Reflective Discourse
"Every Child has the Right To be Successful" Carol Ann Tomlinson
I have been teaching for over twenty years, and the changes I see happening to our education system excite me. I have a passion towards change especially if it means enhancing student learning. My wish is that all students find "school" welcoming and intriguing and that they become questioning, open-minded, knowledge questing individuals.
The foundation of teaching in Alberta is the alignment of practice to the Knowledge Skills and Attributes of the Teacher Qualification Standards set by the Minister of Education for the Province of Alberta Canada. These standards seek to encourage best practices in teachers thereby supporting the competencies needed students of the 21st century. These competencies ( as set by Alberta Education) are for: the Engaged Thinker, Ethical Citizens and the Entrepreneurial Spirit of our students (Alberta Education 2011).
As well, Alberta is in the process of implementing "High School Redesign" where schools work with the community in changing High Schools into becoming more student centred. The intent of this redesign is to "prepare students to be active, engaged and successful participants in an increasingly knowledge-based and global society" (Alberta Education 2016).
The existence of these standards mixed with the potential High School Redesign possesses has not only reinforced my own teaching philosophy it has ignited my passion for teaching. As a teacher participating in a pilot "pod" project designed around positive relationships, inquiry learning, project based assignments, flexible learning, individualized learning plans and mastery learning (http://lukescollege.weebly.com).
What I know to be true is that a positive teacher-student relationship is integral to student motivation and successful student learning (Anderman & Anderman 2014). Building and maintaining these relationships is my most important task as a teacher. Without this relationship differentiation, classroom management, and mastery learning has no foundation upon which to stand. Students need to feel their voice heard.
Giving students permission to regulate their learning through choice (differentiation, projects, flexible schedules, etc.) will allow them to be more successful in focusing on their own learning goals and engage more readily and consistently in their academics (Murphy, Beck, Crawford, Hodges,& McGaughy 2001). Independence, self-advocacy as well as collaboration skills demanded of the 21st-century learner.
A varied and fluid learning environment that supports a student's reality empowering them through autonomy is one that we strive to achieve through pods. This autonomy along with opportunities for small group instruction and larger group projects again creates more opportunities for success for individual students. I believe high schools have to be confident in deviating from the "traditional" approach to program implementation and allowing for alternate organizational approaches to creating alternate educational opportunities for students. Some of the struggles we faced such as awkward pacing, and fluid programming were presented at the beginning of the school year but as the school year progressed both teachers and students became comfortable with the flexibility of the programing, a flexibility that allowed for greater differentiation and a more individualized approach to teaching.
The essential question created by my colleagues in my pilot "pod" asked for our Professional Learning Community this year was "How can mastery learning through high school redesign allow us to engage every student in my classroom and drive learning forward in our classrooms?" The University of New England offered courses perfectly aligned to answering this question. Courses allowed me to approach this question both philosophically and practically. The opportunities created for collegial dialogue with professionals outside of my school allowed for constructive critical responses to my questions and beliefs challenging me to grow professionally. This professional growth has undoubtedly helped move me towards becoming a Master Teacher.
References
Alberta Education (2011) Framework for Student Learning. Retrieved from: http://open.alberta.ca/dataset/4c47d713-d1fc-4c94-bc97-08998d93d3ad/
resource/58e18175-5681-4543-b617-c8efe5b7b0e9/download/5365951-2011-Framework-Student-Learning.pdf.
Alberta Education (2016) Moving Forward With High School Redesign. Retrieved from: http://abhsredesign.ca.
Anderman, E. M. & Anderman, L. H. (2014). Classroom motivation (2nd ed). Upper Saddle River, New Jersey: Pearson Education Inc.
Murphy, J., Beck, L, Crawford, M., Hodges, A. & McGaughy C. (2001). The Productive High School: creating personalized academic communities.
Thousand Oaks, CA; Corwin Press.
St. Luke's College (2016) Professional Learning Community Essential Question. Retrieved from: http://lukescollege.weebly.com
Tomlinson, Carol Ann. (2001) How to Differentiate Instruction in Mixed-Ability Classrooms. Alexandria:VA. Association for Supervision and
Curriculum Development.
I have been teaching for over twenty years, and the changes I see happening to our education system excite me. I have a passion towards change especially if it means enhancing student learning. My wish is that all students find "school" welcoming and intriguing and that they become questioning, open-minded, knowledge questing individuals.
The foundation of teaching in Alberta is the alignment of practice to the Knowledge Skills and Attributes of the Teacher Qualification Standards set by the Minister of Education for the Province of Alberta Canada. These standards seek to encourage best practices in teachers thereby supporting the competencies needed students of the 21st century. These competencies ( as set by Alberta Education) are for: the Engaged Thinker, Ethical Citizens and the Entrepreneurial Spirit of our students (Alberta Education 2011).
As well, Alberta is in the process of implementing "High School Redesign" where schools work with the community in changing High Schools into becoming more student centred. The intent of this redesign is to "prepare students to be active, engaged and successful participants in an increasingly knowledge-based and global society" (Alberta Education 2016).
The existence of these standards mixed with the potential High School Redesign possesses has not only reinforced my own teaching philosophy it has ignited my passion for teaching. As a teacher participating in a pilot "pod" project designed around positive relationships, inquiry learning, project based assignments, flexible learning, individualized learning plans and mastery learning (http://lukescollege.weebly.com).
What I know to be true is that a positive teacher-student relationship is integral to student motivation and successful student learning (Anderman & Anderman 2014). Building and maintaining these relationships is my most important task as a teacher. Without this relationship differentiation, classroom management, and mastery learning has no foundation upon which to stand. Students need to feel their voice heard.
