TIEgrad – Page 3 – Finally I Have a BLOG!

September 9, 2019September 9, 2019

Engaging Student Learning and Development With the Use of Technology – EDCI 571 Assignment 1A Sept. 9

“We need technology in every classroom and in every student and teacher’s hand, because it is the pen and paper of our time, and it is the lens through which we experience much of our world.” – David Warlick

Photo by Carl Heyerdahl on Unsplash

Introduction

Upon reading and reflecting, on the many technological devices and teaching methods that can be incorporated to enhance learners’ experiences. I am in support of including technology into my own practices. I recognize that my knowledge of using technology is limited and restricted by budget. However, I believe the integration of technology is important to maintain student engagement and to meet the needs of the diverse learners in my class. Holland and Holland’s article stated that “Providing meaningful integration of new technologies through the careful selection of quality tools aligning to best instructional practices can alter how learners and instructors engage with concepts and each other to achieve powerful learning” (P. 18). Indeed, the integration of technology can, and does, provide a multitude of options to assist, strengthen, and facilitate the learning concepts being taught in class. Integrating technology in the classroom, opens up accessibility and mobility, creativity, and the development of transferable skills needed throughout life.

Technology In the Classroom

Technology provides accessibility and mobility options that enhance learning and communication. As indicated in the Lamba Solutions article, students can use technology, including computers and tablets at school, then access the internet, via their phones, while travelling home on the bus. This ease of accessibility and mobility enables students to read information or work on an assignment from basically anywhere, and at any time. Steven Lahullier’s article further supports the positive aspects of that technological devices, as they enable students to “view textbooks, research participate in Internet based class assignments.” (P. 1). Having access and mobility options facilitates students ownership of their learning and provides a more personal style of learning. The integration of technology also provides communication access to students with non-verbal communication skills. For exampIe, tablets can be set with specific communication programs allowing the student to press an icon and converse with their peers or educators. Technology enables educators to provide instant feedback or send important messages to classes by using social media platforms, including Twitter, or a course specific web page or program. For example, I often use My Blueprint to communicate with Careers Students, as they build their digital portfolios. New technology has further expanded accessibility and mobility options for students as they no longer have to take courses in the traditional, brick and mortar setting. Learners, for instance can take courses in areas that interest them that may not be offered in their regular school setting. Technology has expanded avenues for students to access information, how they learn, where they learn and in the manner with which they communicate with peers and instructors.

I support the view that technology, used in the classroom, has enabled endless creativity opportunities for both the educator and the learner. Ipads, cell phones and laptops can explain, or showcase, specific material in written, audio and visual formats, thus taking into account the many learning styles. Students can produce learning portfolios, videos, web-pages, blogs, games and presentations that suit their learning needs and styles, that help to reinforce what is being taught or focused on in class. No longer are students limited to paper based projects. Although textbooks are still used in schools, and are still important learning tools (I too still rely on them), many teachers are enhancing their courses by including the use of technological devices in their classrooms. The smart board or digital touch screens, cameras, simulators or digital learning platforms, all enable students to engage in creative, hands-on activities to learn specific criteria. Using technological devices in creative ways provides a variety of learning environments, which in turn assists educators in meeting the needs of their diverse learners, and students being engaged.

Using technology in the classroom, assists in the development of learners’ transferable skills. Transferable skills are those skills that can be applied in any situation (classroom or workplace), and include, but are not limited to, communication skills and problem solving skills. By incorporating technology devices, or components, into a classroom to use as a learning tool, or for completion of specific assignments, students can work together to solve problems, discuss/communicate their choice of steps in the problem solving process or creating a specific piece of work, and outline what they learned. Both the teacher and the technology tool can foster discussion between students as they collect information, solve problems, work on their project and assess their outcomes.

Conclusion

By incorporating technology into instructional practice, it enables educators to meet the diverse learning needs in their classrooms, keeps students engaged, enhances learners’ experiences, and facilitates their learning. By adding, or introducing technology into the classroom, educators provide more accessibility and mobility options for students; technology enables creativity in both teaching methods and student learning and production; and using technology in the classroom further develops learners transferable skills that can be used throughout school and as they enter the workforce.

I recognize that reading books, writing with pen to paper, and other forms of learning that do not incorporate technology are important and have their place, and that teaching budgets are set and we do not have unlimited funds to purchase the newest and best gadgets for an entire class. However, in our changing society, I feel that by not incorporating some form(s) of technology into teaching practices would be a disservice to students. Although my knowledge of technology is limited, I am willing to learn new ways to incorporate technology into my teaching practice with the hopes of enhancing my learners’ experience. As technology continues to change, I think one of the biggest areas that will assist in student learning, would be to continue to develop accessibility and mobility. Being able to access information is a human right, and being able to learn from anywhere is just as essential!

Deirdre Houghton

July 24, 2019September 9, 2019

Cross-Curricular Inquiry in Theory and Practice: Fort St. James Secondary School

Photo by Shane Rounce on Unsplash

Introduction

Teacher/student motivation and engagement is at the forefront of what we are trying to ameliorate at Fort St. James Secondary School. The new curriculum, as of 2016, gives us the freedom to fully explore cross-curricular and inquiry methodologies in our school. Beyond that, our close-knit educational environment of 280 students and 20 teaching staff, allows us, as teachers, to work together to utilize a cross-curricular framework, to guide our students in breaking free from the traditional classroom model, and engage them in the learning of their own choosing. Throughout this Master’s Degree we plan to focus on three predominant areas of study: Social Studies, Digital Media, and Carpentry. As a general query to guide us in this process, we are asking the question, what are the benefits, for both teachers and students, of employing Cross-Curricular Inquiry on student motivation and engagement, at Fort St. James Secondary School? Furthermore, we are hoping to hone our skills as practitioners of collaborative inquiry, to enhance the emerging atmosphere of the facilitation of effective, and differentiated student learning.

Paper Overview: A method for teacher inquiry in cross-curricular projects: Lessons from a case study by Katerina Avramides, Jade Hunter, Martin Oliver, and Rosemary Luckin

Prior to adopting an inquiry model for our students to adhere to, it is prudent that we, as educators, believe in the efficacy of the inquiry model, as a process. Indeed, “teacher inquiry offers a powerful, participatory, and evidence-based approach to innovation in schools” (Avramides, Hunter, Oliver, & Luckin, 2014, p. 259). A method for teacher inquiry in cross-curricular projects: Lessons from a case study, examines the benefits of a cross-curricular STEM project in a highschool. Avramides K. et. al., discuss their results including: teachers’ use, and comfortability of using digital, tools to record and report on student data, how to include teacher involvement in cross curricular applications or projects, and support from top management levels in regards to implementing cross-curricular learning within a school.

