Genius Hour

        For my final blog this week I have decided to focus my attention on one of our in class projects called “genius hour.” At first I was slightly confused why we were given such an open – ended assignment, but after watching YouTube clips and reading articles about this innovative assignment I realized it may pose many benefits. Although it is difficult to recall times where projects allowed for leniency I remember certain art classes in elementary school that did encourage creativity. Other than that I have always been given clear – cut topics to research and very specific guidelines to follow in order to complete for projects in elementary, high school and now University. So, naturally it seemed appropriate that I would be nervous to attempt such an innovative project.

            At first, our group decided to choose a topic that we would be able to definitely find result for either from an article or paper online however after thinking about it for a while we realized that this was our opportunity to take on a more interactive approach. It was the first time as a student that we were given the chance to explore something that truly interested us and we chose; how prepared do you feel for the “real world” after leaving Brock University. Now this was a question that as a student and future educator I have considered before and I was extremely curious to hear other individuals’ opinions. In order to go about truly finding answers to this topic there was no way to access a study highlighting students thoughts, so what better way than to collect data through face – to – face interviews with students around the school. After analyzing the results we integrated our interviews with the students to create a video in order to present our findings. With all of the other projects I had to complete in my other courses I was frustrated that this was just another thing on my plate. However, I was both shocked and pleasantly surprised that I was most excited to complete this project and actually “looking forward” to hearing what Brock students had to say; unlike the other projects that seem pointless and boring to complete.

I think this is a prime example of how inquiry- based learning can be successful within the classroom and really encourages me to integrate it with my future classes. Inquiry – based learning allows students to formulate questions, investigate and find answers, build new understanding, meanings and knowledge, and then communicate their learnings to others. There is also a strong emphasis on being actively involved in solving authentic (real – life) problem. Genius hour highlights all of these components as it offers a time for students to explore their own passions and helps motivate students to want to learn. Inquiry – based learning for me throughout the educational system was extremely rare, so having this opportunity to participate in this new style of teaching hands on during genius hour was eye – opening and exciting.

I believe it is extremely important for students to be given chances to seek knowledge on a topic that truly interests them in order to foster creativity, independence and motivation to learn; all qualities teachers are trying to instill in students. Inquiry – based learning for me throughout the educational system was very rare, so having this opportunity to participate in this new style of teaching hands on during genius hour was eye – opening and exciting. It definitely makes me want to incorporate this approach to teaching into my future classrooms. Many times in my educational experiences I would question why the teacher wanted me to research or learn about a certain topic that I was not interested in and would not even remember after I completed the project. Or even better, I was given the choice between three different things to complete. I guess by doing this the teacher felt like he / she was allowing student independence in a structured manner but I know now that was not displaying the true essence of independence and inquiry – based learning at all. If I really want to motivate my students and learn what sparks their interest then I need to allow them opportunities to research and communicate their knowledge in various methods. Taking this one step further, inquiry – based learning is a great way to get to know your students which I have previously mentioned about in earlier blogs and the many benefits that come with incorporating it.

On the other hand, the only concern I have with inquiry – based instruction is how to assess and evaluate students. For example, with projects like genius hour how can I evaluate and give a student a higher grade than someone else? The only way that I can see students being graded fairly is by following a very generic rubric that could be co – created by the students before beginning their assignments while still highlighting specific learning goals.Including a collaborative management approach within the classroom allows students to feel like matter as well as a sense of democracy within the class.

A sample rubric for Genius Hour is shown below:

            Overall, I feel Genius hour was a huge success in our class and I hope it to be a huge success in my future classes. There are many benefits to inquiry – based learning (Genius Hour being one of them) and very little down-sides to incorporating it into classrooms in the future. In addition, I feel these blogs have really made me question and analyze the type of teacher that I want to embody in the future. I think some of the most important concepts I have considered is switching from an old – style of teaching and really want to envision my class altering these views to the new style highlighting a more student – centered approach. Some of the ways this can be achieved is through the use of various assessment tools; especially AFL and AAL as well as inquiry – based or guided discovery learning, allowing student choice and the use of integrated curriculums. In conclusion, I feel as a future educator some of the most important things a teacher can provide is their passion for the profession as well as their overall drive for students to continue to be motivated and life – long learners. This ends my last blog and I hope you have gained a little more insight on me and some of the values and opinions I share as a future educator.

