Tag Archives: gifted

Remote Learning Activity – DiXit Game is more than just Vocabulary

Posted on by — No Comments ↓

Social-Emotional Learning through Language Skills and Higher-Order Thinking 

Dixit (Latin: dixit, Latin pronunciation: [ˈdiːksitə], “he/she/it said”), is a French card game created by Jean-Louis Roubira, illustrated by Marie Cardouat, and published by Libellud.
This is a fun family-friendly game that can be adapted to use with a variety of age groups, literacy levels and cultural differences.

LESSON FOR REMOTE:

  1. Whole Group or Small Group, Jamboard: Make a COPY: https://jamboard.google.com/d/1lxVFLZR_kS7jb2EBwl4nDEsPY-VuJ188DDpYhkkDN-Y/copy

I do this with the WHOLE GROUP together. I make the link so anyone can edit. In this Jamboard, I have students each pick a card and come up with a word, or words to describe the feeling or action. The trick is to think and share through symbols and metaphors.

2. Whole Group and Breakout Rooms: Make a COPY: https://docs.google.com/presentation/d/1hLCXgvHbYVxd1MsCZxFg9iWFqDIHIKsl6Ge_uamF-cg/copy

 

In this Slides activity, students will be put into small groups, be given a theme, serious of words or types of words or may create their own. Students will use symbols, ideas, feelings and thoughts to match themes to an abstract image. In LARGE GROUP,  small groups will present their word or phrase and others will guess what pictures they feel works with it (explaining why).

Dixit is a fantasy association game. The game contains large playing sized cards each with different images. The fantasy and story-telling images are extremely detailed and provide room for interpretation and abstract thinking.  Children and adults alike enjoy reading the cards and finding creative ways to interpret the meaning and symbols. 

At home, I play this with my family (ages 16, 17, 20 and adults). I also have an ELL student living with us who loves using this game to learn vocabulary. He uses a translater to help him express his ideas.

As an educator, I play this with my students as a guided language lesson. We dig into higher-order thinking skills, comprehension, symbolism and abstract thinking. We use the pictures to discuss elements of a story as well as point of view and perspective.  I dug through the curriculum (Ontario) for examples of higher-level language skills that can be practiced when using this tool. 

Picture Comprehension/Abstract Thinking and Skills to Practice and Learn: 

“Understanding the content of the picture and being able to think abstractly about associations that may be made with that picture is a required skill for the game” 

Skills: 

  • Comprehension
  • Abstract Thinking
  • Expressive Language
  • Verbal Language
  • Interpersonal and social skills
  • Use of critical and creative thinking skills and/or processes. 
  • Communicating and conveying meaning through various forms
  • Transfer of knowledge and skills (e.g., concepts, strategies, processes) to new contexts
  • Real, purposeful talk
  • analyze texts and images in order to evaluate how effectively they communicate ideas, opinions, themes, or experiences
  • use appropriate words, phrases, and terminology from the full range of vocabulary, including inclusive and non-discriminatory language, and a range of stylistic devices, to communicate their meaning 
  • develop and explain interpretations of increasingly complex or difficult texts using stated and implied ideas from the texts to support their interpretations
  • analyze a variety of text forms and explain how their particular characteristics help communicate meaning, 
  • identify various elements of style – including metaphor, and symbolism – and explain how they help communicate meaning and enhance the effectiveness 
  • regularly use vivid and/or figurative language and innovative expressions
  • develop and explain interpretations of increasingly complex or difficult texts using stated and implied ideas from the texts to support their interpretations 
  • use vivid and/or figurative language and innovative expressions in their writing 

Resources:

https://teachinggamesefl.com/2017/08/24/how-to-use-dixit-in-the-classroom/

https://www.teachershouseshop.com/archives/1230

http://c-raine.com/2013/11/12/dixit-storytelling-cards-inspire-esl-class/

https://samblanco.com/2013/10/22/dixit/

https://samblanco.com/2013/10/22/dixit/

Video: https://www.youtube.com/watch?v=J6UlbxeDE0w

https://www.teachershouseshop.com/archives/1230

Picture Comprehension/Abstract Thinking – Understanding the content of the picture and being able to think abstractly about associations that may be made with that picture is a required skill for the game. For some learners, I focus on the “clues” they give by narrowing the possible choices they can use. For example, if I have a student that loves movies, all clues must relate to movie titles.

Describing Pictures/Expressive Language/Intraverbal Conversation – After all, cards have been displayed, players discuss which card they believe is the correct choice for the clue. They must be able to provide their reasons for the choice they have made.

https://samblanco.com/2013/10/22/dixit/

Video: https://www.youtube.com/watch?v=J6UlbxeDE0w

https://www.teachershouseshop.com/archives/1230

The Strength Based IEP – let it work for the Gifted Learner

Posted on by — 1 Comment ↓

The IEP for the Gifted Learner

IMG_8531As a teacher for Gifted and Enriched students, I have spent many hours working with teachers, parents and learners on developing Individual Education Plans (IEP) for Gifted and Enriched learners. The IEP has a clear purpose and its process for development is not a difficult one to grasp. Regardless of school, district, or even country,  the IEP has similar characteristics: To identify the learner’s strengths and weaknesses,  to set measurable goals and objectives, to identify the tools and resources (including people) needed, to identify the strategies needed to achieve the goals and finally, as a team, to commit. Yes, there are subtle differences in language from district to district (modification, accommodation), but the overall purpose and gist of the IEP remain the same: To set our students up for success by ensuring they are getting a fair chance at learning.

It should be easy then. However, with Gifted learners, there is much debate and discussion about the IEP.  In my school district, we use both group testing (all students in Grade Four are given the CCAT test) followed by Individual testing (WISC-IV) and students usually score within the 95th to 99th percentile on these tests in a variety of areas, including overall IQ. Only a very very small portion of children or adults would score in this range (1-2% of the population). This alone should sound the alarm bells. These students are not in the norm and SHOULD NOT be receiving the same programming as the rest. We would say no different for students who are scoring at the other end of the scale and require significant modifications in their learning. Further, just like within the general population of learners, these students are just as likely to present with a Disability.  Sometimes, the gap between the two areas is quite wide…sometimes debilitatingly so.

Strength-Based Goals:

Many students who are Gifted may not display obvious areas of “Need”. There is no use in searching for areas of weakness simply so you can put it on the form.  CREATE the goal from there overall strength.  On the other hand, many students who are identified Gifted in one area, may struggle greatly in another area or may have significant learning disabilities.  It is important that the student’s IEP sets goals that are also non-academic, such as social skills, organizational skills and personal and intrapersonal skills, which are often a struggle for Gifted learners.

