The first set of videos I watched was Case 5. It showed a teacher who has her students working on a project while also incorporating many different technologies into the classroom. She refers to herself as \u2018the coach\u2019 and \u2018a learner\u2019. This mentality certainly follows the more laidback teaching style of facilitator as opposed to authoritarian. Judging by the commentary in the background by her students, they seem to be engaged in the task and are committed to the project and to furthering their learning. This style of teaching, and using project-based learning, allows her to roam around the room and check for understanding. It also \u201cequalizes the playing field for all the students\u201d so that they, despite their cultural differences, can work at their own pace and use technology to their advantage.<\/p>\n
The teacher does not go into the particular project much and so it raises some questions about what the expectations surrounding the project are. How are students held accountable for their learning? Does she conference with them on a daily basis? Weekly? What does she do to ensure that no student is left behind? The teacher says \u201cIt [the IBL approach] challenges them, not all of them\u201d so what does she do to make sure that all students are, in fact, learning something and are challenged in certain way?<\/p>\n
As a new teacher, I have not had the chance to really delve into a full Inquiry Based Learning project and the openness and potential to come out of it really peaks my interest. I would love to undertake a unit but definitely need to do more research on how to structure it. The idea of letting it come naturally frightens me as there is so little time in the school year that I would not want to spend time on a particular topic only to realize a few lessons in that there is nothing that could come out of it. That being said, if there were no curriculum or time restrictions, IBL is a beautiful way of learning. However, as a started, I think I would need to see how it is done, perhaps by witnessing a colleagues experience with it. The students in the second video obviously really enjoy the open aspect of their learning and you can tell that creativity and collaboration are main aspect of this type of learning. The incorporation of different types of technology allows students to be able to express their learning in many diverse ways. During my Graduate Diploma of Teaching, I too, was asked to create a Slowmation and have since seen it done with students as young as in Kindergarten. The learning curve is large but the excitement and engagement that occurs is so worth it!<\/p>\n
Case 6 also demonstrates how technology is incorporated into the science and math classroom. The teacher interview was fantastic and I was very impressed by the teacher himself. He had multiple Grade 8 groups working on various tasks including cutting into an eye, listening to a CBC podcast, listening to a song, creating a podcast of the textbook, etc. The tasks really encourage differentiation and demonstrated that there was an activity that would peak every students interest.<\/p>\n
The teacher at one point is asked how he has learned about all the various forms of technology he is incorporating into his classroom. He candidly answers that, for the most part, it is up to him. This seems to be a common occurrence across many school boards in Canada and it strikes me as odd. My school board, in particular, really focuses on the implementation of technology into the classroom yet, without teachers exploring the options on their own, little is discussed about how or what to bring into the classroom. Taking the MET was one of the ways that I would learn about different ways to integrate technology into my classroom.<\/p>\n
All in all, the video cases detailed the overwhelming support for technology into math and science classrooms yet did ultimately leave me with some questions as mentioned above. The final question I have left is how can we, as educators in the MET, help our teams with implementing technology into the classrooms? How can we encourage technology to be used in a meaningful way and not just because it is there?<\/p>\n","protected":false},"excerpt":{"rendered":"
The first set of videos I watched was Case 5. It showed a teacher who has her students working on a project while also incorporating many different technologies into the classroom. She refers to herself as \u2018the coach\u2019 and \u2018a learner\u2019. This mentality certainly follows the more laidback teaching style of facilitator as opposed to […]<\/p>\n","protected":false},"author":40851,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1669386],"tags":[],"class_list":["post-2599","post","type-post","status-publish","format-standard","hentry","category-a-video-cases"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts\/2599","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/users\/40851"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/comments?post=2599"}],"version-history":[{"count":1,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts\/2599\/revisions"}],"predecessor-version":[{"id":2600,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts\/2599\/revisions\/2600"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/media?parent=2599"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/categories?post=2599"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/tags?post=2599"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}