YouTube Video for Genius Hour:

 

Integrated Approach: Doable or Unrealistic?

It’s time for my next blog and it feels like it has been a long time since I have written one. After much reflection on the innovative approach of an integrated classroom, I feel it is appropriate to highlight this topic for this week’s blog. As a future high school physical education teacher I feel that encouraging an integrated curriculum would be a very challenging attempt. Typically multidisciplinary approaches are achieved in elementary schools since one teacher generally teaches more than one subject, however in high school that does not occur very often. Up until recently I was certain that incorporating an integrated approach in teaching was not feasible, however surprisingly it wasn’t until researching my google.doc assignment that I am now being convinced otherwise. In my google.doc research paper by Flinn and McInnis (2014) it followed an “Active science curriculum” that highlighted aspects of physical education and incorporated them into science material within an elementary school. In this study they described that students are more likely to have positive attitudes toward physical activity if they participate in activities that interest them, which then increase the likelihood of regular participation in physical activity. As well, students would participate in exercise lessons and then calculate data using technological devices. It was an amazing study that determined students have fun participating in these activities and it showed that the physical education and science curriculum are compatible together. After reading this case study I was still convinced that an integrated approach was only appropriate for elementary school settings. But as I read further and started thinking back to my high school experience I remember a project similar to that of the case.

In my grade eleven year I was taking physical education, exercise science and physics in the same semester. One of our projects was to determine the biomechanics of a fitness move into our physics class. Consequently, at the same time of my physics project in my exercise science class (which most students were taking all three at the same time) we had an assignment that focused on the bones, muscles, tendons, ligaments, and nerves of a portion of the body. And on top of that, in my physical education class we were determining which body parts were being utilized to complete certain movements. So, in conjunction with my physics project and exercise science assignment, most of us just combined these three projects together to focus on the physical structures of one part of the body that you would utilize while completing different fitness moves. Coming from a small town school our class realized later that the teachers of these subjects came together to arrange these assignments at the same time in order to show us that physical education, science and math can work together. Although some of you may laugh when you read this, it truly got me thinking that integrating portions of the curriculum to different subject areas may actually be possible. Sure, this is an extremely small school where the teachers are more of a strong community, it is not hard to communicate and overlap assignments. But larger schools that have numerous courses would make an integrated approach extremely difficult as students are taking very different courses. I guess it was just fortunate for the teachers that most of us had the same schedule as there was limited courses offered at limited times.

In addition, although this may seem like a very simple example of combining three similar subject materials together there was an overarching theme; the human body.  If schools and teachers can focus more primarily on big ideas and themes that are relatable to multiple subject areas it makes me very confident that an integrated curriculum will be possible and manageable. But until this point where the teaching staff team is willing to experiment and collaborate with maximal efforts, I do not see a change to an integrated curriculum anytime soon. Elementary schools like I mentioned before make this challenge more realistic, however with the countless different subjects in high school, multiple teachers for one subject and the variations of students’ daily schedules it makes me question whether it will ever be established. Possibly, if similar content areas such as the math and sciences, the arts, or tech could collaborate I think this would be a start. Therefore, I believe that one day it may be possible to have certain subject areas collaborate like my physical education and science content, but integrating arts, sciences, maths, techs, languages, and others in a high school setting seems extremely difficult. My google.doc assignment makes me more confident, as well as my previous experience in my high school but I think it will take more than these two examples to make me certain that this integrated approach will work. Overall, being a future educator in physical education and science I feel I would most certainly be inclined to collaborate these subjects as childhood obesity continues to increase, and any way that we can combat this, simply even by incorporating physical education aspects into other subject areas is something I am hopeful of.

 

This is a video outlining an integrated curriculum.

 

Flinn.K.E. & McInnis. K.J. (2014). Teachers’ and Students’ Perceptions of the Active Science Curriculum: Incorporating Physical Activity into Middle School Science Classrooms. Physical Educator. 7(12). 234 – 253.

