Blog URL Reflection as a Way of Life
Blog Post #1 -
My questions relating to my professional context and personal interests are . . .
Innovation and Inclusion
The importance of developing a classroom as a learning community using innovative and inclusive teachings strategies has been well documented. Teachers globally create classrooms where even the first week activities and structures are designed to set the tone for the school year. But are schools making an effort to translate these classrooms structures for the entire school culture? The key elements of inclusion, as stated by Faye Brownlie are:
“• Students belong in the regular classroom.
• Students learn best when they are valued members of a community.
• Deep learning and skill development happen in context.
• Students with special needs require ongoing effective programming.
• This programming is best provided when a classroom teacher and a single resource teacher collaborate to better meet diverse needs” (Brownlie et al., 2016).
Two of the areas of inclusion that stand out to my particular context relate to being valued members of a community and effective programming. As this appears obvious in many classrooms and schools, program design opportunities do not always target these main positions of inclusion. However, if we keep a close eye on reaching a range of learners while also highlighting the importance of culture in the classroom, deep learning and skill development can occur. Shelley Moore explains the 7-10 bowling split metaphor as designing and attempting to reach the learners who require extra support prior (the ball is the lesson; the kids are the pins and the outside pins are our most vulnerable learners) (Shelley Moore: Transforming Inclusive Education, 2016). As we begin seeing more and more educators having similar perspectives as opposed the former rote, single fixed philosophy, we are beginning to see classrooms develop a true environment of culture of learning. By utilizing innovative, differentiated teaching practices, how can we create a culture of learning within a school?
In many cases, a school-wide pursuit could be seen as somewhat overzealous. But with the proper leadership, collaborative teams, innovation and professional development, we can see this entire culture shift. Currently, I am working in an environment where teachers are eager to change their program design to ensure all students are included. They are attending workshops to develop their classroom as an inclusive learning setting. As well, many of our staff have joined a committee based on house teams with great focus on successful Canadians and our “non-negotiables”. For instance, we have six teams based on famous Canadians, such as David Suzuki, Bill Reid, Shelly Moore, and others. In addition, each team has a focus we are calling our school “non-negotiables”. The David Suzuki team has a primary focus to be empathetic, but our school will stand for the non-negotiables (i.e., empathetic, kind, unique, etc.). And finally, through these innovative, classroom teaching approaches, school-wide teams and events, and a focus on evening dinner series workshops of inquiry, our community of learners should see a model of inclusion and innovation directly related to deep learning, an improved school culture and effective programming.
Brownlie, F., Feniak, C., & Schnellert, L. (2016). Student Diversity, 3rd edition: Teaching
Strategies to Meet the Learning Needs of All Students in K-10 Classrooms (third edition). Pembroke Publishers.
Shelley Moore: Transforming Inclusive Education. (2016, April 4). YouTube.
https://www.youtube.com/watch?v=RYtUlU8MjlY
Blog Post #2 -
As my last post focuses on a larger scale inquiry question based on school learning and culture, I have already decided to narrow my focus. In fact, I have utilized the tools provided by Simon Breakspear called Learning Springs. As stated by Breakspear, the tool called Boulder-Pebble-Sand, “reduce[s] the scope and grain-size of intended practice improvements and break[s] down more complex practice changes into the component ‘manageable’ parts” (Boulder Pebble Sand Tool, 2020).
According to Ashley Bildfell, author of What is Innovative Teaching and How Can We Implement it into Our Classrooms at the Post-Secondary Level? “we can consider innovative teaching practices as an intentional series of student-focused actions an invested educator can take to stimulate students’ ability to meaningfully and creatively engage with the material in order to stimulate interest and advance their knowledge” (Blog: What Is Innovative Teaching and How Can We Implement It into Our Classrooms at the Post-Secondary Level?, 2021). As this has always been a constant pursuit throughout collaborative and independent educational experiences, I see a great connection between innovating teaching and engaging students to kindle intrigue and further understanding. However, as this can be a constant goal within a classroom, the objective of a grade group or even school-wide shift should be even more advantageous for learners. Therefore, how can we utilize innovative open-ended learning in numeracy to improve understanding (i.e., applying appropriate strategies) across a grade group of learners (i.e., three divisions)?
For many years, I have been enthralled with the idea and use of strategies to stimulate engagement in mathematics. As this subject area can arguably be the most anxiety provoking for students, I take it as a professional challenge to design a program that can reach all learners and alleviate such concern. However, something that has begun to flourish is my recent opportunities in a leadership role are the opportunities to support staff and eventually advance knowledge of more students using open-ended learning. As stated by Marian Small, “although many teachers of language arts recognize that different students need different reading material, depending on their reading level, it is much less likely that teachers vary the material they ask their students to work with in mathematics. The math teacher will more frequently teach all students based on a fairly narrow curriculum goal presented in a textbook” (Small & Tomlinson, 2020).
Therefore, as I begin another school year with a vast array of learners, and have already complete an initial numeracy diagnostic based on open questions, it is clear that my learners are in dire need of innovating teaching. Surely, grade group colleagues are observing this same dynamic in their own classrooms.
As my program begins to take shape, and I have recognized the areas my students require further program designing, it is through these dynamic learning experiences, we should see in an improvement across several divisions. As open learning can take many forms, it is the intentional use of these practices that will benefit learners in a classroom community and school-wide. Through the use of number talks and routines, hands-on learning, open-ended questions and parallel tasks, math journaling, numeracy tasks and inquiry, our goal will be to innovate learning. Small mentions, “One approach to meeting each student’s needs is to provide tasks within each student’s zone of proximal development and to ensure that each student in the class has the opportunity to make a meaningful contribution to the class community of learners” (Small & Tomlinson, 2020).
Additionally, through collaboration, monitoring and constant reflection, staff should also recognize the value in these engaging tasks and the improvement in numeracy assessment overall among a larger group of learners.
Blog: What is Innovative Teaching and How Can We Implement it into Our Classrooms at the
Post-Secondary Level? (2021, August 13). Teaching and Learning Services. https://carleton.ca/tls/2015/what-is-innovative-teaching-and-how-can-we-implement-it-into-our-classrooms-at-the-post-secondary-level/
Boulder Pebble Sand Tool. (2020). Teaching Sprints. https://teachingsprints.com/boulder-
pebble-sand-tool
Small, M., & Tomlinson, C. A. (2020). Good Questions: Great Ways to Differentiate Mathematics
Instruction in the Standards-Based Classroom (4th ed.). Teachers College Press.
As my last post focuses on a larger scale inquiry question based on school learning and culture, I have already decided to narrow my focus. In fact, I have utilized the tools provided by Simon Breakspear called Learning Springs. As stated by Breakspear, the tool called Boulder-Pebble-Sand, “reduce[s] the scope and grain-size of intended practice improvements and break[s] down more complex practice changes into the component ‘manageable’ parts” (Boulder Pebble Sand Tool, 2020).