Avramides K. et. al., report that inquiry must not be forced on teachers, but rather led by teachers. In order for cross-curricular inquiry learning to be a success, teachers need to be willing to “provide an environment that supports long-term change…[and be] initiators of change.” (Avramides, K. et. al., 2014, p. 249) This article resonated with us, as it illustrated how there can be challenges in implementing cross-curricular design, especially when teachers are not willing to collaborate in small teams, to assess and discuss issues that come up, while engaged in this style of learning. Often, they are not comfortable with specific digital tools that are used to log student performance. Specific outcomes from the case study, include: 1.) The necessity of collaborating, amongst the project lead and involved teachers, must be constant and take into consideration one’s knowledge of the digital platforms being implemented to record data. 2.) The type of research method(s) implemented may not be preferred by all. Some may prefer qualitative or quantitative methods, which may influence how data is collected and reported on. 3.) Interviews (qualitative research) with individual teachers on their experience of the inquiry process revealed, more than surveys did, because the teachers had the opportunity to discuss their specific challenges. 4.) Instructors’ use of digital tools to communicate their inquiry into student learning, varied on comfort level. 5.) There is a balance between teacher autonomy and controlling what or how the teacher-researcher conducts their inquiry. (Avramides K. et. al., 2014)

The above diagram represents steps educators can follow to implement their inquiry of student learning. It is also a similar model that students can employ to complete their own inquiry research. Furthermore, this model follows the similar cycle of questioning, reflecting, and producing, that the Action Research methodology employs.

Avramides K. et. al., reminds educators and administrators, that using inquiry in a cross-curricular fashion is a learning process for all involved; it involves collaboration, and revisitation, of the processes to facilitate students’ success. Furthermore, educators will require, “training and support to develop learning designs,” (Avramides K. et. al., 2014) that will enable educators to easily collect data, and support students, in their learning processes. Lastly, the challenges endured by staff, that were presented in this article, would be similar for students if they were to complete an inquiry on a particular project, or within disciplines. It takes time to gather information, record data, reflect, and process. Students, like the educators in the article, will need communication, feedback, and support.

Social Studies

Following the new curriculum for Social Studies, as set by the BC Ministry of Education, the goal for the Social Studies curriculum is to, “give students the knowledge, skills, and competencies to be active, informed citizens who are able to think critically, understand and explain the perspectives of others, make judgments, and communicate ideas effectively.” Four BIG IDEAS, or concepts, that learners focus on in Social Studies 10, include: “Global and regional conflicts shape our world and identities; Economic, social, geographic and ideological factors influence the development of political institutions; World views lead to different perspectives and ideas in the development of Canadian society; Historical and contemporary injustices challenge Canada’s identity as an inclusive and multicultural society.”

Students will be working on inquiry projects that involve two components. The first portion includes the learners’ use of their digital skills to highlight their question, document their learning experience, track progress, and explain the answer to their inquiry question. The second portion of the project involves, the creation of a culminating showpiece, or artifact, that learners’ believe represents an important segment of their research.

For their inquiry project, students can work either independently, or with a partner, and they will have the opportunity to choose a topic, that resonates with them, from within one of the four big ideas. Students will use a format of, “I need to know about…..” or, “I wonder about….” in order to assist them in developing their question, thus leading into their inquiry project. For example, a student may use the aforementioned format to assist them in developing their inquiry question: “I wonder how new technology impacted Canada’s role in WW2?”

During the inquiry process itself, students can choose a digital platform, including Prezi, blog, or powerpoint, with which to record their inquiry process. Here, students can document their specific inquiry steps, including: question development, list of resources, reflection and/or collaboration if working with a partner, on what they understand through the completion of their reading, what they found interesting, connections to the inquiry question, and their conclusion. This digital documentation illustrates the learners’ journey, much like a timeline or story-map, and it can serve as a reference which can be referred to throughout the inquiry process. This portion of the inquiry project can be developed in the computer lab, or the library.

The second portion of the inquiry process is the construction of the showpiece. Students will have the opportunity to design a 2-D or 3-D model, or a web-page, that represents a segment of their inquiry that they found particularly interesting to their learning. The item created can involve using the computer labs for web page design, video, 3-D printing, or constructing in the carpentry class (for example building a wooden diorama, or using the Computer Numerically Controlled Router – CNC machine). If using the 3-D printer or CNC machine, students can work in the computer lab to create and download their designs in order to print. Students using the CNC machine will have to ensure that the wood they are using is prepped, and ready, prior to commencing the engraving process. Similarly, if students are working to build a model in the carpentry shop, students again, will need to ensure that their wood is accessible and prepped as necessary.

Upon completion of this inquiry project, students will have the opportunity to present their work to the class. Students will use their digital diary to illustrate their learning process, and the outcome to their inquiry question. Students will also have the chance to showcase their 3-D model, 2-D model, or other media representation, and explain why it was important for them to construct their particular model, and its connection to their inquiry.

The purpose of the project, is to engage students, in developing questioning skills, research, and data collection skills, in an area that is interesting to them. At the same time, this relates it back to one of the four main ideas of the course. Furthermore, engaging students to digitally chart their learning process, enables them to visually see, and understand, their progress ( or meta-cognition) down the pathway of inquiry or personal discovery. The creation of the showpiece incorporates skills learned from Digital Media Arts, and or Woods/Carpentry courses, to further provide students with the opportunity to promote their creative skills, knowledge, and kinesthetic learning.

Limiting factors of completing an inquiry project in this fashion include: time and having staff that support, and believe in, the cross-curricular model. First, in terms of time, creating a detailed timeline with students, prior to beginning the process, enables them to have some say in what they feel is an acceptable amount of time, and also puts the responsibility on them, to adhere to the agreed upon plan. That being said, the project should not be allowed to drag on, and students should be prepared to have regular check-ins with the teacher. Second, it is essential to have staff that you can work with to create cross-curricular projects, support each other, and learners, in this developing process.

Digital Media

As an Applied Skills Department, we are working towards a more inquiry based platform of learning. We are looking into student-centered approaches of meeting the new curriculum. The big ideas are replacing the prescribed limiting learning outcomes. This is essential to making inquiry possible, as the students are more free in displaying, how they learn, what they learn, and route in which to learn it. In my classroom, the idea of stand and deliver does not go past grade 8, and even with the 8’s, I will teach a concept, and then their project is based on open criteria. My goal is to teach to passion, and not create automatons. The ideas of problem solving, working as a group, and grit, are all key to my room. This is a rapidly changing world, and I want to help prepare the students, so they can meet future changes with adaptability.

Digital Media is an emerging field that changes on a daily basis. The idea of media and technology is so vast, that to truly meet the students desires, and passions, one must be willing to have a diverse classroom. Furthermore, the needs of technology goes far beyond my classroom. At any one time, I can have as many as 15 different software programs being used, as chosen by the students. This is designed to engage all learners, in their passions. What is great about this, beyond the engagement in the room, is the applications that can be seen, and used, in other courses.

