Posted Date: June 4, 2013
Subject: Meaningful Learning
Jen,
While I agree with the need to support curriculum change. I also think teachers have a professional responsibility to engage and respond. I worry when professional autonomy means “I’ll keep doing what I have always done because it’s what I want to do.” This stance in an oncologist would be unacceptable to most people. Professionals have the responsibility to keep abreast of changes in their field and to incorporate them in their practice. I shake my head when teachers participate in the design of curriculum and find a lack of support for this curriculum from other teachers and the BCTF. I wonder what would happen if we took control of assessment; defined it and set a standard for the practice. If we really became self governing and beat the government to the design and enforcement of standards, where would we be? Taking the reactive point of view and waiting to be told doens’t help us or our students. Please don’t get me wrong. I believe in teachers and teaching; hardest and most rewarding job I can think of. I believe we can effect change; I just think we need to move to a more professional and proactive stance.
Don
Posted Date: June 1, 2013
Subject: Kindergarten Ichthyologists
Jen,
Yep…I do think experiences like the ones we described build memories. I like to believe that in my young students they become events that anchor future learning. Considering that students have a lifetime to build their concepts, ideas, schema, and memories (what ever we call them), they will have many opportunities, after my time with them, to build upon and enrich previous learning. I sure hope so. Rarely do we get to enjoy the mature flowers that grow from the seeds we plant. We trust there are other teacher gardeners out there to continue the weeding and fertilizing. I have a favourite book, one I give to my student teachers, called Mrs. Spitzer’s Garden. It’s simple and inspiring.
Don
Posted Date: June 1, 2013
Subject: Does Science Have the Answer?
Marianne,
The idea of deficits vs learning style is worth pondering. When we consider that sometimes a deficit is defined as “Doesn’t learn the way I teach!” and the focus on school being all about teaching, the deficit model may be appropriate. When we focus on schools being about learning, the model starts to break down. My background is special education and I have raised a child with significant challenges. I agree that considering information processing models, the neuroscience we are going to discuss next week, and learner-centered education can free us from a deficit model which is really counter-productive to helping students achieve.
Don
Posted Date: May 30, 2013
Subject: Make students care about learned material…and monkeys
Rachel,
I agree. I think we can’t under-estimate the powerful model provided by teachers who speak, share, are eager and try on new ideas. I remember these kinds of teachers. Sometimes something was important to me as student because it was important to my teacher. Enthusiasm is catching. We can build this kind of environment with our students.
Don
Posted Date: May 30, 2013
Subject: Bloom’s Taxonomy and the Scientific Method
Rachel,
Great chart! The parallel analysis works well. I just finished ETEC 500 and am in the process of having my project approved. Again the parallels in the scientific method, inquiry based learning, Boolom’s taxonomy, and the steps in a research project are pretty clear. One of those aha moments we all seem to understand but becomes clear when someone takes time to point it out. Thanks for the post.
Don
Posted Date: May 30, 2013
Subject: Kindergarten Ichthyologists
David,
I think your points are well made. My work as a therapist reminds me that memory is frequently cued by a sensory experience closely followed by emotion. Thinking sometimes follows as we make sense of what we have recalled. Wouldn’t it be great if all of the school memories evoked in later life were so positive? Kind of ups the ante for teaching; but I like the challenge – so do students!
Don
Posted Date: May 29, 2013
Subject: Kindergarten Ichthyologists
I believe the scientific method, as an example of inquiry based learning, can facilitate learning especially when approached as it was in the video. Here are a few thoughts:
•Students were involved in a simple meaningful task that required attention and higher level thinking (Comprehension – Application – Analysis); sugar and its dissolving properties would be familiar to most students providing a link to previous learning.
•Learning was tied to a real experience with the opportunity to talk, draw, and write; a multimodal experience that builds associations and ties learning to episodic and semantic memories. There was a social context for their learning.
•Two separate but related experiments were performed to help build connections and associations and the development of concepts through repetition.
•The process was taught linearly with prompting provide by the teacher. Student responses reflected their levels (stages) of development and understanding.
•The scientific method is being taught early with the understanding that repetition is required for learning and that strategy development is not linear, develops continually, and is integrated and applied by individuals in a variety of ways. Time and guidance are required while students take their individual paths to success!
A personal inquiry based learning example:
Last month, our year-long salmon study ended. I asked my kindergarten ichthyologists to develop plans for moving and releasing a tank load of salmon fry. We listed criteria and then worked in teams to discuss, draw and write solutions. Later students reviewed their plans and prepared presentations. Posters were photographed with iPads and presented on the Smartboard. The class asked questions and these presentation were recorded. Together, we decided which solution best fit the criteria.
Now granted, my students are pretty comfortable with this approach but still, my involvement was limited to presenting the problem, guiding the use of technology, and helping keep presentations on track. They grouped, planned and completed the task independently (I get to enjoy a few cups of coffee this time of year). They presented wonderfully thoughtful and complete 6 year old ideas. Student response to a meaningful and demanding task always delights me. Call a student Dr. ______ and they respond like someone with a PhD.