Not just an average "Goal"

Before I begin, I think it is important to mention what I highlighted last week involving the significance of implementing assessment FOR learning, instead of an old school way of thinking involving assessment OF learning; that I am familiar with. Taking this one step further I think one theme that stood out to me the most during readings and lectures was how to grasp an assessment FOR and AS learning approach. I could talk about the “Know, Do, Be” approach and how I fully agree it is essential for the classroom, however I wanted to look at something that stood out for me; why the integration of goals are so important and how they seem to be a huge contributor for success.

http://comps.canstockphoto.com/can-stock-photo_csp12769345.jpg

            When I first came across the topic and implementation of goals, I was very much against incorporating them; you will understand why soon. I remember when I was in high school and each year in physical education we were assigned to write three goals; one relating to exercise, one relating to nutrition, and one general for the course. Well in grade twelve I think I had written down the same three goals for four years. I knew it would get marked down that I completed the task and didn’t need to focus on those goals because at the end of the semester I knew I would be able to complete them without any effort. So I figured, why would I want to implement goal setting in my future classrooms when I know that the students won’t put any effort in just like I didn’t. It seemed like goals were irrelevant and not very helpful, but it wasn’t until after reading page 76 of the textbook that I realized these learning goals differ immensely from the typical achievement goals I had been creating all along. Learning goals aren’t specific goals determined by each individual, they are collectively agreed upon by a whole group, and with this simple understanding it made me look closer and not judge using goals in a classroom as an ineffective strategy.

 

 

 

 

 







 

http://www.toddhitchcock.com/wp-content/uploads/2013/04/Learning-Goals-vs-Achievement-Goals.png

            One of the biggest questions I asked myself during my educational experience and heard many other classmates say was “Why am I learning this”, or “How is this going help me in the future?” Well, I believe implementing learning goals and success criteria into the classroom will create many benefits. I am a huge advocate for the teacher and student working together and using learning goals in the classroom is a great way to implement this. These goals allow both the teacher and student to have a shared understanding of what is expected in learning and taking it one step further with success criteria it outlines exactly what the student and teacher are looking for to achieve these learning goals. Many times there has been a disconnect between teacher expectations and how I interpreted an assignment and therefore have been penalized for it. But implementing learning goals and having success criteria I believe will eliminate these dysfunctions and also foster learning as students know exactly why they are learning a certain topic and how it is to be carried out.

            In addition, this is beneficial for the teacher as they can further get to know their students. Obtaining student input both individually and as a whole class helps implement a constructivist and student – centered teaching approach. This is what many classrooms are striving for because I know, as well as many others, that promoting student learning comes first; and getting to know your students interests, strengths and areas of improvements are steps to doing so. Implementing learning goals that spark student interest will help engage students in their learning and I believe will give them a sense of worth in their classroom. It will also allow the teacher to facilitate students to generate their own feedback as assessment features are clearly laid out in the success criteria.

            Overall, starting with a rubric criterion (end product) and breaking it up into smaller chunks including a learning goal, and what the teacher is looking for on how to achieve the goal is a clear example of using a backward planning model and an activity that meets assessment for learning. These learning goals and success criteria exhibit not only clarity and specificity but it allows students to foster their own learning which is what I admire. Students can see where they are struggling and / or striving in certain areas all on their own without the teacher stating this. But it also allows students to have an assessment as learning approach in which students can reflect on their own learning progress. I truly believe with this backward model approach students will be able to incorporate their own interests into their learning instead of being given a subjective rubric by the teacher. I have never thought of goals as being this strategic before but I now have a new found appreciation for using them in my future classrooms. Therefore, I believe that addressing learning goals and students co - constructing a success criteria will help eliminate the heartbreaking questions we hear from students when they ask  "why am I learning this," and instead promote students to want to learn and take part in their own learning progression.