Technology, and cross-curricular applications, are growing substantially at Fort St. James Secondary School. At any time, the computer lab is filled with students from other disciplines, creating show-cases of their learning, using the technology provided in the lab. Though this creates a busy and dynamic place, as those students are adding to the learners that are already there for class, the diversification of the software use is what is truly amazing. Students from English class will be making videos, and editing them, about their inquiry projects. Students from French, will be in the lab, creating visual representations of French art, and culture. Social studies students, will be in there for research and inquiry based projects, or creating political cartoons etc. That is to say, the lab is always bustling, and the teacher is very busy, but that is the point. The more our school can utilize its labs, to engage learners, the more the actual learning is on the learner. Teachers as facilitators, is a growing idea in our school, and one that we are keen to promote.

The shop and the computer lab, share a lot of work, as we use the Computer Numerically Controlled (CNC) router to make: table tops, signs, and plaques for the students, school, and community. The board preparation and finishing, is done in the shop and art room, but the design happens in the computer lab. This is a great example of different disciplines working together to make this happen. The students flow between the rooms to get the work done. The thing that this method requires, is a willing group of teachers, who are flexible.

The shop, computers, textiles, and art teachers at our school, are always willing to have an extra body in their class, to help move a project forward. This agreement is fluid, in that there is no defined time that we are doing a project “together”. The idea is that all the shops and labs, are open to the students during class time, to go and work on interdisciplinary projects. The de-segmentation of our classes, and the movement of our students, makes the school, the classroom.

Carpentry

Learning carpentry basics, not only teaches students how to create objects, but provides them with a set of practical skills, they will be able to use throughout their lives. At its core, students engage in a process that allows them to: familiarize themselves with the many tools they will likely use during adulthood, conduct minor repairs on their home or property, help them build spatial cognition, and provide them with an engaging avenue to pursue inquiry based projects. Furthermore, this maker space, lends itself as an open, accessible, and hands-on learning environment which is conducive to getting students moving, interacting, and creating.

The key tenets of Carpentry have been updated in 2016, and are laid out on the Government of British Columbia’s New Curriculum website. The main categories of learning now include: understanding context, defining, ideating, prototyping, testing, making, and sharing (“Woodwork 11,” n.d.). These categories set a reasonable, and practical, framework for students to engage in the inquiry process. Regardless of what project the students are pursuing, it is possible to meet each one of these criteria set for by the Government of British Columbia. If we look at a true cross-curricular model, it can be argued that a student is also able to achieve competency in this curriculum, while working on an inquiry project, for another course.

Take, for example, a student that is participating in Deirdre’s Social Studies class. This student becomes fascinated with, the Iliad and the Odyssey. After examining these works, the student wants to focus on the fall of Troy, specifically the use of the Trojan Horse. As part of their final sharing, they decide to build a working replica. After designing the blueprints for a replica of the Trojan Horse, in Andrew’s Digital Media class, they then have the option to use the three dimensional printer, or come to the carpentry shop to represent their learning. Ultimately, at this stage, the student will have already completed the context, defining, and ideating processes, as outlined by the Government of British Columbia. If they complete this project here, they will also effectively prototype, test, and make their project. Finally, by completing their sharing, in a show-case of their inquiry, they have met both the Social Studies and Carpentry curriculum, and should be credited as such.

This example, demonstrates the potential flow of students during a semester at Fort St. James Secondary School, with each student, or small groups of students, pursuing their areas of passion. Despite this success, there are a number of difficulties related to Inquiry learning that need to be addressed. The most dominant of these issues, is the limited shop space available, and the limited specialty staff, to manage students pursuing an inquiry with a carpentry component. With only a single carpentry teacher, the shop space is limited to twenty four students. We have made this limitation work, thus far, by relocating students not directly working on the building aspects of their project, to another space. For example, the planning, designing, and blueprinting components can be done in the computer lab. Although this has worked well here, it may lend questions to scalability in another site.

Training students to use the potentially hazardous equipment, is also a difficulty in the inquiry process. As the inquiry model lends itself to the free flow of students, and allows for a broad time-frame in which students may arrive in the shop, it is challenging to ensure each student is receiving adequate machine training. Training itself, takes a number of direct hours of support from the instructor. It involves a paperwork component from the Ministry of Education and WorksafeBC, a demonstration component, as well as a practical component – which is repeated until proficiency is achieved. This is most efficiently done in groups, as it takes a considerable amount of the instructor’s time to complete. It is best to gather as many students early on to complete this component, but all too often students are missed, or express interest in carpentry at a later time. Ultimately, we support all of the students through this process, in our small school, but this again, speaks to the potential challenge of scale, using the inquiry process.

Conclusion

It is clear that an inquiry-based methodology is both a valid, and efficacious, form of learning, that encourages our students to not only seek meaning with what they are learning, but become engaged in a fulfilling conversation with it. As was clear in the article, “A method for teacher inquiry in cross-curricular projects: Lessons from a case study” (Avramides K. et. al., 2014) there are some issues when trying to present an inquiry-based system; the most important being both teacher buy-in, and teacher autonomy. The research shows that a top-down approach, though possible, is not the most effective, as it overrides the idea of autonomy. True inquiry, should be organic, and a place of comfort for the teachers. Furthermore, there needs to be a strong, and willing, small group of teachers that are going to work together to implement the best strategy. The article states that, “there is a fine balance to be struck between controlling what teachers do and maintaining cohesion” (Avramides K. et. al., 2014, Pg. 258).

Here at Fort St. James Secondary School, we have that small, willing group of teachers, trying to push the boundaries of student learning. What we are trying to create, is a culture of inquiry, that is both organic and fluid. The idea of learning, and representation of that learning, happens in only one class, is being challenged and re-structured. Our school, has many champions to the inquiry approach, and the administration is very supportive, in challenging the status quo.

References

Avramides, K., Hunter, J., Oliver, M., & Luckin, R. (2014). A method for teacher inquiry in cross-curricular projects: Lessons from a case study. British Journal of Educational Technology, 46(2), 249-264. doi:10.1111/bjet.12233

McAteer, M. (2014). Getting to Grips with Perspectives and Models. Action Research in Education, 21-42. doi:10.4135/9781473913967

Social Studies. (n.d.). Retrieved from https://curriculum.gov.bc.ca/curriculum/social-studies/core/introduction

Woodwork 11. (n.d.). Retrieved from https://curriculum.gov.bc.ca/curriculum/adst/11/woodwork

Resource List

https://curriculum.gov.bc.ca/

https://fsjss.sd91.bc.ca/Pages/default.aspx

https://onlinelibrary-wiley-com.ezproxy.library.uvic.ca/doi/epdf/10.1111/bjet.12233

http://sk.sagepub.com.ezproxy.library.uvic.ca/books/action-research-in-education/n3.xml

https://curriculum.gov.bc.ca/curriculum/adst/11/woodwork

h https://curriculum.gov.bc.ca/curriculum/social-studies/10/

ttps://curriculum.gov.bc.ca/curriculum/social-studies/core/introduction

https://www.bced.gov.bc.ca/irp/resdocs/headsup.pdf

July 20, 2019September 9, 2019

Twitter and Scholarship – for EDCI 568 Assignment 1 Week 3

Photo by Sara Kurfeß on Unsplash

Communicating on social media sites is relatively new to me. My lack of skills and fear of the unknown pushed me to avoid Facebook, Twitter, blogs and other social media sites altogether. Email and texting were within my comfort level; that is until I started this course. Having the opportunity to build a blog and set up a Twitter account were huge steps for me; and I will admit I am enjoying the process of learning how to use them, albeit this is daunting at times. I also recognize the opportunities that these digital forms of communication can provide for me, professionally, to enhance my teaching practices. As I stumble along navigating through the world of social media, I have learned both the positive and negative sides of using Twitter, in a professional situation.

