Author Archives: sarah fitzpatrick

WISE-ing up our Science Classes

The project I chose to customize was the one on Cellular Respiration. I would use this project to teach this concept to students in Grade 5. While the goal of WISE is to promote an atmosphere of inquiry, autonomy, and critical thinking, I found these project to be very text-heavy. My school has many EAL learners, and many would struggle to complete these tasks on their own without teacher guidance. Therefore, I added in activities at the beginning for students to complete that would give them a higher chance of succeeding on their own as they worked their way through the module. Also, I added in a reflection activity after the second activity for students to stop and reflect on their learning. Based on students reflections, teachers could either let them continue on their own, or intervene and go back and review information with small groups of students who need more support.

To start, I added in some ‘Tuning In’ activities to both activate students prior knowledge and to tune them into the topic. The first activity I added was a See/Think/Wonder. In this activity, the students will look at two macro images of plants and record what they ‘see’ in the pictures, what they ‘think’ about the pictures and any wonderings they might have. This is meant to both tune them into the topic as by starting a discussion, and the teacher can then formatively assess what language they are using and record questions they might have.

The next activity I added was a Key Word activity. In my class there are many EAL learners, so learning and reviewing any new vocabulary is essential to creating understanding before emerging into content. Here the students use the ‘Frayer Model’ to define and learn the new words, and then find out what the word translates to in their mother tongue.

Key Words:

Carbon Dioxide, Chloroplast, Glucose Photosynthesis

(still working on how I can add something like this to the WISE platform)

Both these activities are consistent with the SKI model as they will activate prior-knowledge and are a way of making students thinking visible. Furthermore, they are open-ended and inquiry in nature.

Finally, I added the video below explaining at the end of section 2 as a summary of the above materials. I added a split screen reflection for the students to fill out. The first side is for students to write what they learned from the video and how they can connect it to what they learned through the above materials. The second is the same reflection but done after discussion with others.

Anchored Instruction – Follow up reflection

After our discussion on Anchored Instruction and the Jaspers materials, it appears that everyone agrees that this type of approach is valuable in the classroom at all levels. Anchored instruction attempts to give students authentic learning experiences through open-ended, inquiry-based problems, using tools that will motivate students, and strives to create an authentic learning experience where students can make meaningful connections to real life and apply their knowledge to the outside world. This method is consistent with the constructivist learning theory where hands-on learning and collaboration are considered essential for buildings one’s understanding using prior-knowledge.

Through the discussions this week one key point that stood out to me was that anchored instruction is less about the technology and more about the strategies and learning experiences planned by the teacher. Authentic learning then requires careful consideration of what tools best suit what concept you want your students to grasp. Perhaps in some instances, it will involve a movie such as the Jaspers materials where students are working together to solve problems, but other times perhaps students are working on their own.

In regards to the Jaspers materials, while it appeared that everyone agreed they were a valuable resource it was interesting that Elske pointed out that no long-term data was collected to see if the positive outcomes were long-lasting, and no adverse results were ever yielded. While we can agree that we use similar approaches and more modern but similar resources today, are they having the desired effects that we think they do? Perhaps we need to look at how teachers are utilizing these resources and re-consider their purpose.

Ahead of their time?

The Jaspers materials were created to address the lack of meaningful problem-solving opportunities that students were being provided within Math classes. It was gathered that classrooms activities were not offering students the chance to connect Math to other subjects and the outside world, and were too close-ended. Jaspers, carefully designed videos, were created to engage students in multi-step problem-solving Math problems. Each video was carefully crafted to grab the students attention and then give them a chance to find answers to the questions posed through collaboration and critical thinking. The questions being asked were open-ended and had more than one possible solution allowing students at all ability level to access them. Furthermore, students were solving the problems in small groups which helped them build their understanding by learning with and through their peers.