Student-Driven IEP and the PORTFOLIO:

IMG_8446In another post, I shared some strategies on how to involve the students in the IEP process, Here, I emphasis the following and share examples from my own class:

1) Ask for Student Input when developing the IEP. Of course, this would depend on the age group and how you structure the questions and interviews. Around the second week of school, I handed out the IEP’s to the students and had them go through and add, edit, and comment on each of the sections.  Most of them had neither seen or heard of the “IEP” before so it took a bit of time to explain the terms (accommodations, modification, strategies, methods).

2) Meet with the students individually and go through the IEP’s with them explaining how and why this document came to be.  Help them understand their own identification and what they need to best succeed.

During the first month of school students did research on their own exceptionality. Many of the students wrote blogs about what it means to be “Gifted” or as they often see it, “Labelled”. Set aside time for students to continually develop and alter their own programs. Don’t let this be a “one-off” lesson. Build this into a weekly plan. Build it around their Learning Skills.

We did this every week with tea.  We tried to discuss one area of need or learning skill. What does it mean to be responsible? How much independence should students have at what age? What is fair and equal when it comes to learning? How do we advocate and ask for feedback?

4) Provide an organized system for students to view and edit their IEP’s as needed.  Of course, since some parts of this document may be highly confidential, the template would need to be altered.

5) When updating the IEP’s every term, send home the “working copy” along with the formal copy to allow the parents and families to see how much student input is valued

This IEP development strategy takes a lot of trust and relationship-building to work. Students need to feel safe and free to express their honest feelings and advocate for themselves. One student said to me after reading his IEP (prior to his input), said, “Wow, I sound like an anti-social nerd that has no friends”.

Here are a few case examples created by Beth Carey and Zoe Branigan-Pipe (although there are many many many more, since the IEP should reflect each individual child). These examples are only meant to provide a starting point to help when creating a “Gifted” IEP.

Student Profile/Achievement: Student has strong academics in all area’s (All 95% or above); in the 99th percentile of testing. Motivated to learn and always seeking out opportunities, rarely feeling challenged by the school. Proficient in reading (more than 3 grades above) and proficient in Math and Science. Strong abilities in Music and Languages.

Annual Goal: Students will use higher-order thinking skills to enrich the depth and breadth of grade-level learning expectations.

Learning expectation: Student will use divergent thinking skills during classroom learning activities, independent activities and home learning; Student will use convergent thinking skills (bringing together a range of ideas and resources to support a central topic or idea); Student will use critical thinking and questioning skills to enhance the depth of thinking

Teaching strategy: Provide opportunities for the student to learn what it means to think divergently (research/inquiry project, TedX videos..); Provide a schedule/contract for the student (allow, encourage accountability, growth); Support student’s ability to ask questions to/with peers and teachers that encourage others to think deeper about a topic, especially one that focuses on current, local and global issues; Encourage home learning opportunities (use of Khan Academy for skill mastery, use of a blog, community activism – writing and co-created blogs); Encourage and demonstrate the use of mind mapping

Assessment: Student will demonstrate a variety ways to express a skill, concept or idea that is presented to the whole class and will add 2 items in the portfolio each month (self-evaluation); During formal assessments, the student  will provide more than one answer, with justification – even when there is a question with a specific answer; Teacher will provide a comment/feedback to the student during scheduled teacher conference;  Student will bring home a portfolio for parent feedback; Allow students to share the answer orally

Student Profile/Achievement: 

Student consistently exceeds grade expectations in literacy-based subjects and has demonstrated strong verbal abilities and expression (99%tile in oral language abilities and verbal comprehension)

Annual Goal: Students will further develop higher-level oral communication skills.

Learning Expectation: Student will use real-world topics (shared through portfolio and monitored with the teacher) and current events to apply verbal/oral language tools as a way to share and demonstrate learning; Student will investigate, listen  and analyze podcasts of interest (one per month); Student will use oral language to demonstrate learning, discuss ideas and brainstorm using inquiry-based strategies

Student Profile/Achievement: 

Student excels at reading, both fiction (in particular Fantasy Genre)  and non-fiction. Tests indicate strong perceptual reasoning, processing speed and working memory.  The student will read as often as possible and enjoys discussing or debating the content.  The student demonstrates strong comprehension skills and can recall information and facts with ease.

Annual Goal: Students will develop analytical skills in reading using more challenging literature; Student will apply reading strengths to increasing writing (finding new vocabulary and structures)

Learning Expectation: Student will analyze texts by identifying many elements that give the text depth or meaning and will maintain a blog or journal of these elements;  Student will be able to draw a conclusion about the author’s work through in-depth analysis, ongoing discussions and comparisons and will maintain a blog or journal of these elements

Student Profile/Achievement: 

The student writes descriptively and uses figurative language expertly as well as above grade level vocabulary and grammar. Report card grades reflect exceptional written assessment. Gifted Assessment report indicates the student is in the very superior range in all cognitive areas.

Annual Learning Goal: Student will write in a variety of genres using a blog format and will submit at least 4 publications throughout the year to a pre-approved magazine or blog (provide a real-world opportunity); Student will pick 10 new vocabulary words per week and keep a journal of new words.

Learning Expectations: Student  will use poetry and prose to write essays, narratives, and poems and will include figurative language; Student will keep a poetry journal updated weekly; Students will communicate to a wider audience and use reflective and communication skills to respond to others in writing

Student Profile/Achievement: 

The student demonstrates strong abilities in mathematical reasoning, computation and problem-solving. The student has strong processing and working memory skills. Gifted Testing and Report Card grades are consistent in demonstrating that student exceeds above grade level in all mathematical subjects which require modification in the depth and breadth of the content.

Annual Learning Goal: Student will complete several projects related to Math (timelines and content determined in a co-created portfolio); Student will complete a self-monitored Math course (using MOOC, or COURSERA); Student will create a Math Blog that highlights interesting Math problems and discoveries that impact the world around him/her

Learning Expectations: Student will blog weekly about math-related content; Student will be self-directed in his/her math learning by seeking out problems and investigations that related to a specific area (as determined by student and teacher)

 Student Profile/Achievement: 

The student is disorganized at school and home and frequently does not turn in homework and classroom assignments. The student is easily distracted and has trouble staying on task for more than 10 minutes. The student is easily disengaged at school and often complains of being bored. The student has low processing skills and working memory and needs specific accommodations.

Annual Learning Goals Student will complete class assignments on a timeline co-created with teacher and parent; Student will maintain an organized desk, binder (could be an online shared binder) and “to-do” list, to be checked weekly by teacher

Learning Expectations: Student will use technology tools to aid with scheduling (online calendar, online portfolio such as Onenote, Evernote, Google Drive (and can share with the teacher and parent); Students self-organize and  will use to-do lists each day; Student will “check-in” with the teacher each day to guide on-task work and self-monitor how much he/she has completed; Student will keep a portfolio that includes timelines, lists and checklists and will have this monitored by the teacher; Student will use his/her device to take pictures of assignment outlines, homework board, etc

 Student Profile/Achievement: 

The student demonstrates strong leadership skills through on-going involvement in student leadership, clubs, and extracurricular activities. The student demonstrates a strong stance toward social justice including a desire to work in the political arena.