Reading Twitter Use and its Effects on Student Perception of Instructor Credibility, opened my mind about the opportunities social media platforms can create in terms of instructor-student communication. Although my initial gut reaction when I read the title was, “Is that even appropriate?” the article pointed out several advantages of instructors’ usage of social media platforms. For example, it has enabled students to see a more common, or human side of their instructor. Many students interpreted this online communication as a sign that their instructor was not only passionate about his/her teaching area, but cared about students’ success since he/she took the time to pass on extra course related material or updates. Consequently, students’ feeling of care, resulted in more engagement in their course. The use of Twitter to communicate with students definitely peaked my interest. Further readings illustrated how instructors use Twitter, amongst themselves, for scholarship purposes; an activity I assumed (out of my own naïveté), was done more so in boardrooms or via email because of its enormity and confidentiality. Although Twitter as a form of communication between academic scholars provides easy access and fast response times, these transactions are not without issues.

Instructors’ use of Twitter enables them to easily develop networks, connect with other scholars, share ideas, create projects and learn from each other. Unfortunately, however, Twitter has become an open stage, where growing discontent is acted out from behind the safety of one’s screen.

Bonnie Stewart’s, In Public: The Shifting Consequences of Twitter Scholarship, discusses the open and public conversations that some professionals have online; and how this once relatively quiet and safe space for academics to converse, is increasingly public, where online feuding is more common as anyone can join. Stewart’s article left me feeling disappointed that educated professionals (who in my opinion should now better), would behave in such a manner, as to call out those they disagreed with online. The fact that individuals get riled up so fast, implicate each other, and their disciplines, to me seems unethical. I question, would they behave this way face to face? Is the screen a mere safety net? Would they not be worried about their comments personally or professionally? Furthermore, the fact that the online fiasco, Stewart examined, quickly developed into a mob mentality style of arguing, while creating polarized groups of thought, where no one could stand in the middle, was disheartening. Adults should know better. Academics using Twitter as a platform from which to launch their rants, and which can quickly escalate, are detrimental not only to those involved, but also to the development of the scholarship itself. What could bring value to individuals, groups or society as a whole, could be damaged by negative online tweeting. Unfortunately, this public, online, behaviour is accepted by some; and it ultimately affects the stage on which academic debate may continue to occur and be of benefit.

As educators, we are constantly expected to be mindful of our behaviour, not only in the public, but also online. Our union makes it very clear, that as teachers, there is a code of ethics and we are to follow it. Furthermore, there is a protocol to follow if we disagree with one another; and going online and calling each other out, is not part of the protocol process. Teachers are held accountable for their actions, whether done privately or publicly, as we are looked upon as mentors or models to young learners. Educators at both the elementary and secondary levels, provide countless reminders to students to make sure their online behaviour is appropriate. At the high school level, students are made aware that inappropriate online behaviour could implicate their post-secondary applications, scholarship applications, and future job opportunities.

Although I am excited about my new and developing online skills, I do take Stewart’s article seriously. After all, it is one of the reasons I stayed away from online platforms. The acts of arguing, degrading, and calling people out in public are not OK. Digital appropriateness, is important; and it doesn’t matter if you are a high school student or a tenured university professor.

July 19, 2019September 9, 2019

Decolonization of Curriculum Methods – EDCI 515 Blog Assignment 1 Week 3

Photo by Vanessa Bucceri on Unsplash

Decolonization can be described as the process of “restoring Indigenous world views…culture and traditional ways… [and] replacing Western interpretations of history with Indigenous perspectives of history.”(“Indigenous Corporate Training Inc,” n.d.) As an educator, I believe it is necessary to start integrating decolonization practices into curriculum, thus educating students on the violence, dehumanization, cultural degradation, and loss of land that exist with colonialism in the development of Canada as we now it. Two articles that resonated with me, regarding the implementation of decolonization processes into teaching practices are Meschachakanis, A Coyote Narrative: Decolonizing Higher Education, by Shauneen Pete, and How to Decolonize a Classroom, by Celeste C. Hayes. Both authors call upon educators to start recognizing the importance of implementing changes that lead to the decolonization of curriculum and course activities. The “decolonizing [of] curriculum and course design has the potential to shift how all learners understand the notion of land, nationhood, rights and treaties.” (Pete, 2018) Taking such actions are footsteps that lead down the path towards reconciliation.

Shauneen Pete’s research uses the methodology of story inquiry to outline “ways of undertaking decolonizing practices in higher education.” (Pete, 2018) I found her use of the narrative structure, enhanced the significance of the content, as storytelling itself is a tradition, paramount, to First Nations culture. Through the lens of the 4R’s, Pete is the researcher and the researched, as she explains her experiences working within, “colonial institutions of higher education.” (Pete, 2018) The readers are individuals (such as me), reading the article, and who become engaged in the story as it evolves. Pete’s article explains hurdles and frustrations she endures while working and teaching, within the construct of white, privileged, dominant structures. She also describes her expected assistance with: providing extra information on Indigenous studies; teaching about decolonization; and setting up connections between faculty and community elders. Pete informs the reader she is tired of these responsibilities being solely hers on a regular basis; she advocates that colleagues and other educators take on the responsibility of educating themselves. (Pete, 2018) Educators are encouraged to “engage in thorough examinations of colonialism and decolonization in their teaching practice” (Pete, 2018) and “expose the violence of colonialism,” (Pete, 2018) Lastly, Pete puts forth her belief that supports a change in decolonizing curriculum, as it could have “potential to shift how all learners understand the notion of land, nationhood, rights and treaties.” (Pete, 2018)

