Developing Engaged Learners

If one hopes to find happiness, achieve goals, be impactful, take on higher dimensions of expertise then its only tactical that his/her thoughts,  actions, philosophies and their overall effect be routinely examined. This was confirmed by Socrates, the founder of the Western philosophy who once declared that the unexamined life is not worth living.  As I reflected on my practice, I realize that I have been exposed to various knowledge, skills and techniques which have expanded my world view of the teaching – learning interchange. As a corollary, it became imperative for me to examine my life as an educator and the impact of my actions on my learners, school and wider community.

As a means of summing up my graduate experience, I humbly looked beyond the shades of my toffee complexion and tried to discern the sincerity of my heart. I tried to determine my true worth, measure my outcomes, make informed decisions and wondered if  these  purposeful planning were reflecting in my learning environment. By analyzing the lasallian experience which revolves around the A.G.A.P.E tradition, many of my thoughts were realigned. This acronym represents; association in the practice of learning, generativity in building communities of care, adaptation, presence with others and engagement as whole hearted learning.

 The A.G.A.P.E guide places an intentional learning focus on creating enriched learning environments, professional development, community building and nurturing relationships. As a catalyst of lasallian charism, it is recommended that I analyze my students’ engagement through relevant, personalized, authentic and self-directed learning. One of the ways in which I have been embracing engagement is to promote a safe learning environment for all. Instructions have been centered on community building and theories based on social and emotional learning. Scott-Peck (1987) postulated  that the aim of community building is to allow individuals to empty themselves of preconceptions as they use their energies for creative purposes.

This has inspired me to constantly remind students of the importance of valuing others unique personality, talent and characteristics. Students are taught in an emotionally supportive environment and empowered with a voice. They are encouraged to let their voices be heard without belittling or disrespecting anyone.  Pollack (1998) articulated that is the need for a child to feel welcomed, liked as his style of learning is embraced by his teacher. As such, this engagement not only ensured that students became knowledgeable, but at the time became responsible and caring. Eliaz et,al. (1997) concurred that true academic and personal success cannot be attained without addressing emotional and social skills.

The use of collaborative learning has also been one of the focus  used to engage learners of varying abilities. At the beginning of the term, students were objectively placed in mixed ability groups as a means of stimulating team work. Students have been encouraged to sit and complete task in groups. Some of these task include; role plays, planning, discussions, research, oral presentations and the design of electrical circuits. Johnson and Johnson (1985) opined that collaboratively learning may be an effective method in engaging students and influencing cognitive outcomes.

Initially students’ thought team work was quite challenging. Many complained about social loafing and within two months of this intervention, students gravitated to the nurturing of community building.  The many benefits expressed by students spoke to the engaging power of collaborative learning. One learner confessed that “a group can lead to great things, we are learning to trust each other”. Based on the attainment of a good grade and the expectation of the teacher, students have been motivated to co-operate with others and value their opinions. The classes engaged in collaborative learning are now experiencing fewer conflicts and are solving task successfully. Each learner understands that their overall performance of the group is dependent on his or her individual contribution.

  I have started planning better for my students which has resulted in more purposeful lessons.  My actions are largely perpetuated by the reactions of my students rather than the curriculum.  Through backward planning, I am now taking into considerations the enduring skills and knowledge to be gained in light of the topic rather than those stipulated for standardized testing.  This has added relevance to my teaching and provided a platform for growth among learners.  In light of this mutual understanding, my students are more engaged and details from varying forms of assessment are used to improve instruction.

 Even though my classes are of mixed abilities, I have managed to challenge the intellect of all using a differentiated approach. The thinking process of my students are so varied, that it has been a mammoth task to consistently match instruction with students thinking.  Some are ; analytical thinkers, flexible, pay attention to details, thorough, appreciate structure, prefers to delegate, cautious, while others may just like to do things his or her way.  Through strategic planning which includes technology integration, my activities have been designed to support their thinking and nurture fruitful learning.  Tileston (2000) postulated that teachers should be sensitive to the needs of each student and provide hope to all by fusing differentiated instruction that has varying challenges based on the needs of the students. This has motivated me to be flexible in my instruction so that students are met at their comfort zones then propelled forward.

