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St #/NSID: 11142958/cwh563
Class/Instructor: EPSE 302.3/ Wayne Dyck
Journal:
Week 1 (September 12, 2016):
My name is Colton Hope, currently a first year student in the College of
Education here at the University of Saskatchewan. I am in my third year of the
Secondary Sequential Education program with my major being in the field of
chemistry and my minor in biology.
In anticipation for our first lecture in Waynes EPSE 302.3 Situated Learners:
Context of Learning and Development, I began by reading through the first chapter
of the textbook. This advanced reading allowed me to develop a general construct
for some key concepts, in terms of what the ideal teacher and ideal classroom
appear as for students. Also, how the concept of educational psychology has both
developed and is implemented in our school settings. What I came away from the
reading with in terms of what makes a good teacher, is someone that shows vested
interest in not only their students academics but also their personal experiences
and self-identities. A good teacher is someone that also appreciates the
diversification of a classroom where the personalities and capabilities of the
students can vary immensely. With respect to the topic of educational psychology,
the key principle established by this chapter reading was that it is; the utilization of
psychology practises incorporated into the observation of both learning and
teaching for the development of a bettered understanding of how both occur. A final
topic I noted from the reading was differentiated instruction, which we have been
introduced to in ECUR 320.3 Cross Cultural Literacy. Differentiated instruction seems
to be a way do bypass differences that we as teachers will encounter in the
classroom amongst our students, allowing for all of them to learn at their own paces
and incorporate different learning styles.
Throughout the course of the first lecture we developed several key talking
points from the textbook material, but before that we also completed the Legs on a
Bus activity. This creative thinking exercise allowed for groups of students to
attempt to solve a word-based math problem rooted in the idea of counting the total
of number of legs present on a bus between fictitious girls and their cats in
backpacks. I got the sense that though many of us arrived at the right answer, and
some did not, there were several different ways that the groups broke down the
problem. Some began with the first sentence, trying to make sense of the words
and ordering the lineage of the problem. Other groups simply jumped straight into
the math that the problem presented. It was an accurate demonstration that there
are many different learning styles within the same classroom and even if we think
one way is faster than another that does not make the second method any less
correct than the other. The exercise overall is indicative of differentiated learning
rather than assessment.
We went on to discuss relevant topics from the text as outlined in the pre-
reading above. The class came up with a bunch of great different ideas about what
makes a good teacher including; being a good listener, being accepting, having
patients, and being able to deconstruct complex ideas into simple thought. I looked
Name: Colton Hope
St #/NSID: 11142958/cwh563
Class/Instructor: EPSE 302.3/ Wayne Dyck
at that last idea in terms of some concept map work that we have been doing in our
other classes and how you can take a really complex topic and break it down into its
elements to paint a better picture for yourself about the true meaning of things like
articles and journals. Something we covered in slightly more detail in the class
compared to what the text had to offer was the Zone of Proximal Development
(ZPD). The ideology that students have a particular zone where learning can be
attained, where their prior knowledge is activated yet the idea or problem that they
are perusing is not to far out of their developmental range. This developmental
range is typically associated with a definitive age classification that works to
differentiate ZPDs for specific ideas or problems.
After the class I started thinking a lot about the kind of teacher that I want to
be. Thinking critically about whether I possess any of the characteristics that we
defined a good teacher as having. In such a diverse system of interconnected
communities I feel like in talking about acceptance we touch on one of the most key
concepts that educators need to understand. I have seen racism, bullying and
abusive behavior in my lifetime. Knowing what a negative impact these things had
on me, I cant begin to comprehend how disastrous they could be if witnessed
coming from a teacher by one of the students in our care. Especially if any of these
students were subject to a further destabilizing influence in their daily lives. I hope
that after finding my own professional identity in the classroom that I can make a
positive difference for my students and be someone that they know can be counted
on in both their academic and personal trials. I feel that I should begin to look
further into the concept of the ZPD, especially out of desire to find out how this
ideology helps to frame the high school curriculum that I will begin teaching very
soon. What specific problems or ideas students are expected to encounter and work
through at such a tumultuous age. Something I need to consider when I am
studying for this class are the components of educational psychology as well;
descriptive studies, correlation, experimental/quasi-experimental studies, single and
micro genetic studies, and action research.
through our cultural interactions. That things like language factored largely in the
way and rate that a person develops, and that the ZPD is an essential component of
development.
