All posts by ashley mander

The Month of May!

Uncategorized

20160513_195841Another 4 weeks have passed and I have learned so much! With each passing day, I become more comfortable and learn how to support the various learning styles of my students. I have learned to use this knowledge to adapt my lesson plans and ensure that I integrate the different learning styles within the classroom. In my lessons, I include as many visuals as possible (videos, pictures, charts) as the majority of students in my class are visual learners. Any time they are working on a fun project or assignment, they often ask me to create one too! For instance, we went on a 2 day camping trip and students created name tags. They wanted me to make one too, so I did! 20160511_155704We are also creating French pizza menus and I was told that I have to make one too!

I have been incorporating as many hands-on activities as possible into my lessons so that students will remember what they have learned. In one of my recent lessons where I taught students about the angles in a triangle, I set up an activity in which the students discovered on their own that the angles always add up to 180°. This worked so well that I decided to do the same thing for quadrilaterals. They were very excited about figuring out angles on their own. Just yesterday, one of my students said to me, “I like your lessons because you always have a fun activity for us to do”. Hearing a comment like this is the best feeling in the world. It showed me that the students are enjoying learning, which is our ultimate goal as educators.

"Mrs. Mander" is 4 syllables long and everyone knows that the first line of a cinquain poem is only 2 syllables!
“Mrs. Mander” is 4 syllables long and everyone knows that the first line of a cinquain poem is only 2 syllables!

Prior to beginning the poetry unit, I was anxious because students had made comments about how much they dislike poetry. Now, they grab their booklets whenever they have free time so that they can work on their poems. We started off simple with Haikus and Cinquains and in the next few weeks, we will write free verse and limericks, which they are very excited about!

One thing that I have realized is that you can’t plan too much in advance. I have always been a “planner”, thinking ahead about the next few weeks. One day, I began to look ahead at the next two weeks and write down notes about my lessons. However, we ended up having a few assemblies, some fire/earthquake drills, and other disruptions that are to be expected in schools. I had put a lot of time into creating the schedule and this was when I understood the true meaning of being flexible!

Overall, everything is going very smoothly and along with the students, I am learning so much and definitely enjoying this valuable experience.

3 Weeks Into My Practicum!

Reflections

Wow! It’s hard to believe that I will soon be well into the fourth week of my practicum. The past three weeks have flown by! I began by teaching math and science lessons and was nervous every time I was about to teach a lesson. Not only was it overwhelming that I was being observed, but I seemed to have very little confidence in myself. On paper, my lesson plans looked very hands-on but in practicality, I felt that I was creating a very teacher-led environment. During instruction, if students had questions, I would begin to doubt my teaching skills and stretch out the instruction portion of my lesson to explain a concept in more detail or using more examples. This would leave less time for hands-on activities and student engagement.

However, in my second week, I had a lot of knowledge about my class and where they are academically. This was the week where I really learned the importance of flexibility and adaptability! I also began to teach French and created many fun games and activities, and found ways to incorporate student interests into my lessons. Seeing the students so engaged and excited motivated me to find ways to make subjects, such as math, just as fun. I began using iClickers and songs to help remember concepts. The first time I told the students that I was going to play a math song, they groaned and told me they’re too old for songs! I told them that they’re not too old for this one because even I have been singing it ever since I heard it. As soon as I played it, they began moving to the music and for the next few days, we would jokingly break out in song and dance. They then began to blame me because it was always stuck in their head!

20160412_165628This past week has been just as fun. The students are learning about forces and motion and we have watched videos, played tug-of-war, and conducted experiments to test how different factors affect force. I have noticed that these hands-on activities keep all of the students, especially the quieter ones, engaged and having fun. During lessons, students work individually but they also work in pairs or larger groups. I have found that groups of 3-4 work very well in my class but it is crucial that I create the groups beforehand as it allows for me to ensure the groups are balanced in terms of their personalities and abilities. It is also important to change the groups and mix the students up. The first time that I created groups of 4, the students worked extremely well together so I decided to use the same groups for an activity the following week because I was so happy with their teamwork and collaboration. However, many times during recess and lunch, students would approach me and ask me to put them in groups with their friends. Now they know that when they show progress while working with their friends, it is possible that they may be in a group together in the near future.