According to Ashley Bildfell, author of What is Innovative Teaching and How Can We Implement it into Our Classrooms at the Post-Secondary Level? “we can consider innovative teaching practices as an intentional series of student-focused actions an invested educator can take to stimulate students’ ability to meaningfully and creatively engage with the material in order to stimulate interest and advance their knowledge” (Blog: What Is Innovative Teaching and How Can We Implement It into Our Classrooms at the Post-Secondary Level?, 2021). As this has always been a constant pursuit throughout collaborative and independent educational experiences, I see a great connection between innovating teaching and engaging students to kindle intrigue and further understanding. However, as this can be a constant goal within a classroom, the objective of a grade group or even school-wide shift should be even more advantageous for learners. Therefore, how can we utilize innovative open-ended learning in numeracy to improve understanding (i.e., applying appropriate strategies) across a grade group of learners (i.e., three divisions)?
For many years, I have been enthralled with the idea and use of strategies to stimulate engagement in mathematics. As this subject area can arguably be the most anxiety provoking for students, I take it as a professional challenge to design a program that can reach all learners and alleviate such concern. However, something that has begun to flourish is my recent opportunities in a leadership role are the opportunities to support staff and eventually advance knowledge of more students using open-ended learning. As stated by Marian Small, “although many teachers of language arts recognize that different students need different reading material, depending on their reading level, it is much less likely that teachers vary the material they ask their students to work with in mathematics. The math teacher will more frequently teach all students based on a fairly narrow curriculum goal presented in a textbook” (Small & Tomlinson, 2020).
Therefore, as I begin another school year with a vast array of learners, and have already complete an initial numeracy diagnostic based on open questions, it is clear that my learners are in dire need of innovating teaching. Surely, grade group colleagues are observing this same dynamic in their own classrooms.
As my program begins to take shape, and I have recognized the areas my students require further program designing, it is through these dynamic learning experiences, we should see in an improvement across several divisions. As open learning can take many forms, it is the intentional use of these practices that will benefit learners in a classroom community and school-wide. Through the use of number talks and routines, hands-on learning, open-ended questions and parallel tasks, math journaling, numeracy tasks and inquiry, our goal will be to innovate learning. Small mentions, “One approach to meeting each student’s needs is to provide tasks within each student’s zone of proximal development and to ensure that each student in the class has the opportunity to make a meaningful contribution to the class community of learners” (Small & Tomlinson, 2020).
Additionally, through collaboration, monitoring and constant reflection, staff should also recognize the value in these engaging tasks and the improvement in numeracy assessment overall among a larger group of learners.
Blog: What is Innovative Teaching and How Can We Implement it into Our Classrooms at the
Post-Secondary Level? (2021, August 13). Teaching and Learning Services. https://carleton.ca/tls/2015/what-is-innovative-teaching-and-how-can-we-implement-it-into-our-classrooms-at-the-post-secondary-level/
Boulder Pebble Sand Tool. (2020). Teaching Sprints. https://teachingsprints.com/boulder-
pebble-sand-tool
Small, M., & Tomlinson, C. A. (2020). Good Questions: Great Ways to Differentiate Mathematics
Instruction in the Standards-Based Classroom (4th ed.). Teachers College Press.
Blog Post #3 -
“Innovation floats on a sea of inquiry and that curiosity propels change” (Kaser & Halbert, 2017).
As I have read through several articles over the last week or so, I am continually drawn to the above passage written in Kaser and Halbert’s Spirals of Inquiry. To me, it means that innovation is developed through the cycle of inquiry and the creative thinking will further important change. As it appears that innovation may not necessarily be based on creating something unique and novel, it does focus on developing something new that will improve a current system or program. According to Badran, “innovation is adding something new to an existing product or process” (Badran, 2007). However, through creative thinking we can still make new advancements in education. Mueller et al. state, “creativity is the engine of scientific discovery and the fundamental driving force of positive change” (Mueller et al, 2012). I continue to relate innovation and creativity to my original question from blog #2, “how can we utilize innovative open-ended learning in numeracy to improve understanding (i.e., applying appropriate strategies) across a grade group of learners (i.e., three divisions)?”
Perhaps it is through inquiry-based learning, where will we see advancements in the nature of open-ended learning in numeracy. For example, is there a purpose or intent in the type of open questioning we are using? If so, perhaps we may examine specific open learning opportunities in mathematocs (i.e., open questions and parallel tasks, number routines and talks, numeracy tasks) to better develop strategy usage and understanding. To properly follow a model of inquiry, we would have to complete a scan to see where our learners are, have a focus (the biggest impact of open learning), developing a hunch by identifying what is leading to an overall deficit, recognise what we need to learn, take action by attempting to make a difference and check to see if a difference has occurred. Through these stages of inquiry and focusing on open learning in numeracy, a focus of innovation to improve the current system of mathematics instructions could be quite possibly. Now, perhaps this would be more innovative in nature, but our creative goal could be to properly develop an open-ended program that is far reaching enough to support all learners in an incredibly complex range of learners throughout an entire grade group.
Badran I. (2007). Enhancing creativity and innovation in engineering education,
European Journal of Engineering Education, 32:5, 573-585, DOI: 10.1080/03043790701433061
Kaser. L. & Halbert, J. (2017). The Spirals Playbook. C21 Canada – Canadians for 21st Century
Learning and Innovation.
Mueller. J., Melwani. S., & Goncalo, J. (2012). The Bias Against Creativity: Why People Desire
but Reject Creative Ideas. Psychological Science. Vo. 23, No. 1. Pg. 13 – 17.
“Innovation floats on a sea of inquiry and that curiosity propels change” (Kaser & Halbert, 2017).
As I have read through several articles over the last week or so, I am continually drawn to the above passage written in Kaser and Halbert’s Spirals of Inquiry. To me, it means that innovation is developed through the cycle of inquiry and the creative thinking will further important change. As it appears that innovation may not necessarily be based on creating something unique and novel, it does focus on developing something new that will improve a current system or program. According to Badran, “innovation is adding something new to an existing product or process” (Badran, 2007). However, through creative thinking we can still make new advancements in education. Mueller et al. state, “creativity is the engine of scientific discovery and the fundamental driving force of positive change” (Mueller et al, 2012). I continue to relate innovation and creativity to my original question from blog #2, “how can we utilize innovative open-ended learning in numeracy to improve understanding (i.e., applying appropriate strategies) across a grade group of learners (i.e., three divisions)?”