Based on the modes of thinking identified, I have started communicating with my students more so as to have a better understanding of their metacognitive arena. I have exposed my students to the use of the reflective journal and a weekly question and answer session to facilitate various forms of expressions. Through these media, students have been expressing their ideas, depth of understanding and challenges.  This has led me to ponder the co-relation between academic achievement and metacognitive skills. Bramson (1983) suggested that the communication with others can be improved when their thinking styles are understood. This working knowledge of my students’ thinking has positively impacted our learning relationship both on a personal and professional level.

            As a means of nurturing the literacy skills of my students, I have engaged in the cognitive practice of reading, listening, speaking and writing on a variety of informational text. I have been encouraging the structured use of research which is presented orally and assessed using a numerical rating scale. As a result of this, concepts are reinforced, communication skills are developed and students have been taking responsibility for learning. Through this engagement, my students are more comfortable participating in conversations and capable of defending their stance.  I have been very flexible and timely with this approach so that objectives are met  without causing much frustration (Jensen, 1998).

Presently my students are engaged in project based learning which provides first-hand experience of the environment. This form of inquiry based learning has also taken my students from the passive state to the active state. This is in response to the paradigm shift in the education system where students are expected to be engaged and to develop meaningful inquiry skills. Larmer and Mergendoler (2010) opined that the formal structuring of the project based learning will foster social interaction, explore careers, promotes life-long habits of learning, uses technology and is effective at all grades. These projects are all meaningful, encourage creativity and totally related to Electrical Technology.

It is worth mentioning, the strategic attempts made to develop the metacognitive skills of my students. I have been using the KWL strategy and the constructivist approach to direct students learning. As students link prior knowledge to new concepts,  reflective questions are used to help students develop logical thinking, conversation skills and situation analysis. Through the design of concept maps, wiring of circuit diagrams, presentation on a particular topic, students often try to persuade me that they “know” that they know. Students have been encouraged to be analytical and also objective in the process as they evaluate their own work and that of their classmates based on rubrics designed. This form of engagement encourages the joy of learning concepts are reinforced and misconceptions were quelled.

 The tutelage received at St Mary’s University of Minnesota has inspired me to promote meaningful experiences through authentic assessment and positive feedback.  Owing to the fact that I facilitate vocational education, all experiences are designed to link theory to the real world.  Experiences such as the use of portfolios, technology integration, simulations, domestic installations have taken my students beyond the level of recall to that of a higher level of comprehension.  Through guided discovery and various scaffolding techniques, my students are able to explain, communicate and make analogies as they link prior knowledge to new concepts.

 At this stage of graduate studies, I have taken on a new philosophy on education. I am motivated to reap the benefits of academia and quite sensitive to the emotions of my learners. I believe that all students possess the intelligence to learn, and the training potentials that may be nurtured. I have taken on the role of an advocate, mentor, researcher, cognitive coach, evaluator and change agent. The facilitating of student engagement reiterated the need to triangulate instruction, discipline, environment and assessment. The enduring revelation from this reflection was the uniqueness of our learners in terms of interest, expectations, experiences and the many ways in which their potentials may be optimized.

In promoting these student –centred approaches to learning, these practices have been shared with other colleagues at the department level and at the staff level. I generally invite other teachers to my learning environment to observe and critique my practices. In addition to this, I make myself available to share best practices with varying communities. The recent Spring Conference that was held at the Golf View Hotel was one of the medium used to inform the wider community of my engagement practices. I believe the sharing of these engagement practices will aid in the Ministry of Education’s mandate which stipulates “Every Child Can Learn, Every Child Will”! 

