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.
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
Using a Research Diary to Analyze the 4 R’s – Assignment 1 EDCI 515 Week 1
As educators, we are constantly employing different methods to further develop and/or improve our teaching practices, thereby providing students with new and exciting ways to learn and grow. We conduct many changes to our teaching methodology throughout a year, semester or even during a unit, to provide best practices to meet the diverse needs of our learners. Reading Marion Engin’s article, Research: A Tool for Scaffolding, resonated with me, as so often I sit and reflect upon how a lesson, or unit went. I consider what I would change, what worked well or did not work well, and what my learners enjoyed or found challenging. Engin’s article made me realize, that although it is good practice that I reflect upon my teaching, I could do better by recording it in a diary that would serve as a non-static guide to assist me in improving both my learners’ educational experience, and my own teaching and learning experience as an educator.
Engin’s article has encouraged me to keep a diary for the upcoming school year as I will be teaching the new Career Life Connections 12 and Capstone Project, a graduation requirement that replaces the former Grad Transitions 12 Program. The diary will provide me with an evolving resource and hold me accountable for being increasingly more focused on the “Four R’s of Research,” that is necessary to examine while both developing and delivering the course. Under the umbrella of the “Four R’s of Research,” specific areas I will examine include the Research, the Researcher, the Researched and the Reader. First, using the diary will enable me to keep track of specifics in relation to the research my learners will be examining, compiling and preparing to present. Second, for the researcher, it will assist my learners as I can compile notes on areas that may cause struggles, making sure that expectations are clear and information is accessible to all, and it will also assist me as I can look back at my tracked information for assistance. Third, for researched material, it will again provide a guide for my learners and myself as we discuss and provide feedback on items including authentic information and helpful websites that were useful in completing the course material. Lastly, to the reader or myself, the diary will provide me with a repertoire of feedback on what worked or didn’t work, areas for me to improve upon, leave or remove altogether. All these recorded findings I can share with my current learners and future learners in my course to assist and facilitate them in their experience.
Engin’s article suggest there is “little examination of the role of the research diary as a learning tool in the development of the research knowledge,” (Engin, 2011) I believe my actions of recording my thoughts, learners’ feedback and outcomes will serve as a physical guide from which I can continue to work from, evolve and grow as an educator. If I simply continue to think and reflect and only make the odd note here and there in my day planner, it is not as cohesive enough in terms of understanding the learning that is going on or could be going on. By having the diary as a record or reference that outlines and supports the specific categories of the “Four R’s of Research,” to examine, it will support me in having discussions and making changes needed to facilitate learners’ positive experience. Although it may initially take some getting use to and some patience on my part, I do see the value of a creating a research diary to assist in scaffolding and documenting both the building of learning experiences and challenges (for both learners and myself), as I take on the delivery of the (new graduation required course), Career Life Connections and Capstone, in the upcoming school year.
BY: Deirdre Houghton
For: Dr. Jennifer Thom
EDCI 515