Teacher Talk: PLC Discussion on The Spiral of Inquiry

I was sitting listening to a presenter Dr. Gerber who was presenting to the staff at our school when I heard him mention "The Spiral of Inquiry", at first, thinking he made up some genius plan to introduce inquiry, I researched further and found-NO! Its a thing, in fact it is something that very much applies to students in most, if not all! This is great, this very much applies to what I am studying here in my Math AQ course! Check out the sources and information below from each source that I came across as I was reading. not a single wasted word space!

To answer my question of "what is inquiry based learning" (EXACTLY)-

http://www.noii.ca/spiral-of-inquiry/

The Spiral of Inquiry assists network schools in taking an inquiry-oriented, evidence-based approach to learning and teaching — one that focuses on making the education system more equitable through the provision of high quality learning opportunitiesfor all young people.

The Spiral of Inquiry has six key stages: scanning, focusing, developing a hunch, new professional learning, taking action and checking that a big enough difference has been made. At each stage in the spiral, three questions are asked: What is going on for our learners? How do we know? and Why does this matter?

The Spiral of Inquiry is about listening to learners and reflecting on our own practices as educators. The spiral image captures the nature of inquiry – a continuous process and not a fixed cycle. The six key stages in the framework help school teams take a disciplined approach to professional inquiry, but inevitably, the true process will be messy and you will move between the stages as needed. The spiral is never complete – new learning always brings about new questions, ways of knowing and new opportunities for our learners.

These two key resources will help your school get started and stay focused:

The Spirals of Inquiry: for equity and quality (2013) handbook offers specific inquiry tools, research evidence and examples from practice in BC schools. It presents an approachable and yet innovative framework for inquiry that is influencing schools and districts across BC and in other parts of the world. Proceeds from book sales go directly to inquiring schools. For information on how to order, click here.

The Spiral Playbook (2017) is a condensed, plain language version of Spirals of Inquiry and tells of the work of many educators in BC and the Yukon. It is also a fundraiser for the Aboriginal Enhancement Schools Network. You can obtain copies by contacting Jennifer at the BCPVPA offices. All proceeds go to educator leadership in developing Indigenous world views through small grants to schools.

How do we know what good times and ways to introduce inquiry based learning?-

https://elearningindustry.com/inquiry-based-learning-model

What is Inquiry-based Learning

The Inquiry-based Learning Model emerged in the 1960s, during the “discovery learning” movement and relies upon the idea that individuals are able to learn by investigating scenarios and problems, and through social experiences. Rather than having to memorize information from printed materials, instructors encouraged their students to conduct investigations that would satisfy their curiosity, help them broaden their knowledge base and develop their skills and mental frames.

It’s important to remember that inquiry-based learning is not a technique or practice per se, but a process that has the potential to increase the intellectual engagement and deep understanding of learners, urging them to:

• Develop their questioning, research and communication skills
• Collaborate outside the classroom
• Solve problems, create solutions, and tackle real-life questions and issues
• Participate in the creation and amelioration of ideas and knowledge

The 5 steps of inquiry-based learning

This is why inquiry-based learning includes the following steps:

1. Ask questions
2. Probe into various situations
3. Conduct analyses and provide descriptions
4. Communicate findings, verbally or in writing
5. Think about the information and knowledge obtained

The principles of inquiry-based learning

There are certain principles that govern inquiry-based learning and can be summarized as follows:

• Principle 1
  Learners are in the center of the entire process, while instructors, resources and technology are adequately organized to support them.
• Principle 2
  All learning activities revolve around information-processing skills.
• Principle 3
  Instructors facilitate the learning process, but also seek to learn more about their students and the process of inquiry-based learning.
• Principle 4
  Emphasis should be placed on evaluating the development of information-processing skills and conceptual understanding, and not on the actual content of the field.

The 4 forms of inquiry

There are four forms of inquiry that are commonly used in inquiry-based instruction:

• Confirmation inquiry
  Learners are given a question, as well as a method, to which the end result is already known. The goal is to confirm the results. This enables learners to reinforce already established ideas, and to practice their investigative skills.
• Structured inquiry
  Learners are given the question and the method of achieving the result, but the goal is to provide an explanation that is already supported by the evidence gathered during and through the investigative process.
• Guided inquiry
  Learners are only given a question. The main goal is to design the method of investigation and then test the question itself. This type of inquiry is not typically as structured as the previously mentioned forms.
• Open inquiry
  Learners must form their own questions, design investigative methods, and then carry out the inquiry itself. They must present their results at the end of the process.

In an instructional setting, inquiry-based learning can give instructors the opportunity to allow students to fully explore problems and scenarios, so that they can learn from not only the results, but also the process itself. They are encouraged to ask questions, explore their environments, and obtain evidence that support claims and results, and design a convincing argument regarding the way they reached to the end result.

Join us at the Instructional Design History Journey

A New Instructional Design Model Will Be Added Every Week! You are more than welcome to let us know if you would like us to cover an instructional design model and theory that is not included at Instructional Design Models and Theories. Simply leave a comment at Instructional Design Models and Theories.