Harnessing Pedagogical Skills

        Final Reflection

The past week was supposed to be spent analyzing and assessing instruments and methodologies used in the classroom. With an interesting spin on the sojourn, the attention was redirected to me. I was taken aback based on the gaps in my own assessment process. My level of understanding was unconsciously placed under high scrutiny. So much of the seconds in the minutes were spent in a zone of retrospection, as I envisioned what would be needed for me to develop mature or sophisticated understanding.

       As educators, one of our core responsibilities is to prepare learners to pass national standardized exams. The reality is that we are judged based on the learning output of our students. As such, students are most times prepared for exams using rote learning.  Based on the new knowledge received, I am realizing that as facilitators, one is expected to be perceptive, responsive, empathetic, tolerant, compassionate and competent if we are going to prepare our learners for more than an exam but for life- long learning.

      There were various methods, processes and research introduced that would add depth, relevance and vigor to our learning experiences. Their use or implementation however is dependent on a number of factors. Some children are born with varying innate abilities and they present unique understandings to the learning environment based on  their own perceptions, realities and expectations. Similarly, as the potter fashions different types of clay using careful hands, so are we as facilitators expected to careful select instructional / assessment tools, processes and strategies to fit the learning need and style of each learner.  But will all these yield mature understanding?

     I can vividly remember the day we watched and analyzed the movie “Finding Nemo”. I found it ludicrous to know that my boys watch this movie over and over at home but I have never stopped to look at the details. Only to realize that it possessed a wealth of so many concepts that can be transferred to so many disciplines.  I pondered, to what extent am I making connections based on nature or things unrelated to my discipline? And what am I doing to close such gaps?

     The readings were wide, numerous and the required summaries intensified with each passing day. There was one night in particular when I was convinced that the need for sleep was nothing more than a concept. Sincerely the discussions from the community and the relaxed feeling to voice suggestions aided my understanding and fostered critical thinking.  One of  Alderian’s fundamental philosophies, is that “ we flourish where our relationships with others are based on co-operation and mutual respect.” Thankfully I am flourishing, as it has been affirmed that parents and other stakeholders are looking to “me” to foster diversity, respond to changes, integrate technology, promote active learning and lead learners to a point of self actualization.

    I have glanced through my rear view mirrors and I am now switching lanes to a more fulfilled learning highway.

I am making connections

Assessment to Promote Understanding and Achievement

                                                                            Day 4

Today was a day where a lot of analysis and total reflection where various connections were made . Many theories were put into practice. I found it engaging to construct higher end questions that may be used to assess Understanding in light of the Six Facets. 

Concepts such as The Backward Design and Triangulation were brought alive in the articles read and the movie entitled “Freedom Writers” that was shown. Based on my learning style I felt enthralled to see that these concepts could become concrete.

I am hoping that the articles on data collection and analysis will remain vibrant and lasting in my cranium. It reinforces the notion that data analysis plays an integral role in planning, modification of instruction, coaching learners and making value judgments. As Hubbard (N.D.) suggested, “ the more closely you can intertwine data collection and analysis into your daily routine, the more likely you are to keep on top of it.”

 

I intend to implement many of these concepts in my teaching learning experience as they  develop levels of understanding.

Based on these experiences, some of my misconceptions have been mitigated and I can only conclude that teaching is indeed an “art”that is extremely complicated. It is my dream to master this art.

"Triangulated"

Assessment to Promote Understanding and Achievement

                                                              Day 3.

Today was a day that seemed pretty much longer than usual, as much surrounded understanding and triangulation.

I am beginning to appreciate the various facets of understanding and the way they impact mature understanding.  Based on the supporting theories, that were evidently articulated in the readings today, I am likely to implement such strategies in my teaching learning experience.

At times many of the readings were so similar and I had to think and rethink to understand the differences.  Many of the ideas, concepts and principles overlapped. Ideally triangulation became alive to me.

Even though, I had completed action research in the past, many of the concepts and knowledge were not enduring. Terms such as reliability, validity and credibility are now viewed from various perspectives.  The information on data was informative, as I was reminded that data should reflect realities, gathered and analyzed from various perspectives.