 “Tell me and I forget. Teach me and I remember. Involve me and I learn.” – Benjamin Franklin

http://www.youtube.com/watch?v=LLH_4ioIcw0






 

How to Change the "Of" to "For"

Well I guess it is time for round two of my blog, and although I am still very uncertain of what exactly I am doing, I think I have more of a handle on things. I should begin by explaining that all throughout my experiences in an educational setting I’ve come across nothing but projects, tests, essays, presentations or standardized assignments and yet look at where I am today, in my fourth year of university and considerably close to having an undergraduate degree this upcoming April. But let’s take a step back for a second and reflect on what I mentioned in my last blog. It is becoming seemingly obvious that there is an evolving shift from the traditional model of education to a more student – centered constructivist approach within the classroom. However, that previous traditional model of instruction is what has worked for me so far, so why should I not keep using and enforcing it in my classrooms? But it is not that simple anymore, and I think this image sums up pretty accurately why society and educational professionals are trying to move away from the traditional style of teaching:

http://thefunnyplace.org/wp-content/uploads/2013/09/funny-quotes-and-sayings-about-school-i4.jpg

            I mean, I was taught from a young age that I was to sit quietly when the teacher was talking, study for tests and quizzes that came at the end of a unit, complete my homework at night and hand in my assignments on time; it’s just what I did. Every assignment was given a rubric with clear expectations, and if you did not complete what was asked you didn’t get the grade you hoped; simple as that.  If I follow more closely my educational experience thus far, even my university up until this year it has involved assessment that revolved around one or two projects throughout the year, a midterm and a final; even in education classes. All of these classes involved listening to a professor be the authority figure at the front of the classroom and lecture for two or three hours This makes it obvious that up until now, I have been stuck in an assessment of learning type of environment; where the assignments I have completed were teacher directed with very minimal individual decision making. These assessments came at the end of the term for the teacher / professor to see how much I had retained, memorized and spat out on a piece of paper after four months in the same class. I guess I have “played the game” of education fairly well then. I remember learning last year in one of my education classes that as a future educator I am most likely going to teach the way I learnt best and the way that worked for me; well that would have to be the traditional model of instruction. However, going into my fourth year now I am being introduced (in almost all of my classes) that this is the wrong approach and that I must change what worked for me into a new constructivist approach that uses assessment for learning and gets students engaged and involved in their own learning process.

Even writing this blog right now, I have an understanding that it is mandatory to complete but I still have no idea what is exactly expected of me, or if I am even doing this right. And yet, it is still getting graded and I thought this class was supposed to help anticipate what is happening during this shift in education from grading (assessment of learning) and encourage learning (assessment for learning). If our goal as educators is to promote learning instead of revolve around grading, I think one of the most challenging aspects is how to put this into practice, and create adequate assessments when I have had almost no experience with it. Even in my physical education classes I am now being presented with multiple alternatives to teaching, which is not direct teaching (what I have grown up with). Instead of being taught skills and graded based on how you participated and grasped concepts we are introduced to certain models called: sport education and Teaching Games for Understanding (TGFU). This model of instruction incorporates six different aspects to express a more students centered approach to teaching formal games and allows for more self – assessment, but if this is part of the curriculum, how am I supposed to assess or even assign a grade to the students if there are no clear expectations; except helping student to become games literate. Therefore, creating rubrics is especially important and when they are subjective is where I think there will be huge conflict.

I know when I completed an assignment in my games course which was to make up a game using three rules, it is apparent there was very little instruction and vague components, and yet I received a below passing grade. Even after conversing with the professor and trying to understand where I went wrong, to this day I still do not know why I received that grade and that mark is what brought my class average down. We all know that if you get above an eighty average you get on the honours list which I am sure most of us are striving for; therefore pointing out that are final grades are the only ones that matter. Although it is great that student - centered approaches are becoming more recognizable and promoting learning instead of grading, in all honesty report cards are still given out and that’s what the students and parents generally only care about; what the mark is on that piece of paper. If there is no balance between students creating their own learning and clear expectations on how they are assigning grades, they could be stuck like I was with very little direction and yet a very low mark. So, if I have not practiced this new constructivist teaching strategy and the only time I did, I received a low mark how am I going to be qualified in the next year to teach this to students?