The Jaspers materials are consistent with the constructivist learning theory, a theory that many educators have adopted in recent years and is being seen as best-practice in many contexts. In a constructivist classroom, students are not simple told information that they are expected to remember, instead, they construct their own understandings through hands-on learning experiences where they are can apply their knowledge and practice problem-solving strategies. They were shown to have a number of positive effects when used in the classroom such as high math achievement and increased motivation (Hickey et al. 2001).

There are currently a number of available resources that have similar features and goals of Jaspers materials. Kahn Academy, for instance, is a free resource that teachers can access to find online tutorials and videos where students are posed similar questions and can interact with online materials. It provides a platform that is accessible everyone and promotes problem-solving and critical thinking. Through resources like these teachers do less front-loading and give students a chance to explore and come to conclusions on their own.

One thing for us to be mindful of, though, is that these resources are just one item out of a number of different tools that we can utilize in the classroom to promote transdisciplinary learning, problem-solving, etc. While they can engage students in meaningful experiences, students should still be given a diverse number of learning opportunities outside videos such as Jaspers and modern ones today.

References:

Cognition and Technology Group at Vanderbilt (1992a). The Jasper experiment: An exploration of issues in learning and instructional design. Educational Technology, Research and Development, 40(1), 65-80.

Cognition and Technology Group at Vanderbilt (1992b). The Jasper series as an example of anchored instruction: Theory, program, description, and assessment data. Educational Psychologist, 27(3), 291-315

Hickey, D.T., Moore, A. L. & Pellegrin, J.W. (2001). The motivational and academic consequences of elementary mathematics environments: Do constructivist innovations and reforms make a difference? American Educational Research Journal, 38(3), 611-652

Teaching Multiplication – Grade 3

Reflecting on the PCK model and the TPCK model, I think that our individual curriculum documents do a great job at breaking down the content (subject) knowledge. For instance, our Math curriculum has a list of outcomes at each level, descriptions of what each outcome means, suggested assessments, manipulatives that can support the outcomes, success criteria, etc. The second part, pedagogical knowledge, is not so black and white. As Shulman (1987) suggests, it doesn’t matter how much the teacher understands the outcomes they need to be able to foster understanding of them in such a way that is accessible to all learners.

Teaching Multiplication

Many students come into my class with their time’s tables memorized (or somewhat memorized). When teaching multiplication, though, I do not want them just to be able to regurgitate their multiplication facts, but instead, understand that multiplication is counting equal groups (repeated addition) and learn strategies to multiply larger numbers using mental Math. When students grasp this concept, it helps them when applying it in their real life. The following break down is done over several weeks.

Prior-Knowledge

I always start a multiplication unit after an addition unit, and before even uttering the words ‘times tables’ or ‘multiplication’ I activate prior knowledge by looking at skip counting. We practice counting up by different numbers and then look at how many times we counted.

E.g. 7, 14, 21, 28. How many times did we count by 7? So, 4 groups of 7 equal 28.

Looking at Concrete Materials

Next, we will look at how we can represent this counting using manipulative and pictures. Students first use different types of manips to create equal groups and then practice various counting strategies on their own. I formatively assess how students are counting. The ones who are still counting by 1’s, I know need more time and support with these activities. After they have mastered using manips they can start to draw simple representations of equal groups and show how they count them.

After, we move onto word problems where students solve problems using the strategies above. When addressing these problems students are expected to answer by drawing a representation of the numbers in the form of a picture, and write a concluding statement, i.e., 7 equal groups of 4 is 28.

Looking at the Abstract

Once they have mastered this, we add an extra element by representing problems with a number sentence i.e. 7 + 7 + 7 +7 = 28 and 7 x 4 = 28.

Practice and Reinforcement

When students reach this point where they can look at multiplication abstractly is when I would introduce quick warm-ups where students are practicing their recall.

The last skills I teach students are different ways to solve multiplication problems by applying different written and mental strategies other than using the traditional algorithm. For instance, we look at partitioning numbers first by looking at small numbers and 2 by 1 multiplication and then move to larger numbers and 2 by 2 multiplication.