My state of ‘confusion” seems to be replaced with  a state of ‘triangulation”

Stressed and Stretched

Assessment to Promote Understanding & Achievement.

Day 2  ( Stressed and Stretched)

Today started out pretty calm but unexpectedly I found myself totally discombobulated. I didn’t imagine that it was so difficult to put theory into practice. The central focus today was on the journal Understanding by Design and applying such concepts to devise a unit template based on each learner’s discipline.

This is a backward approach to curricular design, where goals are directly linked to assessment and planning is done in the reverse in comparison to the traditional method. The readings were complex , its applications had greater complexity but in the end, though derailed,I started navigating my compass back to my intended targets.

Much of today for me was spent doing a self-assessment.  I analyzed where I am at, where I am I expected to be and  how I am going to close the gaps. 

I wonder if I have reached a point of saturation.

Thankfully,  I am remaining positive that all my confusions will be alleviated and I will engage all reading materials confidently.

Assessments Impacting Learning

Assessment to Promote Understanding & Achievement.

Day 1

After a very busy weekend and what I assumed what a successful elective on Instructional Strategies the week before, it is now  time to encounter the rigors of assessment that is facilitated by Dr Hamilton. As is customary, we begin with worship as one meditate on whomsoever their Deity is considered to be.

No later had we received the course outlines and expectations outlined. It became evident that pacing of my time and higher level thinking would become critical factors for the completion  of the electives. Emotionally I have braced myself for the challenges and reminding myself that ‘’what man has done, man can do”.

 The reading materials are vast, inter-related and much is dependent on the interpretations of the reader. Though not an avid reader and a concrete sequential learner I am being optimistic that I will be  moulded to the level of a professional reader. This was also outlined in the GWEN  (give, want, expect, need) activity that  was guided by the facilitator.

The central focus was on assessment and the way it impacts learning based on how it is used.  Assessment is sometimes misinterpreted as evaluation, however it is intimately inter-twined with learning. Three of the approaches that were of central interest were; assessment for learning, assessment of learning and assessment as learning.

As educators, sometimes too much of energies are spent  creating and implementing assessment tools, in comparison to the energies utilized to provide feedback and on-going assessments.  This means much is dependent on the diagnostic skills of us as educators to balance the assessment approaches, interpret data, make informed decisions and judgments and modify our instruction so that learners can see a reason for learning and assist in self –evaluation.

I am hoping that I would be able to implement many of these approaches  in my classes as soon as I return back to school.

Well what can I say????? A transformer has been blown and I am out of power. So like Roger Farr, I have no option but to go and start dreaming about assessment.

Reflective Essay

Reflective Essay

It was just four days that I kissed my children and husband goodbye, saddled my fears and sauntered towards the vehicle destined for St Mary’s University of Minnesota via the Catholic College.  As I approached the gateway, I discovered that there were twenty four other passengers ready to board the same flight. With salutations from the pilot Dr Hamilton and co-pilot Dr Emil, the realities hit me like a boomerang.  Even though I had planned for this sojourn, images of my family members flashed before my eyes and nostalgia was soon compounded with apprehension.  Without much alarm, I found my seat and awaited instructions for take -off.

                The first encounter was one of praise and meditation.  This became a daily ritual that offered means of soul searching.  All but one of the faces was unfamiliar, but within the space of four hours,I could match the face with the correct names. Dr Emily was gentle,yet so powerful. She showed evidences of planning, great delivery, effective classroom management and characteristics of a great leader.  It is often said that “you only have one chance to make a first impression” and this she did. A lasting one!

Teaching is a science and it is also my passion.  I was enthralled to be presented with various instructional strategies in a practical sense. These include but are not limited to lecturing, co-operative learning, memorization, simulation, role play, exhibitions, work study, note taking, non-linguistic representation, and generating and testing hypothesis. Some of the strategies were known to me . For example, guided discovery; others were unknown for example, the learning centre and there were those that were known but I had no formal knowledge that I really know for example non-linguistic representations. The content was vast ,albeit it was presented in diverse settings that were engaging .  In all instances learners were actively engaged, had to be or develop critical thinking. All methods of delivery evidently had the WHERETO. I could vision the where/why, the equip, the reflect, the evaluation, the tailorness and the organization.

