missjaskula
Friday 26 May 2017
Just a note on timely and descriptive feedback.
During teachers college we were constantly being told that "assessment drives instruction" and during my blocks, this statement could not have become more true. We as teachers do not know where to go next with our instruction until we have assessed the student. However, this statement also relates to the student directly. How will the student know where to go next without our feedback?
Monday 6 March 2017
Blended Learning & Flipped Learning
Blended learning refers to a teaching method that combines online technology with traditional teaching methods. Students still engage in face-to-face instruction, but also engage in online content. There is no concrete formula for implementing blended learning, as it looks different in every classroom. This style of learning may be difficult to implement if the teacher is not overly “tech-savvy”. However, it is beneficial for students in that they are exposed to more 21st century styles of learning, but while still receiving the benefits of face-to-face instruction/support.
Flipped learning refers to having the instruction online and the homework being done in the classroom. When I first heard about this method of teaching a few years back, I was pretty intrigued by it. Introducing students to concepts at home and then building on those concepts during class time makes complete sense. Having students complete their homework at home where they do not have the support from their teacher, does not seem like a recipe for success. However, flipped learning definitely has its shortcomings. The most obvious issue would be limited access to technology. If students do not have computers at home, they would not be able to access the fundamental concepts needed for class the following day. Second, by having instruction occur at home, students would then be extending their school day. Students do not necessarily have homework everyday, especially depending on the teacher’s homework beliefs, so why should the student be expected to take their evening time to prepare for school the next day?
Flipped Classroom infographic can be viewed here.
Both blended and flipped learning have many wonderful benefits for both students and teachers, however, there are also many shortcomings. Perhaps the answer lies somewhere in between.
Flipped learning refers to having the instruction online and the homework being done in the classroom. When I first heard about this method of teaching a few years back, I was pretty intrigued by it. Introducing students to concepts at home and then building on those concepts during class time makes complete sense. Having students complete their homework at home where they do not have the support from their teacher, does not seem like a recipe for success. However, flipped learning definitely has its shortcomings. The most obvious issue would be limited access to technology. If students do not have computers at home, they would not be able to access the fundamental concepts needed for class the following day. Second, by having instruction occur at home, students would then be extending their school day. Students do not necessarily have homework everyday, especially depending on the teacher’s homework beliefs, so why should the student be expected to take their evening time to prepare for school the next day?
Flipped Classroom infographic can be viewed here.
Both blended and flipped learning have many wonderful benefits for both students and teachers, however, there are also many shortcomings. Perhaps the answer lies somewhere in between.
Monday 27 February 2017
Movement in the Classroom
Today I read an interesting article about movement in the classroom, which can be found here.
"We understand language in a richer, fuller way if we can connect it to the actions we perform."
I found an interesting Ted Talk by Michael Kuczala which discusses how "learning does not happen from the neck up - it happens from the feet up"...
Michael Kuczala shared a framework about using movement in 6 different ways:
1. Preparing the brain to learn.
2. Provide brain breaks - get moving.
3. Supporting exercise and fitness.
4. Creating class cohesion or team building.
5. Reviewing content using movement.
6. Teaching content using movement. (Differentiates instruction for kinesthetic learners, takes advantage of episodic or environmental memory and makes learning implicit - the brain's preferred way to learn)
"We understand language in a richer, fuller way if we can connect it to the actions we perform."
I found an interesting Ted Talk by Michael Kuczala which discusses how "learning does not happen from the neck up - it happens from the feet up"...
Michael Kuczala shared a framework about using movement in 6 different ways:
1. Preparing the brain to learn.
2. Provide brain breaks - get moving.
3. Supporting exercise and fitness.
4. Creating class cohesion or team building.
5. Reviewing content using movement.
6. Teaching content using movement. (Differentiates instruction for kinesthetic learners, takes advantage of episodic or environmental memory and makes learning implicit - the brain's preferred way to learn)
When you create a kinesthetic classroom you will get:
- Motivated, engaged learners
- Higher academic acheivement
- Students who, most of the time, are happy to do the work they need to do in the classroom
Monday 30 January 2017
Storybook Online & Google Forms
Two very cool resources - Storybook Online & Google Forms - great for checking comprehension.
