graph of their results beside their photo. I thought this was very creative and an excellent way to create awareness of learning in the classroom. Both the teacher and the students can take responsibility for meeting intellectual needs.There were also many other visual indicators of student centred learning: questions about relevancy and responsibility as shown on the left, expectations directly (or in child friendly language) from the curriculum posted on whiteboards, as well as positive and motivating quotes as shown in the photograph above.

The following school is called the Etona Multiple Intelligences Academy in Gainesville, Georgia where teachers give students opportunities to practice all of their smarts through stations and various activities while still meeting curriculum expectations.

Retrieved from: https://www.youtube.com/watch?v=7zBKAT3Ie_s

Hattie (2012) presents research on visible learning and presents five attitudes and beliefs of expert teachers. Number one says that expert teachers can identify the most important ways to represent the subjects they teach. Research demonstrates that when students can access content in multiple ways learning is improved. Expert teachers provide these opportunities by problem solving and adapting their teaching in response to examining what students have not learned and what students are not progressing through a variety of different contexts. 

I believe multiple intelligence is absolutely necessary in knowing your students and being able to adapt to their individual needs both as a life-long learner and as a human being. Although educators do not want to limit students to specific types of intelligent learners, we want to get away from the one-size-fits-all models of delivering information by allowing students to utilize many multiple intelligences and grow in each of the categories. 

Perhaps the next discussion you have with your students or with anyone around you should sound like "how are we smart?"

Until next time,

Ms. Kee


References 

Drake, S. M., Reid, J. L., & Kolohon, W. (2014). Interweaving Curriculum and Classroom Assessment: Engaging the 21^st Century Learner. Don Mills, ON:Oxford University Press.

Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York, NY: Basic Books.

Hattie, J. (2011). Visible Learning for Teachers: Maximizing Impact on Learning. New York, NY: Routledge.

  

Finding the Be: Curiosity & Creativity in the Class

Last week in an Integrating Curriculum and Assessment class at Brock we spent a lot of time working with various curriculums from both inside and outside of Canada. It was our job to look for examples of important things Know, Do, Be in the curriculum of our choice. Our class collaboratively found that many of the learning expectations overlapped and were found in almost all curricula regardless of grade or subject using a Google document on the projector.

Retrieved from: http://mathhombre.blogspot.ca/2013/02/creative-learning-week-1.html

I would like to focus your attention to the 

‘BE’; the most important values, attitudes, or behaviours students are expected to demonstrate 

(Drake, Reud & Holohon, 2014, p. 43) because I find it the most interesting and difficult to grasp in the context of curriculum.

Next we dug a little deeper – each group in the class did a vertical scan and cluster of the expectations that were given to us. Our group focused on writing in the English curriculum from grades one through 12 and was asked to type both overall and specific expectations on a Google document once again. At first the activity seemed daunting, as there were 12 grades to cover. However, by selecting a leader and working as a team we got through the activity fairly quickly and were able to understand various goals and purpose of the task as we did so. We realized how playing a role in a group was inherent in getting things done – we were being the BE, and demonstrating the learning skill of collaboration.

 

Retrieved from: http://misalondon.ca/assessment-evaluation/learning-skills/ 

We also came to the realization that all general objectives or outcomes of language were the exact same across all grades, and many specific outcomes were similar and became increasingly complex. At the beginning of the activity, we did not know why we were simply retyping the curriculum, demonstrating the implicitly of finding the BE in learning. Our TA asked us the question of how many teachers know this? Our group came to the conclusion of not many. Although the curriculum serves as a guideline for teachers, it is still a very important foundation of creating lessons and assessments. It is equally important to understand how and for what reason: I say to give teachers the freedom to be creative by allowing their students to be creative. We know that by asking questions we can spark curiosity in others, but how do we objectively measure the creativity that stems from this curiosity? Society wants to see numbers and proof, however this idea is just as meaningless as reciting information from the curriculum to students. Practitioners must create and utilize activities to create an environment for students where they can explore their learning skills and subjectively evaluate them through observation. They can begin to be articulated through language through the Growing Success Document that is used as a resource in our Education 4P19 class. I urge you to look to "The Creative Process" on page 16 and "Learning Skills Observation Checklist" on page 11.

Retrieved from: https://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf

BE curious, BE creative, and BE education.

Until next time,

Ms. Kee

References

Drake, S. M., Reid, J. L., & Kolohon, W. (2014). Interweaving Curriculum and Classroom Assessment: Engaging the 21^st Century Learner. Don Mills, ON:Oxford University Press.