During the lecture, we began with a series of eleven questions designed to
test our reasoning and cognitive awareness. Being honest, a couple of these
questions tripped me up. This made me think about Piagets concept of concrete
operational versus formal operational cognition. Having the ability to think
abstractly was what allowed me to answer the questions that I did correctly while at
the same time understanding the reasoning behind those that I was either unable to
answer or got wrong. The formal operating portion of my thought process is likely
what restricted my capabilities to answer these questions without being able to put
them into a hypothetical point of view. Even though we talked over a lot of what we
had read in the text, we also expanded on the concepts of maturation and the
principle of conservation. We defined maturation as; naturally occurring changes
over time governed by genetics. Made me question; are we able to alter these pre-
designed genetic changes? What makes them so natural and does everyone go
through the same ones? During the same time periods? The principle of
conservation was defined for us in terms of younger students, who may have an
inability to understand that even though the shape of an object is altered this does
not necessarily mean that the quantity of that object has been changed. After our
example about the students and water in the beaker, it got me thinking as a
chemist about other exampled we could give to students to define the principle of
conservation. I thought about the pressurization of gas into a smaller volume
container as well as the dilution of a solid solute into an aqueous solution. In both
cases the shape of composition of the original sample has changed however the
amount of the starting material remains the same.
After the lecture I found myself wondering about some of the finer points of
both the reading and lecture material. Concepts like the balance between
equilibrium and disequilibrium. How do we know when we have enough, or to much
of either? How can we as teachers work to gauge the amount of structure needed to
not only help individuals but collectively get a positive output from an entire class? I
also thought about the concept of egocentrism. The fact that many of the students
that we will encounter at a younger age are very self-oriented. I wonder if there
ever really is a defined point that we grow out of an ego-centric cognitive state. Do
we just hit a point in our lives where our body chemistry changes and we become
more caring? Or do our shared experiences and the caring actions of those around
us (or lack there of) determine when and if we become more socially aware of other
persons and their feelings? In comparing the two theories of Piaget and Vygotsky, I
also found myself questioning just how much of each contributes to the real world
cognitive development of people. How much of our interactions with the world
around us shapes our consciousness compared with the portion that is developed as
a result of the indirect actions of others and our cultures acting on us? I think that
Piagets theories have a lot of merit in the way that some people are social
introverts. As a result of limited interactions with other people and not having a
really defined cultural relevance, these types of people have to find themselves
Name: Colton Hope
St #/NSID: 11142958/cwh563
Class/Instructor: EPSE 302.3/ Wayne Dyck
fluid and changing. Thus I wonder how he can so clearly define a stage with the
existence of an ever changing environment.
The last portion of the reading focused on a persons understanding of others
and their own moral development. The Theory of Mind talked about the realization
in children that other people are people to, they have feelings and emotion, and in
realizing this, children shape their interactions with others. I attended a psychology
lecture once on psychopathy, makes a person wonder that if we are so shaped by
the Theory of Mind, what happens when a person cannot understand emotion? Do
they not then think that people are people too? Is that why so many psychopaths
are denoted as being violent criminals? Kohlberg also talked about pre-conventional,
conventional and post-conventional levels of moral reasoning. Again, in defining
rigid stages with limited interactivity I question how a person with abnormally
strong cultural values, i.e. Hinduism, extremism, and even Christianity, would be
able to function at a post-conventional level. Gillian presented her ethics of care
where from the female perspective people went from caring about themselves, to
caring about relationships, to finally caring about people (parents). I wondered as I
finished the reading just how mens and womens views differ on things like justice,
fairness, aggression, and empathy as they grow and develop through all the
changes in their lives.
We began this weeks class with an introduction to some of the basic
concepts covered in chapter three followed by a reflective video on friendship
regarding a father and son, the Hoits. This is a story that to me exemplifies the
human condition, our commitment to one another and the love that a father and
son can have for one another. It crosses the invisible boundaries that some of us
can live our lives believing are impassable when it comes to persons with
disabilities.
As teachers we may have experienced throughout our lifetimes that persons
with disabilities are treated as differently or lesser valued as a result of their
conditions. A video like this can allow students to make a personal connection to
their classmates with disabilities and view them as they view themselves and their
peers who do not have these pre-defined differences.