Perhaps it is through inquiry-based learning, where will we see advancements in the nature of open-ended learning in numeracy. For example, is there a purpose or intent in the type of open questioning we are using? If so, perhaps we may examine specific open learning opportunities in mathematocs (i.e., open questions and parallel tasks, number routines and talks, numeracy tasks) to better develop strategy usage and understanding. To properly follow a model of inquiry, we would have to complete a scan to see where our learners are, have a focus (the biggest impact of open learning), developing a hunch by identifying what is leading to an overall deficit, recognise what we need to learn, take action by attempting to make a difference and check to see if a difference has occurred. Through these stages of inquiry and focusing on open learning in numeracy, a focus of innovation to improve the current system of mathematics instructions could be quite possibly. Now, perhaps this would be more innovative in nature, but our creative goal could be to properly develop an open-ended program that is far reaching enough to support all learners in an incredibly complex range of learners throughout an entire grade group.
Badran I. (2007). Enhancing creativity and innovation in engineering education,
European Journal of Engineering Education, 32:5, 573-585, DOI: 10.1080/03043790701433061
Kaser. L. & Halbert, J. (2017). The Spirals Playbook. C21 Canada – Canadians for 21st Century
Learning and Innovation.
Mueller. J., Melwani. S., & Goncalo, J. (2012). The Bias Against Creativity: Why People Desire
but Reject Creative Ideas. Psychological Science. Vo. 23, No. 1. Pg. 13 – 17.
Blog Post #4 -
Upon reflection, one of the topics that has stood out to me over the last week has been the issues in literature surrounding creativity. The article entitled, The Bias Against Creativity, written by Mueller, Melwani and Goncalo focus on revealing the existence and nature of a bias against creativity. In this article, it is outline that through a form of experimentation, participants are identified if they have a bias for or against creativity. My supposition was initially that educators would want to foster and further creativity. In fact, it is outline in the testing that “participants indicated positive associations with both creativity-related words and practicality-related words” (Mueller et al. 2012). However, the determination is that “research has documented that teachers dislike students who exhibit curiosity and creativity thinking, even though teachers acknowledge creativity as an important educational goal (Mueller et al., 2012). Additionally, Mueller states, “our results suggest that if people have difficulty gaining acceptance for creative ideas, especially when more practical and unoriginal options are readily available, the field of creativity may need to shift its current focus from identifying how to generate more creative ideas to identify how innovative institutions recognize and accept creativity” (Mueller et al., 2012).
After reading Enhancing Creativity and Innovation in Engineering Education, one portion of the article that resonated with me was the example based on engineering education. In this example it is identified that graduating engineers must be trained in a manner to fully prepare them for their “essential function” in the workforce. According to Badran, constructing creativity within these graduates should endure a certain level of uncertainty and may require a long time (Badran, 2007). However, one of the most important pieces to these engineering graduates is that which may be often disliked among educators. According to Badran, “creativity can be taught and learned through primary education up to formal university classes, seminars and workshops” (Badran, 2007). This is certainty promising to read. Therefore, it is clear that we (education systems) must further our understanding and practice surrounding creativity and curiosity, and better fully prepare our youth to be prepared contributors to their future. Once again, “Innovation floats on a sea of inquiry and that curiosity propels change” (Kaser & Halbert, 2017).
Badran I. (2007). Enhancing creativity and innovation in engineering education,
European Journal of Engineering Education, 32:5, 573-585, DOI: 10.1080/03043790701433061
Kaser. L. & Halbert, J. (2017). The Spirals Playbook. C21 Canada – Canadians for 21st Century
Learning and Innovation.
Mueller. J., Melwani. S., & Goncalo, J. (2012). The Bias Against Creativity: Why People Desire
but Reject Creative Ideas. Psychological Science. Vo. 23, No. 1. Pg. 13 – 17.
Upon reflection, one of the topics that has stood out to me over the last week has been the issues in literature surrounding creativity. The article entitled, The Bias Against Creativity, written by Mueller, Melwani and Goncalo focus on revealing the existence and nature of a bias against creativity. In this article, it is outline that through a form of experimentation, participants are identified if they have a bias for or against creativity. My supposition was initially that educators would want to foster and further creativity. In fact, it is outline in the testing that “participants indicated positive associations with both creativity-related words and practicality-related words” (Mueller et al. 2012). However, the determination is that “research has documented that teachers dislike students who exhibit curiosity and creativity thinking, even though teachers acknowledge creativity as an important educational goal (Mueller et al., 2012). Additionally, Mueller states, “our results suggest that if people have difficulty gaining acceptance for creative ideas, especially when more practical and unoriginal options are readily available, the field of creativity may need to shift its current focus from identifying how to generate more creative ideas to identify how innovative institutions recognize and accept creativity” (Mueller et al., 2012).
After reading Enhancing Creativity and Innovation in Engineering Education, one portion of the article that resonated with me was the example based on engineering education. In this example it is identified that graduating engineers must be trained in a manner to fully prepare them for their “essential function” in the workforce. According to Badran, constructing creativity within these graduates should endure a certain level of uncertainty and may require a long time (Badran, 2007). However, one of the most important pieces to these engineering graduates is that which may be often disliked among educators. According to Badran, “creativity can be taught and learned through primary education up to formal university classes, seminars and workshops” (Badran, 2007). This is certainty promising to read. Therefore, it is clear that we (education systems) must further our understanding and practice surrounding creativity and curiosity, and better fully prepare our youth to be prepared contributors to their future. Once again, “Innovation floats on a sea of inquiry and that curiosity propels change” (Kaser & Halbert, 2017).
Badran I. (2007). Enhancing creativity and innovation in engineering education,
European Journal of Engineering Education, 32:5, 573-585, DOI: 10.1080/03043790701433061
Kaser. L. & Halbert, J. (2017). The Spirals Playbook. C21 Canada – Canadians for 21st Century
Learning and Innovation.
Mueller. J., Melwani. S., & Goncalo, J. (2012). The Bias Against Creativity: Why People Desire
but Reject Creative Ideas. Psychological Science. Vo. 23, No. 1. Pg. 13 – 17.
Blog Post #5 -
As I begin to probe my initial inquiry question, “By utilizing innovative, differentiated teaching practices, how can we create a culture of learning within a school?”, I constantly reflect on how this is occurring in my own particular context. In fact, I initially narrowed my inquiry to a more granular level to identify specific open-ended learning in numeracy to benefit grade groups. However, I’d like pause a return to my initial inquiry about utilizing innovative and differentiated teaching to create a culture of learning.
I was recently holding a PAC meeting where one of the attendees mentioned the value of integrating global issues into our teaching practices. Her approach, although quite forward, was novel in nature and truly wanted to expose our learners to a life and education with hope. As we are constantly bombarded with the negativity associated with global issues (i.e., climate change, COVID-19 waves, etc.), she thought it was of great value to embark on a school-wide/community journey of hope and information.
