Thinking behind the supposition
My supposition which really means a belief or theory, emerged from themes that I saw across divisions and schools. The learning environment was an important component in all the work I did this year. Teachers and I talked about important 21st century skills such as collaboration and communication in almost all conversations about their students. Growth mindsets is another theme that bubbled up time and time again. I did not recognize it as that at first, however after reading the book "Active Learning through Formative Assessment" by Shirley Clarke, I quickly came to name my thinking. Growth mindset is still a thought that needs more of my time to develop further and thus I decided to let it sit for the time being. The learning environment, on the other hand, will be my primary focus.
SuppositionIf students are provided with a responsive learning environment where they have voice and choice, then they will communicate their thinking more clearly.
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A responsive learning environment is one where the educator is very in tune with the needs of their students and is flexible in his/her teaching to respond to the needs that are present at the time. By responsive, it means that the educator can infer what the needs of his/her students are, but at the same time, reflect on those inferences and make instructional decisions based on those reflections. It is a classroom where students are allowed to collaborate with one another, build on the ideas of their peers and study topics that are of interest to them. It does, in part, deal with the physical environment or space within the classroom but more importantly is about the social interaction within the class and the intentional actions of the educator in their planning and assessment. Stephanie Harvey and Harvey Daniels sum it up nicely with this quote, " remember that the most important ingredients of a classroom climate are the human ones: how we act, speak and live together." (Harvey,Daniels 2009)
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A pivotal moment came in a classroom where the host teacher wanted her students to collaborate to solve a word problem in mathematics. To the left is a short video to demonstrate the behaviours of the students during this exercise. It was decided between the host teacher and myself that we would not interfere in any conversation or guide it in any way. Instead we were looking for the students to work collaboratively on their own. Students were asked to answer the question, "Describe 1000." This was chosen because the teacher was interested in providing more of the open- ended questions in Mathematics as suggested by Dr. Marion Small. This task was a meant as a diagnostic to a new Number Sense and Numeration unit. The teacher and I were looking to see how many different ways students could represent a number. We were looking for drawings, a representation of place value, words and possible addition or subtraction sentences. We also hoped that students would talk about the how muchness of the number. Students were randomly chosen and given a piece of chart paper. The task was to talk with one another about different ways to represent 1000. These students in the video did not engage in any meaningful conversation about the number. They passed the paper from one person to another and looked at one another. The conversation was in fragmented sentences and not focussed on the mathematics but instead what each person was going to contribute to the paper. While one student wrote, the others looked on, not fully engaged and primarily concerned with what they were going to write down. This was not atypical of the other groups in the classroom and you will notice how quiet the rest of the classroom is during this time. The first student felt an obligation to write something on the paper as a means of being compliant, after she announces, "It has 3 zeros in it". The boy responds by saying, "Just put it has 1 one." At first my instincts told me that the students may have been uncomfortable with being filmed but even if this was the case, after a significant amount of time, they still did not interact meaningfully with one another. I left the group and returned after a while to observe the same behaviours had continued in my absence. Our learning from this moment was that students were not equipped with the necessary tools to collaborate effectively. They did not seem to have the behaviours or the vocabulary to fully engage with the question they were given. We wondered if perhaps the question was too open or whether or not the task was unclear. What we inferred was that most students did had some understanding of the content but they could not communicate it clearly with each other or on the page. The other learning that evolved was the learning environment needed to be changed in order to meet the students where they were. The host teacher and I reflected that while we thought the students had some content knowledge, what they truly needed were some strategies to use to help them to work as a cohesive group. It was bigger and beyond mathematics. It was a strategy that was missing throughout the day. We surmised that if we gave them opportunities to practice this, it would allow them to become more successful at organizing and communicating their thinking. The learning environment was the key to moving forward so their thinking and communication of ideas could be enhanced. The Third Teacher monograph summed up our thinking in this way, "It is in this "bumping of ideas" that students' knowledge and understanding will grow" (Third Teacher, July 2012). From here we delved into the Monograph Grand Conversations in the Junior Classroom (2011) . The idea that moving student learning forward was dependent on children being able to talk and listen to one another to move what their thinking and the thinking of others forward. "As children practise listening and speaking skills, and acquire knowledge of how language works, they build not only basic literacy but their capacity for critical literacy as well." (2011) We co-created an anchor chart with the students. (see left) The learning goals of demonstrating active listening skills, collaboration, sharing ideas and using math talk to solve problems to move math thinking forward was developed. These skills were practiced not only in Math but all other areas of study throughout the day to reinforce the skills we were trying to develop. The students came up with the success criteria and it was discussed what collaboration or a "grand conversation" would look like and sound like. Surprisingly, they had many ideas and now needed time and opportunity to practise those skills. |