Annual Learning Goals: Student will lead at least TWO events, club or organizations throughout the school year (school-based, online or community-based); Student will maintain at a leadership blog (choice of topic)

Learning Expectations: Student will read a book about leadership development and will share the overall learning, thought and reflections of the book on his or her blog; Student will register the School as a “We Act School” and be the communication link for the school and will complete the on-line follow up focusing on local and global initiatives.

 Student Profile/Achievement: 

The student has a superb memory for facts and detailed information and has an intense focus on the area of interest.  Whatever the class is working on is of no interest to the student.  He/She seems disengaged from school and does not follow classroom routines. The student is unaware of social conventions and lacks social insight.  The Student can be disruptive in class.  Testing demonstrates student is proficient in all areas of WISC IV.  The student does not see the need to demonstrate this.

Annual Learning Goals:  the Student will demonstrate knowledge in all areas of the curriculum through a variety of self-chosen ways; Student will share knowledge of his/her interest with class and engage in conversations about his/her topic; Student will develop a working knowledge of social conventions and social insights.

Learning Expectations: Student will conference with the teacher to decide on ways to demonstrate knowledge of topics covered in class; Student will develop an organization and communication tool to share with teacher and parent; Student will share the topic of interest with class or school through oral or visual presentations, blogs, small group lessons etc.: Student will learn a good variety of social norms and how to understand specific social situations and feel comfortable in those situations

 Student Profile/Achievement: 

IPRC – Statement of Strengths and Needs indicate that areas of need include: Peer interaction, leadership, additional opportunities to negotiate her own learning outcomes; more stimulation and motivation from peers with similar abilities and interests.

Annual Goal: Student will become more self-aware of her needs as a gifted learner

Learning Expectation/Objective: Student will strengthen social-emotional skills within a variety of context and with a variety of people: Student will participate actively in opportunities to work in groups with like-minded peers; Student will participate in explicit relationship-building opportunities using whole group circles and class meeting: Student will use blended learning tools, blogs, e-portfolio and ongoing communication with each other and with parents.

 

 

Gifted and Learning Disabled – The dichotomy in learning

Posted on by — 2 Comments ↓

DSC_0086 (2)I have students attend my After School Program (STEM focused Makerspace)  every Wednesday who struggle in their regular school. Many of these students struggle academically and socially. Yet, these same students, at the Makerspace,  perform skills and engage in social and academic activities that demonstrate knowledge of math, science, engineering and ARTs  with a proficiency beyond their age and grade level and with a strong level of motivation and confidence. It is often confusing for them for their parents. It got me thinking about the amount of Learning Disabled and Gifted students we see on a regular basis. Students that struggle to find and demonstrate ways that show what they know.

I had a conversation with two students this week,  both from different areas of the city, different grades and from different school districts and yet both had the same story to tell.  I highlight these conversations here to demonstrate the dichotomy with how students are performing in regular classes and how they are performing in self-driven Makerspaces  outside class time.

Note: A Makerspace is defined as a learning environment that is designed around the concept of making, creating, designing and innovation. These spaces bring in the ART with Math, Engineering, Science and Technology and allow for a good degree of autonomous, self-paced and passion passed learning.

I write this post in hopes that parents and teachers read it and begin  take a second look at the child/learner in front of them. What if the student is LD (Learning Disabled) but is also highly intelligent, highly gifted, highly creative? What if WHAT the student needs is to be surrounded by other students and learners how are engaged in hands-on learning activities? What if the student’s IEP (Individual Education Plan) could be based on STRENGTHS instead of WEAKNESSES?  Regardless of the test result (CCAT, Report Card, EQAO) could the child be Gifted?

 

ART“My teachers thought I was dumb”.  “I thought I was dumb” – Grade 10 Student.

Interestingly,  in their middle school years, the students I spoke with, were tested as “highly Gifted” and both were deemed as “Dual Exceptional”.  This means, that they were both Gifted as well as Learning Disabled.  You can compare the LD (Learning Disabled) to wearing glasses. Without the glasses, many people would be debilitated, wouldn’t perform, would be unable to complete tasks.

 

The idea of dual exceptional students is confusing for teachers or parents since LD (Learning Disability) is often affiliated with intelligence (even though this is incorrect).  If a student is not completing their work, cannot make decisions, struggles with problem solving or self-regulation, is impulsive or behaviour,  is slow in grasping a concept and has high anxiety, how could they possibly be Gifted? Shouldn’t they know better?

To complicate matters, the GIFTED student with LD may need specific accommodations but the content, the grouping, how the content is delivered, the level of content might need additional modifications. Are we accommodation for the Learning Disability as well as the Giftedness?  Many times, these LD gifted students require opportunity to work with other Gifted Students.  But many times, because of there LD, the teacher may be focusing on assisting the student with these deficits rather than enriching the curriculum, instruction and learning. Thus, the student is working with their LD counterparts rather then there Gifted counterparts. 

This article gives some great insight about Gifted and LD students: “What teachers need to know”

http://ldatschool.ca/assessment/gifted-students-with-lds-what-teachers-need-to-know/

 

This article shares research about the value of homogenous classes and how these congregated classes server the needs of Gifted students, differently than other types of homogeneous special needs classrooms.

http://www.tandfonline.com/doi/abs/10.1080/02783190209554146

 Intellectually gifted individuals with specific learning disabilities are the most misjudged, misunderstood, and neglected segment of the student population and the community. Teachers, school counselors, and others often overlook the signs of intellectual giftedness and focus attention on such deficits as poor spelling, reading, and writing. (Whitmore & Maker, 1985, p. 204)

 

One student shared his story with me. In elementary school, his teachers were so concerned about his ability to learn as well as his lack of motivation that  they recommended he be put in a self-contained/congregated class for Learning Disabled and ‘Developmentally Disabled’ students. According to his teachers, his reading and writing were far behind the other students. He didn’t read until after his first grade  and was seen as being far behind his peers in Math. The problem wasn’t his understanding of the concepts, but instead HOW he learned them. He couldn’t retain information (working memory) and he processed information with difficulty and very slowly but he could spend hours focused on learning one specific task. So, he was described as being “Slow” and of course this was reflected on his report card and also reflected how the teacher treated him as well as programmed for him.   He tells me that even from an early age, he was drawn to creative, hands-on activities – especially those that focused on building (lego, for instance) but these tools and choices were only provided when his other work was complete (which was rare).  The psycho-educational assessment eventually identified him as being Gifted with a Learning Disability. The student laughed aloud when he shared this with me. He thought it was a joke. He was always seen as the ‘dumb one’. He looked around the room and noted that he wasn’t the only one with this story.  Today, this student is a lead programmer and builder for an award winning Robotics team. Many would argue, that while he continues to struggle in some areas of academia, the expert computer science , engineering, and programming skills are those that are needed more than ever in our society.