Sadly, through our viewpoint, we cannot enforce, only encourage staff to collaborative with a common goal. It was through he conduit of this PAC meeting, I made great connection to the work of Roland Case, Peggy Clark and Walt Werner. Werner states, “if children hear little acknowledgement of these realities, they conclude that educators do not care or are not being honest; neither case instills confidence in learning about global issues” (Werner, 2016).
Therefore, we have reached out to our helping teachers and asked them to join us for professional development in focusing on a humanities approach with big ideas in mind. These helping teachers have not only offered to unpack the curriculum, but also to develop, in collaboration with staff, processing activities to develop comprehension and hope in providing solutions for today’s problems. The enlightening piece to all of this is that staff have asked for this form of support and without any true implementation from administration.
This has already been an eye-opening experience, as I will be honest, I found these initial meeting conversations critical of what was occurring at our school, but I see more the hope that we must have as educators for our learners.
Case, R., & Clark, P. (2013). The Anthology of Social Studies: Issues and Strategies for
Elementary Teachers (Updated Edition) (Updated edition). Pacific Educational Press.
As I begin to probe my initial inquiry question, “By utilizing innovative, differentiated teaching practices, how can we create a culture of learning within a school?”, I constantly reflect on how this is occurring in my own particular context. In fact, I initially narrowed my inquiry to a more granular level to identify specific open-ended learning in numeracy to benefit grade groups. However, I’d like pause a return to my initial inquiry about utilizing innovative and differentiated teaching to create a culture of learning.
I was recently holding a PAC meeting where one of the attendees mentioned the value of integrating global issues into our teaching practices. Her approach, although quite forward, was novel in nature and truly wanted to expose our learners to a life and education with hope. As we are constantly bombarded with the negativity associated with global issues (i.e., climate change, COVID-19 waves, etc.), she thought it was of great value to embark on a school-wide/community journey of hope and information.
Sadly, through our viewpoint, we cannot enforce, only encourage staff to collaborative with a common goal. It was through he conduit of this PAC meeting, I made great connection to the work of Roland Case, Peggy Clark and Walt Werner. Werner states, “if children hear little acknowledgement of these realities, they conclude that educators do not care or are not being honest; neither case instills confidence in learning about global issues” (Werner, 2016).
Therefore, we have reached out to our helping teachers and asked them to join us for professional development in focusing on a humanities approach with big ideas in mind. These helping teachers have not only offered to unpack the curriculum, but also to develop, in collaboration with staff, processing activities to develop comprehension and hope in providing solutions for today’s problems. The enlightening piece to all of this is that staff have asked for this form of support and without any true implementation from administration.
This has already been an eye-opening experience, as I will be honest, I found these initial meeting conversations critical of what was occurring at our school, but I see more the hope that we must have as educators for our learners.
Case, R., & Clark, P. (2013). The Anthology of Social Studies: Issues and Strategies for
Elementary Teachers (Updated Edition) (Updated edition). Pacific Educational Press.
Blog Post #6 -
As I continue to reflect and return back to my initial inquiry question(s), I see great connection to a form of differentiation to improve a school culture, but also to develop a better understanding of numeracy in our learners in a particular grade group. As this is being implemented in a variety of methods throughout our school, I can some links to the recent readings about the original curricular differentiation.
It was interesting to read more about the history and purpose of curricular differentiation. As I learn more about the initial stages in the 19th century, I see that it is more related to social change than supporting all our learners in being better “thinkers”. Tomkins mentioned, “after 1867, social change could be described as the major force influencing curricular differentiation” (Tomkins, 1981). This change occurred, according to Tomkins, because of urbanization and industrialization. However, as I continue to explore more about historians and school reformers, I see more examples of this occurring in history. According to Cuban, this developed in “different niches in the high school curriculum since the 1920s for the mass of students compelled to attend high school. In providing choices for high school students who are diverse in abilities, interests, preparation, future plans, and motivation, educators believed that they had made equal educational opportunity a fact” (Cuban, 2001). This interpretation of curricular differentiation was once again related to another form of social change in vocationalism. Cuban states, “reformers had planted the idea that not only were public schools now responsible for preparing all students for the workplace, they also promised that preparation for the workplace would lead to good jobs for individuals, including historically oppressed poor and minority youth, and economic prosperity for the nation” (Cuban, 2001). As it is visible this form of differentiation occurred quite differently then from now. This was a change in a track system in high schools, as opposed to methods of teaching to benefit all learners in particular context.
As I reflect on these readings and our current climate in education and possibly in the middle of contemporary social change (i.e., COVID influenced?), I wonder if we are differentiating in a positive manner to support our learners that will benefit them later in life. I do not see these types of promises being made in public schools as previously mentioned, at least not at the elementary level, but I see more of a focus on thinking strategies and learning more about the how and why instead of rote-based procedures.
Cuban, L. (2001). Can Historians Help School Reformers? (No. 4). Taylor & Francis.
Tomkins, G. (1981). Foreign Influences on Curriculum and Curriculum Policy Making in Canada:
Some Impressions in Historical and Contemporary Perspective. Curriculum Inquiry, 11(2), 157. https://doi.org/10.2307/1179706
As I continue to reflect and return back to my initial inquiry question(s), I see great connection to a form of differentiation to improve a school culture, but also to develop a better understanding of numeracy in our learners in a particular grade group. As this is being implemented in a variety of methods throughout our school, I can some links to the recent readings about the original curricular differentiation.
It was interesting to read more about the history and purpose of curricular differentiation. As I learn more about the initial stages in the 19th century, I see that it is more related to social change than supporting all our learners in being better “thinkers”. Tomkins mentioned, “after 1867, social change could be described as the major force influencing curricular differentiation” (Tomkins, 1981). This change occurred, according to Tomkins, because of urbanization and industrialization. However, as I continue to explore more about historians and school reformers, I see more examples of this occurring in history. According to Cuban, this developed in “different niches in the high school curriculum since the 1920s for the mass of students compelled to attend high school. In providing choices for high school students who are diverse in abilities, interests, preparation, future plans, and motivation, educators believed that they had made equal educational opportunity a fact” (Cuban, 2001). This interpretation of curricular differentiation was once again related to another form of social change in vocationalism. Cuban states, “reformers had planted the idea that not only were public schools now responsible for preparing all students for the workplace, they also promised that preparation for the workplace would lead to good jobs for individuals, including historically oppressed poor and minority youth, and economic prosperity for the nation” (Cuban, 2001). As it is visible this form of differentiation occurred quite differently then from now. This was a change in a track system in high schools, as opposed to methods of teaching to benefit all learners in particular context.