Example: 12 x 4

10 x 4 = 40

2 x 4 = 8

40 + 8 = 48

This type of teaching, allows we to do ongoing assessments and easily differentiate for students who ate struggling as well as those who are excelling. Furthermore, by introdcuing a wide range of strategies allows students to find one they can identify with.

Backwards Planning

Technology as a Learning Tool

The definitions that I resonated with the most was Jonassen’s. His ideas align well with what many of us have been suggesting in this course. Technology is only as useful as the context in which it is planned. For it to be integrated meaningfully, we need to consider whether or not it is enhancing the learning experience for the student(s). As previously argued, we no longer assume that students come to school as ‘blank-slates’ waiting for their brains to be filled with knowledge from the teacher. We now appreciate that children of all ages come to school with pre-constructed knowledge that was built from their past experiences. The role of the teacher has evolved, and instead of solely telling students what to learn, we are providing them with opportunities and guiding them in the right direction to build on that knowledge and construct their own meaning. We do this by providing with experience to work collaboratively with tools and materials and giving them time to apply new skills and knowledge to real-life. Technology is a tool that supports the construction of knowledge and they “learn with it, not from it.”

Designing a technology-enhanced learning experience.

When designing a technology-enhanced learning experience in Math or Science one needs to first ask “What do I want my students to learn?” and consider tools, questions and learning engagements that will get them there. Teachers should plan essential questions that will initiate critically thinking about topics as well as draw out prior knowledge and misconceptions of the outcome(s). After, the appropriate materials, tools and equipment and a series of learning engagements can be chosen and planned for. Students should be given sufficient time to collaborate with one another to not only learn from each other but uncover misconceptions together. Thoughtful consideration needs to go into the technology used as it should elevate the learning experience by allowing students to construct their own knowledge, help them show what they have learned in a way that is meaningful, and/or allow them to apply their knowledge.

Here is a diagram I created that highlights what students will be engaged in during this type of design.

Accessibility, Challenges & Collaboration – Oh My!

For my interview, I spoke with the technology coach at my school ‘Trevor.’ This particular individual works collaboratively with teachers in elementary one on one to help with tech integration in the classroom and supports grade level planning during units that have a technology, or Makers Education focus with year level teams. I have a pretty good idea of how classroom teachers view technology integration at my school, so I thought it would be interesting to get the perspective from someone who works across grade levels in a support/coaching role. Three words that stuck out to me during my analysis were Accessibility, Challenging, and Collaboration

Accessibility
During my discussion, Trevor describes many examples of accessibility and explained in different ways how technology allows everyone to access the curriculum. He explained that “writing isn’t the end all be all” in education and there are many ways for students to show their knowledge rather than writing it on paper. Technology has allowed education to progress by providing students with the opportunity to personalize their learning by giving them access to a wide range of platforms and programs. “When I went through school…the only way to show what you knew was either through writing things down or to do a science fair project and that’s it.” We have a very diverse school with many EAL learners as well as students with a wide range of learning disabilities. Trevor emphasized that technology can build confidence in those learners by allowing them to find a good place in school and help them feel like they belong. Having technology accessible to all students is a natural way to differentiate learning as well. Trevor describes this as “a low floor, high ceiling” approach.”… you can take it as high as you wanna go.” Students can produce work with the minimum requirements, or they can take it as high as they want by including things like multimedia and “App Smashing.” Technology also provides access to more hands-on experiences with certain materials that may not be available to your school. For instance, in a chemistry classroom when students are learning about how to mix chemicals properly many schools probably don’t have access to hazardous materials, “but sometimes technology allows us to simulate science, on the computer…We can have access to hazardous chemicals, or other things…” and give students an opportunity to handle them virtually.