We also completed an in-class exercise on cooperation as a physical
challenge. We had to sit in a circle with varied numbers of students and find a way
to stand up and later sit back down together. It seemed like with fewer people in the
group we were more easily able to get up and back down again without having to
try several different combinations of hand holding and foot positioning. I thought
that in a metaphoric sense, maybe this could relate back to the part of the reading
talking about development as a result of the surrounding environment. With so few
people there was a very defined way of doing things and it was easy to see what
had to happen. As we put more people in the group we had to develop and grow
together, taking on other peoples input and reasoning to the betterment of solving
the problem.
Name: Colton Hope
St #/NSID: 11142958/cwh563
Class/Instructor: EPSE 302.3/ Wayne Dyck
After class even though its a bit juvenile, I found myself wondering just how
many people you could actively get at once to complete the physical challenge we
had tried. I tied this back into, if everyone were positively enforced by the people
around them, if we all worked together to accomplish our common goals and no-one
had an egocentric outlook on the world then just how much could we accomplish?
Would our situation have been any different if the challenge had been run more like
a dictatorship, with one person giving direction and instruction and less like a
democracy? This line of thinking brought me back to out lectures on differentiated
as opposed to transmission instruction. The incorporation of other peoples ways of
thinking, the accommodation that recognizes that not all people are the same and
have the same level of ability. Played a key role in the exercise that we completed
and was what eventually allowed us to succeed, even though we fell over a couple
of times on the way up.
syndrome and autism spectrum disorder. I grew up with a friend that suffered from
Asperger syndrome, he was high functioning which in a classroom setting became a
disadvantage later in life. This was because as he grew older teachers and peers
both stopped recognizing disadvantages that he had to still battle to overcome and
eventually after struggling through the first two years of high school he dropped
out, later taking his own life. It was hard to make the realization that not everything
that could have been done was to prevent what happened, I feel like everyone
involved could have done more, including me, its a big part of why I want to be a
teacher so that I can never say that I didnt have the chance to be there for a
student in need. That I never had the chance again to be a positive influence in
someones life.
This week to start the lecture, we introduced the upcoming workshop project.
I think I would like to find an article to critique that focuses on a differentiated
classroom strategy and the effects that something like that can have on student
performance. I have been a part of a flipped classroom before, back in high school
for a math A30 class, that could be something interesting to bring forward and talk
about more in detail if I can find a good article. We then moved on to expand on the
topic of learning styles from the pre-reading, through a math pyramid activity. We
got to see that in trying to fill in the empty spaces of the pyramid, some students
started from the bottom, some from the top, and some could not have been less
interested by the fact that we were doing a math exercise. I though a lot about how
this relates to our teaching in schools, how some students will have varied
approaches to the classes that we teach but no matter what we do there may
always be some students in a class that either dont grasp the materials or just
have a shear disinterest in learning what we are trying to teach. Being relatable as a
teacher can help with that, if our students like us, can relate to who we are, then
maybe there is a better chance of them being willing to accept instruction even if
they dont like the subject being covered as much as another class.
From there and for most of the remainder of the class we split off into varied
groups to complete a jig-saw activity based around five discussion questions for
chapter 4, intelligence. My group was assigned to find more information on the
second question regarding Stenbergs Triarchic Theory of Intelligence before
reporting back to our original tables. We have worked with the jig-saw activity in
one of our curricular classes so far this term, ECUR 320.3. I find it an interesting
adaptation to differentiated group work, it gives a good chance to be able to go over
a bulk of materials in refined small groups to develop good detail, it is important
though to make sure enough time is given to develop the asked question and to
ensure that groups have enough time to relate their thoughts back to the home
groups. Also as teachers we would need to make sure with our school age students
that correct information is being relayed and that no misconceptions are being
created by improper communication of facts.