As I reflect on these readings and our current climate in education and possibly in the middle of contemporary social change (i.e., COVID influenced?), I wonder if we are differentiating in a positive manner to support our learners that will benefit them later in life. I do not see these types of promises being made in public schools as previously mentioned, at least not at the elementary level, but I see more of a focus on thinking strategies and learning more about the how and why instead of rote-based procedures.
Cuban, L. (2001). Can Historians Help School Reformers? (No. 4). Taylor & Francis.
Tomkins, G. (1981). Foreign Influences on Curriculum and Curriculum Policy Making in Canada:
Some Impressions in Historical and Contemporary Perspective. Curriculum Inquiry, 11(2), 157. https://doi.org/10.2307/1179706
Post #7 -
By utilizing innovative, differentiated teaching practices, how can we create a culture of learning within a school?
I have thoroughly enjoyed reading through module 4s academic resources over the past two weeks. They have deep connections of equity and my educational and personal background. As well, I have kept a close eye on my inquiry question, and attempted to make links between the readings and these questions. However, it is also vital to keep this valuable learning relevant within our context.
As I was lucky enough to attend the first module at Simon Fraser University’s professional development program focusing on Indigenous Peoples Teacher Education, I feel the readings are closely tied with my fundamental beliefs of education. As well, I am Indigenous and have recognized that I have also benefited from the integration of Aboriginal teaching and values in the classroom. As a young educator, I was highly influenced by the philosophy of Dr. Martin Brokenleg and his Circle of Courage focusing on belonging, mastery, independence and generosity. As these values were initially imparted in my teaching and professional learning, I was always seeking methods of integrating Indigenous values into the classroom. Through the support of district helping teachers and colleagues, I continued this lifelong pursuit. In time, the First Peoples Principles of Learning was developed. According to the First Nations Education Steering Committee, the First Peoples Principles of Learning “represent[s] an attempt to identify common elements in the varied teaching and learning approaches that prevail within particular First Nations societies” (First Peoples Principles of Learning, 2020b).
I focused much of my attention this week on the resource entitled, Integrating Aboriginal Teaching and Values into the Classroom by Dr. Toulouse, I see there are a plethora of specific methods of incorporating these principles into teacher and student learning. Dr. Pamela Toulouse outlines seven principles developed by the Ojibwe people; respect, love, bravery, wisdom, humility, honesty, and truth. As this document is incredibly powerful, the correlation between each of these principles and applications of uniting them into one’s teaching or school culture really stand out to me. For example, Toulouse states, “the library has a broad range of Aboriginal books and resources” (Toulouse, 2008). As this guiding principle can have a major impact on student learning, Indigenous and non-Indigenous, it would greatly influence the culture of a school. Not only can this be seen as a leadership opportunity, it can also be seen as an opportunity to collaborate with teachers and other district staff, all with the primary focus of supporting our Indigenous learners.
As I cannot help myself from identifying each of the methods that I currently uphold in my class and school, I often take on an instructional leadership role when utilizing these in my current practice. For instance, I deeply connect with the applications of using a variety of visual organizers and hands-on learning, drawing on crucial Indigenous curriculum resources, and using a variety of differentiated teaching methods. However, I am also inspired to take on more of a leadership role to integrate more in a school wide setting in areas that I am seeing less in my current context. These applications below are an excellent opportunity to work together and focus on relational and cultural leadership key aspects of the leadership competencies.
Essentially, by applying my fundamental beliefs about integrating Indigenous ways into education and continuing to explore more applications will better improve the success and self-esteem of our Indigenous students, but also many others in our school. Additionally, we should see an evolution of innovative teaching and learning at our school if this occurs. As we are not creatively developing new ideas, but more working together to be provided permission to utilize the ideas and values of our local Indigenous communities and gathering valuable resources such as Integrating Aboriginal Teaching and Values into the Classroom and Applying Indigenizing Principles of Decolonizing Methodologies in University Classrooms.
Additionally, I was struck by the inequities we see in educational achievement of Indigenous students. Toulouse mentions, “educational achievement of Aboriginal students (and the gap between them and their Canadian counterparts) has not changed significantly in the past 10 years” (Toulouse, 2008). I find this shocking as the research revolving around Indigenous was of knowing and teaching has been available for many years. Yet, we are still seeing an enormous gap among Indigenous learners. It is my hope we will see a rather drastic change in this gap by integrating these principles in our teaching and learning.
First Peoples Principles of Learning. (2020b, September 14). First Nations Education Steering
Committee FNESC. Retrieved 2020, from http://www.fnesc.ca/first-peoples-principles-of-learning/
Integrating Aboriginal teaching and values into the classroom. (2008). Literacy and Numeracy
Secretariat
https://books-scholarsportal-info.proxy.queensu.ca/uri/ebooks/ebooks2/ogdc/2014-02-25/2/281532
By utilizing innovative, differentiated teaching practices, how can we create a culture of learning within a school?
I have thoroughly enjoyed reading through module 4s academic resources over the past two weeks. They have deep connections of equity and my educational and personal background. As well, I have kept a close eye on my inquiry question, and attempted to make links between the readings and these questions. However, it is also vital to keep this valuable learning relevant within our context.
As I was lucky enough to attend the first module at Simon Fraser University’s professional development program focusing on Indigenous Peoples Teacher Education, I feel the readings are closely tied with my fundamental beliefs of education. As well, I am Indigenous and have recognized that I have also benefited from the integration of Aboriginal teaching and values in the classroom. As a young educator, I was highly influenced by the philosophy of Dr. Martin Brokenleg and his Circle of Courage focusing on belonging, mastery, independence and generosity. As these values were initially imparted in my teaching and professional learning, I was always seeking methods of integrating Indigenous values into the classroom. Through the support of district helping teachers and colleagues, I continued this lifelong pursuit. In time, the First Peoples Principles of Learning was developed. According to the First Nations Education Steering Committee, the First Peoples Principles of Learning “represent[s] an attempt to identify common elements in the varied teaching and learning approaches that prevail within particular First Nations societies” (First Peoples Principles of Learning, 2020b).
I focused much of my attention this week on the resource entitled, Integrating Aboriginal Teaching and Values into the Classroom by Dr. Toulouse, I see there are a plethora of specific methods of incorporating these principles into teacher and student learning. Dr. Pamela Toulouse outlines seven principles developed by the Ojibwe people; respect, love, bravery, wisdom, humility, honesty, and truth. As this document is incredibly powerful, the correlation between each of these principles and applications of uniting them into one’s teaching or school culture really stand out to me. For example, Toulouse states, “the library has a broad range of Aboriginal books and resources” (Toulouse, 2008). As this guiding principle can have a major impact on student learning, Indigenous and non-Indigenous, it would greatly influence the culture of a school. Not only can this be seen as a leadership opportunity, it can also be seen as an opportunity to collaborate with teachers and other district staff, all with the primary focus of supporting our Indigenous learners.