What research is there about Inquiry?

http://www.educationalleaders.govt.nz/Pedagogy-and-assessment/Evidence-based-leadership/The-spiral-of-inquiry

The six parts of the spiral of inquiry:

• Scanning 
  What’s going on for learners? More emphasis is placed on teacher observations of students, in all circumstances. There are some difficult questions to ask, such as: Is it all right for some learners to experience challenging and engaging learning in one classroom while in the room next door the students are not? Scanning is not done overnight, can last two months, and may turn up surprises.
• Focusing 
  Where will concentrating our energies make the most difference? Focusing well will lead to informed actions, and usually means selecting no more than one or two areas so that the inquiry is "focused and deep". The authors point out that a common focus generates the momentum to transform schools.
• Developing a hunch 
  How are we contributing to the situation? "Hunch" is an important word – hunches may not be totally accurate, but it is essential to get them all on the table because they guide the focusing. Sometimes they might be well-established routines of the school or the classroom, and be relevant to your own school. Hunches need testing.
• New learning  
  How and where will we learn more about what we do? Teacher learning must be connected to identified learner needs. External expertise is important here and the school must make clear to externals what makes a difference to learners. We all need to know why new ways of doing things are better than what we did before.
• Taking action 
  What can we do differently to make enough of a difference? "Genuine inquiry needs space to take risks, make mistakes, and try again – and again". Changing things can also feel risky for some learners who then resist change, and in turn bring concerned parents. We need to build understanding for all, right from the outset.
• Checking  
  Have we made enough of a difference? Checking doesn’t have to be formal, or at a set time. It can go on throughout the spiral. The importance of trust should be a recurring theme throughout the cycle, and it certainly is true of checking.

3-Part Lesson Breakdown

I thought I would take a chance on explaining a 3 part class lesson before making one for my online AQ.

1. Before Lesson Activity takes place, "Minds On"

This is the step in which the teacher is posing the introduction to the purpose of the activity and priming students for the things they will be doing in the class and focusing on in the activity; see the list general list of things to do below:

a) Priming of "Prior Knowledge"
b) Introduction to the purpose of the lesson
c) Explain what the lesson will entail
d) Differentiation of instruction/activity if needed


2. During Lesson Activity, Taking place, "Working on it"

This is the part of the lesson in which students are working on the activity (together vs. independently), to solve a problem or explore a topic as much as needed to answer the call of the teacher posed at the beginning of the lesson. Teachers should carefully consider what exceptional students there are and how to accommodate their specific skill sets.

a) Differentiation
b) Knowledge Collaboration
c) Trial and Error Learning
d) Exploration of topic


3. After Activity, "Consolidation, Highlights, Summary"

This is the part of the lesson in which students are taking what they gained from the activity and collaboration while sharing ideas as a class. This is not meant to be the collaboration that leads to further exploration of topics; no, this is to allow students moments of self-actualization. Just like an essay, there should be no "new information" added to the activity, just conclusive thoughts from the activity as students and teachers understand.

a) Appraisal of knowledge/skills learned
b) Questioning of activity completed
c) Summarizing to group members (collaboration for consolidation)
d) Consolidation of things learned
e) Praise/Positive Reinforcement

Dr. Yong Zhao on "Learning in the 21st Century"

In a personal setting with the award winning educator and overqualified comedian, educators overseas were able to enjoy an entertaining and enlightened view on learning/education in the 21st century.

The seminar/presentation started at the access point of thinking in different cultures and the introduction to his family life. Along with belittling Ontario's Special Education Curriculum, Dr. Zhao was also talking about the closed minds people around the world carry with them into classrooms and life.

The introduction of what Dr. Zhao was talking about was aiming to inform as well as entertain educators, that the learning taking place is growing to accept exceptionalism from various sources in society.

Moving on through the roundabout way of explaining how to understand what makes students work, and coming  to the idea that the people who come out of education in the 21st century, need to self-actualize and determine what their potential is and find their use in society.

Honestly, for myself, he spoke of things that our school has recognized a long time ago-maybe some people needed to hear this again and maybe some people forgot. But in the end it was an interesting mix of comedy and a presentation of a professional "hot topic".

Later in the day, Dr. Zhao introduces the ideas of what can be successful in the class in regards to numbers, could also be detrimental to students.

Exhibit A) Vocabulary in English class, can one test every two weeks exponentially increase/improve vocabulary of students? Surely not, is there a short term grade influx that we could observe in some students? Potentially, yes. But overall, how can we improve long term benefits through assessment and evaluation?

Thought 1)   don't provide conclusive feedback/grade until students have completed the work that they need at the end of the actually learning goal, otherwise, why would they improve?

How does one support international teachers?

A survey came out from our school in which they basically wanted to know "How can we better support our International Staff?"

Thoughts? I had a few...

As a mentoring committee, its not all about drinking and partying-that may be nice; but sometimes its just about enjoying us time and offering people a different perspective; finding things that work or that they enjoy. To be honest, to be a mentoring committee is extremely difficult because the committee puts the onus of staff happiness on themselves.

How are you supposed to assist people when the problem might sometimes..be above you? For example, maybe new teachers are unaware how much work might be too much work in a week night-my first couple years at MLIS were basically work till 9pm/arrive at school 6am (alternating days) and then go home/class. I later realized that the amount of work we do here, never lessens; never changes in the way we want it to. Its always going to be one of those things in life that we feel like, "I can do more".

What think that the committee can do then is,

1) Positive vibes, build people up, offer kind words, supportive remarks, hilarious memes (not coworker targeted)
2) At Xiao Chi open with we have had another successful week, thank you for all that you do!If you need to talk to us, find us in our office. Winning money is great though-don't change that!
3) Have people share some cool hobbies and interests that have been done/practiced through the lives of teachers
4) Offering up positive motivations that keep people motivated throughout the day.
5) Recognize that we need to have a staff that mingles with people OUTSIDE of our staff! We are so hell bent on getting people to spend time together here, but then is there not that idea of circulation and mundane lifestyle building up? What I am trying to suggest is that we not just look at mingling with our own staff but reach out, obviously some people are too busy take the time to put themselves in surreal situations where they meet new people; or recognize that sometimes staff members want to get away from "coworkers" because when teachers meet teachers...they talk like teachers...You ever met the IBM folks? The American School teachers? The Medical School Students? Why not? If you have, when have you invited them to "staff events"?