Using a stern voice and disciplining students has been the most difficult part for me. There are times when I do have to talk to students and let them know they are misbehaving or being disrespectful but overall, creating a safe environment and establishing strong relationships with the students has been my greatest accomplishment. My inquiry question is focussed on student engagement and I am happy to say that I have found ways to increase participation during whole group discussions as well as in small groups. There are some students who, at the beginning of my practicum, were somewhat reluctant to participate in activities but as of my third week, I have had every student raise their hand to contribute, which is a great feeling.

Where Am I Now?

Inquiry Synthesis

                Before beginning my inquiry, I was somewhat lost as to where to begin and what strategies to implement to engage students. When I was in elementary school, there was much less emphasis on student-centred learning and more emphasis on direct instruction. Through observations during my practicum, and reading articles and textbooks, I learned about many different ways to engage students. However, I was still unsure about how to effectively implement these strategies in a classroom. It wasn’t until I began planning and teaching lessons that I felt comfortable with what I had learned.

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Through my research, I have become familiar with many strategies and techniques to engage students and ensure participation remains high. All of my resources show that increased student engagement leads to increased academic achievement.

Teachers can achieve this by:

  • creating a safe and respectful classroom environment
  • fostering positive relationships in the classroom
  • getting to know their students –> personalized learning!
  • making connections to the real world –> authenticity!

One of my resources, an article by the Ontario Ministry of Education (2011), polled students and used their voices in explaining what is important to students and how to keep them engaged. The results were consistent with all of the research and data that I collected from other articles and books on this topic.

 

pic2Students want to:

  • solve real problems
  • engage with knowledge that matters
  • make a difference in the world
  • be respected
  • see how subjects are interconnected
  • learn from and with each other and people in their community

In order to achieve these larger goals, I looked at achieving student engagement by focusing on individual lessons. Research shows that in order to increase engagement during lessons, teachers must:

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  • Integrate technology –> I have used technology during most of my lessons and something as simple as hooking students’ attention with an interesting image on the screen can have a significant impact. For instance, I know that I have avid readers and movie-goers in my class so during a lesson on historical fiction, I put up images of some movies and books and we discussed how to determine whether they are part of the historical fiction genre or not.
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  • Use fun ways to group/pair students –> I was most familiar with the numbering method or simply pairing up with a desk partner. Although my students generally enjoy collaborative work no matter how they are grouped/paired, I have used some techniques that I came across during my research that really raise the energy level! For instance, one way to pair students is to use images of things that interest them (athletes, cars, games) and cut them in half. Place them in a basket and have students choose a piece. When they find the other half of their image, they have found their partner too!
  • Allow for “wait time” when expecting an answer –> Prior to my inquiry, I did not consider the positive effect that wait time could have on the quality of student responses. I have incorporated this into my lessons as “think time” and have noticed a significant increase in the number of student responses during my lessons. Similarly, an instructor suggested guided visualization and although I have only used it once, this is also something that my students seemed to enjoy very  much.

 

  • Give quiet students a voice –> One of my inquiry resources discussed the importance of choral responding as a strategy to engage quieter students. I have used this technique multiple times and it is a great way to release energy while giving all students an opportunity to participate and be fully engaged. However, sometimes it can be difficult to tell which students are responding so I try to circulate as much as I can to encourage participation. This strategy has worked very well for me during the closing of lessons to check for understanding or to summarize important terms.

 

  • Check for understanding –> Ensuring that students understand the material is very important. I can recall one of my first lessons where I simply asked the class if they understood what to do and they simply nodded.  During the activity, many were unsure and asked questions for clarification.  I later thought how easy it could have been for the quieter students to feel lost and confused if others had not spoken up. This experience was very important for me as I began to use many more visuals and regular checks for understanding. After instruction, I ask students if they can paraphrase or elaborate on what has been said. This is not limited to my own instruction as I try to implement this strategy when students are speaking as well. After a student has spoken, I ask the class if someone can add to what has just been said. This creates more of a student-centered learning environment as it is the students who are carrying the discussion.

Of course, all of this is an ongoing process and strategies that work with one class may not be as effective with another. As well, certain strategies wear off and become monotonous for students so being familiar with new research and findings is of utmost importance for all teachers, new and old. “Teachers must adopt a lifelong learning mindset to continually push themselves to learn new ways of facilitating learning and increasing student engagement” (Murphy, 2011).

