Tuesday, 8 September 2015
Monday, 24 August 2015
Monday, 27 July 2015
For me I would have to say I never really have. Not that I haven't thought about how I could help but that the perspective has always been from the other side. Me the English learner, teaching English with good pedagogy. But never really with the lense of what it was like to receive a foreign language.
I will have to say I have never experience life as an ELL learner until I was in China. I mean I knew what it was like to be a teacher of ELL students, I know the pedagogy and the approaches that I need to do in order to engage and help my ELL students but I have never felt what it was like to be one until two weeks ago.
It is probably safe to say that the majority of us in North America as teachers can say the same thing as I did just above. Born and raised as an English speaker, in an English country I have never known what it was like to not understand the language around me. Well that changed dramatically when I went to China for the Global Education Summit.
Even though this summit was a Global Education Summit it was predominantly meant for Chinese teachers so it was predominantly or pretty much all in Chinese. In addition to this our interpreters didn't understand English that well and there was not enough of them to go around for all of the English speaking teachers.
This meant that I spent the majority of my day listening to the cadence and rhythm of random words and sounds. Though it was pretty and every now and then I picked up a word or two it was quite frustrating and often times I tuned out and wasn't engaged in the conversation. I mean why would I want to be when all I heard was the Charlie Brown teacher. WanWAA WANAA
This was quite a frustrating experience. My brain was able to comprehend what was going on but I wasn't able to communicate all of my thoughts in a manner that was acceptable to the audience I was talking too.
To help with this there was a lot of hand gestures, asking questions, visual cues, lot of review of english and Chinese, repeated practise or listening and talking, etc. But in the end many of times I was just bored and lost interest.
This got me thinking about my own classroom. Is this how my students feel? Is this what they are going through as they learn a new language?
In my head I was thinking no way, my classroom is amazing! but to be honest it is most likely the reality that many of my students have just tuned me out. Can you blame them? It is a lot of work to listen intently, to try and pick up words that you think have meaning. I mean I wanted to learn, I wanted to be there, I wanted to participate but I just didn't know what was happening. Even with translators it was hard work and after a day of it my brain wanted to explode.
I know as teachers we do amazing things in the classroom to engage our ELL learners but it was truly humbling to be in the other shoe ( so to say) and really shifts your paradigm and perspective on your own classroom.
What do you do in your classroom to help engage the ELL learner? What strategies do you find work best?
This post s more of a umm...I never thought about this. I have more questions than answers but wanted to put this thought out there. I would love to hear your ideas and thoughts.
This has been a well over due post but after two weeks away from my family, they were my first priority.
This summer I was given the opportunity to go to China for their Global Education Summit (GEC2015). Basically, the Chinese are embarking on a path of discovery and trying to analyze good teaching practises. Professor Guoli Lang decided to bring Project Based Learning to Chinese Classrooms. In order to do so he started a GEC community three years ago with teachers from the United States, Finland, Australia, Singapore and now Canada. He has also teamed up with Ann Lieberman from Stanford University who was the person to bring my teammate Michelle Cordy and myself, along a with two teachers from Butler University and Lab school in the States.
As I stated the point of the conference was bring Project-based Learning to China. This was a totally new experience for many of the Chinese Teachers; even after three years the teaching that the other GEC countries brought was a total new phenomenon.
The conference lasted two weeks, during which time we were asked to develop a project on Flight or bridges and then model a lesson from that unit. We were given three days to meet and greet with our students and then 75 minutes to teach the lesson, which was broadcasted over a huge screen to about 200 teachers.
The first day was a little rough as I was still getting over jet lag and being 12 hours ahead of everyone. However, during this day we got to see parts of the school and I was able to play some sports with the kids on the play ground. There is nothing in the world that can put a smile on a Teachers face then being with students. I know that many of you understand, there is no word to describe it but one of the biggest learning moments I had is no matter where you are in the world kids are kids.
They have three wings a K-1 wing, 2-3 wing and a junior wing. Also in the school are various cultural and physical spaces. I saw at least two band rooms, with numerous practise spaces. Some of the classrooms became specialist music rooms as well. For example there was a room dedicated to violins and one for a cello. They had a ballet section as well as the whole outside was for sports (basketball, football, volleyball, track and a jungle gym). From what I have seen and heard there seems to be a really good balance between school, the arts and physical education; then again students go to school for a long time each day so it is a little bit easier to fit that into their schedule.
|Before I knew it I had a huge line of students. In fact they asked if I was the new Volleyball Coach.|
|Library Reading area|
|Hallways of the School|
|Music Room and Band|
|More from the Library|
The school from the outside
Thursday, 25 June 2015
It's been my second year of second grade and even though I entered the grade with some reservations it has been two of my best years of teaching.
Being in primary has taught me three things: 1) Inquiry learning is amazing; 2) really look at the curriculum when planning and 3) kids are amazing.
As I said above inquiry is amazing. When students are given the autonomy to learn the possibilities are endless. Now I am not promoting that kids are off on their own doing whatever they feel like but that the teacher is always there guiding and asking questions. The teacher has a plan in mind and has mapped out how the standards all fit together. The students are exploring and learning about the concepts.
When students have an opportunity to learn they gain so much more knowledge then if they were just told. Now this does take time but when you look at the curriculum there is that time. Primary is the time to explore, investigate, practise theories and interjections.
Inquiry also builds self confidence, research skills, critical thinking and inferencing skills. Students have to use all faculties to make judgements about what they are learning. It is also about the community and the learning that is happening around them.
LOOK CLOSELY AT THE CURRICULUM
Before coming down to primary I taught junior (4,5) for a very long time. I often thought what is being taught in the primary grades, why do these grades seem so high but I wasn't looking at the expectations close enough.