 Please keep in mind the following things-
1) I love the committee and its members
2) this took a lot of critical and creative thinking., my initial feedback was going to be all bubbly positive and nonsensical stroking of how great things are for teachers involved; however-that is not how progress is made, even if you don't like or don't understand my ideas-I shared some things that might be useful.
3) Some teachers are young and just want a life in which they can try to meet people, we can tell them that "well that is up to you to do"; but in the end its up to the committee to think, "what are we offering; and to what extent do we offer?"

these are thoughts, take'em/hate'em-I shared, thanks for your time and good luck.

3-Act Math Tasks

I have attempted to explain and ponder the ideas of the "3 Act Math Problems", because I hope that I will be able to create one in the near future-or 6.

So A basic understanding of the "3 Act Math Problem", is that there is a beginning, a middle and an end. The course I am taking now is trying to explain how a 3 Act Math problem may not entirely replace a 3 part math lesson, but it could help model what a successful Math lesson could be with the ideas of Math Inquiry in mind.

Why is this important? What is the merit in asking the "right questions?'

This idea of asking the "right questions" is in relation to not asking students loaded questions or simple "easy to recognize the answer" type of problems. But the importance of asking students to show their ideas through their own means, to solve a "problem", this is the right question. The question is not even a question really, its more of a statement.  A statement like, "We need to put 50L of water into three small pots that will be heated; but one pot needs to have a little bit extra as it will be on a higher heat source". This is not a question, its a statement. If we view this from the viewpoint of allowing students to start by deducing facts (granted they have a topic, for this inquiry-perhaps "fractions" or "Measurements") about the inquiry "Question"/statement and then build it into a question for themselves. From this statement, students can potentially ask themselves now "Well, why would only one water be in need of "extra water", what are they going to do with it? Cook!? Of course, water evaporates, therefore we need to see how much water we need extra; as well as how much water we need in the other pots. Wait!? What are the sizes of the pots?!" Students in turn, are designing their own educational plans and questions.

On a bit of an after thought, students can answer their own questions as well as introduce how they could go about answering their questions with the class.

As I write this, I also come across the idea known as "Spiral of Inquiry".and it is very reassuring to see that the path of understanding I am taking on, is indeed correct and certainly very much larger than I fathomed at first.

A 3 Act Math problem needs to do the following-

1. Introduction of task

2. Conflict/Climax; What needed to be overcame

3. Resolve of Conflict


Learning is best done in real word situations, here is a collection of links to collected Math tasks that can be shared and utilized in class with students!

https://tapintoteenminds.com/3act-math/

http://blog.mrmeyer.com/2011/the-three-acts-of-a-mathematical-story/

https://docs.google.com/spreadsheets/d/1jXSt_CoDzyDFeJimZxnhgwOVsWkTQEsfqouLWNNC6Z4/pub?output=html#

https://whenmathhappens.com/3-act-math/

https://docs.google.com/spreadsheets/d/19sms4MpuAOO71o4qFPJyVKK-OGLnNegMgSL6WAwIdb8/edit#gid=0

https://mikewiernicki.com/3-act-tasks/


To ensure that your tasks (as you create them) are pedagogically sound, check out this document-

https://learn.trentu.ca/bbcswebdav/pid-1105395-dt-content-rid-6269896_1/courses/EDAQ-A4219E-W-1-2018AQ4-WEB/Big%20Ideas.pdf

Teacher Talk: PLC Sharing insights on Teacher Technology

 

 Pearson's Powerschool (Gradebook)

This is a great tool by Pearson. They also purchased the rights to schoology which was a beloved technolgoy by teachers back when it was free, it is now very much a private platform for schools enrolled in Powerschool.

Edmodo.com

This is my number one, this is the piece of online learning technology that not only couples with outlook emails and onedrives but also has an APP that functions well in China. I cannot imagine how well it must work in Canada. This is THE FACEBOOK of online classrooms.

FTP

This may not be something your school has but generally its a private server that the school keeps information on project, files, documents. It is easy for students and teachers to access and utilize together.

Discovery Education

This is a science site that offers absolutely everything in regards to what science teachers need for science project based learning.

Memrise

This is a flashcard site that allows for the students to experience new words in regards to the way they look and sound. I personally enjoy allowing students to create their own and sharing them with the class for keywords in class units.

Socrative.com

This is a quiz site, similar to that of Kahoot, except to be honest-in China, Kahoot runs more smoothly. This is an excellent tool for students to use in class presentations

Kahnacademy.com

This is a website I still use for myself to be honest, but the tutorial implications for self-studying students who are seeking to improve exponentially, allowing them to sometimes work ahead empowers them to really lift off with their initiative.

youtube.com

This is a video hosting website that unfortunately is blocked in China so even though I cannot really utilize quite as well in my classroom, I can however prepare my channel for my students when I do move back to Canada. Its as easy as saving videos in playlists and showing them to the class.

youku.com

Posting video for students in China is useful, especially when coupled with theqrcodegnereator.com

The-qr-code-generator.com

This fantastic invention basically broke the internet search engine's stumbling and bumbling traffic AD's by making it very accessible for teachers and students. Copy and paste the link to the website in the desired category. Afterwards it is as simple as allowing students to scan the QR code to open a website or video; even a picture that you posted on the internet for them.