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*Below is a link to a presentation that I created which focuses on different types of student engagement

https://docs.google.com/presentation/d/15WrmshguszIWdJ9Zva0FsE6mW2_VcJDbNvvyJxWOyOo/edit?usp=sharing

You’ve Got to Reach Them to Teach them!

Inquiry Resource

 

Anotpicher great resource by Mary Kim Schreck is her book titled You’ve Got to Reach Them to Teach Them: Hard Facts About the Soft Skills of Student Engagement. Some of the main topics covered in this book include the importance of relationships, emotions, and environment. Establishing healthy relationships is key to achieving student success. Schreck discusses various ways as to how teachers can help students bring out their best. By doing so, this will ultimately create a positive environment in the classroom. By allowing them to make mistakes, take risks, and feel confident, students will be able to immerse themselves in their learning. This book makes strong connections to real-life situations and is relevant due to its inclusion of journal entries and comments directly from students. Schreck uses scientific research to prove her claims and discusses various strategies that can be implemented in the classroom to increase student engagement and academic achievement.

Schreck, M.K. (2010). You’ve Got to Reach Them to Teach Them: Hard Facts About the Soft Skills of Student Engagement. Bloomington, IN: Solution Tree Press.

 

Fostering Positive Relationships During Practicum

Inquiry, Reflections

Every book or article that I have read relating to student engagement has stated the importance of fostering positive relationships in the classroom. In many of our courses, we have also discussed the significance of social and emotional learning in the classroom. I think these elements are crucial in creating a safe environment in which our students can openly participate and be engaged. Since I began my practicum, it has been extremely important for me to develop positive relationships with all of my students. I try to make an extra effort to get to know the quieter students. Through their work, such as art projects or writing samples, I am able to gain a better understanding of their interests and incorporate these interests into my lessons. Throughout my practicum, this has helped me significantly as students regularly approach me after lessons to discuss the material they have just learned. Knowing that they are able to connect the lesson with prior knowledge and their own experiences is a great feeling!

I feel like I have developed strong relationships with most of my students. However, during the long practicum, I want to focus more on peer-to-peer relationships. I encourage students to work together and try to find fun and different ways to group students together so that each student has an opportunity to work with every other student. I have noticed that some groupings are more effective than others but as long as the emphasis is on respecting each other, this will ensure a safe environment where students feel that their opinions are valued and that they belong. If disagreements arise, I encourage students to discuss the problem with each other. However, we have also discussed that some problems require the help of a trusted adult. Being on practicum on a regular basis will allow me to observe the relationships among students and their peers, as well as allow myself to continue to learn more about my students. It will also allow me to make strong connections between the importance of healthy relationships and the level of student engagement.

Student Identity & Engagement

Inquiry Resource

 

As with many of my resources, this one also discusses the importance of developing positive relationships with students and including student interests in learning activities. “Learning can no longer be understood as a one-way exchange where we teach, they learn”. The article emphasizes that teaching is a reciprocal process – students must be listened to and valued for who they are. This leads to greater student engagement which ultimately leads to greater student achievement. Involving students as “partners in change” rather than “targets of change” allows teachers to view students in more dimensions that just the academic and supports students in playing an active role in their learning. By getting to know our students, we can develop meaningful relationships and begin to understand our students’ strengths and needs. This helps teachers make authentic student connections and better inform planning. For instance, teachers will know if their students have access to computers or if they have responsibilities at home. Understanding contexts help teachers personalize learning and engage students. The article also contains information from a study that reported on what students want. Being able to solve real problems, make a difference in the world, and see how subjects are interconnected are important priorities for students. It is crucial for teachers to understand that engaging students in learning is not a linear process and cannot be achieved “once and for all”. It must be negotiated and evaluated regularly.

Ontario Ministry of Education. (2011). Student Identity and Engagement in Elementary Schools. Capacity Building Series. Toronto: Ontario Ministry of Education. Retrieved from: https://www.edu.gov.on.ca/eng/literacynumeracy/inspire/

From Tired to Inspired!