Challenging
It was interesting to hear what the challenges were from Trevor’s perspective because they were very similar to the challenges that we saw in the video cases. Trevor believes that our school has been productive and made a lot of progress working with teachers by providing training through professional development and specific grade level planning meetings to get to a point where technology is being effectively integrated into many classrooms across the school. There is still the challenge of time, however. In our school teachers have a heavy workload and many expectations. “Classroom teachers are always juggling, you know, your report card outcomes […] positive education, field trips that you have to go on, the expectations that you have a makers unit, expectations that you are integrating technology throughout your curriculum, you’re developing a new Math program right now […], all these kinds of things.” With so many expectations on a teachers plate, we are still faced with the challenge of teachers seeing technology as something separate and something “they have to do” rather than it being organically embedded into our pedagogical approach to teaching. Many feel as if they don’t have the time to use it, and or explore how they can use it.

Collaboration
In many instances, Trevor mentioned how technology allows us to collaborate with different audiences in different contexts. It opens up conversations with parents and gets them more involved in the classroom, and allows them to connect and collaborate with their child from home. Technology “allows us to connect and collaborate with people outside the classroom…” It gives us the opportunity to “connect with people in [the] community and outside of [the] community [as well as] the global community. It really becomes a classroom without walls when used effectively.” Using technology regularly also gets students in the “habit of sharing” which Trevor describes as an element to collaboration. By using programs like GoogleDocs and SeeSaw, students are continuously sharing their work with their peers, parents, and others outside the classroom “this helps to build this habit of sharing.” By using technology in the classroom, students are continuously developing their collaboration skills by working together to solve problems and by figuring out new programs, with each other and the classroom teacher.

Video Case 5 & 7

Video Case 5 was interesting because it highlighted the different perspectives that teachers have about integrating technology who all worked at the same school. This case did an excellent job at showing the difference between a fixed mindset and a growth mindset. A retiring teacher and a new teacher are interviewed, and they express similar frustrations and challenges to integrating tech into their classrooms and aren’t very open to using it. They both explained that one of the main reasons why they are reluctant to use tech is lack of time. They didn’t think that they had enough time to properly learn how to use the technology to use with their students. Also, they both felt as if they did not have enough training in the tools to be able to use them confidently.

In the same school, we see another teacher who has an entirely different mindset when it comes to integrating technology. This particular classroom teacher embraces technology by accepting and describing to her students that she is not the instructor when it comes to technology in her classroom. Instead, she creates a learning community by explaining that they are all part of a team of learners, working together and solving problems as they arise.

Video Case 7 shows a professor who although feels the same emotions as the retiring and new teacher from case 5, overcomes his challenges by taking a risk and trying something that is out of his comfort zone. In his interview, the professor explains that he uses an online program called ‘Clickers’ that gathers feedback anonymously. This program allows him to check for understandings and misconceptions, as well as keeps his students engaged by getting them to participate and collaborate.

In both cases, the students are interviewed, and their responses are positive. It is clear that they feel motivated to engage and participate, and in both cases are building their collaboration skills as they are working with their peers. If we know that there are definite gains to using technology, how can we help those teacher overcome their fixed-mindset to be more open and embrace the challenges and struggles that they may face when using tech in their classrooms?

Unpacking Assumptions

Technology should be used to inspire, motivate and enhance teaching and learning. It allows students to show their knowledge in a variety of ways and opens their eyes to an endless realm of possibilities. Technology can reach all types of learners, and teaches students how to think critically, problem-solve and collaborate both on and offline. When used authentically within a classroom, it allows students to access the curriculum in such a way that would not be possible otherwise.

While I integrate technology regularly into my daily practice, I always struggled with how to incorporate technology into Mathematics authentically. I teach elementary, and my school has a very hands-on approach to Math where students are continually using manipulatives to show their thinking, gain understanding and grasp concepts. I find it challenging to find technology that fits nicely into this pedagogical approach to learning that doesn’t seem forced. There have been times when I have used it organically, such as using Sphero to teach angles, but for many outcomes, especially number outcomes, I struggle to find an organic connection.

I also use various programs such as MyiMaths and Mathletics to reinforce concepts, but using those programs, in my mind, aren’t redefining learning but instead are being used as a substitution for activity sheets with the benefits of the program grading the work for me. My students also use different types of technology in Math to show their understanding of what they have learned. For instance, this week they are making a “How to” videos on how to add fractions, but again the technology in these tasks are not helping them understand our outcomes, but are instead exposing them to different applications and programs. I look forward to gaining more knowledge on how to use technology to help students understand Math concepts within this course!