Still, what I notice over in over in my job as a teacher for gifted is a dichotomy between the assessment and evaluation (and consequently programming) of the student and what the student actually knows and is capable of, his/her level of thinking. The evaluation is sometimes focused on the learning disability rather than what the student knows about the material (the how versus the what).

I wonder how many VERY INTELLIGENT, CREATIVE and OUTSIDE THE BOX THINKING  students are misrepresented because they are seen as behavioural or slow?

It is important to understand that Gifted isn’t just about being smart.  While there is no universally accepted definition of Gifted, the National Association of Gifted states, “Gifted individuals are those who demonstrate outstanding levels of aptitude (defined as an exceptional ability to reason and learn) or competence (documented performance or achievement in top 10% or rarer) in one or more domains. Domains include any structured area of activity with its own symbol system (e.g., mathematics, music, language) and/or set of sensorimotor skills (e.g., painting, dance, sports).” Read NAGC’s position paper, Redefining Giftedness for a New Century: Shifting the Paradigm. – See more at: https://www.nagc.org/resources-publications/resources/definitions-giftedness#sthash.fYgGWaDk.dpuf

Another student (she was a visiting alumni currently in her first year of college) made the point that many of the students here (she was referring to the Robotics Team)  the very students that are designing, programming and competing in world-wide robotics competitions struggle academically. She was the media representative and wrote speeches, articles and created media presentations to access funding. Her grade in English was mid-60’s. She would often be writing a speech for her team while also having to write an essay. Her speech would receive an award grant her team funding, while her essay would get an low average mark.

IMG_0442I asked the students I was working with that day (Grade Eight Gifted Students, Grade 9 – 12 Secondary Students)  if the same  level of engagement, trust, autonomy and safety that they felt in their Robotics Makerspace also existed or connected back into their regular classrooms.

One of them explained – when grades and assessment are dictated by the teacher or school, rather than through their own errors (like in robotics, programming) it changes the mindset of the activity and the authenticity fades. They don’t do it because someone is grading them, but instead because it is important to them personally. Students’ self-accommodate and modify as needed by using the people, tools and devices around them to help them. The students explained that there was very little connection to what they were doing with their Robotics Team and academics, and yet, many academic professionals come visit and observe to try to learn from them. They identified this dichotomy quite well.

For these dual exceptional students, teachers and parents need to be willing to think outside the box when it comes to programming and assessment. We need to be understanding with these students doing things differently and be willing to find a variety of ways for these students to show what they know, even if it means taking unplanned opportunities for assessment or evaluation.

Are students Accountable for their I.E.P’s?

Posted on by — 3 Comments ↓

Each student in my class has an I.E.P…..

 It varies how long the students have had a formal identification and it varies what type of identification, although all of them are identified as “Gifted”.  During the first week of school, I began reviewing their files and updating their IEP’s, however, I struggled with this daunting task, since I barely knew the students.

In fact, most of their IEP’s looked closely to the same – the same modification (s) , the same accommodation (s), the same test results, the same strength and weaknesses. I

How could this be that they were all the same?  These documents, created on templates, with drop down menus were not telling of who these children are.

How I INVOLVE them (and make the entire process a bit more authentic)

1) Ask for Student Input when developing the IEP. Of course, this would depend on the age group and how you structure the questions and interviews.

Around the second week of school, I handed out the IEP’s to the students and had them go through and add, edit, and comment on each of the sections.  Most of them had neither see or heard of the “IEP” before so it took a bit of time to explain the terms (accomodations, modification, strategies, methods).

2) Meet with the students individually and go through the IEP’s with them explaining how and why this document came to be.  Help them understand their own identification and what they need to best succeed.

During the first month of school students did research on their own exceptionality. Many of the students wrote blogs about what it means to be “Gifted” or as they often see it, “Labelled”. One student (Nicola) writes,

“Those who are deemed gifted still need support; they need to feel like they are not the only ones with this label. Remember, never judge a book by its cover. Anyone can change the world, whether they passed a test or not. Everyone is equal, and that’s what’s most important to know. Like I said, to be gifted can mean a bunch of things. What does it mean to you?

3)  Set aside time for students to continually develop and alter their own programs. Don’t let this be a “one off” lesson. Build this into a weekly plan. Build it around their Learning Skills.

We do this every week with tea.  We try to discuss one area of need or learning skill. What does it mean to be responsible? How much independence should students have at what age? What is fair and equal when it comes to learning? How to advocate and ask for feedback.

4) Provide a organized system for students to view and edit their IEP’s as needed.  Of course, since some parts of this document may be highly confidential, the template would need to be altered.

 

 

5) When updating the IEP’s each term, send home the “working copy” along with the formal copy to allow the parents and families to see how much student input is valued

 This IEP development strategy takes a lot of trust and relationship building to work. Students need to feel safe and free to express their honest feelings and advocate for themselves. One students said to me after reading his IEP, “Wow, I sound like an anti-social nerd that has no friends”.

 

After implementing this student centered strategy with the students in a self-contained gifted classroom, I wonder if a similar strategy would work with NON identified students. Since we know that all students work better when they have input and when they are engaged in their own learning goals, then couldn’t we implement this in a regular classroom as well? I also wonder, at what ages this would work best? Students are very self-aware at the Middle School level  which certainly makes sense to have them identify their own strengths and weaknesses. How could their other teachers be involved in this process? Will they have input as they travel into other grades? I wonder.

Indigenous Worldviews Inspires THIS classroom MAKERSPACE

Posted on by — No Comments ↓

Reconciliation should include a commitment to bringing in the Indigenous World Views as part of the learning process.  I ask, ‘Would recognizing that we are already moving in this direction be a valuable part of the healing process for Indigenous populations?’ 

Many traditional methods of teaching are being challenged, and now, in Canada (and elsewhere), we have begun to adopt some of the very philosophies and principles (of course, with different names, definition and labels) that were once removed from our First Peoples when they were forced to attend Residential Schools.  

Canada has made a strong commitment toward Truth and Reconciliation in respect to First Nations, Metis and Inuit (FNMI). This is especially important in our Education Systems because these ‘Truths’ have not always been explicitly (or implicitly)  taught to children and thus, the inequities perpetuated. Reconciliation, as we know, is a process of restoring relationships or by making views and beliefs compatible with one another. When the Truth and Reconciliation Commission released a report in 2015, Canada was faced with recognition of  the injustices experienced by the First Nations peoples  when they were forced to attend Residential Schools. This is especially important for schools and how we guide our learners today in their journey through this process.

Prior to these children attending these schools, what was education/learning like for them? Did they learn through Inquiry and discovery? Did children and adults learn through experiences? How was learning and connected to the earth around them? Did empathy play a role? What was the role of making and creating in the learning process? Was balance in life important? How did Storytelling impact learning and was it multi-generational ? What about Environmental Education? Family Connections? Community involvement and relations? Was there focus on spirituality and mindfulness?