When I came to primary I had to examine the curriculum very carefully because I had no idea of what to expect. I was shocked at how little was expected of them. It made me realize how primary students were receiving an A but then in junior dropping to B and Cs. There is a huge jump in learning expectations in junior that is not found in primary (possibly another post). However the point is no matter what grade you teach one has to look carefully at the expectations that is expected of them. Map out the learning, map out the questions and the trajectory of those expectations and see where it goes. Remember that expectations are by the end of the year so we have to keep revisiting them.
KIDS ARE AMAZING
We as educators cannot forget this important fact in our profession. If we think that they can't do something then they will never be able to do it. Kids are amazing and will continue to surprise you at ever turn. I had to stop myself a lot this year from saying they're too young or they won't get it. They might not but more often then not they did. Kids are amazing.
These are just 3 of the most important things that I learned this year. What are yours?
Tuesday, 9 June 2015
I had to laugh a little when I heard the news this morning on my way to work, "there may be no formal report card for public elementary students this year!"
"Oh, no! The world is coming to an end." I don't mean to make fun of anyone who feels this way but at the same time it feels a little "sky is falling mentaility."
For me the final report card is a labour - some task that many only see the letter grades and not the helpful comments that go with it. They are often a cause for smiles on kids faces as they beam with pride or hidden because the child doesn't want to disappoint or face the eye of failure.
However, I want you to think about a couple of things:
1) should the final report be the first time you hear success or failure?
If not then how important is this report card? Why is it so honoured the without it the world is done?
2) are your elementary marks or any grades for that matter, tell how successful you will be in the future?
Don't get me wrong they are good indicators but are they everything?
If no then again why are they so important?
Is it an accountability piece? If so then I can give you every mark and note I have ever done on any student at any time. Why because that is my job as a teacher.
For me assessment is about learning and learning is not shown in a final letter grade but in growth and reflection. I can't speak for every classroom in Ontario but in my classroom, all students have access to the class coconstructed rubrics, success criteria and their own reflections. We are always talking about their performance and they all know what their strengths, and weaknesses are. All assignments come with formative feedback based on our rubrics the have comments on how they did and what they can do better next time. We have constant conferences with parents and students and all work is posted in their portfolios.
Kids have private class YouTube channel that they vlogg, blog and tape their thinking. Assessment is truly an open door policy.
So in closing I ask you two more questions:
What is more important, a formal document with my EDU speak and grades or a child telling you how they are doing and what they can do next to improve?
What is more important a document that comes to you three times a year or ongoing formative refections and assessment that comes every assignment?
For me it's the ladder of the two and why I find the discussion of no report cards quite hilarious we need to relax and ask our children or their teacher.
If you ever want to know how they are doing, just ask.
Love to hear your thoughts.
Thursday, 28 May 2015
We used to attend school because that's where the knowledge was. pic.twitter.com/tdLppg5kQf— Brian Aspinall (@mraspinall) May 17, 2015
Catch the whole conversation here: https://twitter.com/mraspinall/status/599915516254236672.
I think this for three main reasons: 1) With the ever increasing access to information students can obtain anything in manner of seconds. Its as easy as saying, "Siri, whats the population of China?" Presto you have that information. The problem lies in how do we assess which information we need and what is true. This is critically thinking. This is the skill that needs to be taught. However, we often find classrooms a place of regurgitation of information that is outdated the moment we learn it. Now please don't get me wrong, facts are important to learn, basic skills are needed and yes memorizing is important too but all of this can be learned at the same time as critically thinking and evaluating information. 2) Learning is happening whether we like it or not. Now this is not a new phenomenon but I do find a lot more students are taking to youtube, books, and other information to learn about topics that interest them. My own five year old daughter knows how to youtube minecraft in order to figure out how to do something in the game. If we are not careful in our teaching soon students may soon see school as an obsolete place. 3) My final reason is that I am ever depressed to see that school itself has not really changed since its inception. What I mean by this is schools, physical space and mental space. We can still walk into a school and it looks the exact same way it did in 1880's. Yes materials, tools, and colour has changed by the premise of school hasn't. Kids sit in rows or even groups, they walk in straight orderly lines, we go to school 8-3, Sept to June, its endless at the similarities between the eras. But with the rapid changing world this needs to change.
If we are going to make this shift then as a teacher our role needs to change. No longer am I the wise person who stands before the classroom to impart all of my wisdom in one fell swoop, no longer am I the end all to be all for information and no longer am I the one to start, initiate and carry the conversations. These areas fall on the students. However, I am the one to plan rich and engaging lessons, I am the one who anticipates the majority of work and possible answers, I am the one who is constantly walking around my classroom, inspecting students thinking, strategies and work samples. I am the one that is assessing as I work, thinking about next steps, where students are and what I need to do to make that happen. I am also the one that plans purposeful questions and comments that at the right moment can make many students go "Aha." I am also the one that if I recognize real struggle that I differentiated for them but only when they need it.
In addition, school shouldn't be this archaic place of learning. Space needs to be reinvented, times and timetabling needs to be more flexible. We need to go back to a place of learning.
This last part is the one I am currently struggling with. It is very easy to get discouraged by how slow progress seems to be going. We have often debated, the time factor, the money factor, the willingness to learn but to me these just seem like excuses as to why something is failing. They are all factors in they why but I think that instead of focusing on the why we should be asking how do we support this change?
What do we need to do to allow fellow teachers to grasp, understand, implement and then affect change in others?
What is missing that isn't done already?
or How can we change what we are doing already in order to affect this change?
I don't think this is a simple answer but I do think that it needs to happen faster than it is currently. Our students are embarking into a world that rapidly changing, information that use to last us a life time is no longer lasting these students more then a year. We need to change our teaching methods, strategies in order to meet this. Then again, this is only my opinion, would love to hear yours.