Inquiry Resource

 

From Tired to InspiredFrom Tired to Inspired by Mary Kim Schreck teaches strategies to engage students in literacy. However, as with some of my other resources, the strategies in this book can also be transferred across various subject areas. Schreck describes the importance of improving the quality of “talk” in the classroom. There needs to be a change in who is doing the talking and how it is structured. Teachers need to encourage an inquiry-based approach to learning and move away from interrogations. Conversations are a high-quality opportunity for deeper learning and teachers needs to provide opportunities for students to question, converse, and be active listeners. In accordance with 21st century learning, teachers need to move away from the front of the room, both figuratively and literally. However, when teachers are providing instruction, responding with something as simple as “yes, and…” as opposed to “yes, but…” to a student’s response can go a long way. If educators can teach students through rehearsals (i.e: possible methods of solving problems), modeling (i.e: there can be more than one right answer), and role-playing activities, students can become active learners and use class discussions effectively to engage with the learning material.

Schreck, M.K. (2013). From Tired to Inspired: Fresh Strategies to Engage Students in Literacy. Bloomington, IN: Solution Tree Press.

Strategies for Teaching Reading Comprehension

Inquiry Resource

Revisit, Reflect, Retell by Linda Hoyt is a great resource for engaging students in activities related to reading comprehension. The book also includes DVD’s with footage of the author using some of the strategies with students. This book is an updated edition that shows how teachers can scaffold instruction to engage students in learning. For instance, the culture of learning is one of respect in which teachers and learners are partners. It is important for teachers to set the stage for comprehension by asking questions such as “can someone say that in another way?” or “who can elaborate on what was just said?”. The author uses scientific research in proving her claims. In addition to these strategies, the book also contains various assessment tools and “parent pages”. The assessment tools include teacher tools as well as self-assessment tools. The “parent pages” are letters to parents that indicate what is being taught and how parents can support their child’s learning at home. Although the book is aimed at engaging students in reading comprehension, many of the strategies can easily be transferred to other subject areas.

 

Critiquing My Lesson :)

Inquiry, Reflections

This week, my lesson included a whole class discussion as well as a think-pair-share. During think-pair-share’s in the past, I have allowed too much time to “pair” and the conversation would get off topic. I was cognizant of this and ensured students were able to discuss the given topic in a reasonable amount of time and then share their ideas with the class. Although many students participated during the lesson, I still was not able to engage all students. The few that do not participate, plus the occasional time students get distracted, results in quite a few students who are not actively engaged in the lesson. Checking for understanding at the end of lessons allows me to assess students’ learning but throughout the lesson, it can still be difficult to ensure full participation.

One strategy that I would like to try is circulating the class during whole class discussions and not simply during pair activities or work time. I have not asked many questions from anywhere but the front of the classroom. It would be interesting to circulate and ask questions from different areas. This is also a great way of ensuring all students are attentive and focussed on the lesson.

Another technique that I would like to try is posing student responses to the entire class. For instance, if one student has an idea or suggestion, I think it would increase student engagement if I asked the rest of the class what their thoughts are. Instead of simply answering a teacher’s question, it will create more of a student-centred environment and allow the students to carry the discussion. If there are certain strategies that are unsuccessful or ineffective, teachers can modify them or try something different. The important thing is to be open to new ideas!

 

Integrating Technology

Inquiry Resource

This article explains the importance of integrating technology into classrooms to allow students to make real world connections. Technology is everywhere and assists us with everyday tasks, from scheduling appointments to driving our cars. Teachers also need to understand that this is one way in which we can differentiate learning for our students as multimedia can be effective for visual and auditory learners. The article lists some ways in which teachers can incorporate technology into classrooms, such as by inviting experts using live-streaming, and allowing students to present projects and assignments using forms of multimedia. When students are given the opportunity to use technology, they are more likely to explore the learning material further. The technology aspect of learning can intrigue students and allow them to gain more from the experience. Research shows that implementing technology in schools leads to increased student engagement and an improvement in teacher performance. It also leads to greater student-teacher interaction.

multimedia

 

Murphy, E. (2011 June 18). How Streaming Video and Multimedia Helps Educators and Students Exceed 21st Century Learning Expectations.  Retrieved from: http://www.howtolearn.com/2011/06/how-streaming-video-and-multimedia-helps-educators-and-students-exceed-21st-century-learning-expectations/