Seesaw

A great portfolio platform in which the teacher can assess and introduce assignments that students are preparing and posting their work up to the school/teacher's designated portfolio/assignment/folder depending on how the teacher sets it up. Personally, I create an assignment as students to uplload everything in a provided checklist, I can easily filter students and comb through the work. Progress is locked along with some other key features that, unless your school or you pay for the membership, it is not free.

 

3 Part Lessons for Teachers in the Classroom

What is a 3-Part Lesson?

These are typically the parts of a 3 part lesson:

1. BEFORE – ACTIVATION, MINDS-ON The purpose of the first part of the lesson is to get the students cognitively prepared for the lesson problem by having them think about ideas and strategies that they have previously learned and used. The teacher might also ask students to solve a smaller problem in order to evoke prior knowledge and familiar skills and strategies. Through questioning, teachers seek to establish what students already know about the content and the context of the problem. Teachers listen for an indication of students’ level of readiness. Careful observation during this stage will allow teachers to pose further questions and prompts that provoke deeper thinking throughout the lesson. It is during the activation phase that students will recall previous learning and be prepared to apply it to the lesson problem and discussion. This is a good opportunity for students to ask questions of each other that are similar to those modelled by their teachers.  2. DURING – WORKING ON IT, ACTION During this part of the lesson, students are working on solving a problem and communicating and representing their mathematical thinking. This phase of the lesson provides multiple observational assessment opportunities, which may be captured as anecdotal or digital records. As students work to make sense of the mathematical ideas embedded in the problem, both teachers and students use questions to develop and clarify their mathematical thinking. Solving the problem during the planning phase helps teachers to anticipate some of the challenges that students may encounter and informs their questioning. By listening closely to students as they discuss their emerging solutions, teachers occasionally pose questions and use the information they glean to inform their in-the-moment instructional decisions. This information may also be used as assessment-for-learning data for planning purposes, including the planning of questions for lesson consolidation. Both correct and incorrect solutions can be probed, since questioning promotes the thinking necessary to build, construct and consolidate understanding.At times, however, questioning may not be appropriate, since the students need time to persevere through their thinking without interruption. 3. AFTER – CONSOLIDATION, HIGHLIGHTS AND SUMMARY, AND PRACTICE In this phase of the three-part lesson, the teacher strategically coordinates student sharing of their solutions to the lesson problem, using a mathematical instructional strategy like bansho, math congress or a gallery walk. During consolidation, teachers and students ask questions that help to summarize the mathematical ideas embedded in the class solutions. They support students in establishing explicit connections between solutions, concepts and strategies. As students analyze other students’ solutions, they question their own ideas and the ideas of others. They examine mathematical thinking, engage in metacognition and make generalizations related to the learning goal. By seeing other ways to solve the problem, they may adopt new strategies when they solve subsequent problems.

Procedures, Symbols and Supporting the Five Foundation Principles of Teaching Math

I'll be discussing the 5 principles from the Edugains PDF document found here.

http://www.edu.gov.on.ca/eng/teachers/studentsuccess/FoundationPrincipals.pdf

Focus on Mathematics:

What is being said here is that the teachers should be starting with the curriculum. The overall goal is helping students along their journey of understanding problem-solving and critical thinking. From a basic structure set in which students are developing their understanding of Mathematics through year by year scaffolding, students should then be introduced to various ways of connecting and relating to the learning as it pertains to their environment. Students should be trying to develop their higher level thinking skills, these include the following:

-Problem Solving
-Reasoning and Proving
-Communicating
-Representing
-Connecting
-Reflecting
-Selecting Tools and Computational Strategies

Coordinate and Strengthen Mathematics Leadership

Leadership roles are ones in which that need to be considered as mediators as well as witnesses to the learning taking place around the school within subject areas. In regards to Mathematics, leaders should be taking a buy-in mentality to developmental arrangements made for students who need further assistance as well as programs that are built to enhance the overall strengthen of this subject area for students in general. Good leadership could sometimes look like co-planning, co-teaching, or even co-learning.

Building Understanding of Effective Mathematics Instruction

Its not as easy as handing a book to a student and having them do the homework as required according to the textbook. I spoke earlier in a response post to a colleague (Introduction posts) and mentioned a lesson I had done to build the development of data management, mean, median and mode. Coordinating an activity that was simple enough but really just taking the lesson out of the book and building it on the surface plain of reality not a fictional world in which everything always equals "true". Through this lesson and reading more about "effective instruction" I feel ultimately we are facilitating and simply saying "yes" to questions asked. As Oldridge spoke in a Vimeo video earlier video during course work (see previous posts for links or references), it is probably the hardest thing to do-facilitating-because as teachers, we instinctively take on a show and tell role; with this paradigm shifting into a more "facilitator" role-there are a lot of questions and sometimes (as reality permits), no answers.

Design a Responsive Mathematics Environment

Creating an environment in which the teachers are not only facilitating but conducting classes in a way that allow for the students to really reach potential; one in which students are receiving the assistance and support needed in the classroom to succeed. This idea may include forms of differentiated assessment and tasking.

This is the foundation in which Teachers are expected to adhere to the expectations of students assist them by making sure they will succeed in the next level. Students have been supported through whatever means necessary while still keeping a good association of Mathematics in tact.

Provide Assessment and Evaluation in Mathematics that supports student learning

Teachers need to achieve holistic learning moments. Opportune times to really see learning occur. This could be done in a number of ways but usually (like most teaching tasks), it occurs during assessment and evaluation. This is why the evaluation process in which feedback is provided, is so very important to students.