The last few activities we completed in class were; a video viewing on
Eriksons theory of multiple intelligences, a song/poem group creation activity and
an introduction to the teachers casebook from chapter 10. Beginning with the video
Name: Colton Hope
St #/NSID: 11142958/cwh563
Class/Instructor: EPSE 302.3/ Wayne Dyck
students ask yes or no questions in return, form hypothesis, collect data, form
conclusions and generalize before reflecting on the problem. Problem-based
learning (PBL) on the other had is described as; a similar process where learning
begins with an authentic problem, it must matter to the students and be worked
toward to define a real solution. We have talked a fair bit about PBL in our sciences
elective class, of course we occasionally get a little to focused on the right
answer. As a science educator, I have seen during my teacher candidacy that with
certain groups of students finding a problem that connects with them is a lot more
difficult than an inquiry project where the solution is a bit more apparent but they
are still engaged creatively. The section moved to the six features of cognitive
apprenticeship; modeling support, get external support, receive scaffolding,
articulation of knowledge, reflection and explore new modes of application. How can
we as teachers, expect our students to be able to willingly develop relationships
with us if they dont witness us modeling these behavioral practises when this is
such a comprehensive breakdown of how we want them to learn? The last of this
section was about the differences in cooperation and collaboration. Collaboration
was talked about to relate to and get along with diverse peoples, respecting
differences, sharing authority and building knowledge that is distributed.
Cooperation was more abut working together to get to a shared goal. We need to
have both in our classrooms, without cooperation we arent embracing the
previously covered models for inclusion and without collaboration, there is no focus
or overall objective for what we are trying to accomplish.
Our textbook talks about the prospects of cooperative learning being;
rehearsal and elaboration, creation and resolution of disequilibrium (Piaget), and
scaffolding of higher mental processes (Vygotsky). I always wished looking back at
my high school years that I had made more time for different models of thinking like
drama and art, talking about things like rehearsal and elaboration just touched for
me on things like monologue, enactment, etc. that I never got to experience. Would
I be a different thinker having gone through those things? It defines the elements of
cooperative learning; working together for positive interdependence, demonstration
of learning on their own, advanced teaching of constructive feedback, reaching
consensus and involving everyone, and monitoring of group processes and
relationships to learn dynamics. In science, in the past we have been hung up in a
real imbalance between the first two, too little working together and to much
independence. It talked some about the assignment of role within a group dynamic
to facilitate communication. I have seen this be extremely effective especially with
my exceptional learners during student teaching. If a student is functionally
integrated (schools terminology) into an inclusive classroom, their exceptionality
allows for them to be there but it is on us as teachers to help facilitate roles for
them where they can be the most productive learners while still being challenged.
The final two points in the text were for service learning and learning in a
digital age. Service learning is talked about as being set up to meet the specific
needs of the community. This hits hard for me again being at Feehan as it is the only
community school left in Saskatoon. This means they have a community kitchen
that feeds all the students two square meals throughout the course of the day due
Name: Colton Hope
St #/NSID: 11142958/cwh563
Class/Instructor: EPSE 302.3/ Wayne Dyck
to the less fortunate nature of the community surrounding the school. I have on
occasion volunteered my services to the school on my days there to assist with
meal prep and setup but it is truly amazing to watch some of the fantastic men and
women that are there, day in and day out, not for themselves but for these kids that
they might not even know. Almost more impressively is there knowledge of the
students that they know, the unspoken relationships they have with these kids and
the caring, companionate, concern that they have for them should there be a
situation where the student needs an advocate or if they arent there for an
extended term. On the other hand, we have talked about the helpful nature of
assistive technology in the classroom with exception and non-exceptional students.
Talking about living in a digital world; Smartboards, iPads, cellphones, all of them
daily can be seen throughout our schools, sometimes for the betterment of student
learning but occasionally as a distraction to. I would personally argue that it is a bit
more the latter if not properly managed by the classroom teacher.
During the lecture this week, we began with an in-depth look at the Teachers
Casebook activity at the beginning of Chapter 10, to answer the four follow-up
questions to the outlined scenario. In principle, the casebook situation was a
teacher that had just started teaching an English class, the teacher discovers some
of the students are ESL learners and notes that they need to find out how much
they know but dives into a book report project. On receiving back, the reports; some
students reference a class text in non-academic contexts, and only three of the
students reports are of exceptional quality. We reflected in-class about the possible
adaptations that we as teachers would have made or suggested to this teacher
were we in their position. Solutions ranged from allowing students time to select
and read a novel, and the allowance for alternative media based on having ESL
students present. The biggest thing for me though was the need for relationship
building between the teacher and their students, defining what interests them and
how that can be engaged on to enhance their learning. The question of what to do
next was posed, for me I would give them time to find a book that interests them,
time to expand on the chosen topic of interest and time for me to get to know as a
teacher what engages them so I can better my lessons and use of class time.