Giving students permission to regulate their learning through choice (differentiation, projects, flexible schedules, etc.) will allow them to be more successful in focusing on their own learning goals and engage more readily and consistently in their academics (Murphy, Beck, Crawford, Hodges,& McGaughy 2001). Independence, self-advocacy as well as collaboration skills demanded of the 21st-century learner.
A varied and fluid learning environment that supports a student's reality empowering them through autonomy is one that we strive to achieve through pods. This autonomy along with opportunities for small group instruction and larger group projects again creates more opportunities for success for individual students. I believe high schools have to be confident in deviating from the "traditional" approach to program implementation and allowing for alternate organizational approaches to creating alternate educational opportunities for students. Some of the struggles we faced such as awkward pacing, and fluid programming were presented at the beginning of the school year but as the school year progressed both teachers and students became comfortable with the flexibility of the programing, a flexibility that allowed for greater differentiation and a more individualized approach to teaching.
The essential question created by my colleagues in my pilot "pod" asked for our Professional Learning Community this year was "How can mastery learning through high school redesign allow us to engage every student in my classroom and drive learning forward in our classrooms?" The University of New England offered courses perfectly aligned to answering this question. Courses allowed me to approach this question both philosophically and practically. The opportunities created for collegial dialogue with professionals outside of my school allowed for constructive critical responses to my questions and beliefs challenging me to grow professionally. This professional growth has undoubtedly helped move me towards becoming a Master Teacher.
References
Alberta Education (2011) Framework for Student Learning. Retrieved from: http://open.alberta.ca/dataset/4c47d713-d1fc-4c94-bc97-08998d93d3ad/
resource/58e18175-5681-4543-b617-c8efe5b7b0e9/download/5365951-2011-Framework-Student-Learning.pdf.
Alberta Education (2016) Moving Forward With High School Redesign. Retrieved from: http://abhsredesign.ca.
Anderman, E. M. & Anderman, L. H. (2014). Classroom motivation (2nd ed). Upper Saddle River, New Jersey: Pearson Education Inc.
Murphy, J., Beck, L, Crawford, M., Hodges, A. & McGaughy C. (2001). The Productive High School: creating personalized academic communities.
Thousand Oaks, CA; Corwin Press.
St. Luke's College (2016) Professional Learning Community Essential Question. Retrieved from: http://lukescollege.weebly.com
Tomlinson, Carol Ann. (2001) How to Differentiate Instruction in Mixed-Ability Classrooms. Alexandria:VA. Association for Supervision and
Curriculum Development.
I asked my students to reflect upon their year. Without my students I would not have been able to put the learning I have gleaned from my UNE study into action. Here are some of their reflections:
"This school year has been the hardest year for me personally and school wise. A lot of things changed in my life including being a part of pods. Through all the changes that were occurring around me, this was my most successful school year yet. I was pushed mentally by my teachers to never stop trying and to keep challenging a concept, even when I wanted to give up. I could list all of the projects and assignments I completed this school year and say how they were my biggest accomplishments this year (environmentalism project, social final, Julius Caesar Carl, etc.), but those are minor accomplishments compared to the life lessons and qualities that I have learned. I have learned many new insights as a result of my work.
~If you fail, try again. Keep trying until you are content. ~Have the desire to go further into your learning. Don’t let the curriculum be your boundaries. ~If you have a project idea and you are not sure if it is too far fetched or that no one will understand, do it! Those are the projects that will make your teacher teary eyed. ~Not all teachers are afraid of having a close relationship with their students in fear that it will take away from the respect students have from them. In fact, I believe the closer I am to a teacher, the more respect I obtain for them." Madison |
"Coming into grade 10 English I didn’t know what to expect. Previous years I learned a little took the exam and then forgot what I was taught over the summer. I forgot simply because I didn’t really care. However, something different happened this year. I actually enjoyed coming to school. Why? Because there was a spark, a energy in the classroom that reeled me in and made me care. I learned how to write PRTs, CARLs and book reviews. I was actually trusted and given creative freedom to do whatever I could come up with. I’ve finally been able to bring all my crazy ideas to life, which I think is the one activity I’m able to do best. Using my imagination. But most importantly, I came out of my cozy little shell. I felt safe enough that for the first time ever, I could talk to teachers about school or really whatever. I had the courage to meet new people, talk to them and befriend them. With that said, I still get nervous in social situations, not asking all the questions I should be. I need to teach myself that asking questions is okay in fact, it will only improve my marks. If I could re-do this year, asking questions is what it would be. Not just for English but in all my subjects. This is because what I learn in English connects to all my classes and even life. How? English teaches me to analyze any source of information and create an educated opinion on whatever the subject may be. English teaches me to think. "
Emily |
"Throughout my learning period this school year I both developed new ideas and interests, and improved my reading, analysis, and writing skills & knowledge. I have already used these skills on multiple occasions in science, social in the form of research reports and position papers, and expect to use them many more times in the foreseeable future. As a result of this newfound writing knowledge and experience, I have also become more confident in my writing skills and have finally begun to properly grasp the true complexity of literature. I am confident that the skills and knowledge I have accumulated this school year will be priceless in my future educational and occupational endeavors as english has always been the core subject with the most influence on and connections to the other 3.
Over the course of this school year, I developed a much more in-depth understanding of thesis statements, themes, and topic sentences through continued use and examples. I can now look back on my work from the last 3 years with a grimace and wish that It didn’t exist, which is hopefully a good thing. In addition to the aforementioned writing components, I also expanded my vocabulary significantly through the analysis of a multitude of texts that were completely unfamiliar to me, especially when dealing with Julius Caesar as it was the first Shakespearean piece of literature I had bothered paying attention to. With this also came a heightened appreciation for the effort and quality of high-class literature including Julius Caesar and an interest in poetry, especially that of the dark variety." Ben |