Celeste C. Hayes’ article further supports the necessity of examining and implementing decolonization in teaching practices and curriculum. I was intrigued to learn about steps one can take to assist in decolonizing their classrooms. Hayes’ research follows a reflective path with her own experiences in dealing with oppressive colonial structures; she incorporates qualitative research that enables her to develop a “model and theory to decolonize or unlearn the prevalence of white…culture in…educational spaces.” (Hayes, 2016) Regarding the 4R’s, Hayes is the researcher as she raises the issue of, if one never experiences racism or oppression themselves it is easy to look past and do nothing. This disregard for the minority will continue to “reinforce a monolithic standard established by colonization.” (Hayes, 2016) Hayes’ research identifies the necessities to provide changes in curriculum, teaching practices and classroom architecture, to enable opportunities for deeper learning and understanding regarding individuals (the researched) who have been, traditionally, oppressed by the colonial system. This article makes it clear to readers, including myself, that educators have a role to play in explaining and examining the European colonization methods that were imposed on other cultures, and their detrimental impacts. Like Pete’s article, Hayes recognizes that it will take time to unlearn the “prevalence of white… [colonial inspired]… culture that is in our educational spaces.” (Hayes, 2016)

As a teacher and life long learner, I believe it is essential to implement decolonization practices into education, in both teaching methods and curriculum. Teaching students only about the colonization of our country, from the “settler” (Pete, 2018) perspective is ethnocentric. Learners must develop the knowledge and understanding from more than the colonial power’s perspective. If I were to teach my Social Studies courses, without recognizing the devastating effects of colonialism on Canada’s First Nations’ experiences, it would be a blatant disregard toward First Nations’ culture. I feel it is essential students develop an understanding, from First Nations’ perspectives, on the dehumanizing effects of the colonial system, including, but not limited to: the Indian Act, White Paper, Residential Schools, 60’s Scoop, voting rights, forced farming and the banning of the Potlatch. I feel it morally wrong to ignore the detrimental effects that colonial institutions placed on Canada’s First Nations. I support Pete’s and Hayes’ views that advocate for the decolonization of curriculum. Education is a powerful tool that can bring awareness to students; and it can facilitate in one’s learning and understanding around the importance of decolonization.

I am fortunate to work in a school, district, and community that works on building relationships of cultures coming together. There are many people willing to assist or mentor in making changes regarding the decolonization process in the classroom. Activities that I have learned about from both colleagues and outside resources, include: journaling and/or reflective writing; bringing in guest speakers/elders; round table questions and discussions; inquiry research and reporting on historical wrongs; reading novels by First Nations authors; and researching examples of colonization involving other Indigenous world cultures. Learning ways to re-teach or unlearn colonization and incorporate decolonization activities into teaching practices does take time. However, it is essential. I have found students’ questions regarding “why” particular events occurred or were allowed to happen against First Nations, not only thought provoking, but a growing experience for all of us in the class. Part of the process involving decolonization involves “…hearing the painful stories of the colonized and the exploited, respectfully and with an open heart.” (Villanueva, n.d.) I advocate that acknowledgement of teaching about Canada’s colonial injustices, towards First Nations, must take place to support the process of reconciliation.

July 13, 2019September 9, 2019

Social Media Communication – An Combination Blog for EDCI 515 & EDCI 568 ASSIGNMENT 1 Week 2

Social Media Communication Between Instructors and Students

Combination Blog For Assignment 1 Week 2: Dr. J. Thom (EDCI 515) and Dr. V. Irvine (EDCI 568) -To Be Marked

By: Deirdre Houghton

https://unsplash.com/photos/CNbRsQj8mHQ

Communication is the exchange of information, beliefs, understanding and thoughts between one or more individuals; and it can be delivered in a variety of ways. Our rapid, ever-changing and technologically dependent society has played a significant role in dictating how we communicate with one another, and in determining appropriate or acceptable methods of communication. Today, social media platforms, have made communication between individuals both convenient and fast. We can communicate with individuals from virtually anywhere and at any time, by simply clicking a few buttons. In the realm of education, technology has a huge impact. For example, it is a common practice of many post-secondary school instructors and students to communicate instantly, via texting, tweeting, and using other social media platforms. The concept of educators using social media as a tool to communicate with students initially brought forth feelings of shock and concern for me. Shock because of ethics we are bound to as teachers, and the need to have clear student teacher boundaries for myself both personally and professionally. I therefore, did not want anything I typed to be misconstrued. Concern because it is not a means of communication I am able to do well at this point given my skill set. Personally, I enjoy communicating with people face to face or via phone as I feel there is more emotion that can be picked up in the conversation as opposed to a text or tweet. In spite of my nervousness around the issue of social media commonly being employed as a method of communication between instructors and students, it did intrigue me. I was not sure how it would be accepted. The following two articles opened my eyes as they outline the positive effects of instructors using social media platforms to communicate with their students.

Twitter Use and its Effects on Student Perception of Instructor Credibility, by Jocelyn M. De Groot, Valerie J. Young and Sarah H. Van Slette, outline results from their mixed method research suggesting that, “In the era when technology has become interwoven with teaching, social media has emerged as a communication medium for teaching and learning. (De Groot et. al., 2015, p. 419) This article discusses their research of college students’ perception of instructors’ credibility for using Twitter as a means of communicating with students. Researchers found many arguments supporting this means of communication, including: developing a view of the instructor being more personal; breaking down the hierarchical walls, enabling students to develop more trust in the instructor; interacting online indicated that the instructors cared about their study and getting pertinent information to students; keeping lines of communication open; providing accessibility and connection; feeling more engaged in their course; and learning how do develop professional networking skills. The use of Twitter as a means of communication, between instructors and students was, for the most part, widely supported by post secondary students. This article made me understand how the immediacy of social media could be used in a positive way, to pass on pertinent information or feedback to students.

As a history teacher-researcher, the second article that I chose for interest really caught my attention because of the circumstances that influenced the research to occur in the first place: communication during political strife. A Virtual Safe Zone: Teachers Supporting Teenage Student Resilience Through Social Media in Times of War, by Hananel Rosenberg, Yaakov Ophir and Christa S.C. Asterhan, like the article by De Groot, V. et. al., focused on teachers’ usage of social media to communicate with students. Researchers employed qualitative methods to identify, “how teacher – student communication through social network technologies…supported student resilience during the…2014 Israel – Gaza War,” (Rosenberg H. et. al., 2018, p. 35); and as the first article, this style of communication was well received. Research results indicated that teachers were using social media platforms to provide emotional support to students during the war. Researchers found that students’ ability to connect with their teachers, during this armed conflict, made them feel that their teachers truly cared about them and their emotional well being. One student stated, “it [broke down the] usual barriers of student – teacher relationships that often times revolves around studying and grades.” (Rosenberg H. et. al., 2018, p. 37) A second statement read, “When the storm of fear broke, the teacher was quick to respond to each one of us…I felt that she cared about me on a personal level – not just as a teacher.” (Rosenberg H. et. al., 2018, p. 35) The social media contact between teachers and students, enabled students to feel their teacher had an “authentic concern,” (Rosenberg H. 2018, p.37) about their well being. Furthermore, the use of social media to communicate provided students with reassurance, security, encouragement, constructiveness and distraction from the terror going on around them, (an approach I did not consider until reading this article). Many students’ responses in this article supported their teachers’ usage of social media as a method of communication. For example, students stated that “the teachers were very interested in us. That was so encouraging that they cared, that something exists beyond the school hours and exams.” (Rosenberg H. et. al., 2018, p. 39) Clearly, students’ statements support the theory that social media communication breaks down barriers between instructors and their students; thereby making instructors more approachable and trustworthy.