Project-Based Learning: The Road Trip to Success

Essay? Test? Experiment? Combining these variations of assessment in a culminating project? – Not exactly. Traditionally, students are transmitted knowledge throughout the year and are expected to perform via these facets of culminating assessment based on what they have “learned”. Project-based learning on the other hand may use small parts of these typical activities to create an ongoing exploration of learning through the various workings of a large project. Additionally, project based learning is not limited to particular subject matter. For example, I would consider creating a dance sequence in groups with specific themes, movement concepts, skills and strategies over the course of a unit in physical education and performing it at a school assembly or as part of a narrative play project-based learning, or PBL. I have explored PBL for the first time primarily online and its premise has caught my attention!

“Learning that begins with the student’s own interests and questions. Learning activities are long term, interdisciplinary, and student-centered and are integrated with real-world issues and practices. Students are involved in making decisions about how they will find answers and solve problems.” 

– Alberta Ministry of Education, 2004

The PBL Process

I will use a road trip analogy to depict the PBL process because;

Retrieved from: http://pixgood.com/success-is-a-journey-not-a-destination.html

When one decides to take a road trip, there is often a general idea of a destination point, however the most exciting and worthwhile lessons arise on the road. You encounter things you would not expect to encounter and face obstacles you never thought imaginable. In fact, the end point may change along the way. You cannot precisely predict the fine details of the trip such as kilometres  stop times, food and gas money, and more. You learn new things throughout the journey. This holds to the same idea of project-based learning where students learn while doing a project, rather than planning out prior knowledge to apply to a project. PBL can be seen as the “vehicle” for instruction and application to happen simultaneously. 

Retrieved from: http://ucdtaconsultants.blogspot.ca/2011_02_01_archive.html

There is often a reason as to why someone wants to take a road trip. What is making the car go? In PBL, students are presented with an open ended driving question that sparks questions and authentic interest and wonder about the task. PBL creates a road trip for student(s) to embark on to reach a destination – however emphasizing the importance of pit stops along the way. After deciding where to go, one would determine what essentials are needed to survive the trip such as gas money, food, car mechanics, etc. In PBL, students with the facilitation of teachers must determine what content knowledge and skills are needed to solve a problem. Here is where we incorporate 21^st century learning skills such as inquiry and collaboration to foster engagement and relevancy. Sometimes you will have company on your road trip. You will need to work together to get where you want to go, just as students work together to produce a product, demonstration, or performance. Learning goals are created, and assessed based on an individualized criteria rubric. In many ways, the process is in conjunction with the product and students are able to reflect on their journey along the way (Drake, Reud & Kolohon, 2014, p. 3-4). There are countless resources for educators at all levels to learn how to effectively use project-based learning in their classroom. I have learned that the process can be complex and starting off small is important. Twitter is an excellent way to learn and share the PBL experience:

A Project-Based Learning Spectrum: 25 Questions To Guide Your PBL Planning http://t.co/txVubFcRga #education #pbl pic.twitter.com/WIrMPSDSgl

— TeachThought (@TeachThought) September 21, 2015

This concept is new to me and as a future educator I am excited to utilize this method of curriculum in my teaching endeavors both in and out of the classroom. While investigating project-based learning I have come across a surplus of support and confirmation of effectiveness based on research. Suzie Boss (2011) shares expert views on the important of this learning strategies including Chris Lehmann who stated "Inquiry-driven and project-based learning makes sense for today's learners because it gives them the opportunity to connect the work they do in school with the larger world around them. We must stop saying that school is "preparation for real life" and acknowledge that school is real life for the kids while they are in it. Project-based learning allows that to happen in powerful, meaningful ways."   I urge current and particularly future educators like myself to consider the value of PBL as an educational tool and entirely new depth of learning for students. I look forward to learning more about project-based learning in class, online, and in practice. The following video is an excellent representation of what PBL looks like… enjoy and start packing for your road trip!

Retrieved from: https://www.youtube.com/watch?v=hnzCGNnU_WM

References:

Alberta Ministry of Education. (2004). Focus on inquiry: A teacher’s guide to implementing inquiry-based learning. Edmonton, AB: Alberta Learning: Learning and Teaching Resources. Retrieved from: http://education.alberta.ca/media/313361/focusoninquiry.pdf

Boss, S. (2011). Project-Based Learning: What Experts Say. Retrieved from: http://www.edutopia.org/project-based-learning-experts

Drake, S. M., Reid, J. L., & Kolohon, W. (2014). Interweaving Curriculum and Classroom Assessment: Engaging the 21^st Century Learner. Don Mills, ON:Oxford University Press.