Facilitate Access to Mathematics Learning Resources

This sounds like it would be referring to student's access to materials but the truth is that the focus of this particular foundation is for the teacher. Students in turn may have access to the same things as the teacher in a round-a-bout way, however in particular the things that Math Teachers have access to make the difference using up to date with all the latest and greatest ways of approaching different topics in regards to Mathematics.

What are my thoughts on manipulative and assistant tools in the classroom.

Well after having my original piece deleted due to stupidity and faulty internet, this won't be half as profound but here it goes. I mentioned in an earlier post that I was using Project Based Learning to help students keep their interest in Math, so its reassuring to know that I have an idea of what proper facilitation looks like. I think its important to know that the students who are participating in any learning within the class are working together with the teacher. But most of all, I think the process of learning is always in need of becoming more and more tangible. I believe this so much so that it is something that I would like to bring to my classroom, group by group.

I would like to see in my classroom groups, learning Math in a three step process.  What if the teacher walked through a general idea, instruction if you will, which leads into the problem/discussion. Step two for the students would be that the class tries their best to visualize using tools from a tool box; each group could have different tools or the same really (doesn't matter), but things they could use to visualize the problems/puzzles might be the following, pencils, post-it notes, pattern pieces, rulers, protractors, pipe cleaners, plastic coins, barrel of monkeys, deck of cards, cubes-really anything that can be used to count with or help them describe to their peers how they understand the problem. After the problem has been understood, the group is now working on a way to develop a solution. The solution process will be proposed to the teacher. After the solution was shared with the teacher, the students would be granted a chance to explore further for the solution as needed, researching online, etc.

Guest Blog Post on Maths!

A blog talking about some interesting ideas in regards to developing grit for learners of the Maths using manipulatives.

Site here,

https://buildingmathematicians.wordpress.com/2016/06/29/a-few-simple-beliefs/

“One way to think of a person’s understanding of mathematics is that it exists along a continuum. At one end is a rich set of connections. At the other end of the continuum, ideas are isolated or viewed as disconnected bits of information. A sound understanding of mathematics is one that sees the connections within mathematics and between mathematics and the world”

TIPS4RM: Developing Mathematical Literacy, 2005

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A statements like this is easy to agree with.  Sounds great, doesn’t it?  The ideas in mathematics should connect!  The above quote speaks to what Richard Skemp calls Relational Understanding (an article you need to read!) which I believe is a major goal of learning mathematics.  However, I am not sure we would all agree on HOW we help our students achieve this relational understanding.

I think Willingham is onto something here.  We have all become educators because we want our students to be successful… and we want to do our best to help them do well.  However, we are often so eager to get the results we want, that we don’t take enough time to allow our students to think… to explore… to make sense of the math… to realize WHY we are learning what we are learning.  In our eagerness to have our students get answers, we often miss the developmental pieces that our students need to be successful!

If we were to focus on mean conceptually, we would likely have students who understood the procedures in ways that they are ready to use them in different ways…  If we focused on visuals we would likely have students who could mentally reason these numbers on a number line…  If we focused on reasoning, we would likely have students who were ready to adapt because they were used to making sense of things…

When we help orchestrate situations where our students make these connections, we are building mathematical thinkers… we are building mathematicians!

The Next Few Posts and My AQ

Please keep in mind this is just simply a summary or heads up on the next few posts to come-in the event that you are unsure what the context of the posts are.

I have been working on my Masters Equivalent for a shot at the Principal Qualification Program at Lakehead University. It is quite funny now that the University has offered a Masters' program in Curriculum after I have already started the AQ program a few years ago. Granted-Lakehead is still offering the program at full cost unlike the previously offered Masters program offered by Royal Roads University in which (it was a HUGE money grab), the school compensated a percentage if the teacher was going to be returning to work at the school over "X" amount of years. May have been a bit worth it for myself except for the fact that this route I have chosen has prompted me to really see more and do more in my field than I would have.

Worth it! I started with some random AQ's through Trent U (oddly enough that was one of the last places I thought I would complete this through), and then the second part (ESL) at Lakehead University, well plan on it. As it stands now Lakehead has halted on offering this course because student/teacher enrollment was too low this semester.

Now I find myself reallocating my attention to the acquirement of an ABQ in Intermediate Maths (7/8). This is a desperaation move in hopes that when I arrive to Canada it will give me a leg up on the competition and open my supply field a lot more.

Still have FSL in mind...

Enjoy the random professional development and "personal reflections" that are now being displayed for all to see and read (if they so please it).

Cheers!

Teacher Talk: PLC Reading-up on "Brain Based Learning"

Below is information I came across from another blog, I wanted to share it out in its entirety because well its absolutely brilliant!

here is the link to the blog itself,

  http://thesecondprinciple.com/optimal-learning/brainbased-education-an-overview/

Important!  The length of student retention is directly proportional to their age of their developmental brain and the model or method used — lecture being least effective at 5%-10% after 24 hours, with discussion mid-range, and teaching others, or practicing immediately after exposure to materials being the most effective at about 85-90%. Simply put, if you want students to remember, do something memorable or have them do something memorable, as better methods of teaching add to long term retention. (These percentages emerged in the 1960s as a result of studies conducted by the National Training Laboratories, now housed in Alexandria VA.)

Even with all of the emerging statics on retention, author David Sousa notes – “Lecture continues to be the most prevalent model in secondary and higher education but produces the lowest degree of retention.”