Although both articles had the majority of students indicating they supported their instructors’ use of social media as a tool to of communicate, there were some opposed to this method. Interestingly, individuals (from both articles) had similar arguments against this method of communication, yet were worlds apart and in very different societal situations. Individuals’ arguments, included: the instructors’ use of social media as a form of communication with students crosses boundaries of professionalism; teachers should not be on social networks that teens/young adults use to communicate with one another; instructors should have a private social media account and keep it separate from students; and school is learning time, and it should not cross into private time. Regardless of the arguments, (either supporting or against) instructors’ use of social media as a way to communicate with students, is a style that is both increasingly more common and accepted by society.

When examining these articles, I, as the reader, concentrated, through the lenses of the 4Rs, primarily on the research method and researched. The method involved in the first article was mixed methods; and the second article employed qualitative, primarily for safety reasons and limitations because of the political situation in Israel at the time. Both studies incorporated positive and negative information from the researched (those who communicated with their instructors). I enjoyed the human connection that the qualitative research brought in these two articles.

Before reading either articles, I formed a biased opinion just by reading the titles. Initially, I felt this method of communication was unprofessional – full stop. However, reading both articles, was thought provoking; they enabled me to realize that there are benefits for students when instructors (that are comfortable using this form of communication and follow ethical guidelines) communicate using social media. The examples provided in the readings demonstrated to me that this manner of communication can provide accessibility, student support, pertinent information, and break down social barriers, thereby developing a teacher/student relationship that can foster trust and respect.

Personally, as an educator, I am not comfortable (yet) using social media sites like Twitter and Facebook to communicate with students. At present, they are not sites I am very familiar in using; and my skill set is limited, (anyone who knows me, knows texting can be an issue for me at times!) Anxiousness around the ethics, from a union and district policy standpoint, also play into my thoughts. This is a concept that is constantly reviewed throughout the year to teachers, and I would not want to be in a position where I may be misunderstood, and/or my communication skewed. Lastly, I am not sure I am ready to make myself accessible to students (and their parents) at all hours as they may seek and/or expect immediate communication or feedback. I have had parents call my home phone early in the morning to discuss a school related issue, and it really should have waited until I was at work. Therefore, separating privacy and work is an area I am struggling with. An area I would like to work on developing as a means of communication, however, includes my blogging skills. I feel this is a good place for me to develop my technology skills. This type of online communication is limited for students, but it is a start. Creating a course reference site would provide my students with specific information, important dates, large project assignment criteria reminders, writing tools and other information pertinent to the course which further supports their learning.

I recognize the realm of technology in education is vast, constantly changing, and provides both a wealth of information and opportunities for me as a learner, which I can apply to my teaching practice. I also acknowledge that at this point my skill set is limited; therefore, I will be building on what I have learned, and move forward with what I feel personally and professionally comfortable with. However, the articles have encouraged me to expand my vision on different ways to use technology to communicate with my students. Reflecting back on the positive remarks by students, indicated in the articles, gives me the confidence to push myself out of my comfort zone, and incorporate more communication technology into my practices. Taking these steps will assist in the further development my skills and enhance my teaching practices.

July 10, 2019September 9, 2019

Research Methodologies: An Examination of Mixed Method Research Practices and Quantitative Research Practices – Assignment/Presentation EDCI 515

Research Methodology Examination: Exploring Mixed Methods vs. Quantitative Research Methods

By: Deirdre Houghton

Astronaut, Neil Armstrong stated, “Research is creating new knowledge,” (“Neil Armstrong Quotes,” n.d.), and indeed, it does! However, what is important about research is not only the knowledge gained from the results, but also the methodology that researchers use to gather their information. Assessing the Quality of Mixed Methods Research: Toward a Comprehensive Framework, by Alicia O’Cathain and Consequences of Childhood Reading Difficulties and Behaviour problems for Educational Achievement and Employment in Early Adulthood, by Diana Smart, George J.Yousef, Ann Sanson, Margo Prior, John W. Toumbourou and Craig A. Olsson, are both interesting and detailed articles discussing different research methodologies. In following the 4-R’s (Research, Researcher, Researched and Reader), it will be demonstrated how each article illustrates very different research methodologies, thus illustrating a dichotomy that is present among researchers and their chosen methods.

Alicia O’Cathain, is a professor at the University of Sheffield (UK). Currently, she works in Health Services Research, where she teaches courses focussing on mixed method research. Furthermore, she has completed numerous studies on patient healthcare and chronic illnesses; written numerous scholarly articles on both research processes and health related interventions. Her article focussed on the methodology of mixed method research, (which employs both quantitative and qualitative methodologies), and the significance of assessment for this style of research. O’Cathain (2015) reported three routes researchers could choose from to complete mixed methods research, including “the generic research approach, the individual components approach, and the mixed methods approach.” (O’Cathain, 2015, p. 535) First, the generic research approach involved the researcher using a broad research lens while using more general criteria for their study. However, this approach may not provide enough detail in the results. Second, the individual components approach involved the researcher completing criteria specific to each of the quantitative and qualitative methods to gain valid information on their study. An issue identified with this approach is that, “concerns[regarding]…the quality of one or both components may suffer as a direct consequence of being part of mixed methods study,” (O’Cathain, 2015, p. 535) and it proposes several criteria sets to be followed, thus lengthy for the researcher. Finally, the mixed method approach involved using a determined set of benchmarks that enabled the researcher to combine qualitative and quantitative research methods to address or question the subject with a unit of criteria. Possible problems associated with this method included the researcher not having a sound understanding of the style of research (ambiguities in the process itself) or the criteria, and personal biases could weigh in. (O’Cathain, 2015, p. 536)

O’Cathain’s (2015) article provided an example where the mixed method research approach was used to evaluate the effectiveness of pamphlets made accessible to women notifying them of their “choice around…decisions [they] face in maternity care.” (O’Cathain, 2015, p. 543) The research conducted involved both Random Controlled Trials and Ethnographic research. The outcome of the research, informed the researcher that the pamphlets were “not effective in promoting informed choice…[concluding it]…was that a culture of informed compliance [that] operated, rather than one of informed choice…[thus] the culture was not conducive to leaflets promoting informed choice.” (O’Cathain, 2015, p. 543) In relation to the 4’Rs, this example illustrated that the individuals running the testing were the researcher(s); the outcome of the study of the pamphlet’s effectiveness was the researched; the research demonstrated how the study was conducted by employing the mixed method approach (both qualitative and quantitative criteria and clear assessment applied); and the reader(s) were the colleagues involved in the research study itself, and possibly other health administrators interested in the study.