As I cannot help myself from identifying each of the methods that I currently uphold in my class and school, I often take on an instructional leadership role when utilizing these in my current practice. For instance, I deeply connect with the applications of using a variety of visual organizers and hands-on learning, drawing on crucial Indigenous curriculum resources, and using a variety of differentiated teaching methods. However, I am also inspired to take on more of a leadership role to integrate more in a school wide setting in areas that I am seeing less in my current context. These applications below are an excellent opportunity to work together and focus on relational and cultural leadership key aspects of the leadership competencies.
- “Aboriginal cultures are celebrated throughout the school program
- Preference for collaborative tasks
- Create partnerships and establish relationships with Aboriginal communities
- Work with Aboriginal organizations to collect or purchase curriculum resources” (Toulouse, 2008).
Essentially, by applying my fundamental beliefs about integrating Indigenous ways into education and continuing to explore more applications will better improve the success and self-esteem of our Indigenous students, but also many others in our school. Additionally, we should see an evolution of innovative teaching and learning at our school if this occurs. As we are not creatively developing new ideas, but more working together to be provided permission to utilize the ideas and values of our local Indigenous communities and gathering valuable resources such as Integrating Aboriginal Teaching and Values into the Classroom and Applying Indigenizing Principles of Decolonizing Methodologies in University Classrooms.
Additionally, I was struck by the inequities we see in educational achievement of Indigenous students. Toulouse mentions, “educational achievement of Aboriginal students (and the gap between them and their Canadian counterparts) has not changed significantly in the past 10 years” (Toulouse, 2008). I find this shocking as the research revolving around Indigenous was of knowing and teaching has been available for many years. Yet, we are still seeing an enormous gap among Indigenous learners. It is my hope we will see a rather drastic change in this gap by integrating these principles in our teaching and learning.
First Peoples Principles of Learning. (2020b, September 14). First Nations Education Steering
Committee FNESC. Retrieved 2020, from http://www.fnesc.ca/first-peoples-principles-of-learning/
Integrating Aboriginal teaching and values into the classroom. (2008). Literacy and Numeracy
Secretariat
https://books-scholarsportal-info.proxy.queensu.ca/uri/ebooks/ebooks2/ogdc/2014-02-25/2/281532
Blog Post #8 -
As I continue to learn more about moral education and Feminist Educational Theory, I can’t help but re-examine my inquiry question and identify where this form of generative love and equity of cultural wealth is occurring in my school and district.
After reading the article What Should We Do with a Feminist Education Theory When We Have one? written by Jane Martin, I see a new realization of cultural wealth. In this context, cultural wealth refers to Feminist Educational Theory and how it is passed on from generation to generation. Martin says, “[cultural wealth] focuses on the wealth a culture possesses; or rather, it focuses on the stock a culture possesses, a more neutral term that encompasses both assets and liabilities” (Martin, 2003). Unfortunately, through quick review of history relating to women in education, we see quite a difference in each era of research. For example, Martin (2003) states feminist researchers initially supported one another building upon ideas, but the next decade resulted in harsh criticism, which then lead to a frigid climate of research. In fact, Martin (2003) emphasizes due to this, we saw a form of education that instead of “filling in the gaps” from one another’s learning, we experienced almost a setback in research. As there is much discussion in this article of who should be our custodians of wealth, it is stated that not only are schools crucial for this but also many of our community services (i.e., Church, museums, newspapers, etc.).
As it becomes quite clear, regardless of the scholars focusing research of feminist educational theory, the goal should be to fill in the gaps from our predecessor generations. However, a piece that continues to leap out at me is the term “eternal vigilance”. Martin states, “to preserve as a living legacy the wealth that feminist scholars have produced in the last three decades and to pass it along to our daughters and sons requires eternal vigilance: a constant monitoring of the guardians’ behaviour toward this work” (Martin, 2003). This vigilance then challenges me to identify how this is occurring in schools. Currently, two examples come to mind. First, we have a staff representative attend seminars and workshops each month and report back to our community of staff with methods, language and school wide ideals to maintain this vigilance and be custodians of wealth. Additionally, we ensure to focus on this theory by modelling of equity in schools in variety of ways. One such example is our upcoming Remembrance Day ceremony. As we construct this each year, we continue to focus on something different to engage our audience but also display the importance of this wealth. This year, we have chosen to focus on women in remembrance. However, as I have provided just two short examples, this continues to encourage me to reflect on the question, is this enough to continue a living legacy?
If I connect this focus on eternal vigilance to my inquiry question, it is quite clear this can occur and is transpiring to preserve the living legacy on Martin’s continuum. One such example we have been focusing on is a critical thinking unit based on women’s and children’s rights developed by the Critical Thinking Consortium and Roland Case. This resource and a focus on key literary sequencing (i.e., connecting, processing and transforming) has displayed our innovative use of strategies while also continuing as guardians of this research. One such piece that has provided momentum to this pursuit for creating a culture of learning is our collaborative experiences. We have set aside our lunch hours each Wednesday to discuss our success and obstacles, but also develop processing activities that could further learning while also focusing on the past generations research.
As I focus on the research, there is much of a relationship with custodians of wealth, maintaining a living legacy and being eternally vigilant.
Martin, J. R. (2003). What Should We Do with a Feminist Educational Theory When We Have
One? A Response to Audrey Thompson. Curriculum Inquiry, 33(1), 67–77.
https://doi.org/10.1111/1467-873x.00250
As I continue to learn more about moral education and Feminist Educational Theory, I can’t help but re-examine my inquiry question and identify where this form of generative love and equity of cultural wealth is occurring in my school and district.
After reading the article What Should We Do with a Feminist Education Theory When We Have one? written by Jane Martin, I see a new realization of cultural wealth. In this context, cultural wealth refers to Feminist Educational Theory and how it is passed on from generation to generation. Martin says, “[cultural wealth] focuses on the wealth a culture possesses; or rather, it focuses on the stock a culture possesses, a more neutral term that encompasses both assets and liabilities” (Martin, 2003). Unfortunately, through quick review of history relating to women in education, we see quite a difference in each era of research. For example, Martin (2003) states feminist researchers initially supported one another building upon ideas, but the next decade resulted in harsh criticism, which then lead to a frigid climate of research. In fact, Martin (2003) emphasizes due to this, we saw a form of education that instead of “filling in the gaps” from one another’s learning, we experienced almost a setback in research. As there is much discussion in this article of who should be our custodians of wealth, it is stated that not only are schools crucial for this but also many of our community services (i.e., Church, museums, newspapers, etc.).