Being Responsive - Assessment for LearningThe pivotal moment above caused me to reflect on what we had really learned through the video. I surmised that essentially what the host teacher and I had uncovered was that in order to be truly responsive to the needs of students, we had to have an understanding of assessment for learning. According to Growing Success, Assessment for learning is defined as "assessment for the purpose of student learning" (pg.28). Teachers need to consider not just the importance of gathering the information about their students throughout the learning but also what the information is telling us. The children in the classroom above were telling us that they needed more practice in collaboration. They had some math content but were lacking in skills to help them move their thinking forward. When reflecting on the work or observations of their students, teachers will then have to be cognizant of how they will move forward in their thinking and planning. Flexibility is also key during this process. While having a schedule of events, routines and very clearly outlined learning goals is paramount, it is also important for teachers to be flexible in how they approach the learning often being ok with expecting the unexpected. Rigid structures not only stifle student thinking and creativity but they also do not allow educators to take a risk with their students. They also do not allow for students to feel safe to take a chance and put their ideas and thoughts out there for others to hear. Focus on the big ideas, overall expectations and varying the delivery of lessons is important rather than getting caught up with very specific expectations. By looking at the big ideas, teachers can more easily see the curriculum as an integrated document and not something that is taught as a stand alone.
Another challenge is that assessment becomes so heavily linked to evaluation that the purpose of it becomes unclear. Growing Success clearly states, "The primary purpose of assessment and evaluation is to improve student learning." (p.6). Therefore, if the purpose of assessment is truly valued, than being responsive to what the student needs are, is imperative. When educators take the time to reflect upon the needs of their students and are willing to change their practice in order to move students to the next level, true learning occurs. It is the understanding that assessment and being responsive guides the next steps in the instruction. |
In the video created by an Assessment and Evaluation committee with MISA London, assessment for learning is further explored. The important messages that stand out are the fact that assessment for learning is on-going and requires teachers to reflect on the evidence (through observations, conversations or products) throughout the learning cycle. The fact that they talk about learning as a cycle, speaks to the idea that it is something that continues and changes and is again responsive to needs. Asking questions of yourself at various times in the process and changing the instruction based on what you know is also being responsive. |
Just as being responsive to student needs through assessment for learning is important, students being able to have a voice in what they are learning and choice as to how they will show what they know is also crucial. Voice is extremely meaningful because then students see themselves as learners in the process, become curious and begin to ask deep, thoughtful questions about the world around them. They become empowered on their learning journey.
Students need to be active participants in curriculum development for several reasons. Rudduck and Fluter state that, "To be successful learners, students must understand process and structure - naturally or formally. If they do not feel connected to the curriculum or course objectives they will become their own barriers to learning through disruptive practice" (Jagersma & Parsons, 2011). Research would also tell us that there is a positive link between student voice, engagement and achievement. Therefore, if students have a say in what or how they are learning, they will be more fully engaged in the learning and thus more successful. This research led me to another pivotal moment during two interviews with students in a grade 6/7 classroom about why they thought the work they had done was their best and how they liked to learn. In the first interview, the student clearly identified that they enjoyed having a choice in topic because they were interested in the topic and they tried harder. The student clearly identifies choice, along with technology as one of the means for her to be successful. The second interview is with a student who is an ELL learner. The student could not identify one piece of work that they thought they had been successful on so I decided to ask about a specific piece of work that I had observed him working on several weeks earlier. Although this student is not as articulate as the first about what it is that makes the difference in his learning, he is able to say that he did well on the assignment because it was something that he had a lot of background knowledge of and could therefore be successful in completing all of the success criteria of the assignment. Being given the opportunity to have a voice in what he has written, had an impact on him being able to clearly show his thinking. The learning that came from these transcripts tells us that students will truly see themselves as learners and part of the learning journey if they see themselves in the lessons and tasks they are asked to perform. Also, students will put more effort and be more fully engaged when they study topics of interest to them. Students who struggle, will see themselves as more capable and empowered over their learning. Their true thinking will become visible when they are given these opportunities. Below is a transcription of portions of the interviews. |
Interview #1SWST: What do you think has been your best piece of work this year?