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Definition

Brainbased learning has hatched a new discipline now entitled by some as educational neuroscience, or by others mind, brain, and education science (Sousa, 2011). Whatever we call this “not really new” discipline, it is a comprehensive approach to instruction using current research from neuroscience. Brain-based education emphasizes how the brain learns naturally and is based on what we currently know about the actual structure and function of the human brain at varying developmental stages. Using the latest neural research, educational techniques that are brain friendly provide a biologically driven framework for creating effective instruction. This theory also helps explain recurring learning behaviors, and is a meta-concept that includes an eclectic mix of techniques. Currently, related techniques stress allowing teachers to connect learning to students’ real lives and emotional experiences, as well as their personal histories and experiences. This form of learning also encompasses such newer educational concepts like:

• mastery learning,
• experiential learning,
• learning styles,
• multiple intelligences,
• cooperative learning,
• practical simulations,
• experiential learning,
• problem-based learning,
• movement education, also known as embodied learning.

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History

For 2,000 years there have been primitive models of how the brain works. Up until the mid 1900s the brain was compared to a city’s switchboard. Brain theory in the 1970s spoke of the right and left-brain. Later, Paul McClean developed a concept of the Triune Brainwhich refers to the evolution of the human brain in three parts.  In this theory McClean hypothesized that survival learning is in the lower brain, emotions were in the mid-brain, and higher order thinking took place in the upper brain.  Currently, brain-based education embraces a more holistic view of the brain — one that is more systems-based and gestalt — the whole being greater than the sum of its parts.

During the last two decades neuroscientists have be doing research that has implications for improved teaching practices as they have obtained much information on how the brain works from  autopsies, experiments, and different types of scans — MRIs, EEGs, PET and CAT scans. Information has been gleaned as neuroscientists construct clinical studies that use double blind, large, diverse, multi-age, multicultural groups of people to gather reliable information. This information has helped determine how human learning actually occurs. In essence, these scientists have been peering into the little black box in order to determine how the brain processes and retains information. Thus, technology in medicine has paved the way for many new learning innovations.

Specifically based on conclusions from research in neuroscience, professors from major universities have taken this information and incorporated it into books about learning. In accordance with these suggestions classroom practices can be modified by teachers applying new theories of teaching and learning based on recent findings in cognition. Some noted authors in this area are Marian Diamond, U. C., Berkeley; Howard Gardner, Harvard University; Renate and Geoffrey Caine; Thomas Armstrong; Candace Pert, Eric Jensen, David Sousa; etc.

Titus Dalisay has created a great tool in the Open College site to explore brain parts and functions.

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Core principles directing brain-based education are: 

• The brain is a parallel processor. It can perform several activities at once.
• The brain perceives wholes and parts simultaneously.
• Information is stored in multiple areas of the brain, and can be retrieved through multiple memory and neural pathways.
• Learning engages the whole body. All learning is mind-body: movement, foods, attention cycles, and chemicals help drive and modulate learning.
• Humans search for meaning is innate.
• The search for meaning comes through patterning and seeking to find those patterns.
• Emotions are critical to patterning, and drive our attention, meaning and memory.
• Meaning is more important than just information.
• Learning involves focused attention and peripheral perception.
• We have two types of memory: spatial and rote.
• We understand best when facts are embedded in natural spatial memory.
• The brain is social.  It develops better in concert with other brains.
• Complex learning is enhanced by challenge and inhibited by stress.
• Every brain in uniquely organized.
• Learning is developmental.

(Caine and Caine)

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Implications and suggestions for best teaching practices and optimal learning:

There are many different examples of interactive teaching elements that emerge from these principles like:

Orchestrated immersion: Learning environments are created that immerse students in a learning experiences. Primary teachers build a rainforest in the classroom complete with stuffed animals and cardboard and paper trees. Intermediate teachers take students to a school forest to explore and identify animal tracks in the snow and complete orienteering experiences with a compass. Junior high teachers take a field trip to an insurance company to have students shadow an employee all day. High school teachers of astronomy have students experience weightlessness by scuba diving in the swimming pool.

Relaxed alertness: An effort is made to eliminate fear, while maintaining a highly challenging learning environment, teachers may play classical music when appropriate to set a relaxed tone in the classroom. Bright lights are dimmed. Scents are used to stimulate mood and attentions – vanilla candles are used to calm students, and peppermint scents are used to stimulate the senses. All students are accepted with their various learning styles, capabilities, or disabilities. A relaxed accepting environment pervades the room. Children are stretched to maximize their cognitive potentials in teaching environments that are supportive, comfortable, and non-threatening.

Active processing: The learner consolidates and internalizes information by actively processing it. Information is intentionally connected to prior learning. The stage is set before a unit of study is begun by the teacher preparing the students to attach new information to prior knowledge so the new information has something to latch onto. This also requires time to reflect on materials that have been presented. In essence new information is tethered of grounded in past learning or experiences. (Jensen; Caine & Caine; Sousa)

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Twelve design principles based on brain-based research