“Traditional education allowed children to begin the process of observing from the time they are in their takinaakan and learn by participating as soon as they are able; traditional life was ruled by the principle of production from each according to his ability and distribution to each according to his need. (Red Lake, Heritage Centre, Virtual Museam)

Consider the approaches we are using in Education in the 21st Century –   

*Inquiry approaches are about wondering, discovering and experiencing the world. This approach is being adapted instead of what is seen as ‘traditional’ teaching.  

DSC_3611

*Learning can happen at HOME with the family  (Blended learning, online learning,Family Involvement, Travel, Discovery, Experiential)

 

 

*Education programs include explicit teaching of Environment Education and we emphasize human impact on the earth. Schools are connecting learning to outside environments through the use of natural playgrounds, green walls/roofs and gardens, celebration of  the earth

Copy of DSC_0228_2

*There is more emphasis on Primary Sources and Storytelling (using digital media and internet for world wide connections, learning from elders, learning from each other, accessing networks to connect to remote areas)

 

alternative spaces*Mindfulness is a practice seen as good for students mental health and overall well-being and is being adopted as part of the school program. According to Tobin Hart (2014),  Long dormant in education, the natural capacity for contemplation balances and enriches the analytic. It has the potential to enhance performance, character, and depth of the student’s experience. Perhaps most important, the contemplative helps to return the transformative power of wonder, intimacy, and presence in daily learning and daily living.

DSC_0216_2*Teachers are incorporating lessons about life balance and mental health, nutrition and physical health as part of our daily curriculum which includes looking at non-traditional ways of healing and medicine. Here is one example of how we are incorporating Food and Nutrition into the classroom, not as a separate curriculum topic, but in a holistic way, as part of the learning process.

DSC_0096_4 *The term  “Maker” is being expanded to include approaches to learning that enhance and develop hands-on skills, inquiry and learning through play or through doing, problem solving and creating

 

 

*While the Teacher is still valued as “facilitator” we are emphasizing community and collaboration as a better way to teach and learn.

As I reflect on each of these “new” approaches in education – I am drawn to my knowledge of history and the Indigenous cultures. Are the above approaches to teaching and learning are at the core, inspired from many First Nations Cultures?

While it is true that each Aboriginal group has different ways to express its values and traditions, there are similar themes that are prevalent in each group. As noted in a recent publication from Alberta, ‘ Our Words, Our Ways, 2016, these common “worldview” threads that run through many First Nations cultures are sometimes referred to as ‘foundational worldviews’.

In this report by Alberta Education (2016), there are many examples that connect these world principles in the classrooms, both with indigenous and non-indigenous students. I am not an expert in understanding these principles at a depth in which they are intended, but I can confidently explain how these connect to learning and how classrooms can use these principles (whether they know it or not) as a guiding program strategy.

Take a GLIMPS into a classroom that uses the following approaches to guide teaching and learning…


What do you see?

  • Espousing a holistic perspective and that knowledge is holistic

Cross-Curricular and integrated disciplines are more prevalent, as demonstrated by the structures of classroom schedules (less rotary, more time spent in one classroom with one teacher, combining topics into projects). Further, an inquiry approach to teaching is seen as the best way to engage students in real world issues, social justice and global issues. Most recently, classrooms are adapting “Mindful” practices and are emphasizing that when knowledge and learning is approached in a holistic way, students gain a better sense of self and a stronger self-esteem.

  • Recognizing the interconnectedness of all living things

There is a strong emphasis on critical literacy, inquiry and using world (local and global) issues and big ideas in the classroom. In fact, the new Ontario Social Studies/Geography and History documents emphasis a connection to real world issues which leads to studies about how land, animals and food are interconnected, the impact of global warming on our health, how oil extraction is impacting the earth, how the use of pesticides are impacting Bee populations. There is an emphasis on teaching students to relate curriculum topics and subject matter associated with History, Geography, Social Studies, Sciences and the ARTS to present day issues.

  • Having a strong connection to the land and community

We are inter-connected more than ever before not just due to the internet, but because collaboration and communication are seen as vital components of learning and living in the 21st Century.  This allows us to communicate and share with our communities whether urban or rural. There is more emphasis on eating throughout the school day, on health, and on making different food choices. Schools are using the United Nations Goals to guide teaching and learning.

  • Inclusion of Environment and dynamic nature  of the world in lessons and learning.

Environmental Education is now weaved through all areas of the curriculum. Some schools are participating in community gardening initiatives, community food organizations and local markets are partnering with classrooms as a way to help students to see their connection to the land.

  • Strength in “power with.”

As noted in the Our Words, Our Ways Document, In Aboriginal cultures, worldviews reflect “power with,” rather than “power over.” The image for this concept is a circle, and all living things are viewed as equal within the circle. “Power with” is a dialogue, where everyone stands on the ground, face to face – leadership and learning is “distributed”.

 

How does this look in the classroom today?

Explained in the Our words, Our ways Document (2016):

  • Learn from the students about how they learn best. Work in genuine collaboration with them to determine the approaches that are most effective.
  • Involve students when making decisions about the classroom. Provide opportunities for developing their skills so that they become effective at making real decisions about things that matter. Work toward consensus.
  • Invite older or stronger students to mentor younger or less able students. Find ways to reverse the process, e.g., find a skill that a younger student could mentor in an older student. • Welcome and validate parent input into decision making about their child’s education. Treat them as full partners in the collaboration that is essential for supporting their child’s learning.

(Our words, our ways : teaching First Nations, Métis and Inuit learners. 2016)

While it isn’t often identified as such, it appears to be these very foundational worldviews that are influencing Education in the 21st Century, especially in how our classrooms are designed and curriculum is taught.  There are many examples of classrooms and schools from across the globe transforming their spaces into environments that resemble home, enriched places for art and beauty, quiet spaces that embrace comfort and individuality, community and collaboration stations, connection to the outdoors and balance of life.  

Curriculum, more and more, is being taught holistically with an integrative approach and disciplines being taught together. Inquiry, design thinking, experiential and project based are approaches that are recognized as strong methods to engage and teach students of today.

Are we recognizing that the very principles that are shaping how we are creating the 21st Century Makerspace learning environments are those same principles that have guided the indigenous peoples for centuries, the very principles and values that were taken from them when traditional school was created.  

Example lesson that espouses the Indigenous Worldviews and Principals

LINK

What inquiry looks like in a classroom with no bells, no subjects and no interruptions….

