Positive Relationships

Inquiry Resource

Jablon, J.R. & Wilkinson, M. (2006). Using Engagement Strategies to Facilitate Children’s Learning and Success. Young Children, 61 (2), 12

This article discusses the importance of using a wide range of strategies to engage students in the classroom. The emphasis in not only on using different strategies but also on facilitating their implementation. In order to capture the interest of students, teachers need to use effective engagement techniques so that children learn the concepts and skills that are necessary for success in school. In addition to listing some great strategies such as KWL, think-pair-share, and “how many ways can you do this?”, the article also includes important techniques to use to facilitate engagement strategies. Above all, it is extremely important for teachers to create a learning community and foster positive relationships in the classroom. This article is a great resource for me because along with other articles related to my inquiry, this one too supports the finding that there is a significant correlation between high levels of engagement and improved attendance and achievement. If I can successfully engage students in my practicum classroom, not only will it make my teaching easier but it will also allow them to learn important skills and be better prepared for the future.

Importance of Motivation

Inquiry Resource

Brewster, C., & J. Fager. (2000). Increasing Student Engagement and Motivation: From Time-on-Task to Homework . Northwest Regional Educational Laboratory.

This article explains that there are many factors that contribute to students’ engagement levels that teachers may have little control over. For instance, as students transition from elementary to middle school, they become less engaged in learning. However, there are also certain practices that increase the amount of time students spend on a task and also make assigned work more engaging and effective. The article mainly focuses on the importance of motivating students. Most successful people are motivated extrinsically and intrinsically so educators must build on both types of motivation to fully engage students in school. Compared to my other resources, this article provides a lot of background information in addition to strategies that teachers can use to engage and motivate their students. It is also helpful that it focuses on the middle years age group, which is the age range that I am working with during my practicum.

Student Engagement in Mathematics

Inquiry Resource

Trocki, A., Taylor, C., Starling, T., Sztajn, P., & Heck, D. (2014). Launching a Discourse-Rich    Mathematics Lesson. Teaching Children Mathematics, 21(5), 277-281.

This study focuses on teachers using the think-aloud strategy, repeatedly modeling mathematical thinking out loud, to engage students in math lessons. In a second grade classroom, this study found that students were more engaged if the teacher initiated a lesson using this method, and more readily shared their thinking with peers. They were also quicker to get started working on problems as opposed to lessons that did not begin with a think-aloud. This article relates to my inquiry question because math is a difficult subject for many students and it is important for teachers to understand that strategies that work well in one particular subject may not be as effective in another academic area. Students can become easily discouraged in math so knowing how to effectively implement such strategies will not only allow students to talk to about their own thinking but it can also encourage students to inquire and ask questions about their peers’ line of thinking.

Making Connections!

Inquiry, Reflections

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.

Classroom Environments of Respect for Questioning and Discussion

Inquiry Resource

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

Inquiry, Reflections

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?

Assessment, 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

Enhancing Classroom Conversation for All Students

Inquiry Resource

A resource that I selected to support my inquiry is the journal article, “Enhancing Classroom Conversation for All Students”. This article provides many ideas as to how teachers can engage all students in a classroom setting. My inquiry question is directed at learning how to engage all students during classroom activities and discussions, with a focus on engaging quiet and introverted students. This article provides information that is very relevant and significant to this area of research. It is crucial that educators create classrooms that foster critical thinking and one strategy that the article mentions is “think-pair-share”. This discussion technique allows student who are quiet to “find their own voice in class”. This journal article is great in providing strategies for teachers to engage all students and clearly explains why discrepancies in student participation exist in the first place. One thing that really stood out for me was the discussion about the typical raise-your-hand method of answering questions. The article explains in detail how this method creates a two-tier system in the classroom, “those who know and those who don’t know”, which widens the achievement gap. There are many techniques that teachers can use but with the different levels of understanding in any given class, teachers need to know their students to know what works. Teachers must also provide ample opportunity for students to find their voice, which may mean “we use a little less of our own”.

Goldsmith, W. (2013). Enhancing Classroom Conversation for All Students. Phi Delta Kappan,          94(7), 48-52.

The Rock!

Mini-Inquiry

The focus of my mini-inquiry is a rock that I received from a young girl who I used to tutor in Ontario. During one particular tutoring session, we discussed places where we go to “de-stress”, places that put our mind at ease. I mentioned to her that I love being by the water because it helps me feel serene. Just before I moved back to BC, she went on a year-end field trip to Wasaga Beach. A couple days before I was to move back, she gave me a goodbye gift, including this rock, which she had found on the field trip. She told me she wanted me to remember her by it and since it was from the beach, I’d feel calm every time I looked at it.

For me, this rock signifies having a strong relationship with our students, as well as unity with nature and the outside world. Nature is essential to our health and wellbeing and many of us have needlessly expelled it from our daily lives. We need to teach young children that those who spend time outdoors are happier, healthier, and less stressed than those who don’t. Incorporating nature-based learning into our teaching style can have endless benefits.

The article “Learning Through Sketching” states that sketching helps one focus, observe, and then look again only to see something different. During my first sketch, I was more focused on what I was drawing than I was on the rock. Diverting my eyes from the object definitely caused me to see a different perspective every time. I found the “blind contour” method most effective as I was less keen on perfecting my sketch and was able to incorporate “mistakes” into part of the image.

Questions about the rock:

What type of rock is it? What minerals is it composed of? What was its original colour and/or shape? What is its “story”?

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