Suggested teaching approaches that may work for adaptation was next; I came up
with differentiation of the instruction in the form of a more hands on approach to
the literacy aspect of things; reading circles, journaling and reading aloud could all
be tried. Last we were asked how to best engage the three students that
succeeded. I recommended that there be some additional development through an
exercise in citation where these students could learn more about the writing process
and how to give credit to authors of existing works.
We moved on to create a list of the current constructivist learning theories
and those persons that most influence them including; John Deweys social activism
(inquiry learning), Albert Banduras social cognitive approach, Lev Vygotskys social
cultural/constructivism, Jean Piagets child development (stage theories), Jeremy
Bruners discovery learning (spiral curriculum), and Howard Gardners multiple
intelligences. In large majority, these were a part of the pre-reading section outlined
above but I found specific interest in the concept of Bruners spiral curriculum. We
Name: Colton Hope
St #/NSID: 11142958/cwh563
Class/Instructor: EPSE 302.3/ Wayne Dyck
defined this idea in terms of spiral learning; where at a young age, large concepts
like math are introduced and as we age they spiral grow, getting more refined,
detailed and structured. This in many ways is easily connected to the concept of
curriculum building where subjects are introduced in basic context at a lower grade
equivalent before becoming more advanced and detailed in the higher grades of
secondary education. I related this back to when we had spoken about
gifted/talented exceptionalities in the 390-lecture section. Wondering if that we
define the concepts for our curriculum building around the idea of spiral learning,
can there be negative consequences impactful to the students comprehension of
knowledge if they dont definitively follow the spiral upward? (i.e. advanced
placement) We have talked, sometimes at length about the possible social
complications of moving students forward if they are academically advanced but it
makes me think about just how careful we need to be in ensuring that they are
ready for the next grade levels material equivalent because if we move them
forward and they are, as an administration we can create allot of additional
consequential work for students and even impair their ability to learn. Wrapping up
constructivism, we expanded on six key benefits; group-based cooperative work,
learning through real-life situations, visual format, mental modes, global goals
problem solving and critical thinking, and divergent thinking. Again, I keyed on one
of these; learning through real-life situations, as a science teacher, I find my
students much more actively engaged if I can relate the content of the things they
are learning to their own daily interactions. It seems to break down the large
concepts of science into smaller more manageable ideals and gives them something
to remember when it comes to evaluation.
From here we moved into a little bit on Chapter 11; Social Cognitive Views of
Learning and Motivations. We were briefly introduced to Albert Bandura who
developed Social Learning Theory, which has since developed into the modern-day
theory of Social Cognitive Theory. The basic premise is that people learn by
observing the actions and consequences of the actions of others. Interesting that
this learning can be both positively and negatively impactful when it comes to
students who; could have a tough life at home, and who may have experienced a
negatively impactful educator or classroom environment. The last part of chapter 11
that we looked at was the Triarchic Reciprocal Causality associated to Social
Cognitive Theory. Here it was justified that the Social Cognitive Theory defines a
dynamic (changing) system of interactions between three key ideals; personal,
environmental and behavioral. This for me seems to be even after an only brief
introduction one of the more comprehensive theories of cognition that we have
covered.
The last thing we did during the lecture was watched a student creation video
on constructivism. It brought forward three key ideals of constructivist theory; the
individual is the most important part, social context is the development of teaching
and learning amongst each other, and that experiences construct knowledge and
determine long term storage. From these, we could infer specific things about the
teaching profession from the video like; cultural influences make each person
unique ad give them a different peak in our classrooms, and that the teachers roles
Name: Colton Hope
St #/NSID: 11142958/cwh563
Class/Instructor: EPSE 302.3/ Wayne Dyck
are to; communicate, facilitate, motivate, collaborate and research. I think we have
already spoken to the fact that our most defined role is to build and nurture
relationships within the classroom.
Looking back on the pre-reading and lecture sections from this week I think
the thing that stood out the most for me in terms of what I would like to learn more
about and expand on is the Triarchic Reciprocal Causality. We have had a lot of
debate over the validity of a stage-based model like Piagets, and looking at
Vygotskys theories the focus shifted more specifically to the refined cultural
aspects for learning and development. Here under Bandura, the presented theory
considers both the more interpersonal aspects of a theories like Piaget; as well as
the environmental impacts on learning and development from the social cultural
workings of a Vygotsky, before taking it further to refine the third idea of behavior
being impactful on learning and development. It becomes more connected for me
when I consider some of the students I have encountered again through my student
teaching at Feehan. Many of the students that I have interacted with; have
extremely difficult home lives, have had negative interaction with adult authority
figures including law enforcement, and have been in many cases held back
academically on multiple accounts giving them a negatively defined relationship
with their academic peers and educators. These negatively developed behaviors in
many ways can hamper their ability to learn and develop in a classroom setting.