O’Cathain (2015) suggested, that to produce high quality mixed methods research, a sound outline is essential to provides the researcher with “guidance…common language and… direction for further development.” (O’Cathain, 2015, p. 532) Furthermore, she recommended the framework or table developed by V. Caracelli and L. Riggins (O’Cathain, 2015, p. 537) that incorporated the methodologies of A. Tashakkori and C. Teddlie (O’Cathain, 2015, p. 537) to assist researchers in their research collection and assessment when using mixed method research, as these two format styles combined were very comprehensive.

The guideline O’Cathain (2015) referred to incorporated eight main categories or steps to assist researchers in quality research and assessment. The categories, include: Planning Quality – the researcher examines how well the mixed methods research is organized and or planned; Design Quality – the researcher examines the appropriateness of the mixed methods research; Data Quality – the researcher manages, examines, and analyzes the collected information; Interpretive Rigor – the researcher examines the strength and authentic value of the collected data; Inference Transferability – the researcher draws conclusions, that could also assist in other areas of the study; Reporting Quality – the researcher completes their research responsibilities by reporting on all aspects of the study; Synthesizability – the researcher makes sure all elements, comprising of the mixed method review, are reported on including information that comes from both qualitative measures and quantitative measures; and Utility – researcher determines and reports on the usefulness of the researched outcomes. (O’Cathain, 2015, pp. 544-552) O’Cathain (2015) emphasized that substantial criteria must be adhered to when using mixed method research and its assessment. Furthermore, she also indicated that there are still challenges associated with this research method. For example, the criteria that researchers must use for completing and assessing their research on a specific study is very extensive; and there may be conflict between the criteria used to gather data or in the assessment process itself.

The article Consequences of Childhood Reading Difficulties and Behaviour Problems for Educational Achievement and Employment in Early Adulthood, by Diana Smart, George J.Yousef, Ann Sanson, Margo Prior, John W. Toumbourou and Craig A. Olsson followed a different research methodology than O’Cathain’s, it followed quantitative research methods; thus provided extensive numerical data. The purpose of the article was to research possible connections between children’s reading difficulties (RD) and behaviour problems (BP), and the link they share with obtaining poor educational and occupational outcomes later in life. The article itself was based off data from the Australian Temperament Project (ATP). It should be noted that the ATP project is a “life course longitudinal study of psycho-social development,” (Smart, D. et al., 2017, p. 288) and provided evidence and further insight into the “significance of childhood RDs and BPs for early adult outcomes, including their direct and mediated effects.” (Smart, D. et al., 2017, p. 288) This study also indicated both direct and indirect effects that could impact those being studied. The results of this informative article, indicated that children who had BPs and RDs were “at risk for poorer educational and occupation outcomes with co-occurring problems… increasing the risk of poorer education outcomes.” (Smart, D. et al., 2017, p. 288) Furthermore, this research indicated, “the effects of childhood BPs on occupational status were mediated by secondary school non-completion, but childhood RDs were not.” (Smart, D. et al., 2017, p. 288) The conclusion of this study is significant. It stressed the importance of screening children at a young age to recognize and help decrease the development of reading difficulties and or behaviour problems; and the necessity of providing the needed support. (Smart, D. et al., p. 288) Early identification of these issues would improve an individual’s chances of being successful in school, completing school and accessing future opportunities, in further education and or occupation.

Unlike O’Cathain’s (2015) mixed method research, this study used quantitative methods to outline and emphasize its data. Information that researchers collected came primarily from a variety of comprehensive tests and reports. Research results were calculated and formatted to include percentages, ratios, and results that corresponded to specific testing criteria. Some criteria examples researchers used to examine their subjects, included “maternal age, education background, non-English speaking, number of children in the family, single parent families, and child gender,” (Smart, D. et al., 2017, p. 290) The charts and statistics included in the article were very informative.

When considering the 4-Rs in this study, the researchers included Diana Smart, George J.Yousef, Ann Sanson, Margo Prior, John W. Toumbourou, Craig A. Olsson and others whom collected and recorded data from the Australian Temperament Project. The researched are those who took part in the study and were exposed to qualitative test methods, thus demonstrating the link between reading difficulties and behaviour problems; and their progression throughout school, post-secondary school and into an occupation. The research recordings consisted of data from tests, reports and questioning over a period of many years (childhood – adulthood from the ATP). The reader(s) of the research would be those who completed the research itself. Schools, healthcare professionals, and community support agencies would likely also be interested in reading this report as it may assist in potential policymaking.

This quantitative research article focussed on the schooling, occupational struggles and successes of students with RDs and BPs. It was detailed and extensive. However, if the researcher(s) followed the mixed method research format, as demonstrated in O’Cathain’s article, it would have included more personal or qualitative criteria. Additional areas that may have been examined, if the mixed method research was used, could have included information on student/teacher/parent relationships; quality of education in the region/district; school district funding for special needs; economics of the region or country; extended family support outside of the home; home life situation (substance abuse, mental health, trauma); oral language being a traditional source of communication; and access to and availability of outside agency support.

After reading Assessing the Quality of Mixed Methods Research and Consequences of Childhood Reading Difficulties and Behaviour Problems for Educational Achievement and Employment in Early Adulthood, it is evident how involved and/or extensive different methodologies are in their organization and procedures. This thoroughness in research practice is essential to create a valid and encompassing examination of the subject or the researched, and eliminate bias. Furthermore, different research methodologies create and use specific sets of criteria to ensure tests and assessments are comprehensive and authentic. Lastly, the methodologies used by researchers to test, study, collect and report information, demonstrate that they are equally as important, as the knowledge we learn from research outcomes.

As a teaching professional, I understand how essential it is to examine and provide correct data on students abilities within a course. Although one can use quantitative data, such as multiple choice testing or looking at your class average to assess the learning situation as a whole, I feel that it does not provide me with a true snap shot of student growth, their learning process and skill level. I feel qualitative or a mix of both gives me a better picture. Therefore, I employ either mixed methods research or strictly quantitative research in my assignments and assessment practices. Providing this method of assessment provides students with the opportunity to analyze, explain “why” or “how” a situation occurred or exists, and practice making inferences all of which draw on a multitude of knowledge and skill, and gives them the opportunity to “show me what they know.” In-depth questions enable students to demonstrate to me what they know and understand. I find interviewing and self-assessments (other examples of qualitative assessments), also provide me with a better idea of how a student is progressing. Furthermore, employing the above mentioned research methods into my teaching practices also lets me take into account items such as student learning levels, Individual Education Plans, modifications and adaptations. In relating back to the articles, if the second article by D. Smart et. al., employed more qualitative research methods, the researchers may have had even more information to explain their study. Qualitative methods could have provided them a personal in-depth look as to what was happening in the lives of their research studies.

