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.

The Constructivism Approach

Day 3----- The Constructivism Approach

Today  was a rather hooked day for me. The parameters of learning were surrounded by the constructivism approach to learning.  One of the topics that this lesson was used to teach was correlation based on Spearman’s Rank.  This was excited for me as raw data were manipulated  to construct relationships. It is only fair to say that our curiosities have been nurtured by Dr Emily

This  activity was quite easy for me as I enjoy plotting graphs and determining gradient. Similarly in Electrical Technology the relationship between voltage and current is said to be directly proportional based on their characteristics.  If you increase one quantity, you also increase in the other quantity. On the contrary the relationship between current and resistance is said to be inversely proportional based on their characteristics. Meaning if you increase one quantity, you decrease the other quantity. As a corollary, I could relate to the activity.

Even though I understood the concepts perfectly, I founded it difficult to predict situations in which I would determine the value of r and use it in a practical case. Notwithstanding, I am not ruling out possibilities. The greatest thing is such information on correlation has been concretized.  “The only learning that really sticks is that which is self discovered”(Carl Rodgers). So even if such doctoral opportunities presents itself, I guess I am armed with the requisite knowledge.

Based on the information received, I have taught using the constructivism method. This approach was used to teach student how to calculate the resistance of a colour coded resistor. The resistor is colour coded and each colour has a resistive value and the end band has a tolerance value that is dependent on the colour. Students  are generally informed of the colours and their resistive value. The colours must be remembered in sequence, hence  a mnemonic is used to  memorize that sequence.

Each student is organized around the work table and given five resistors. No child has five of the same resistors so it is not possible for them to cheat with their neighbor. All learners will be required to calculate the resistive value of their resistor band by band until the summative value is reached. This activity will be guided by the facilitator for the first resistor for each learner so that discrepancies can be clarified. Following this learner will work somewhat independently to determine the resistive value of the following resistors.  As the answers are objective, its generally easy for me to evaluate and to determine at which stage students went wrong.

The constructivism approach is stimulating and makes use of active learning.  I am starting to realize that this is more of an approach to a strategy rather than a teaching strategy. It is my hope that from here on, I will experiment with the constructivism pedagogy that will be reflected in my lesson planning, instruction and assessment .  

Day 2. Instructional Strategies

Day 2.  Theory Behind Model

Unlike yesterday, which brought culture shock and an intense headache, today was  truly interactive, and concrete. I could not help but to be in high expectancy mode.  Dr Emliy is a charismatic facilitator that portrays effective planning in terms of her preparedness, organization, classroom control, use of class space and all activities are engaging and uses principles of the Instructional Strategies she teaches. Today’s activity can best be summarized in a three (3 ), two (2), one (1) method.

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The depth  of knowledge learnt may be enough to transcribe a book, however if I should  zoom in on three of the things learnt today , it would be the ; the effective use of  the Gallery Walk, Categories of Learning Styles and the Ladder of Inference. The Gallery Walk is an interesting way of having learners walk around to various stations and collect or analyze data. It is evident where this Instructional Strategy can be implemented in my electronics classroom.    With reference to the ladder of Inference, we ought to be conscious of the assumptions we make as educators  as our perception of  things, people or situations may impact relationships and the working environment.  Additionally,it was insightful to learn of the four categories of learning styles and to become cognizant that I classified as  Concrete Sequential learner.

(Highlights of graphic representations depicting Blooms Taxonomy throughout the Gallery Walk)

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With an open-mind, the increasingly complex ways in we think were described. All six levels were summarized under the framework of the Bloom’s Taxonomy. In light of the pedagogical training received at the Mico Teachers’ College, this information has been known and applied.  One of the activities performed today was the use of a rubric or rating scale to classify each learner based on their learning styles. All learners with similar learning styles were grouped  and given a task to role play. Even though this rubric was new, it was known from prior knowledge that homogenous grouping  is also a method of organizing co-operative learning

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With all these new information on Instructional Strategies, I am starting to ponder if it is ever possible for a teacher using traditional teaching methods to produce higher achieving students than a teacher equipped with all this knowledge on Instructional Strategies?