Posted on by — 4 Comments ↓

Problems that Matter…
Where our Inquiry Started…and never ended.DSC_0166

“Inquiry” seems is a hot topic in education today (although it certainly isn’t a new concept). Facilitating a true inquiry can be a challenge when students are strapped to a schedule, a curriculum or even when being assessed or monitored for their performance. It is a challenge when the classroom environment doesn’t allow for exploration or choice. Inquiry can be challenging because it isn’t predictable and it means taking risks, not knowing how long it will take and not always having the final answer.
DSC_0254Where I co-teach with Beth Carey at the “Enrichment and Innovation Centre” (geared for Gifted Students at the HWDSB), these stipulations do not exist. A few things are important to note about our program and its uniqueness compared to a “traditional” classroom setting. First, our schedule is completely flexible. We do not have periods or subjects, there are no bell interruptions, no set lunch, no duty and no specific transition other than when to arrive and when to leave. We do not have specific seating or teaching areas. This is key because this schedule and environment allows us the time and flexibility to fully and completely immerse ourselves (teachers and students) into topics and let our natural curiosity take over. It should also be noted, that we do not start each lesson with “how it will be assessed”, but instead we leave this open-ended and students drive their own assessment through constant feedback and dialogue. With support, students monitor their own thinking and we (and they) adapt as needed.

That is what happened today.

IMG_0021_2While we don’t have ‘Subjects”, we do use Big Idea questions to drive a topic. Today, for instance, we started with this question: How can LOCAL and GLOBAL citizens impact the Millennium Development Goals (MDGs)? Of course, this led to further questions: Are we working on Problems that Matter? In order to understand a problem (or perceived problem) do we need to try to live or experience that problem ourselves? What is the role in FAILURE to help us guide innovations? Of course, this is also very tightly connected to the History, Geography and Social Studies Curriculum (as well as Language, Science and Arts).

For the most part, students participated in an INQUIRY focus around the Millennium Development Goals (MDG) and the role of NGO’s, NPO’s and everything in between. Students collaboratively investigated and researched local and global initiatives and co-created a series of inquiry questions to help them develop their own humanitarian initiative. They had to first understand the topic and what exists already (and why). They c0-created a book to share a few of their ‘passions’ and what they deem as “important”.

Students created inspiring ideas. Seriously. 

Screen Shot 2015-03-24 at 7.22.50 PMOne group presented their idea, “Teen Teachers” , an idea that resembled something like a Khan Academy, except teens could join this website as ‘teachers’ or ‘students’ and learn together, as they wanted, when they wanted and what they wanted. This idea was so popular that a few other students began side conversations about how they might market this, how this could be part of their “Individual Education Plans”. Another group proposed a topic around Mental Health and Teens and suggested an organization that encouraged teens to use their musical talents, in hospitals or nursing homes, as a way to help those suffering from Mental Health disabilities. They suggested (hypothesized) that playing music for others could help the performer as much as it could help the audience.

Another group shared an inquiry that they eventually named, “Pretty in Pink”. Similar to the “Neighbourhood Watch” initiative, this organization would encourage neighbourhoods to train, talk, discuss and learn about issues relating to Women Safety. Residents, after being trained, would get a sign/logo to post in their front window, a way to show solidarity and support and let Teens in trouble know they had somewhere safe to go.

Another group spent the afternoon learning about local farmers only to find out they had more questions then answers. Why do local products tend to cost more then imported products? Why are local farmers not supported more in schools? How can local farmers reach out to the urban communities? This group decided to form a initiative to promote local, organic and non-gmo foods and to use a crowd-sourced donation effort to bring costs down.

DSC_0244As the students collaborated, their inquiries led to further inquires and more questions. The flexibility of our day (as I noted, we do not have specified periods, recess or lunch) allowed us to veer off topic when our questions guided us in different directions. At some points, students became entrenched in their work, even when they recognized it wasn’t leading to their final outcome. The fact that we didn’t fixate on an “assessment agenda” or “evaluative criteria” freed students from the need to perform. For instance, a couple of students found themselves immersed in the Raspberri Pi’s (small computers), eventually changing their inquiry topic completely. I could write an entire chapter on the amount of problems these students had to tackle in order to get the Raspberri Pi’s running (we don’t have an ethernet internet connection). They recognized that these small computers, priced under $50.00 could solve problems relating to lack of technology access.

15375At one point, we found our Sustainable Garden group with their heads in the Worm Compost (literally) which soon became a big excitement, as student after student had to observe, touch, smell and watch these little creature do their magic (and we found thousands of little baby worms, which was very exciting). “Black- Gold or Magic Soil is what we use in our classroom garden,” we tell the students. “The worms eat our fresh fruit and vegetables and then do their job”. The students were fascinated which led to more questions about how this could be an initiative in parts of the world where fresh food wasn’t always accessible.

Back to our initial inquiry. Problems that Matter.

Minecraft and Fractals – a wonderful pair!

Posted on by — No Comments ↓

Minecraft and Fractals
By: Zoe Branigan-Pipe and Beth Carey

screenshotWe are all familiar with Math Manipulatives and the power of hands-on learning. Minecraft allows students to explore, create, design and problem solve in many dynamic ways. Here is one example of using Big Ideas and Concepts in Math. These concepts, once understood, force learners to use practical math skills in an authentic way.

“Today I learned about fractals the mathematics of nature introduced by Benoct Mandelbrot. Fractals are a repeating pattern in all directions with any shape. Inspired by Ancient Egyptian architecture this fractal is made entirely of gold blocks and glass. Although it is impractical it just shows what minecraft can really do”. -Gwen, Gr. 5 Student

Big Ideas: How does the concepts of fractal geometry link to the elements of design, engineering, and invention of the past and present and guide future decisions?

Overview: Grade Five Gifted students explore the connections and implications that nature has had on Math, Science, Art and Engineering. Using Minecraft as a creative and collaborative tool, students extend their learning of daVinci to explore and create fractals.

Source: Quillan and Makenna
Source: Quillan and Makenna

 

Who has heard of Fractals? Can someone give an easy definition? What are other things that we know of in nature that are fractals? How have fratals impacted our world? How does understanding the science of Fractals help scientist learn about Co2 levels on the planet as a whole? Where else could this idea be used to help the world? What surprised you about Fractals?

 

 

Activity Summary:

1) Background Information: Introduce and discuss the concepts relating to Fractals focusing on the principles of S.T.E.M.
2) Knowledge/Understanding: Show and discuss parts of video: Fractals The Hidden Dimension HD 1080p / Nova Youtube:http://youtu.be/lmxJ1KDR_s0
3) Communication/Thinking: Discuss, identify and list the many math concepts discussed in the video (Geometry, Symmetry, Patterning/Algebra, Problem Solving, Number Sense).
3) Communication/Thinking:Provide examples of assortment of Images that relate to Fractals.
4) Practise: Allow students, individually and/or in partners to draw and design their Fractals on paper
5) Application/Practise: Use FLAT world on Minecraft or Minecraftedu. Have students create their Fractal design in 3D dimension
6) Thinking/Communication: Allow students time to discuss, write and describe their Fractal on Collaborative document.
7) Consolidation/Sharing: Have students take SCREENSHOTS (F2) and copy/paste their screenshots into collaborative document/virtual bulletin board for sharing.

