Reflecting on Feedback

As we are about to embark on our long-awaited 10-week Extended Practicum, I have been looking back at the feedback I have received thus far over the program. Some positive, some constructive… but I find that despite having it on paper, it’s hard to really know how exactly your doing. That’s why, during my Term 1 practicum, I found it really useful to actually ask the students. Yes, imagine asking the student! I thought it seemed like a pretty logical way to get feedback, although according to my SA, it is not something that happens frequently enough with teachers…

This could easily have been a recipe for disaster, but I found that because I had built up a good rapport with my students, I was able to stress that I wanted them to be really honest, and trusted them enough to know that I would get specific, helpful feedback that would not hurt my feelings (although a thick skin does help!).

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And the students were great! They were asked to state one thing I did well, one thing I could improve on, and one further piece of advice they wanted to give me. When students asked if they could get multiple post-its, I stated they could only write more than one for the last two columns. I won’t provide the details, but it really does give you insight into what the students values and how they really see you. Which I believe is one of the most important aspects of the teacher role – that student-teacher relationship.

In my new practicum class, I have already asked my students what they want in a teacher – someone who takes the time to explain things individually, provides additional time for support, encourages them to do more PE, is able to be firm but fair, makes things fun, and gives no homework (of course!). And I will definitely be checking in with my students at least once throughout my practicum to get their feedback on how i’m doing, as a way to reflect on my practice and maintain a student-centered environment.

IB and the Inquiry Mindset

During my practicum in Grade Five, I have been fortunate enough to see how students transition through a full Unit of Inquiry. Through the transdisciplinary theme of Who We Are, our class is focusing on the central idea that “Learning about our body systems helps people make informed choices”. As with anyone that is new to IB, the concepts surrounding the Programme of Inquiry and how this can be authentically implemented in conjunction with BC Curriculum, can be a bit daunting at first. How do we genuinely incorporate the Learner Profile into our everyday language? How do we take an interdisciplinary approach to understanding the Central Idea? Where do we begin with taking real action? We can cover all the theory we like in our classes, but until we get into the schools and start seeing it in practice, that is when we will really get to see the IB “magic”.

Who We Are Unit of Inquiry

My School Advisor breaks each unit down into six weeks, with each week roughly covering the following themes: Tuning In, Finding Out, Sorting Out, Going Further, Making Connections, and Taking Action. The picture above was taken during the second week of the unit; we are now in week five, and having not been present for week 3 and 4, the advancement in their level of understanding and the depth of the connections they are now making is remarkable. On enquiring, I found that this was the Kath Murdoch model of inquiry, which is extremely similar to the Spiral Model of Inquiry we have been learning about in our ‘bible’, Spirals of Inquiry, by the amazing Jody Halbert and Linda Kaser (who we were very fortunate to attend a keynote speech by this past week).

Spiral Model of Inquiry (Halbert & Kaser, 2013)

When I think back to my own education as a child, as well as throughout my undergraduate degree, there is definitely a stark difference between then and the direction that education is now heading. I was a student to a lot of transmission-style teaching… and let’s be honest, there’s not much of my learning in elementary and high school that I can recall. But the great thing about this, is that we as educators and administrators are making progress. And with the upcoming transition with the new BC Curriculum focusing more on competencies (the ‘doing’), this is an exciting time for teacher candidates. We are going to be part of the change, and what’s more, with our understanding of inquiry through the international baccalaureate program, we are going to be, hopefully, ahead of the game.

We are all responsible for our own learning. The teacher’s responsibility is to create educational environments that permit students to assume the responsibility that is rightfully and naturally theirs.” (Brooks & Brooks, 1999).