Thursday 15 September 2016
Adding More Purpose to Learning
The following reflection is based on:
Assaf, L. C. &
Johnson, J. (2014). A call for action: Engaging in purposeful, real-world
writing. Voices from the Middle,
21(3), 24-33.
Recovery of Meaning
Assaf and Johnson discussed the importance of not only teaching students how to write, but also why they should write. The article describes a unit which was created by Johnson, aimed to teach students how to write petition letters and create multimedia products used to publish their message. Over the course of ten days, Johnson used "complex mentor texts", inquiry-based instruction, and a variety of writing activities in order to engage students. Through the use of complex mentor texts, the students were inspired by other students who had actually made a difference. Once the students' chose their topics, they were successful in "illustrating their personal commitment and passion toward their topics. I created a deeper meaning from this article. Not only is it important to allow students the freedom to write what they choose, but I believe it is important to give students that same freedom no matter which subject they are learning. Allowing students to engage in real-life and relatable topics, they will automatically become more engaged.
Reconstruction of Meaning
This article simply reinforced the opinions I already had towards assigning writing tasks to students. I remember when I was an elementary/secondary student and I had to write about a topic which was chosen by the teacher. These assignments were usually pretty boring and as a result were fairly difficult to complete. Similar as to what was mentioned in the article, I'm sure my classmates and I all produced similar work, due to the very clear instructions and examples which were given by the teacher. With this in mind, I will be sure to give my students as much creative freedom as I can, regardless of what the assignment/lesson is.
Reflection of Meaning
As I mentioned earlier, the true nature of this article relates to the importance of allowing students to engage in topics which they can relate to. Similar to when teaching drama, the teacher's role should be to provide guidelines and expectations, but then to let the student's take it from there. In addition, units such as the one created by Johnson allow for many cross-curricular activities to take place. I truly believe that we need to change our approach for teaching students. I believe that classes should be split into subject only for learning fundamentals, but when it comes to assignments or more engaging lessons, this should be entirely cross-curricular. If we are teaching students about persuasive writing, there is no reason as to why there couldn't be aspects from drama, visual arts, media - and the depending on the topic - math or science as well. I think this article outlines the approach all teachers should be taking when teaching any class.
~@MissJaskula
Monday 12 September 2016
Mini-Teaching Lesson
Last week I was asked to prepare a 2 minute lesson on a topic of my choice.. We were filmed and then asked to reflect on our lesson...........
To begin, I can honestly say that I was very disappointed
with my mini-teaching lesson. I chose to teach the class how to pass a rugby
ball because this is a skill I am very familiar with, and have taught many
people this skill in the past. Despite my disappointment, I am pleased to see
that I have a lot of room for improvement. Before I harp on myself for all of
the things I felt I did poorly, I will point out a few things I thought I did
well.
First, I feel as though the volume of my voice was
perfect, which is something I have always felt confident with. Second, I made
sure to make eye contact across the entire class, rather than just staring at
the wall or at one student. Third, I feel like I had the attention of the class
– now, this could be because of the way I was speaking, or perhaps (and more
likely), it was because they are my classmates and they know me personally. Overall,
my intentions when teaching this lesson were to reflect how I feel about
teaching and learning in general. I truly feel as though the best way to learn,
especially a skill such as passing a rugby ball, is by doing. As I said during
my lesson, I could have stood at the front of the class and explained the
science behind the pass, but in order to actually learn how to pass one must
practice this skill.
Now, for the bad stuff. First of all, this lesson felt
like more of a presentation because of the way I delivered my words. I spoke as
if I had a rehearsed set of lines in mind, rather than just speaking freely
about a subject I am quite knowledgeable in. With that in mind, we were told we
could teach our lesson to any age group we wanted – in my case, I chose to
present to my fellow teacher candidates rather than a class of elementary
school students. If I had chosen to pretend my fellow teacher candidates were a
group of 11-year-olds, I would have acted and spoke differently.
With word choice in mind, there were some big mistakes on
my part which I noticed. My use of the words “Um”, “So”, and “OK?”, were used
way too much to the point where I continuously sounded like I didn’t know what I
was supposed to be saying next. Saying “OK?” (or something similar) to confirm
that students are following what you are saying is not a terrible thing to do,
however I did not allow enough time for students to respond in case they were
in fact getting confused with what I was saying.