• Rich, stimulating environments using student created materials and products are evident on bulletin boards and display areas.
• Places for group learning like tables and desks grouped together, to stimulate social skills and cooperative work groups.  Have comfortable furniture and couches available for casual discussion areas. Carpeted and areas with large pillows who prefer not the work at a desk or table.
• Link indoor and outdoor spaces so students can move about using their motor cortex for more brain oxygenation.
• Safe places for students to be where threat is reduced, particularly in large urban settings.
• Variety of places that provide different lighting, and nooks and crannies.  Many elementary children prefer the floor and under tables to work with a partner.
• Change displays in the classroom regularly to provide a stimulating situations for brain development.  Have students create stage sets where they can act out scenes from their readings or demonstrate a science principle or act out a dialogue between historical figures.
• Have multiple resources available.  Provide educational, physical and a variety of setting within the classroom so that learning activities can be integrated easily.  Computers areas, wet areas, experimental science areas should be in close proximity to one another.  Multiple functions of learning is our goal.
• Flexibility: This common principle of the past is relevant.  The teachable moment must be recognized and capitalized upon. Dimensions of flexibility are evident in other principles.
• Active and passive places: Students need quiet areas for reflection and retreat from others to use intrapersonal intelligences.
• Personal space: Students need a home base, a desk, a locker area.  All this allows learners to express their unique identity.
• The community at large as an optimal learning environment: Teachers need to find ways to fully use city space and natural space to use as a primary learning setting.  Technology, distance learning, community and business partnerships, all need to be explored by educational institutions.
• Enrichment: The brain can grow new connections at any age.  Challenging, complex experiences with appropriate feedback are best. Cognitive skills develop better with music and motor skills. (D’Arcangelo)

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Utilizing both music and art: 

One of the key tenets of brain-based education is that attention follows emotion, and both music and art often tap into the emotional areas and thus are natural conduits for remembering and connecting information.

Music: Music can lower stress, boost learning when used 3 different ways:

• as a carrier – using melody or beat to encode content,
• as arousal – to calm down or energize,
• as a primer – to prepare specific pathways for learning content) impacts the immune system, and is an energy source for the brain.

Art is an important part of brain-based education in that it provides many learners with avenues of expression and emotional connection and release. It is important at many levels. For instance, it is important in technology in order to create aesthetically pleasing PowerPoint presentations and multi-media displays that showcase work and make the information and facts presented memorable. Art can be metaphoric creating simple icons or images that ground larger more complex ideas. Multicultural awareness is improved through the study of art as it instantly connects viewers to different cultures. Indeed, due to the diverse power and inherent potential of art to create deep emotional connections and aid in memory retrieval, some educators think the arts should be named as the fourth R.

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Use more diverse forms of assessment:  

Maintaining portfolios is important for reflective improvement and self-assessment. These help teachers, parents, and students observe demonstrated growth over time. Teachers also need to maintain appropriate content mastery through regular testing programs. And, demonstrations, writing, and art are ways of assessing students’ progress, as are pre and post surveys and tests useful in assessing students’ progress. Both verbal and written self-assessments are important parts of proving academic growth, and interdisciplinary and cross-curricular projects provide realistic assessment tools too. In essence, students should be exposed to multiple methods of assessment. (Jensen)

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A revolutionary concept:

Neurologists used to believe that the brain was static and could not change. Today neural science tells us that the opposite is true. The human brain is mutable and with training and exposure some functions can be assumed by other portions. This is called “neuroplasticity.” Metaphorically this is like having a piece of property in a neighborhood that is flooded and uninhabitable and moving that dwelling or rebuilding a lost dwelling to another piece of real estate. This is not always the case but neuroscientists are finding that the brain is much more adaptive than we originally thought.      (Zull)

References:

The statements above have been condensed, synthesized, and summarized from:

Caine, G., Nummela-Caine, R., & Crowell, S. (1999) Mindshifts:  A Brain-Based Process for Restructuring Schools and Renewing Education, 2nd edition. Tucson, AZ:  Zephyr Press.

Caine, G., Nummela-Caine, (1997) Education on the edge of possibility. Alexandria, VA: ASCD–Association for Supervision and Curriculum Development.

D’Arcangelo, M. (2000). How does the brain develop? A conversation with Steven Peterson. Educational Leadership, 58(3), 68-71.

Jensen, E. (1998; 2005) Teaching with the Brain in Mind, Revised 2nd edition.  Alexandria, VA: ASCD–Association for Supervision and Curriculum Development.

Jensen, E. (2000; 2008) Brain-Based Learning:A new paradigm for learning. 2nd ed.  Thousand Oaks, CA. Corwin Press..

Jensen, E. & Johnson, G. (1994) The Learning Brain.  San Diego: Brain Store Incorporated.

Sousa, D. (2006, 2011) How the brain learns, 4th edition. Thousand Oaks, CA. Corwin Press.

Zull, J. D. (2002) The Art of Changing the Brain: Enriching the Practice of Teaching by Exploring the Biology of Learning. Stirling, VA. Stylus Publishing.

Teacher Leadership Pt.1: M2_FA 4-Advocacy (Reflection on Previous Experience)Math ABQ Grade 7/8: "Mindset and Grit"

Review the following resources:

• Brain-based learning: http://thesecondprinciple.com/optimal-learning/brainbased-education-an-overview/ 
• Zone of proximal development: http://www.dreambox.com/blog/math-learning-zone-proximal-development  
• "Quotes from Jo Boaler's Book:  Mathematical Mindsets" -- an infographic by Christine Pinto: Mathematical Mindsets infographic by Pinto.pdf   (from http://christinepinto.com/2017/07/26/an-infographic-inspired-by-joboalers-book-mathematical-mindsets/?utm_source=ReviveOldPost&utm_medium=social&utm_campaign=ReviveOldPost) *Consider saving this infographic to share with parents or as a quick reference.

Reflect on which of the ideas about learning from these resources resonate with you as a teacher (or potential teacher) of grade 7 and 8 students, and specifically about their math learning

I originally completed this discussion post back in 2018, but recently I have been going back and trying to not let these posts die or age in a not so pretty way. I went back and reflected on some of these previous experiences by bringing them into my current learning circles (most recently, Teacher Leadership Pt.1).

