January 2016

Structure, Routine, and Literature

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Reflecting on experiences I have had in my educational career, some of the most powerful are connected to literature and the impact these stories have on our lives is noticeable years after the book has been put back on the shelf. I know first hand the influence a book can have, therefore being able to bring in some meaningful literature into my classroom is a goal of mine.

 

In planning for my practicum, this is a focal point and I have begun to slowly introduce the idea of the significance literature can have to my students. Specifically, this week I engaged my students in a short story and introduced the idea of literature circles, which I will be continuing each week until my long practicum begins. The concept of laying the foundation for the tasks and scaffolding the roles for my students allows them to have the skills and routines in place before they engage in stories individually. Therefore (hopefully) when the students pick the novels they will delve into, they will not have to think about routines and get to get lost in the words on the page. So I suppose the point I am trying to make here is about the significance of routine for information retainment.

 

As with anything you introduce into your classroom, the students need to be in a place to be able to soak in the concepts, skills, or idea. However, if they’re not in the right mindset, anything you present to them, even if it is presented in the most articulate way possible, will be diminished. The students need to be in the correct mindset and a reliable structure or practiced routine aids the students in getting to that open mindset in your classroom. If they’re comfortable and know what the expectations or procedure is, then they can focus on the content and not the routine. Therefore, I am introducing those structure and routine now so when we apply the context of the novels we will be studying in a few months, then the students can work towards taking in the meaning of the words, the themes of the book, and the enjoyment one can feel in connection to a truly wonderful literary experience.

How Competition and Heterogeneous Collaboration Interact in Prevocational game-based mathematics education

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ter Vrugte, J., de Jong, T., Vandercruysse, S., Wouters, P., van Oostendorp, H., & Elen, J. (2015). How competition and heterogeneous collaboration interact in prevocational game-based mathematics education. Computers & Education, 89, 42-52. http://dx.doi.org/10.1016/j.compedu.2015.08.010

 

One of the most striking examples of competition in the classroom is when gameification is introduced into lessons. Gameification is prevalent throughout education as it is a powerful motivator, however, how it is integrated is dependent on whether the teacher favours collaboration or competition, but the two are not mutually exclusive. When we visualize or conceptualize the subject matter (in the context of this article; mathematics) through gameification, we see an increase in performance. However, the competition vs. collaboration debate remains. The balance between the excitement, engagement, and challenge that we achieve through competition (either against a system, oneself, or others) and the elongation of frustration through a support network and teamwork that we get with collaboration, can be achieved through a few systems.

 

Student-Team-Acheivemnt-Division or STAD design is as follows: “Students complete an individual assessment, students receive instructional content, teams work together on a collaborative task and try to maximize each individuals knowledge during this task, students complete an individual assessment. Individual scores (progress in performance on individual assessment) and team score (performance on collaborative task) will be summed up to a total team score. Team scores are compared.”

 

The Teams-Games-Tournament model or TGT design is comprised of “Teams receive instructional content, work together to maximize each individuals knowledge, and play individually during an instructional tournament. Individual scores will be summed up to a total team score. Team scores are compared.”

 

Both models have shown the through group competition, there exists an interaction between the high achieving and lower achieving students in the groups. However, it is possible and has been recorded that the above average students can dominate the discourse within groups. Therefore, with both models, it is vital to keep this in mind when introducing competition in the classroom.

Predicting Satisfaction in Physical Education From Motivational Climate and Self-determined Motivation

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Baena-Extremera, A., Gómez-López, M., Granero-Gallegos, A., & Ortiz-Camacho, M. (2015). Predicting Satisfaction in Physical Education From Motivational Climate and Self-determined Motivation. JTPE, 34(2), 210-224.http://dx.doi.org/10.1123/jtpe.2013-0165

 

When discussing student motivation, in connection to competition, something that I find interesting is how students, or everyone for that matter, has a subjective perspective on their own success. Many factors are in play: personal ones, and social or contextual factors, which play a role in comparing ourselves to others. When attempting to foster a sense of teamwork in a class or any group, one must remember that self-determination is a spectrum and a shifting one at that. Where we place ourselves on the spectrum of self determination is reliant on how each new task is presented to us. If we approach it from a task oriented position of trying to solve a problem or complete a task, the self determination is quite high. However, if the task is reliant on ego and through the task, we are trying to better ourselves at the expense of others, the we see a dramatic decrease in self determination and motivation. As educators, we are charged with creating an motivational climate that promotes the positive and promotes a task oriented approach. Now what is curious here is how competition is related to this intrinsic motivational climate. I do think it still can be present inside a positive task oriented  atmosphere but still give student that push to complete the task bets or first. This can be intrinsic and inherently positive while still maintaining that competitive drive. However, when ego is involved that is when competition fails and something we as educators need to keep in mind.

How to Achieve Team Cohesion through Competition in Sport: An Organizational Model

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Smith, J. (2015). How to Achieve Team Cohesion through Competition in Sport: An Organizational Model. The Sport Journal. http://dx.doi.org/10.17682/sportjournal/2015.023

 

A point that stands out when looking into the concept of team sports and how a group of athletes bond together as a team, is the role that instruction plays. When the students, or in this case athletes, are provided with specialized instruction for their particular position it improves tea, performance and overall group cohesion. The article discusses this in a football context with task originated positions and competitive scrimmages, however I think that the overall framework can be taken and applied outside of sports. When we are coordinated as a group it spurs on the competitive spirit and works to discourage “social loafing”. This is evident in our classroom and when students don’t feel cohesive as a group, they’re more likely to “piggyback” off their peers. However with a one-tier-down coaching of educational approach, the students are given specialized instruction, personalized positive interactions, and guidance towards coordination as a group. While one-on-one education isn’t quite what we are discussing here, but what is shown is the role that personalized learning plays in relation to teamwork and building a positive competitive spirit.