Time was also an issue. I felt a little bit rushed when
teaching my lesson, but this is my own fault considering I was well aware of
the time restriction well ahead of my lesson day. With this in mind, my entire
lesson came across rushed, and many of my “students” may not have been able to answer
the three questions that were asked of them. My intention was for students to
be learning a new skill, in order for them to be comfortable with trying or
exposing themselves to new things – however, this message may have been lost in
my rushed demonstration. Additionally, I wanted the class to learn by doing,
and to confirm that they had learned the skill by physically proving to
themselves that they could do it. Again, these intentions were lost in the
rush.
Overall, I was disappointed with my lesson because I know
I can do much better. With this in mind, I was very thankful for the
opportunity to watch myself teach because from this I was able to easily point
out areas I can improve on. From this exercise, I have become aware of my strengths
and weaknesses, and as a result I am feeling much more confident as my first
teaching block quickly approaches. I look forward to seeing how I progress, as
well as critiquing myself further. I will be sure to reflect on my strengths
and weaknesses again after my first true in-class teaching experience.
~ @MissJaskula
Wednesday 7 September 2016
If ya can't beat 'em, join 'em!
Based on the following article: Bitstrips and Storybird: Writing Development in a Blended Literacy Camp
Wertz (2014) describes how a Digital Literacy Camp combined
the use of new technologies with traditional literacies and writing techniques.
The goal of the camp was to utilize digital literacy tools in order to
encourage students to better their literacy skills. When students are using
technologies that they are comfortable with, their learning will not seem to be
so tedious. If we can find tools in which students are already engaged with
outside of the classroom, it only makes sense to utilize these tools within the
classroom as well. One of the very first sentences of the article stood out to
me a great deal:
I have always agreed with statements such as this. I
truly believe that as a new teacher, I can approach the idea of using tools
that my students are most comfortable with, without feeling nervous about not
being the expert myself. As someone who grew up using cell phones and the
Internet, for example, I have grown to appreciate the use of these technologies
as tools, as opposed to just entertainment.
Readings such
as this one (Wertz, 2014) will be the basis of how I approach any of my
classes, not just when teaching Language Arts. I have read countless articles
on how students today are having trouble focusing in class due to the large
amount of “multi-tasking” they partake in outside of the classroom. Well to me,
it seems like a no-brainer to bring their “multi-tasking” lives into the
classroom. The level of engagement that was discussed by Wertz (2014) is in no
way surprising to me. Students are interested in learning if they are presented
with something they can relate to. Despite the topic of the lesson on any given
day, there is no reason as to why an educator cannot incorporate some kind of
aspect which relates to their students. In today’s classrooms, technology is a
perfect way to engage students. A topic that may otherwise appear as boring to
students, will be brought to life with the simple incorporation of a device
such as an iPad. However, the issue of funding always comes to mind. I may have
a wonderful idea for a lesson using a new app that all of the students are
raving about, but if I do not have access to proper technology for my lesson,
it will not work out. Although bringing the ideas from the Digital Literacy
Camp to life in the classroom is an excellent idea, it is something that definitely
has a long way to go.
I believe that
all teachers should be encouraged to step out of their comfort zone. When it comes
to using new technologies in the classroom, I feel as though many teachers feel
very nervous because they will not be the expert in the room. Students today
have grown up with using new technologies, to the point where I feel like it is
nature for children to know that “swiping left” on an iPhone will allow you to
scroll through photos. It is clear that using new devices and programs are what
students today seem to be very comfortable with. I believe that it is important
to identify students’ strengths, and build on them. If students enjoy and are
motivated by using technologies, why is this not something we would want to
incorporate into the classroom? Based on many articles such as this one, I believe
that many educators are beginning to realize the true potential students have
when using new technologies, and so I believe we will see a difference in how
teachers will instruct their classes. When it comes to cell phones in the
classroom or using the Internet, I am a true believer of “if you can’t beat ‘em,
join ‘em”. In the future I definitely see PD days based on how to properly incorporate
these devices and technologies into the classroom.
~ Miss Jaskula
Subscribe to:
Posts (Atom)