As it becomes quite clear, regardless of the scholars focusing research of feminist educational theory, the goal should be to fill in the gaps from our predecessor generations. However, a piece that continues to leap out at me is the term “eternal vigilance”. Martin states, “to preserve as a living legacy the wealth that feminist scholars have produced in the last three decades and to pass it along to our daughters and sons requires eternal vigilance: a constant monitoring of the guardians’ behaviour toward this work” (Martin, 2003). This vigilance then challenges me to identify how this is occurring in schools. Currently, two examples come to mind. First, we have a staff representative attend seminars and workshops each month and report back to our community of staff with methods, language and school wide ideals to maintain this vigilance and be custodians of wealth. Additionally, we ensure to focus on this theory by modelling of equity in schools in variety of ways. One such example is our upcoming Remembrance Day ceremony. As we construct this each year, we continue to focus on something different to engage our audience but also display the importance of this wealth. This year, we have chosen to focus on women in remembrance. However, as I have provided just two short examples, this continues to encourage me to reflect on the question, is this enough to continue a living legacy?
If I connect this focus on eternal vigilance to my inquiry question, it is quite clear this can occur and is transpiring to preserve the living legacy on Martin’s continuum. One such example we have been focusing on is a critical thinking unit based on women’s and children’s rights developed by the Critical Thinking Consortium and Roland Case. This resource and a focus on key literary sequencing (i.e., connecting, processing and transforming) has displayed our innovative use of strategies while also continuing as guardians of this research. One such piece that has provided momentum to this pursuit for creating a culture of learning is our collaborative experiences. We have set aside our lunch hours each Wednesday to discuss our success and obstacles, but also develop processing activities that could further learning while also focusing on the past generations research.
As I focus on the research, there is much of a relationship with custodians of wealth, maintaining a living legacy and being eternally vigilant.
Martin, J. R. (2003). What Should We Do with a Feminist Educational Theory When We Have
One? A Response to Audrey Thompson. Curriculum Inquiry, 33(1), 67–77.
https://doi.org/10.1111/1467-873x.00250
Blog Post #9 -
By utilizing innovative, differentiated teaching practices, how can we create a culture of learning within a school?
As I have developed two key inquiry questions throughout the series of blog posts, I thought it would be beneficial to address my first question in my ninth post. However, I continue to loop back to the purpose of innovation of teaching. Kalyani and Rajasekaran say, “innovative teaching [and learning] is necessary for the present and future of education to help students to reach their full potential” (Kalyani and Rajasekaran, 2018). Therefore, I am excited to recognize something our collaborative inquiry house group has developed over the past few months to hopefully benefit our learners in the present and future. First, our goal is to develop a school as a learning community, not solely the classroom while focusing on inclusion. Faye Brownlie passionately explains, “students learn best when they are valued members of a community” (Brownlie, 2016). To develop a learning community, we must be intentional in our planning. Even in the beginning stages of class organization and even seating arrangements on the opening days. Students provided opportunity to sit with someone they are comfortable with, sequencing lessons using background knowledge (connections), building knowledge through processing activities, and developing differentiated tasks to transform students thinking. As well, a standard reading assessment must be utilized to identify trends in our populations learning. Maintaining this intentionality of learning, our school is pursuing something exciting relating to key elements of social and emotional learning.
We have created house teams based on 6 non-negotiables: empathy, kindness, uniqueness, honesty, resilience and respectful. This has been developed through school-based collaborative inquiry and important elements our staff have documented requires immediate attention and learning. Katz and Donohoo state, “when teachers share the belief that, together, they can positively influence student learning over and above other factors and make an educational difference in the lives of students, they actually do” (Katz & Donohoo, 2017). Additionally, each of these house teams is represented by a famous Canadian (i.e., kindness is the David Suzuki House). Throughout the school year, we will emphasize each non-negotiable through classroom lessons and monthly assemblies. Something novel that has been developed is our recognition of students, “caught in the act” in the form of Bravo Slips. As we are mindful that we want this to be a genuine experience, we are only handing out specific number following a staff created criteria. Students who have received these slips will be recognized in the morning announcements. We realize this form of acknowledgement has occurred following other “kindness” programs, but it is innovative to appreciate our students using these specific non-negotiables. As well, we have created a House Teams Day where each student will participate in team building and inclusive activities that are school wide. Even our banners are created by students who develop cheers and have our intermediate students model for our primary learners. On the banners will identify the famous Canadians and quotes relating to the non-negotiables. Furthermore, we have decided to develop lessons and activities related to each non-negotiable and have each division present in our assemblies at the end of the month.
As our collaborative inquiry continues to move in the right direction, I continue to see the integration of Indigenous values being highlighted in our implementation. Some of the principles that I see occurring within our inquiry are related directly to that of Dr. Toulouse’s work. Toulouse states,
As it is clear, we are developing a school as a learning community, it is also becoming more and more clear that we are also utilizing innovative teaching and integrating Indigenous principles in our planning and recognition.
Brownlie, F., Feniak, C., & Schnellert, L. (2016). Student Diversity, 3rd edition: Teaching
Strategies to Meet the Learning Needs of All Students in K-10 Classrooms (third edition). Pembroke Publishers.
Kalyani D., & Rajasekaran, K. (2018). Innovative Teaching and Learning. Journal of Applied and
Advanced Research, 3(1).
Katz S., & Donohoo, J. (2017). We Believe, Student’s Achieve - COLLABORATIVE INQUIRY BUILDS
TEACHER EFFICACY FOR BETTER STUDENT OUTCOMES. The Learning Professional. Published.
Toulouse, J. (2008). Integrating Aboriginal teaching and values into the classroom. Literacy and
Numeracy Secretariat https://books-scholarsportal-info.proxy.queensu.ca/uri/ebooks/ebooks2/ogdc/2014-02-25/2/281532
By utilizing innovative, differentiated teaching practices, how can we create a culture of learning within a school?
As I have developed two key inquiry questions throughout the series of blog posts, I thought it would be beneficial to address my first question in my ninth post. However, I continue to loop back to the purpose of innovation of teaching. Kalyani and Rajasekaran say, “innovative teaching [and learning] is necessary for the present and future of education to help students to reach their full potential” (Kalyani and Rajasekaran, 2018). Therefore, I am excited to recognize something our collaborative inquiry house group has developed over the past few months to hopefully benefit our learners in the present and future. First, our goal is to develop a school as a learning community, not solely the classroom while focusing on inclusion. Faye Brownlie passionately explains, “students learn best when they are valued members of a community” (Brownlie, 2016). To develop a learning community, we must be intentional in our planning. Even in the beginning stages of class organization and even seating arrangements on the opening days. Students provided opportunity to sit with someone they are comfortable with, sequencing lessons using background knowledge (connections), building knowledge through processing activities, and developing differentiated tasks to transform students thinking. As well, a standard reading assessment must be utilized to identify trends in our populations learning. Maintaining this intentionality of learning, our school is pursuing something exciting relating to key elements of social and emotional learning.