References

Neil Armstrong Quotes. (n.d.). Retrieved from http://www.brainyquote.com/quotes/neil_armstrong_363175

O’Cathain, A. (n.d.). Assessing the Quality of Mixed Methods Research: Toward a Comprehensive Framework. SAGE Handbook of Mixed Methods in Social & Behavioral Research, 531-556. doi:10.4135/9781506335193.n21

Smart, D., Youssef, G. J., Sanson, A., Prior, M., Toumbourou, J. W., & Olsson, C. A. (2017). Consequences of childhood reading difficulties and behaviour problems for educational achievement and employment in early adulthood. British Journal of Educational Psychology, 87(2), 288-308.doi:10.1111/bjep.12150

July 8, 2019September 9, 2019

Reflection on Research Methods in the Classroom – Extra Blog

I’ve never taken a specific research methodology course before, that is until now. Therefore, the readings on quantitative and mixed methods research methodologies (I will admit) were initially a little overwhelming, and involved some checking out of terms and examples online, on my part. Nonetheless, they were interesting. The readings encouraged me to think about my own teaching assignments over the past couple of years, in relation to these methods of research and the multitude of skills involved in completing a massive research study. It made me realize that some portions of these methods, we as teachers, actually use in daily in assignments or larger projects. However, I just never thought of them in terms of their formal names (and also do not have time to dive as deeply into research as one performing a specific study would; rather just scrape the surface so far as a research study goes). Graphing population density; comparing minimum wages across Canada; recording weather data; person to person interviews; writing personal connections; class surveys; comparing and contrasting natural resources across BC, other provinces and territories; visiting historic sites and reflecting upon it; Show Me What You KNOW projects; and examining Canada’s contribution in two world wars are just some examples where these research methodologies and their corresponding skills are used (again on a very small level). The readings and my personal reflection, have enabled me to see that while students are completing specific activities (as mentioned above), they are drawing on different skills sets, knowledge and criteria, that may follow some of the above mentioned methodologies to complete their task. As important as it is for students to gain the knowledge from assignments and projects, so too are the processes that occur along the way. As I am learning about new research methods, I feel it is important to inform them on the type of methodology or skills related to the methodology they followed to to get to their learning outcome.

July 5, 2019September 9, 2019

Teaching for Meaningful Learning: A Review of Basic Research on Inquiry-Based and Cooperative Learning – Assignment 1 EDCI 568 Week 1

The article Teaching for Meaningful Learning: A Review of Basic Research on Inquiry-Based and Cooperative Learning, by Dr. Barron and Dr. Darling-Hammond quickly captured my attention as I connected it to BC’s new curriculum changes. Many of the curriculum changes involve moving away from the traditional Provincial Exam as a source of final assessment, in most subject areas. This change, in assessment practices, has enabled both teachers and learners to look at a variety of different learning opportunities and assessment options, beyond a traditional exam, thereby enabling the learner to showcase their knowledge and understanding in a variety of different ways.

For years I taught Social Studies 11 course; and although I loved the content of the course, I felt the weight of the provincial final exam bearing down on me, and my students, from the moment the semester began! This was a massive course to get through for both learners and teachers alike. Again, being a lover of history, I really enjoyed the content; and therefore, we ploughed through it. To get through all the content students were busy memorizing terms, answering questions, completing multiple tests, quizzes and mini-essay writing assignments all in preparation for the final exam. However while teaching this course, I struggled to find common ground between my teaching pedagogy in terms of how much information students had to “get through” to complete the Provincial Exam successfully, versus providing students with the opportunity to engage in deeper exploration and inquiry into areas of the course that were of significant interest and or meaning to themselves. Constantly, I asked myself – Do I teach for exam success? Do I teach for student understanding and growth in the subject area? What am I really providing for my learners? I struggled with these questions both personally and professionally. Barron and Darling-Hammond’s article points out that “traditional academic approaches…won’t develop students who are critical thinkers or students who can write and speak effectively,” (Barron and Darling Hammond, 2008); and sadly, this is exactly what I found myself doing as I pushed toward facilitating students’ success with their exams, which ultimately meant less time for student exploration and or collaboration on researching areas of interest. Furthermore, this method took the joy out of learning new content for my students, and for me in teaching the course itself.

When the Provincial Exam was removed I felt both nervous and excited! Nervous because now what? I was also excited for the same reason – now what? There still was a large course to get teach and assessment was still part of the learning process, but it would be different; it could now be more learner centered. A more show me what you know and understand style of assessment. Fortunately, I had the opportunity to design and implement a formal assessment the first year following the removal of the Provincial Exam that was inquiry based. Students had the opportunity to become engaged in researching an area of the course that they were intrigued about and present their findings. Two quotes from Barron and Darling-Hammond’s article, that resonated with me as I reflected back on the new inquiry assessment project, was that “students learn more deeply and perform better on complex tasks if they have the opportunity to engage in more authentic learning projects and activities that require them to employ subject knowledge,” (Barron and Darling-Hammond, 2008) and that this style of learning “involves completing complex tasks that typically result in a realistic product, event or presentation to an audience,” (Barron and Darling-Hammond, 2008); and all of which I think learners are proud of upon completion, even if they had times of frustration.

As exciting as this new assessment process was, it was at times long, arduous, and frustrating. Personally, I am of the belief that it is essential for learners to have a strong foundation or background knowledge and understanding in course content as it enables them to build upon their known knowledge, gain a deeper learning and understanding; furthermore, they can challenge themselves. I realize, not every student has the opportunity or support to have a strong background in some or all subject areas, and/or may struggle cognitively, thereby making mastering certain concepts more challenging for them which leads to teacher adaptations or modifications. To complete this final assessment project, and address as many needs as possible, a great deal of student collaboration was held initially in terms of questioning, types of resources to use and very specific criteria was made accessible to all in terms of what had to be met or completed. It also took a great deal of planning on my part, including student tracking and small group meetings. Ultimately, however, I do believe that the learning challenges that learners faced and worked through were worth it, and the outcomes were exciting. My experience with my learners in completing this final assessment inquiry project, leads me to support Barron and Darling-Hammond’s statement that, “inquiry-based and cooperative learning…help students develop the knowledge and skills necessary to be successful in a rapidly changing world” (Barron and Darling-Hammond, 2008). Inquiry projects, unlike an exam, enable students to build upon and apply their knowledge, facilitate the development of rigor, encourage problem solving, promote patience, develop peer cooperation and communication skills, all of which can be applied to other subject areas, further developed and used throughout life.

Written by Deirdre Houghton

EDCI-568

Dr. Valerie Irvine