Many of the activities incorporated co-operative learning as the constructivist approach was used to bring out concepts. I have been armed with credible information and as a corollary, I expect a difference to be seen in my lesson planning, instruction, assessment and leadership qualities as I return to pedagogical tutoring. One may find this hilarious, but I think I am one step higher on Bloom’s taxonomy.  In retrospect, though arguable, I am realizing that there is no hard or fast strategy / instructional method that works for selected situations. “Teachers should rely on their knowledge of their students, their subject matter and their situation to identify the most appropriate instructional strategies” Van Secker and Lissitz 1999)

Somehow I feel as if I have had a personal encounter with learnt researchers such as Dr Bill Dagget, Anthony Gregorc, Tom Jackson, Margaret E. King- Sears, David Perkins, Howard Hendricks, Spencer Kagan, Steven Farr and Carol Ann Tomlinson. I am elated to know that based on research and the results of an itemized rubric, I am classified as a Concrete Sequential learner. Now I understand why I am so organized, love patterns and sequence and dislike some group activities when the weight of the work is now evenly shared.

                Having gotten this wealth of knowledge, and with all the external factors that are present, one grapples with the realities of how do I engage my learners to cater to the diversity in the classroom?  How do I find the rhythm for each of my learner and ensure that they dance to that beat?  To this end I was fascinated to be re-introduced to the constructivism approach and the importance of active learning. As Carl Rodgers postulates, “the only learning that really sticks is that which is self discovered”.  Having being so active this week, I can now speak with confidence that, “people who are involved in their own learning process will understand more and remember the information to which they are exposed for a longer time” (Tom Jackson 1993). I anticipate going back to school and implementing many of the ideologies surrounding constructivist pedagogy. I foresee lesson plans that use cognitive terminologies, allow students response to drive the lesson, discover students learning styles, engage dialogue and nature the natural curiosity of my learners. I have always whined of not being able to complete my syllabus, but I can confidently say that, that is a thing of the past.  Dr Emily emulated throughout the course of this week, how vast knowledge can be taught with learners actively engaged and content reinforced and concretized.

                Based on the Instructional Strategies that were employed I, will never forget the concept of the Rigor/Relevance framework, correlation and the ladder of Inferences. These concepts were driven home to me in ways that I could relate to . They have been embedded in my cranium. Reason being, I enjoy working with numbers and analyzing relationships, so correlation was a rather exciting and meaningful concept.  The ladder of Inferences is subtle, yet so powerful. It is marveling to see that our perceptions of learners, co-workers and the learning community can have serious effects on the teaching/learning process. Unfortunately, these assumptions cannot be tested.

I am motivated to return to work and maintaining a level of trust with my learners; allowing learners to know that I believe in their potentials and aspirations. As a consequence, I will plan purposefully, integrate the instructional strategies taught, allowing learners to form their own identities, go the extra mile to close the achievement gaps, be consistent and assist in life- changing influence of my learners. I will seek students ‘input in implementing rules. In addition to my record book, I will create a data book to record affective behaviors of my students, be consistent in having structured fun learning on Fridays and encouraging many of my boys to make an attempt at the CSEC Electrical exam from grade 10 to boost their confidence.  Just about all the strategies dealt with will be implemented. I am so eager  to use the Gallery Walk and the Learning Centre.

                I have just been beckoned by the passenger next   to me, Carol Ann Tomlinson, that ,“asking the right questions has an enormous impact on how we pursue equity and excellence in our classroom.” There is much to be pondered. Need I say more? My seatbelt has been fastened and I am now cognizant that the other twenty four members are no regular passengers but members of my Jamaica 5 Community. I foresee unexpected turbulence, but with abated breath, I am heading down the run way, with my wings outstretched to experience the latitude of Effective teaching and learning.