My mental modes are electrified and can’t wait to be totally engaged  tomorrow in another blistering day of learning.

My Student Centred Classroom

My student Centred- Classroom.

As an electronics facilitator in a rural secondary high school, in a third world country,there are limitations that impacts the learning environment. As  a corollary, the classroom is used for both instruction and laboratory exercises. If you should take a mental walk with me,  you will meet upon a double door, that is used to both enter  exit the electrical room . Upon entering this rectangular room, there are two long working tables that are vertically laid and separated by a walking  aisles to either sides.  There are seven stools that are affixed and evenly spaced  along the lengths of each working table.  This means that a maximum of twenty (28) learners can be accommodated in the electrical room.

To the front of the classroom, there is a white board that facilitates the use of the white board marker and a black board that facilitates the use of the chalk. Adjacent to the chalk/white board, there  is a door that leads to the storeroom. All tools, materials, equipment, measuring devices , work boards and practicals done by learners are stored there.  Approximately five feet about ground level, along the length of each wall there are plastic louvre windows to the right and decorative blocks to the left that takes up a width of three feet (3ft) and aids ventilation.  A fire extinguisher is affixed in the spacing separating the louvre windows and the entrance door. Affixed to the wall at the back of the classroom ( along the width), there is circuit breaker/control panel and  various discharge lamps, switches, and a energy meter connected through a pothead. These are all labeled ,functional and used for class demonstration.   There  are (2 pairs)of four long fluorescent lamps that are affixed to the roof that provides added luminous intensity.

Ninety nine percent of the students that I tutor Electrical/ Electronic Technology are males between the ages of 15 - 17 years. They are of mixed abilities and from low socio- economic family background. They are practically oriented and enjoy exploring and experimenting.  They generally prefer to do practicals in comparison to theory. Sometimes it becomes a challenge for them to work in groups for practicals as members sometimes do not bear their full weight of responsiblities required for success. Students sometimes experience financial constraints and do not  bring the necessary tools/material required for lab activities. Non-theless, this is a wonderful group to work with. They enjoy roleplay simulation, brainstorming and the use of Instructional Technologies. We share mutual respect and I enjoy mentoring them each day

Five of the Instructional Strategies that I embrace the most are

v  Brainstorming. --- This method applies thought provoking questions by means of a discussion so as to stimulate thinking, connect ideas and concepts when introducing a new concept.

v  Co-operative learning---- Learners  are organized in small groups of mixed ability with the aim of fulfilling a task. Each member is accountable to the successful completion of the assigned task.

v  Instructional technology--- various interactive media, computer softwares, visuals , virtual realities and teleconferencing are used to support learning.

v  Guided discovery/practice----Learners are given the tools/equipment to explore or to solve a problem with the directions of the teacher.

 v  Simulation/Roleplay---  learners organize and mimic or act out a process of a real life  situation   that may have been expensive, inaccessible or have safety issues.

Implementing the Non- Linguistic Representation in the classroom.

Learners will be taught a lesson on  the “elements that makes up a circuit” using linguistic methods. The basic concepts they will learn are that a circuit is a set of electrical devices connected together to perform a particular function. The elements that make up the circuit are the

Ø  Source- provides the energy needed to drive electricity around the circuit

Ø  Load- converts electrical energy to other forms of energy

Ø  Conductor – provides the path needed for current to travel

Ø  Control – regulates the circuit by turning it on or off.

These concepts will be discussed and examples highlighted and their symbols drawn.  As an activity, learners will be required to :

1.       Draw a schematic diagram of a series circuit.

2.       Use the apparatus of a battery, leaf switch, copper wires and and an incandescent lamp to connect a series circuit depicting one lamp operating by one switch.

These non- linguistic representations will be evaluated to determine the extent and depth of learners comprehension.