Design Thinking ~ Make Urban ReDevelopment a Reality in Minecraft

Posted on by — No Comments ↓

The purpose of this lesson is to inspire and engage students to use creative and critical thinking skills to make decisions and designs that impact an urban area. This cross-curricular approach to Design Thinking, allows students the freedom to use and connect  their inquires to real examples. The activity is intended for group or collaborative learning and uses a combination of whole class and small group facilitation with access to a variety of tools. The final product is a Design and proposal of a chosen Urban Landscape in their own community. Minecraft (and lego) are ideal platforms for students to use resources and tools collaborative to display their concepts.  The example lesson (below)  was facilitated with a group of 7th and 8th Graders in the Gifted Program at HWDSB.

Design Thinking – How are Urban Landscapes changing to meet the needs of people and communities of the present and future?

Throughout their schooling, our students learn why cities are built along waterways. Most Social Studies  (History, Geography) curriculums emphasize the impact of Early Settlements and Explorers at the turn of the 19th Century. Students learn about industrialization and as they move along in grades and age, they begin to make connections between the age of industrialization, globalization, communities, Social Justice and Environment.  Our learners have and will make strong connections about how the age of industrialization has impacted them and the world around them. Eventually, they will use this knowledge to move forward and apply 21st Century technologies to make change and adaptations to the world around them.

Screen Shot 2014-01-28 at 5.20.37 PM

The picture here is Hamilton, Ontario, situated on the Western part of Lake Ontario (across from Toronto, South of Niagara Falls). The area at the bottom of the picture display the industries and factories that gave Hamilton it’s nick name – Steel Town.  Over the last few years, many of these factories have downsized, been bought out, or have shut down.

This is a REAL  example that IMPACTS my students. It is their community, their city, their economy. They need to feel compelled and INSPIRED to care, to understand why this single example connects to people and events around the world.

Ask the Learners to think Big: How can  old technologies and industries be transformed to meet the needs of today..and the future? WHY does it matter?

In most big cities, there are areas just like Hamilton where the industries that occupy the space are changing in scale and nature. Many are approaching the end of their time. This is an excellent opportunity to have students explore, investigate and make real world connections. Who knows, maybe one of their ideas and concepts will become a reality.

Ask them  to think BIGGER.

What makes a good city? Why?

What is the difference between demolishing and restoring?

How are cities changing or how should they change to meet the needs of a growing population?

Invite students to make GLOBAL Connections – In this short and compelling talk Kent Larson gives many examples of how cities and industries are changing to meet the needs of the future.

Kent Larson: Brilliant designs to fit more people in every city gives some examples that apply to the now and the future….

Bring it back to a local example and invite students to share potential ideas, concerns and insights from those shared by Larson. Are the innovations realistic? Doable? Possible? How do the ideas and theories from other communities impact our community?

Return to Barton and Tiffany (Hamilton’s Industry Land)

http://www.raisethehammer.org/article/2029/return_to_barton-tiffany “The Carr/Curran “vision” was presented to planning committee councillors in the late summer of 2012 and was greeted politely if not enthusiastically.”

 

 

 

 

 

 

 

 

 

 

 

IMG_3915

 

Invite students to explore examples from other local areas. Examples that are real and possible. Here is one from Hamilton’s Neighbour – Toronto.The Cherry Beach area, along the Toronto Waterfront that seems to only be used by locals. Paths, and parks boarder along industries and along the waterfront.

 

 

 

IMG_3905

 

Invite students to share the many examples of how land and space can be restored to attract people and improve communities. This picture is an example of bike and pedestrian paths that were added behind roads, beside roads, on the side of factories and even along old rail lines, eventually leading to the Beaches area of Toronto.

 

 

 

IMG_0588

The TASK:

1) In pairs or groups, continue to investigate the history and examples of urban redevelopment both locally and globally.

2)Draw, Sketch and Discuss alternatives to the land.

IMG_0594

 

 

 

 

 

 

3) Co-create and build the land in the Minecraft and/or LEGO Environment – Flat Land (collaborative server).

 

IMG_0484

 

 

 

 

 

Screen Shot 2014-01-28 at 7.20.21 PM

 

 

 

 

 

 

 

4) Using a shared Document, presentation style, ADD a captured screen shot of the proposed concept/design.

 

 

 

 

 

 

https://docs.google.com/presentation/d/1bMz0s5L1sdf6CHRAVBraqnURGGw3jW03S4GSGCVZga4/edit#slide=id.g2a828f7ba_00

On the Tip of Their Tongue – Use audio for Assessment and Evaluation

Posted on by — No Comments ↓

IMG_8004 2“________ has not handed in the assignment. Neither has ____________or ____________or ______________. Please have them come to my class and finish their work during lunch hour. ”

“_______  failed the test…..can you give him/her time during class for a rewrite?”

 

“________needs extra time in my class to do his/her work.”

These types of concerns were shared with me (their homeroom teacher), almost daily by other teachers. Let me be clear. I don’t blame those teachers.  When put into a timeframe or constraint (part of their schedule), many of  identified (exceptionality) Gifted students would shut down, move on, or just not finish. Why bother? And so, they would either be graded accordingly, or be given another chance to prove themselves, over and over. But, what I was seeing in the homeroom was often very different from what other teachers were seeing. Why? Were the students being honest in sharing what they really know? Was the assessment designed in a way that allowed them to demonstrate the higher order skills that they are truly capable of? Was the results of the assessment truly accurate of the students ability?

As a teacher in a self-contained gifted classroom, my students would spend the majority of the day in my class. I was responsible for teaching and assessing the core subjects, which included Language, Math, History and Geography.  The other subjects (Music, Drama, Art, Phys-ed/Health, Science) were taught by teachers in a rotary timetable, each for only a small section of the day or week.  There are certainly many pros and cons to this type of schedule for which I will leave for another post. I had more time (then the rotary teachers) to build relationships with my students, which afforded me the opportunity to not only know them well, but to also learn and explore creative ways to assess and evaluate them.

Providing differentiated opportunities to demonstrate their understanding, communication, thinking and application not only made my assessments more authentic, but it gave me more confidence and certainty when providing evaluation or using the assessment to steer or customize my teaching. For many of them (my Gifted students), their thoughts and ideas raced so fast that many tended struggled to translate anything into print of any kind (pencil/pen/computer). The eloquent and creative words and phrases that they wanted to share, examples they wanted to give, ideas they just discovered were there, right there….on the tip of their tongue. That’s it… literally, on the tip of their tongue.

Screen Shot 2013-09-08 at 9.00.44 PMLet me share a couple of strategies that I would swear by. The information that I would get was from night to day when allowing students to use AUDIO and talk it out. And it is so simple.

