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.