We have created house teams based on 6 non-negotiables: empathy, kindness, uniqueness, honesty, resilience and respectful. This has been developed through school-based collaborative inquiry and important elements our staff have documented requires immediate attention and learning. Katz and Donohoo state, “when teachers share the belief that, together, they can positively influence student learning over and above other factors and make an educational difference in the lives of students, they actually do” (Katz & Donohoo, 2017). Additionally, each of these house teams is represented by a famous Canadian (i.e., kindness is the David Suzuki House). Throughout the school year, we will emphasize each non-negotiable through classroom lessons and monthly assemblies. Something novel that has been developed is our recognition of students, “caught in the act” in the form of Bravo Slips. As we are mindful that we want this to be a genuine experience, we are only handing out specific number following a staff created criteria. Students who have received these slips will be recognized in the morning announcements. We realize this form of acknowledgement has occurred following other “kindness” programs, but it is innovative to appreciate our students using these specific non-negotiables. As well, we have created a House Teams Day where each student will participate in team building and inclusive activities that are school wide. Even our banners are created by students who develop cheers and have our intermediate students model for our primary learners. On the banners will identify the famous Canadians and quotes relating to the non-negotiables. Furthermore, we have decided to develop lessons and activities related to each non-negotiable and have each division present in our assemblies at the end of the month.
As our collaborative inquiry continues to move in the right direction, I continue to see the integration of Indigenous values being highlighted in our implementation. Some of the principles that I see occurring within our inquiry are related directly to that of Dr. Toulouse’s work. Toulouse states,
- “Preference for collaborative tasks (group and pair work)
- “Use a variety of teaching methods with a particular emphasis on holism, visual organizers, kinesthetic opportunities and reflection
- “Celebrate individual achievements and cultural backgrounds
- “Create an environment where “group talk” are accepted” (Toulouse, 2008).
As it is clear, we are developing a school as a learning community, it is also becoming more and more clear that we are also utilizing innovative teaching and integrating Indigenous principles in our planning and recognition.
Brownlie, F., Feniak, C., & Schnellert, L. (2016). Student Diversity, 3rd edition: Teaching
Strategies to Meet the Learning Needs of All Students in K-10 Classrooms (third edition). Pembroke Publishers.
Kalyani D., & Rajasekaran, K. (2018). Innovative Teaching and Learning. Journal of Applied and
Advanced Research, 3(1).
Katz S., & Donohoo, J. (2017). We Believe, Student’s Achieve - COLLABORATIVE INQUIRY BUILDS
TEACHER EFFICACY FOR BETTER STUDENT OUTCOMES. The Learning Professional. Published.
Toulouse, J. (2008). Integrating Aboriginal teaching and values into the classroom. Literacy and
Numeracy Secretariat https://books-scholarsportal-info.proxy.queensu.ca/uri/ebooks/ebooks2/ogdc/2014-02-25/2/281532
Blog Post #10 -
For my second inquiry question, I explored how we can utilize innovative open-ended learning in numeracy to improve understanding (i.e., applying appropriate strategies) across a grade group of learners (i.e., three divisions).
As we began the school year without blended learning, I could see that a recent interest was sparked at the end of last school year through a resource entitled MathUp. It is a Marian Small developed numeracy program based on open-ended learning in mathematics using a digital platform. It is broken into three key stages (i.e., Getting Started, Working on It, and Consolidating). The ‘Getting Started’ stage is an opportunity for class learning and activities based on previous strategies and content. The ‘Working on It’ stage focused on expanded on their previous understanding of strategies and problem solving using a collaborative approach (group or partners). And finally, the ‘Consolidating’ section is an opportunity for students to put all of their recent learning together to solve an open question based on a perspective type question. For instance, why do some people find it easier to multiply to find a division solution? One new addition to this program in comparison to Small’s other professional resources was the use of fixed answer questions as a fourth stage. As these aren’t the typical closed questions textbooks of the past used, there are less solutions than the previously outline stages. As this program is just the started point, we’ve utilized several different resources to benefit our students.
As I have been utilizing open-ended learning in my instruction for many years, but constantly reshaping and exploring, I was eager to embark on a journey as a grade group. According to Jo Boaler, “Students who learn mathematics in an open, project-based environment developed a conceptual understanding that provided them with advantages in a range of assessments and situations” (Boaler, 1998). One of our first stages of assessment began with a numeracy assessment based on the IslandNet Diagnostic. Luckily, this assessment piece utilized open-ended learning as well, and it provided us a strong glimpse into the capabilities of our learners. From this point we focused on backwards design, identifying what we wanted our leaners to know based on trends in the initial assessment. We developed intentional activities based on a variety of instruction strategies. To begin with, we often use a variety of books and stories from the library to begin each unit or lesson. We create number talks and routines (i.e., Which one doesn’t belong, tell me everything, true or false, which would you rather) daily (15 minutes) to develop number sense and flexibility with numbers. As well, we continue to utilize hands-on learning opportunities throughout each unit, especially at the beginning. We focus on open questions as previously mentioned, and we also utilize an open question and parallel task design. This is more of choice opportunity once the initial open question is solved as a larger group. Then students are provided the option between two parallel tasks. Additionally, we utilize 3 Act Math Tasks, math journaling, and real-life numeracy tasks involving many steps and comprehensive procedure. And finally, we also utilize open-ended quizzes and/or projects for a summative piece.
As this process is still relatively new to our grade group team, we are seeing an engagement the team had not experienced before, as well as an interest in critical thinking. I frequently hear, “This makes my brain hurt!”, or “Can’t we just do the regular questions. They are so much easier!” The outcomes on their summative forms of assessment thus far have been quite positive. As I continue to re-examine the readings from PME 811, I see a great connection between the methods we are using and the principles of integrating Indigenous ways of knowing into the classroom.
See the below examples from the Seven Life Teachings highlighted by Dr. Toulouse and the principles of integration below.
Respect – “The library has a broad range of Aboriginal books and resources.
Love – “Use of a variety of hands-on manipulatives”
Wisdom – “Use a variety of teaching methods with a particular emphasis on holism,
visual organizers, kinesthetic opportunities and reflection” (Toulouse, 2008).
Boaler, J. (1998). Open and Closed Mathematics: Student Experiences and Understandings.
Journal for Research in Mathematics Education, 29(1), 41–62. https://doi.org/10.5951/jresematheduc.29.1.0041
Toulouse, J. (2008). Integrating Aboriginal teaching and values into the classroom. Literacy and
Numeracy Secretariat https://books-scholarsportal-info.proxy.queensu.ca/uri/ebooks/ebooks2/ogdc/2014-02-25/2/281532