YouTube video on TGFU model

 

http://www.youtube.com/watch?v=8yiZlXZ9rd4

Acknowledging theTechnology Based Dynamic Within our Future Classrooms

September 11th, 2014:

For students like me who plan on becoming future educators, one of the biggest challenges I seem to face is how to grasp the emerging shift from previous teaching techniques to ones that are now technology – driven. Growing up in an extremely small town with a total number of 400 students attending my high school was very different than any inner – city community. There was one computer lab and a common library with approximately twenty computers available for the whole school. Needless to say, there were very little opportunities to use technology for assignments, tests, or projects within my classes. Our classroom involved the use of chalk and blackboards, projector screens, desks in row formation, textbooks, and pencils and paper as the necessary ways to complete tasks; it was basically unheard of to have a computer in every classroom. The focus was on standardizes tests and handwritten assignments.

Our classroom looked very much like this:

While most classrooms exhibit styles of learning like these:

 

            After leaving high school behind and starting on my university path it became evident that I must become familiar with the various forms of technology present in almost all of my classes. In my four years at Brock in hopes of completing my Bachelor of Physical Education in the I/S concurrent education program I have been introduced to numerous forms of technology which helps pose a picture of the types of learning styles integrated into classrooms now and in the future. I never owned my own laptop or an iPod until I entered my first year of university but this certainly changed after going into my first lecture where probably more than 80% of students were sitting with laptops and texting on their cell phones. Almost all professors’ forms of communication is either through email, school affiliated webpages, or some through social media including Facebook, Twitter, Notebook, and Skype; but what these all have in common is their reflection of our society becoming technologically advanced. Soon after it was in my first placement that I realized the classroom dynamic has changed significantly than when I had been in elementary school, or even high school (a matter of a couple of years). Desks were formulated in group styles, with smart boards, laptops, and iPads available in every room (one teacher even used a microphone with certain speakers placed appropriately for clear audio control). This as mentioned in lecture would be proof of the old story now shifting to the emerging new story approach.

It is clear that many programs and teachers are utilizing the pros of teaching with technology in their classroom to their advantage. As mentioned, classrooms are adapting new story practices involving project – based learning connected to real life. Some examples of this include: Lindley Sutherland’s school visions for native communities in order for the students to become engaged within the classroom about their community and holistic well – being with a focus on learning by doing and technology based. In addition, classrooms are able to skype or video chat from other schools around the world in order to get engaged with their learning. The province of Alberta is also currently re-designing their curriculum in order to allow a lot of the material taught in a technology – based way. Not only is this shift from old story to new story technology- embedded but it also illuminates student centered learning and passion – based approaches that allow students to become motivated to learn. Projects such as “Wild and Crazy Think for Yourself” allow students the opportunity to create their own knowledge and express something that suits best with them. I believe the more chances students have to become engaged and involved in something they are passionate about will continually motivate them to continue wanting to learn; which is GREAT!  

In addition, one of the greatest contributors to my own learning has been the iPad. The iPad has countless features that can be used to motivate students to learn including access to the internet which can allow students to gain information, using certain apps to practice skills or creating engaging collaborative assignments. I know that I will never go anywhere without my iPad as I may be addicted to its qualities, whether I need to send a quick email, using social media and the internet to prepare for class or collaborate with group members. While I was in a grade 5/6 classroom the teacher initiated “iPad time” which included forty minutes for every student to get out their iPad and play games that practiced subject skills like reading, math and more to engage the students in various subjects in a non – traditional and rather a fun and motivating manner.

This goes to show that our classrooms are progressing from the old story relying heavily on standardized tests, and teacher – directed learning, to the new story revolving around student centeredness and collaborative technological approaches. It is clear that when I was in school I learnt by the “old story” but now as a future educator I must switch my focus from how I learnt to the various teaching strategies presented in the upcoming “new story.” Technology is clearly marketed in schools today and as soon – to – be facilitators I must familiarize myself with these practices. The only critique I thought of after coming out of lecture was that I feel I have clearly been taught throughout almost all of my education (elementary, secondary and post – secondary) in the old story approach. Although I have done a couple group projects and assignments involving research, there are still many standardized tests and practices that do not allow for individuality, collaborative approaches, and more for final exams and individual grades. This being said, I hope in the future and throughout my education classes that I can put these new story approach styles into practice and become more familiar with these new techniques in order to prepare myself for going into my future classroom.