Uncovering Misconceptions with Pre-Assessments

As Shapiro (1988) describes, traditional classrooms assumed that when students came to school, their minds were ‘blank slates’ ready to be filled with knowledge and ideas taught by the teacher. To be successful and succeed, students would have to recall facts and figures, regurgitate information on tests based on questions posed by their teachers. As we have observed from Heather in the Private Universe video, however, students do not come to school without any prior-knowledge and have many personal opinions and theories on different topics. They come from diverse backgrounds and have a wide range of different experiences. These experiences lead them to some misconceptions on various issues and topics. As teachers, it is essential to find out what students already know about topics and draw out any misconceptions to teach and guide students effectively. To do this teacher cannot assume that a student knows or does not know content before it is assessed or taught. They should have a multitude strategies in their toolkit to find out what students already know or think about a topic before any explicit teaching and assignments are given. Mix et al. (2013) reaffirm this idea by explaining that teachers often assume that young students have a strong conceptual understanding of multi-digit numbers early on in school. Because multi-digit numbers are commonly seen in the world around us, such as phone numbers, menus, addresses, etc. and they can read many young children we assume they know what they represent. Many children, however, struggle with knowing precisely what multidigit numbers represent and mean and how to break them apart. Explicit instruction and many hands-on experiences with manipulatives are often required for children to build their number sense to understand multi-digit numbers (Mix et al., 2013).

I am working at an IB school, and part of our pedagogical approach to teaching and learning is to administer different types of pre-assessments to find out what students know, or think they know on a subject before starting a new unit. I recently did a pre-assessment on mixed fractions where students had to tell me how they could divide ten chocolate bars evenly among four people. They then had to represent their answer using a fraction, words and pictures. I was fascinated by many of the student’s answers. Some students, for instance, wrote 2.5/10, while others wrote ‘two in a half’ (at first I thought this may have been because of his New Zealand accent but when I asked him to read his answer he was adamant it was two in a half and had an elaborate reason as to why). Others had no idea where to begin and could not come to a final answer. The data revealed that many students had no conceptual understanding of what mixed fractions were, while others had an abstract idea but could not represent their thinking concretely. From this pre-assessment, I was able to make strategy groups based on what students already knew before any explicit teaching on this outcome. The Private Universe video was a great reminder that assessments like these, as well as good questioning, is vital in the classroom and be should be embedded into practice across the curriculum.

References:

Mix, Kelly S., et al. “Young Children’s Interpretation of Multidigit Number Names: From Emerging Competence to Mastery.” Child Development, vol. 85, no. 3, June 2013, pp. 1306–1319., doi:10.1111/cdev.12197.

Shapiro, B. L., (1988). What children bring to light: Towards understanding what the primary school science learner is trying to do. In P. Fensham (Ed.), Development and dilemmas in science education. London: The Falmer Press.

Info Pro 12.0

When I was in Grade 12, I took my first computer course – Information Processing. In this course, we as students were expected to learn how to use various Microsoft programs such as MS Word and Exel. Our assignments were quite remedial and consisted of tasks such as:
1. Type the following passage into Word.
2. Underline the title.
3. Bold the first word in each sentence.
4. Use Word Art for your name.

Looking back on the objectives for this course I find it a bit shocking that this is how computers were being integrated into schools in 2003. As a student, I thought the course was great because it was effortless. I was able to go to class, finish the tasks in a few minutes and then spend the rest of the time socialising. Reflecting back on it as an adult, however, I know that it was not a meaningful course that taught me anything I used once I left grade school.

In the past fifteen years, it is fascinating how the teaching profession has evolved, and that many teachers all over the globe have changed how they view and teach with technology. It is no longer a set of skills that we teach; it is used to enhance and redefine student learning by integrating it in such a way that both teaches skills and allows students to personalize their learning.