A Glimpse Into Competition

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Through observation of my students in the past and present, I find it interesting how students approach different subject areas with differing levels of enjoyment, interest, and enthusiasm. This is to be expected as students, or most people for that matter, gravitate towards their interests. However, in the classroom they are exposed to a wide variety of subjects, topics, and themes, and not all of them may be to a particular student’s taste. Therefore they are exposed to the educational smorgasbord and are expected to take their favourites together with their less preferred subjects. As an educator it is our task, a seemingly daunting one, to make these less desirable topics (whatever they may be) palatable to your entire class, to those who adore the subject and to those who detest it. Therefore, it is a neat experience to see when you get to engage with students in extra curricular activities. This is (or should be) something they enjoy and that enthusiasm is contagious.

I had the privilege to take part in a basketball practice this week and it was wonderful to see a group of kids, who not always are so cohesive in their favourite subject, connect with the sport and as a team. Team building is an obviously a key component of this and when they are literally grouped as a team, they develop a connection that carries them beyond the court and into their personal lives. As the practice was in the morning and I got to see the students that were in my own class interact with each other for the rest of the day. Something I noticed was how the students who were on the basketball team together, and had practiced in the morning, worked well as a team in group activities, communicated effectively, and demonstrated a cohesive attitude. The team had game after school in the gym towards the end of the day something interesting happened. Not only were the students who were on the basketball team demonstrating teamwork, but as the day winded down, the entire class began to come together and were cheering on, giving praise and support to the team, and there was a contagious positive attitude throughout the class.

So what was the catalyst for such a dramatic outpouring of teamwork? Group cohesion and competition. The team was going to compete against another school and together, my students, were a team that represented the whole. If it was simply another practice or intra-school game, I don’t think that level of teamwork through the entire class wouldn’t have been present. A competition, against others, can work towards creating teamwork and a positive presence, and if it wasn’t for that prospect of competition, I doubt this would’ve occurred.

Does Assessment Kill Student Creativity? – A Reflection

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Pre Reading

When I first look at the title “Does Assessment Kill Student Creativity”, my initial reaction is that it sure was a bold statement. With the, what I will call interesting, word choice of “kill” in the title, the author, Ronald A. Beghetto, seemingly pits the noble and chaste notion of creativity against the evil and soul-crushing concept of assessment. However, this is simply a personal opinion and initial reaction from the article’s title. But what do I think? Personally I agree. I do think building in assessment into every aspect of school would kill a student’s creativity. Yet I am not quite ready to storm the fortress of the educational establishment, demanding that assessment be thrown from the highest tower and banished for all eternity. I still have questions about whether there indeed a place for assessment. A place that does not necessarily destroy a student’s creativity and could in fact, be a motivating factor for creativity. However, this is something I do not know so I approach the article with an open mind.

 

During Reading

The following is a list of quote or thoughts I had when reading Ronald A. Beghetto’s 2005 article Does Assessment Kill Student Creativity?.

  • On he opening paragraph Beghetto refers to the marginalization of student creativity by putting an emphasis on assessment for teacher’s instructional time. He credits such a priority to the No Child Left behind Act in the United States in 2001. However, with this being an American example, is there a connection to such a policy in Canada, and an increased focus on assessment?
  • “Which assessment practices diminish creativity?” pg.255
  • “Creativity is the interaction among aptitude, process, and environment by which an individual or group produces a perceptible product that is both novel and useful as defined within a social context.” pg.255
  • The importance of context when looking at creativity
    • Social influences
    • Creativity is dependent on what is novel AND useful for each given student
  • Assessment activities that diminish creativity: best work” displays, performance goals that focus on avoiding mistakes.
  • Could a great emphasis on mastery goal structures lead to a new system of assessment that wouldn’t diminish creativity?
  • Protecting creativity depends on moving away from social comparisons, take away pressure, and take away the importance of such assessment (aka a move towards formative)

 

Post Reading

After finishing this article, some of my previous considerations were confirmed, but I am left thinking of my inquiry proposal and the connection assessment has to competition. When we are competing, is it essentially a system of assessing our skills? Additionally, if we took away all pressure to perform, would the quality of creative work be the same? Does creativity wilt under pressure and does creativity exist on a separate plane of existence from the rest of the educational universe, void of assumptions, pressure, and expectations?

 

With these ideas in minds, and with the recommendations Beghetto has for fostering creativity in our classrooms, I have begun to see parallels between this mindset and current policy. The move towards formative assessment (practical and informational) is already in place in many schools and one that I do think allows for more personal growth by our students. If it can be successfully directed towards build skills such a creativity, then I do hope that our students who are graduating are better suited to face and solve the future’s problems.

 

References

Beghetto, R. (2005). Does Assessment Kill Student Creativity?. The Educational Forum, 69(3), 254-263.