This is because half of the time they are actively rebelling against the authority
figure in the classroom whether warranted or not, and the other time they have
been removed for the class or because of their prior removal, are encountering
extreme difficulty in understanding concepts ranging in difficulty. Often when it
comes down to it, if the students to reach an age of emotional comprehension and
understanding that they need to change to be successful, it can be to late for the
teachers in their current circumstances to be able to help them. This inevitable
results in what as a teacher I fear the most, the fact that a child may in fact be left
behind.
student interest, increase opportunities for self directed learning, use task
progression, and set up activities that promote success. As a future teacher, I
couldnt help but notice ow well the second point touched on our new curriculum
setup revolving around outcomes based assessment. The ideology behind self-
directed learning gives the reigns to the students which can go either well, or
terribly. I would assume that if we can use the other strategies of intrinsic
motivation in conjunction with this in our lesson planning, hopefully the outcome
will be much more engaged students. Taran also introduced us to the Poll
Everywhere resource which was an effective anonymous means by which we could
have our students electronically submit feedback or answers to a posed question
through their phones or other assistive technologies. Learning about these different
resources has been important to me because going to school out in Martensville,
our teachers werent always inclined toward modern technologically based
instruction.
I was second up in our group of five presenters, here to introduce the concept
of The Flipped Classroom. I took a different approach than Taran, rather than having
a hands-on activity I reinforced the handout I gave the group with a single focal
visual that I wanted them to keep in mind as we moved forward. The visual I used,
defined the stats from the article, Case Studies and the Flipped Classroom, C.F.
Herried and Schiller, in the form of a pie chart; 200/15000+ educators surveyed
indicated use of The Flipped Classroom approach. I wanted them to understand just
how under-utilized such an effective method for teaching has been in the STEM
environments of our schools. I had a lot of success in eliciting creative and relevant
discussion from the group by spacing out eight different discussion questions
through the presentation, and getting them to engage with the idea of the flip. We
went through; its relevance in the STEM class, positives of the flipped classroom,
the survey results from NCCSTSL, common approaches to flipping, case studies that
showed positive results, negatives of flipping the class, methods that are similar,
the advantages of video over text and, what the future of the flip is. I have always
though as we move forward in time with the advancement of technology and our
capabilities to communicate effectively with students that this could be something
we see used more and more. During the group discussion, AJ also came up with the
notion that even though such a low number of teachers identified with having used
the flip that maybe some had used a similar method without identifying it which I
found insightful. Before my presentation was over, I moved from the power point to
show the group a video of a teacher who introduced the flip to her classroom
successfully; link to follow:
https://www.youtube.com/watch?v=9aGuLuipTwg
This video simply got across to the group what I would most hope to achieve with
the introduction of a strategy like the flip in my own STEM class, the effective
differentiation of instruction that translate to enhanced relationship building and
accommodation of learners.
After myself, Kayla took to the presenters role with a workshop on the power
of music in the intellectual, social and, personal development of children and young
Name: Colton Hope
St #/NSID: 11142958/cwh563
Class/Instructor: EPSE 302.3/ Wayne Dyck
people. Her handout did a great job of introducing us to the idea that skills in music
can translate cross circularly and throughout life into a multitude of other skills.
Skills sets stemming from music were based in; language, mathematics, intellect,
creativity, social and personal development and physical development. As a piano
player of fourteen years, I can attest to the development of physical literacy
associated with playing an instrument and learning rhythmic mechanisms. I find
that in teachers, and people in general, the largest difficulty in associating music to
learning is when we try and draw comparisons to physicality and sport. Being an
active hockey player growing up, I have no doubt that learning the keys had an
impact on my ability to control hand movements and rhythmic motion associated
with skating and handling the puck. Moving forward with her presentation, Kayla
also came out with two great interactive music games. The first was an activity in
establishing rhythm and tempo using plastic cups in a circle through passing and
tapping motions. I found that her ability to relate the games validity with
exceptional learners here was powerful as an idea to work with kids that may
otherwise have issues with behavior and focus. The second interaction was with the
larger box-drums, again working cooperatively to establish patterns and mapping. I
couldnt help but think having these larger instruments in anything other than a
band classroom may prove to be an explicit distraction to students that might
otherwise be used to them lacking in a typical classroom setting, though I did think
that the notion was a good one for establishing cooperativity in small groups.