Class inquiry in action

So as a new inquiry teacher, how do we go about inciting student ownership over their learning? This is something that I will be working to uncover over the remainder of my BEd, as well as developing my skill set over the rest of my career. To get started however, on her website (link below) Kath Murdoch provides 10 practices of the effective inquiry teacher:

Challenge more students to think more deeply more of the time
Teach students about thinking: help build their critical, creative and reflective thinking toolkit, as well as asking them to share their thinking processes with others
Provoke curiosity and wonderment: celebrate questions and teach how to ask good questions
Invite student voices into the learning process: have them construct intentions and success criteria
Help students make connections: assist them to see how their thinking grows and changes
Teach the skills and process used by researchers, so they have a variety of methodologies and feel confident as researchers
Ensure that students have the bigger picture: context and purpose for their learning
Let kids in on the secret: share learning intentions
Focus on process as much as the content: invite students reflect and plan how they learns
This is all in the context of having a genuine, trusting relationship with your students.

Mind Maps: brainstorming and making connections on real-world issues

So ask questions, investigate the unknown, discuss ideas, interpret information, and reflect regularly… this results in becoming an authentic lifelong learner, and if you can endorse this, your students will do too.

References

Brooks, J. and Brooks,M (1999) In search of understanding: the case for constructivist classrooms, Sage publications.

Halbert, J. & Kaser, L. (2013). Spirals of Inquiry for equity and quality. Vancouver, BC: BCPVPA

Kath Murdoch website: http://www.kathmurdoch.com.au/new-page-2-1/

The First Week…

Wow, what a great first week on practicum! I have been lucky enough to have a supportive SA who was happy to test my abilities, and encouraged me to throw myself right in. And that I did… on my first day I taught a double block of mathematics! Here are some of my reflections on what I have learned from this week and some of the things I will be thinking about moving forward.

It’s Pyjama Day!

The importance of reflection

I think I taught a total of seven blocks in four days, on top of taking groups, providing general support etc. We had one day for teacher-parent conferences, and another day allocated for Remembrance Service/Grandparents Day, so it was an action-packed week. I am really lucky that my SA pushed me as he felt that experience is the best way to develop, and for some reason he felt confident enough in me that he would encourage me to lead classes so early on. We had really similar perspectives on this, as even though my nerves were through the roof, I knew I had to just throw myself in there. And each time I taught, I came out with at least five things I would do differently next time. I wrote these down and tried to keep these in mind for next time. There are certain things you can only learn through experience and through knowing your students (e.g. timing, how much time has to be spent on a concept etc.), so reflection for me is one of the most important things I can do to help myself develop. Experience really is the best way to learn!

Classroom management and the varied needs of learners

After my first week, I think these are probably going to be two of the most significant things I will aim to master over the rest of my BEd. I am lucky enough to be at an independent school where class sizes are low, expectations of the students are high, and the majority work at such an advanced level. But, with moving to a public school for my long practicum, classes will be larger and therefore the needs will be more diverse, so classroom management is something that I want to become effective at early on. During my first lesson, even though I thought I had planned more than enough content which I wasn’t sure we would get through, some students just flew through it, leaving for 15 minutes of extra reading time. Finding a happy medium between adequately challenging the diverse students and not ‘punishing’ them for getting their work done by providing additional worksheets, is something that I would like to creatively get to grips with.

My Improper Fraction Game in action

Building relationships

This is something that is really important to me, both in my personal life and working environment, and I think is one of the key factors in having a successful practicum. You could be one of the most confident, knowledgeable, and proficient teachers, but I believe that connecting with your students, and being able to collaborate and build genuine relationships with your peers is perhaps the most important aspect of being a successful teacher. This is something i’ve been keeping in mind during my practicum, and while this may be difficult to establish over two short weeks, I do feel like I have been able to connect with a couple of hard-to-reach students. Having the class fist-pump when they hear you will be teaching them improper fractions that day (seriously?!) must surely be an occurrence that won’t often be repeated!

Week 2? Bring it on!

Miss Galbraith's E-Portfolio

"Educating the mind without educating the heart is no education at all." – Aristotle

practicum

Reflecting on Feedback

IB and the Inquiry Mindset

We are all responsible for our own learning. The teacher’s responsibility is to create educational environments that permit students to assume the responsibility that is rightfully and naturally theirs.” (Brooks & Brooks, 1999).

The First Week…