Student: My wind energy project because when I was doing it I used the internet and put it in my own words. Some of my projects were hard because I couldn’t think of anything to write but with this one I did more slides than I usually do. Now my next goal I am going to try and get more. I was really, really interested in wind energy SWST: Did you have a choice of topics to choose from? Student: Yes our teacher usually gives us choice. SWST: What do you think about having a choice? Student: Choice is a lot more fun because you get to do what you want to do. It helps you do your best work because sometimes when your teacher chooses it is not what you would want to do. I do a better job when I get to choose. I don’t always choose the easiest when I am in the mood for a challenge. If I know it is going to be too hard I go with the easier. SWST: So let's go back to your wind energy project, what made it the best work you had done? Student: Hmmm let me think a minute. (long pause) SWST: Did your teacher do something to help you or ..? Student: Well my teacher right now – she listens to me, let’s me use my ipad and gives me choice in what I do so that’s good. |
Interview #2SWST: Tell me about your chicken farming project.
Student: I wrote about using hormones in chickens and that's not good. SWST: You had a lot of reasons why hormones are harmful. Student: Yes, I am chicken farmer and know lots about chickens. SWST: Did your teacher let you chose the topic you wrote about? Student: Yes. SWST: Did it help to have a choice? Student: Yes, It was stuff that I already knew because I am a chicken farmer. I talked to people. It helps me. |
Voice through Student Inquiry"Inquiry based teaching is problem or question driven; it encourages collaboration; it makes kids into explorers and discoverers; it requires kids to think; and it puts teachers in non conventional roles." (Harvey & Daniels 2009). Student inquiry is at the heart of allowing students to become empowered over their learning. It allows them to examine ideas and questions that matter to them. They become highly engaged in the question and use strategies to solve problems that are real to them. Students learn to become inquirers through discovery. When student's feel as though they are in charge of their learning, their thinking will develop and deepen.
Research also tells us that in order to be worthy, inquiry must have several components. First, the inquiry must be authentic. By that it must be a real life issue that others would want to study and that has several perspectives to contemplate. Next, it must have academic rigour or it causes students to question, synthesize and interpret information to build their knowledge. Active exploration is yet another component of inquiry learning. Large amounts of time are spent doing research, experiments, consulting with experts and then organizing thoughts using digital devices and communicating their findings in a variety of ways. ("What Is Inquiry?" What Is Inquiry? N.p., n.d. Web. 17 June 2013.) At the heart of all of these components is voice. Students need to have great into what and how they study what they are interested in. Essentially, it is allowing our students to become 21st century explorers and life long learners with a quest for knowledge. In the monograph, Getting Started with Student Inquiry, Kuklthau, Maniotes and Caspari define inquiry in a powerful way. "Inquiry is an approach to learning whereby students find and use a variety of sources of information and ideas to increase their understanding of a problem, topic or issue of importance. It requires more than simply answering questions or getting a right answer. It espouses investigation, exploration, search, quest, research, pursuit and study. It is enhanced by involvement with a community of learners, each learning from the other in social interaction" (October, 2011). What clearly stands out is the idea that the inquiry process can not be undertaken in isolation. Students need a rich environment where talk is valued between students and with students and teachers. This environment does not happen automatically but instead must be fostered and taught throughout the year. |
Student Evidence
In the following example, Holly had been sparked by a question that her teacher had posed during an attempt to spark some interesting conversations within the classroom. Using a website called Sparky Teaching the host teacher presented the question, "Is it OK to keep zoo animals in cages?". This was to be a round table conversation with 4 other students at her table. For the first few minutes, Holly sat quietly and listened to everyone at her table. When it came to her turn, Holly said, "No, I don't think so." Since no one in her group asked her to clarify or extend her thinking, she did not expand on it. Several minutes later, the host teacher asked the students to write down their original thoughts about zoos. Holly wrote the following; "No there should not be zoos because animals might get depressed if they are locked up."
From these thoughts, you can see that Holly has not had the time or experiences necessary to completely generate deep thinking about whether or not animals should be kept in cages. She is sparked by the thought but needs more discovery time to put her thinking together. The host teacher, provided students with the time to think, explore and discover information about caged animals through literature, media, virtual field trips and plenty of talk. Students wrote down their thinking in their "Book of Wonderings" and asked new questions about the topic. Holly's thinking evolved through this process and below are some examples of her new questions and write up about how her thinking changed throughout the inquiry process.
Had she not had the opportunity to discover, read , watch, debate and been given different perspectives on this issue, her thinking probably would have remained the same. In this case, the teacher was responsive to the needs of the students in her classroom and gave them some voice in what they were interested in learning. Holly was given many opportunities to reflect on her thinking and be heard. She worked within a community of learners to push her thinking forward and take on a stance that came from thoughtful inquiry. Not only was her voice heard in her learning but choice was also available for her to show her thinking in a way that was conducive to her learning style.