Second from last to go was Caitlin, who introduced the concepts of using
table top games in the classroom, her example game being Gloom, incorporated
into a creative writing class. She did well to introduce the article that she chose and
the authors take on the prospects of gamifying the classroom. Game based
learning as she defined it was good for putting students in real world situations
where they would have to; use language as their instrument of thought, think
reflectively, critically and creatively, and develop language abilities as functions of
the way they think. The game itself, Gloom, had students creating their own stories
based off a character that they were introduced to through the game-play being
placed into different situations as they moved forward in the game. We saw that
students were given templates, something I saw as very like the old outline
templates one would get in a high school English essay writing class, to build off;
developing their character and story board ideas. In reflecting on Caitlins
incorporation of a completed lesson plan into the workshop handouts, I found it a
very good way of representing what we are striving to achieve in planning lessons
that can keep the attention of our students in an organized fashion and creative
way. As for my own use of gamification in the science classroom, I found myself
reflecting on and discussing the game Pandemic with Caitlin. Pandemic is a game
based around the outbreak and spread of diseases on earth, where game-players
are given specific roles to stall and cure the resultant disease strains. I think this
would be an excellent method of introduction for either an environmental science
20, or health science 20 group as a way for the students to begin building
relationships and working together in groups of 4-6 students.
Name: Colton Hope
St #/NSID: 11142958/cwh563
Class/Instructor: EPSE 302.3/ Wayne Dyck
completed through the observation but it refines the concepts of observation to; the
observers character traits, status of the model, consequences of the models
actions from the view of the observer etc. As future teachers, often I would imagine
that we will experience both the positives and negatives of modelling in our
classrooms. If we can set positive behavioral models through our interactions with
the students encouraging things like; following of classroom rules, handing in
assignments on-time and, working cooperatively in groups, we will have many more
positive outcomes. If students are influenced negatively by peers around them that
show; disregard for teachers authority, violent behavior patterns and, or cursive
language, we may see those behaviors modeled through their own interactions.
Self-efficacy is distinct because it involves judging a persons capabilities specific to
certain tasks. It is a smaller part of self-concept which is more global and all
encompassing. In schools, I think we would see examples of poor self-efficacy more
frequently in areas of athletics, where students dont believe that they can
accomplish a specific task or compete at an elevated level. On the other hand, self-
esteem was looked at in-terms of judgements of self-worth rather than judgements
of capability. Poor self-esteem can be seen in classes where a student lower their
value based off poor scoring on a test, suffer from depression or otherwise feel that
their teachers or peers view them as less than the other students. The text also
linked self-efficacy and motivation stating that with a greater sense of efficacy,
motivation is increased. I have seen this with some of my high achieving students in
physical science, those that score well on quizzes and exams work with notedly
more focus and determination during class time to achieve higher the next time as
well. Reading about self-efficacy as it relates to the teacher, we define it as our
ability to reach even the most difficult students to help them learn. Heightened
efficacy in teachers means they will work; harder, longer and with less burn-out. I
would hope as an educator; I can hold to the highest sense of efficacy to best assist
all my students and not run my-self into the ground but talking with my partner
teacher I have also come to know that we can over-extend ourselves. Its about
finding balance in life and in teaching.
The last of the pre-reading moved on to the topic of self-regulation in learning
and the establishment of the four pillars of teaching. To have a sense of self-
regulation in learning the text talks about needing three things; knowledge,
motivation, and the volition to learn independently and effectively. It mentions how
knowledge ranges from understanding tasks and learning strategies to application.
Our students can have a lot of different kinds of knowledge and represent them in
so many ways that differentiation in assessment and evaluation becomes more
important. Two different styles of the self-regulated learning cycle are represented in
the text, Winnie and Hadwins four phases; analyzing the task, setting goals and
designing plans, enacting strategies to accomplish tasks, and regulating learning.
