Through my research thus far, I have been introduced to many methods and techniques that aim to ensure all students are motivated and engaged with the learning material. In my own teaching, I have been trying to make connections so that students are able to perceive activities as being meaningful. This technique leads to rich discussions where most students contribute in a purposeful way. They are able to provide insight and add comments to shape an important and meaningful discussion. I have also used the think-pair-share technique but on one occasion, gave students too much time to pair up which led to conversations about other irrelevant topics. Through discussions with teachers, I have come to realize that the “sharing” aspect is the most important so that teachers are able to assess their students’ level of understanding. Offering more time for sharing ideas and thoughts gives all students, including the quieter ones, the opportunity to engage in classroom discussions.
Monthly Archives: January 2016
Classroom Environments of Respect for Questioning and Discussion
Robitaille, Y.P., & Maldonado, N. (2015). Classroom Environments of Respect for Questioning and Discussion. Online Submission.
This study focuses on how students can develop their critical thinking and problem solving skills through asking questions and participating in classroom discussions. By teaching students how to do so, it can have a positive effect on student achievement. This study looks at lesson plans and uses teacher interviews and evaluations to determine the effects of questions/discussions on a student’s academic achievement. It was found that teachers whose students received high marks on evaluations that contained marks for questioning/discussion techniques had respectful classroom environments. This study is very useful for individuals, including myself, who are seeking information on effective classroom techniques that promote student engagement. One of the authors of this study, Nancy Maldonado, has done considerable research on the topic of learning tools in the classroom. Another one of her articles, Technology in the Classroom: Wii: An Innovative Learning Tool in the Classroom, is also a great resource that focuses on using technology as a teaching tool.
Jan 21 Reflection
Through my observations, I have noticed teachers using various techniques to engage students. Calling on students regularly to answer questions makes the class very interactive. The high level of enthusiasm shows that active learning is an important part of ensuring students understand and enjoy the material. I have also noticed that there are strategic ways of letting a student know that their answer is incorrect. Asking them to try again or calling on them later when you are sure that they know the answer to another question is an effective way of boosting their morale. Many teachers also place a strong emphasis on opinion-based questions. This provides a great opportunity for all students to share their own ideas and experiences without the fear of answering incorrectly. The think-pair-share discussion method also works well. As well, having an open relationship with all of the students gives them the confidence to raise their hand during discussions and take part in activities. I think this promotes a great learning environment as it creates a safe space for all students. I am looking forward to using some of these techniques, as well as developing some of my own, to ensure all students are engaged and able to make real life connections to the course material.
Does Assessment Kill Student Creativity?
Pre-reading: My initial reaction to the title of the article was no, assessment does not kill student creativity. I think students can be assessed on creativity without a rubric or a subjective set of criteria. As long as teachers give students the opportunity to be creative but also understand how to “mark” this creativity, assessment will not have a negative effect.
During reading:
-“the best answer to the question of ‘does assessment kill creativity’ is: it depends”
-assessment can have a negative impact on students but it all depends on how it is used to motivate students
-“By displaying only the best work or by using charts to make social comparisons, teachers communicate to students that outperforming others, rather than self-improvement, is the reason for engaging in achievement-directed behavior” –> this quote raised some questions for me. On one hand, it is important to set standards and show students what is expected of them. However, it is also very easy for students to become discouraged and using other students’ work as a comparison tool can have the opposite effect and lead to demotivation.
Post-reading: I think the article was well-written and clearly articulates how teachers can foster student creativity while effectively assessing their students. As long as they minimize social comparisons and aim to focus on students’ own abilities and capabilities, assessment will not kill creativity. It is important to keep in mind that all students learn differently so something that motivates one student may not necessarily motivate another. When teachers would show me other students’ work, it provided me with a standard that I wanted to surpass. However, there are many times when teachers need to focus on students’ own self-improvement. Every student learns differently so a set of subjective criteria will not be beneficial to all. When students are encouraged to better themselves in comparison to their own abilities, they are “more likely to take risks, seek out challenges, and persevere in the face of difficulty.”
Beghetto, R.A., (2005). Does assessment kill student creativity? The Educational Forum, (69) 2 p254-263