1)   My Number #1 assessment strategy was to allow students to share their work in audio format using the Livescribe Pen. (LivewithLivescribe gives many applications: http://livewithlivescribe.edublogs.org/)  Students were all given a small pad of Livescribe Sticky pads and would use the pens available in the classroom to speak their answers instead of focusing on their writing. They were all allowed to provide an audio response in every test (a Universal Designed approach). Students that really needed to use this strategy were more comfortable when all students were given the chance. Funny – they seemed all want to do this, even if they all didn’t really need to.  Audio just made it more clear, more detailed, more personal.  While there are MANY other ways to use this pen to accommodate or differentiate student learning, using this tool to collect assessment data and information might be my favourite.

The beauty of this strategy, is that when used with EVERNOTE, the sticky notes, tests, or assignments were EASILY be added to their portfolio for an audio anecdotal and then shared with the student and parent. Seamless.

It would be inappropriate of me not to mention that I would also carry a sticky pad in my pocket (or on my desk) which I would use for ongoing meetings with students, in audio.  One demonstration question (like an exit card) student can explain, in audio and we both have a copy (the sticky that I give to them and the digital file that I have after plugging in the pen).

IMG_8018 2)   EDUCREATIONS  – ipad app. Hands down, this is one of the best.  demonstration apps. Students could take pictures of their work and then use the app to explain. Students would use the app similarly as the Livescribe pen. Simply add a word or number and speak their mind. Students used this tool to share their math, create presentations, and for creative designs.

 

I look forward to continuing my work with the Gifted Program at the HWDSB as a Gifted Itinerant Teacher. I look forward to learning from others and exploring and sharing the innovative teaching and learning strategies that are happening in so many classrooms. 

 

 

 

 

Teaching “how to” Self-Direct Learning

Posted on by — No Comments ↓
 
Student:  I am easily distracted from the work I have to do.
 
Teacher: What are you distracted by?
 
 
Student: Stuff like the latest article about the Redstone update in Minecraft <that allows you to use the concept of electricity, pistons, electrical flow, breakers) or by the book that is screaming my name, or distracted by the story that I’m co-writing with my friend <the one I want to publish>, or by the new world I’m creating in Minecraft that allows collaborators to co-build and discuss in real time or by the new mode that I’m creating and why the Java Script isn’t working…….
 
Teacher thinking: How can the distractions become the learning focus? Would this then eliminate the distraction?

 

One student writes,

“I was shocked when I found out how much I was self directing my learning, about a voxel platform called Minecraft. I learned almost everything there is to know about Minecraft, and I was shocked to find out that I found it all out through <a concept called> self directed learning. I learned it all through tutorials, Wikis, and finding stuff out just by fooling around in game.” http://dwtim24.edublogs.org/

As a teacher of a special education classroom (Gifted Education), my prime directive is not to teach content, but to teach my students to recognize their own learning needs, to advocate and then to reflect on what works or doesn’t. It is to have them ask, ‘What do I need?” instead of “How can I meet your expectations”? It is my hope that these students can begin to see the difference between education and schooling and between teaching and learning.  Ultimately, it is so that my students can drive their own learning and understand the structures that they need in place in order to be successful.

With the concepts and examples of Flipped Classrooms, Khan Academies’ (and the like), Massively Online Open Courses (MOOC), and variety of online courses such as Harvard Open Online Courses or MIT Open Courseware, the structures and tools are available for learners to access whatever content they need in order to solve the problem or complete the project they have in front of them. Therefor, my role as teacher is clearly redefined.

I showed my students the video, “If Students Designed their own Classrooms” and asked them to think about how this could relate to their own learning. I wondered how they conceptualized the concept of self-directed learning.  Initially, they didn’t see a connection to themselves. Why would they?

Students at this age still need structure, guidance and ongoing support and feedback. These students have been faced with teacher directed lessons, schedules, and goals. The concept of Inquiry (in the classroom) is somewhat foreign and like any skill or knowledge based lesson the students need scaffolding and monitoring each step of the way.

A student of mine wrote the following piece.  Alexander is a student that hasn’t had success (as he explains) with traditional teaching methods and has felt disengaged for much of his schooling.  After watching the video he felt inspired (even optimistic) that, in some instances, our system can create learning environments that are based on choice, interest and passion and can be driven by the student. Alexander asked me to post his thoughts where others can hear his voice.

Kids go to school to learn, right? To expand what they know? Then why do teachers decide what the students learn? What if they already know it? What if they are ahead, or behind? The student will know that better than the teacher. They know what they know. They know how to most easily do it. The student knows how they learn. So let them learn that way. Let the student choose how to learn, and what to learn, because THEY KNOW. Each needs to learn their own thing, their own way. Each needs different work, and, sometimes, special attention. So let them learn. School is a learning environment, not a teaching one. How would an adult answer a tough question? Look it up. So let kids do that too if they want. Let them do projects, or paragraphs, or a diorama, or even a model in Minecraft! If they want to do it,  then they probably do it better that way. If they say that they know that already, then teach them something new! A teacher’s role should be to help learning, not to tell kids to do something. I skipped science today because we had to do stuff on circuits that I knew in grade two!!! I came to school to learn, and I wasn’t learning anything except how to be bored, which I learned enough of in grades two to five (in grade one it was still mostly games). As I said, people come to school to learn. SO LET THEM.

What works for me?

  1. RELATIONSHIP – In order to implement this approach of teaching there has to be a significant understanding of who the student is as a learner. We take a significant amount of time reflecting on how to communicate what we know, how to reflect on how we know it, and how to synthesize what is next.
  2. BLENDED LEARNING – Each day, I provide individual tasks via Edmodo or Google Docs. Students will either choose a goal or be assigned one to work on. The Blended Learning structure allows students to access his/her individual plans and to communicate with teacher. It also allows for parents to be involved. Uploading plans and activities ahead of time has also been effective!
  3. TOOLS – I try to provide time for students to explore and learn how to navigate the tools (ie: Khan Academy, Math apps) and let them pick out the activity or app that interests them to share with the class. The “Resources” section in the classroom is important.
  4. TIME – Provide enough time to allow students to work on a given task. It often takes them 10 minutes to get going on a task. This time for “small chat” is important – like it is for adult learners.
  5. FEEDBACK – Ensure students aren’t just ‘doing the work’ but that there is a purpose. Give feedback to each group, or individual. I find myself walking around the room, prompting, checking, and reassuring.
  6. DIFFERENTIATION – Allow students to use the tools or apps they want rather than assigning. Some may use Educreations, while others are using the Livescribe.  The marker and chart method works too, although the students always upload what they’ve done to Edmodo or Evernote.
  7. INDIVIDUAL EDUCATION PLANS – I print out their IEP’s and allow them do fill it in or comment/edit what I have already done.  This is significant in helping them recognize that they have a VOICE.  We do this several times a year and then hang them up on clipboards.