After the initial post I have included how I incorporated it into my current learning module/discussions.

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Discussion Post:

“Julie” thinks that she is simply “not good at math”. She often gives up before giving herself a chance to understand a concept.

What would you do as Julie’s teacher to help her to change her mindset, develop grit? 

Julie is suffering because of a non-growth mindset; she is trying to not work as hard because it tires her out mentally. It is easier for her to give up in her mind that it is to persevere. What Julia  needs is as Angela Lee Duckworth calls, "Grit". The perseverance or "Growth Mindset" that Stanford University's "Youcubed" program briefly mentions reflects on the same values of Grit, which is that "when your brain is working hard," that is the best time" because you know that after it gets  simpler afterwards (2018). Studying psychology and cognition of students in class I read "Why Don't Students Like School: A Cognitive Scientist Answers Questions about the mind" by Daniel T. Willingham (2009), Something people are not aware of is that the human brain was not made to strain, its problem solving skills rely on trial and error rather than brute computation. The art of skills like computation are indeed a much more evolved form of problem solving and thus need to be introduced into practice through relational teachings.

As her teacher, I would be developing and action plan with Julie and starting from the ground up to see what it is that creates that disconnect for her. Starting with Tim Hudson's adaptation of the ZPD, (obviously not insulting her by asking her to count to ten). Its worthwhile showing her that once she has made it to a point that you can't seem to move past, go back and try again, use the action plan for specific Math problems, or maybe even a flow chart/checklist that  If progress is made for Julie (2013). It would be rewarding (as well as a more final step) work backward  from the problem. Manipulatives are useful for students of all ages but it could even be easier to understand if the student (Julie) is given progressively harder and harder math tasks that she can continually work on at home with family, relate to and get assistance with from the teacher ASAP

With a minor background in psychology, I find all of these ideas fascinating. The ideas that the goal of Math (as much as it is Math), has seemed to have shifted to what Math "is" to what learning "is" and that when our students can grasp that the simple continuities between math and everyday life, we have succeeded as teachers. This is something similar to brain based learning (but more on the factual side).

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An advocate can mean many things, it also has many applications. In education we see the word more and more as we progress through advancements in social justice, reconciliations, and even pandemic prevention strategies. I'm not saying the word advocate has lost its importance or significance, but I would like that we really consider what an advocate is, thus I think this question really draws its most basic roots out by nature-but can one really reflect on a more precise level what it means to them? Its difficult for me, I find that upon reflection without even purposefully doing so I find myself often times advocating for ELL students, staff and professionalism/alignment (in regards to education). Outside of that, its mostly for staff in regards towards the way our living accommodation is set up (being egocentric about it).

First, reflecting on an example of where I used to see myself in terms of being an advocate would be in regards to a reflection on a response back in a Math ABQ for Grade 7 and 8, we needed to respond to a scenario and provide reasoning behind our decision.

"Discussion Post:

“Julie” thinks that she is simply “not good at math”. She often gives up before giving herself a chance to understand a concept...."

The point of advocacy in my understanding is where I am stating "I" am her teacher. It is not about the ownership of the situation of the student, but the ownership of my role in the situation. To further what I was thinking at the time of writing this (however many years ago it was), I am specifically in belief that I can promote participation of the parents/guardians to build this understanding that the student can do the work, but needs to be shown that they are supported by a community. At the very least, shown that there are stakeholders in their (her) education-other than herself.

Now my point of advocacy is a little more on the students to themselves. This is where the Growing Success document, growth mindset, and achievement charts all start to click and make sense in implementation. In this particular situation of which I am teaching, it is not exactly routine to speak with students' parents. When I do I am certainly directly advocating for students as many parents here say "oh they are a bad boy, never study" or "they are too shy, I tell them to talk to you in class more, but they don't I think", and I find myself trying to explain to the parents directly about how their child is developing reading or writing foundations at the 11th grade or even 12th grade level. Parents in this particular community are convinced students need to study harder, but its not that-students need to take more risk with their writing but their speaking specifically. 

Most international schools in China, students will speak to their teachers (Chinese or Chinese capable ones), parents, classmates in their native tongue. Although I am firm believer in the use of L1 to develop L2 (because especially since that is how I learn languages), students (when asked) claim they don't like speaking English in public areas because they feel their peers judge them or demonstrate difficulties in understanding their English. Although I believe this to an extent for SOME students, whether it be that they are too quite or eat too many consonant sounds when speaking at their particular volume of choice, for the majority of students-they are just simply afraid of judgement from peers. Its not something like "oh China," or "kids will be kids", its a fear or self-esteem issue much like when I go to the beach and think about removing my top to go for a swim (a little humour for ya). I find myself advocating to students that they are capable, and can do it. 

What I love most is when they are having a discussion in L1 about a text in L2 (The Great Gatsby, most recently) and then I zip over and ask, "How do you say that in English? That was brilliant!". Students are thrown and even if I don't COMPLETELY understand I try to promote this sense of discussion that arises in regards to everyone quickly scrambling to try and translate this idea that the student has now shared in L1. I admit there is a level of "carefulness" I can't do that to my odd "too shy" student here and there but I try to replicate the same idea with them as well, and it helps-for about 3 days more I hear L1 and the use of a particular phrase or word that was focused on through my antics with the whole literature circle experience. Feedback via essays is also sometimes an eye opener for students-just basically showing/telling them, "see if you make this change right now-you have proven to me that you are hear (teacher circles higher grade criteria), can you tell me...?"

This is where I am at with advocacy in my career right now-self-esteem and self-awareness.