Zimmermans, three phases; forethought, performance, and reflection. I find
Zimmermans the more concise of the two methods and that the process of
reflection can help to build on the concept of self-regulation just as it aids us as
teachers to build on our understanding of self. The four-phase method though is
how I would more typically think about students self regulation where reflection is
Name: Colton Hope
St #/NSID: 11142958/cwh563
Class/Instructor: EPSE 302.3/ Wayne Dyck
lacking but; thinking, planning, acting and, regulation follow in specific order. As
teachers, we again need to expose students to a continuum of attainable
circumstances to establish and build on their current modes of self-regulation. Self-
regulation with students can be expressed physically, through organization and task
achievement, or emotionally by coming to understand their own emotions and the
feelings of others with the understanding that how their peers feel inside and what
they express outwardly may be very different. Last the text describes the four
pillars of teaching as behavioral, cognitive, constructivist, and social cognitive
theories. It describes students as needing to make sense of the material we teach
(constructivist), remember what they understood (cognitive), practise and apply
(behavioral) and last take charge of their own learning (social cognitive).
Starting off the lecture this week we began by defining the five keys to
effective teamwork; common goals, mutual respect, effective communication,
feeling of importance and, fair treatment. Having been a part of so many different
teams in my life including sports, both in school and extracurricular, scholarly
debate teams and teams for volunteer work, right away I started to make
connections to these ideas. I always think of those corny anecdotes like,
teamwork makes the dream work, and we always miss 100% of the shots we dont
take, that were always plastered over the walls of our schools growing up. In their
own way, they always spoke some rendition of the truth because without a cohesive
sense of teamwork in certain areas of our lives, we would not get by on our own. In
the classroom, I would think one of the most important of these ideals is the
concept of effective communication. If we as educators cannot create lines of
effective communication with our students and give them outlets for
communication with us and their peers, then issues hiding below the surface or a
lack/misrepresentation of understanding related to their learning may be
established.
Afterward we moved on to the chapter 14 teachers casebook and the
questions tat followed it. This time the casebook was about a teacher returning to
where they went to high school in a relatively uniform classroom environment, to
find a much more diversified climate with huge differentiation in students
capabilities. We were asked how we would differentiate our own instruction for this
unique group of students; I came up with giving the students more hands on
projects to assess their comprehension and prior knowledge of course work, and
giving additional resources like video and pictures that may otherwise have
difficulty with the written English word in a text based approach. The second
question was about if different teaching philosophies would create different
outcomes to differentiation in this situation. I said of course it would referencing
things like the incorporation of technology by some teachers; where some may be
willing to use it more while others may think that modern technology is more of a
distraction and is not an asset in the classroom. Also, instructors in specific subject
areas may feel that their course work is not as conducive to hands on instruction
which can alter the level of possible differentiation. Last we were asked how we
would go about grading if we could produce successfully differentiated instruction;
to this I thought that frequent and successive marking would be best to most
Name: Colton Hope
St #/NSID: 11142958/cwh563
Class/Instructor: EPSE 302.3/ Wayne Dyck
quickly determine if the strategy for differentiation was working, and if not then
moving forward to a new trial for differentiation can occur more quickly.
After completing our work with the casebook, we left the class and headed for
the gym to work on some team-building exercises. We worked through a series of
games including; toilet tag, line tag, a trust fall type exercise and, a tug of war.
Starting off the toilet tag seemed like more of a mess than a team building game
but after a while when the group that was it began working together it did go allot
better for them simply because they could strategize and plan instead of just
running after a group before losing most the people they were chasing. The line tag
was interesting for team building, especially because me and Ben nearly took home
the win, and a pair of broken noses from a nasty fall. If the group that was it didnt
work together and communicate their intentions they would get going the opposite
direction and be easy to avoid, but by the end of it they could coordinate down the
length of the line to trap the last few of us and end the game. The, well, trust lean I
suppose, was an interesting way to observe the different personalities we have in
our class. Some people were timid and unwilling to buy-into the fact that the rope
was going to hold them, others put in complete faith and took it as far as they
could. Here though everyone was still treated fairly and given the same opportunity
to engage and be a part of the larger circle where we all trusted one another to stay
upright. Finally, in the tug of war of course everyone always has a common goal of
beating the other teams and pulling the rope to your side but we saw that in being
able to communicate with one another about when to pull, which way to move, and
getting low, that was what led to success.
After class was over, I looked at the chapter summary that Wayne had
indicated we read for the perspectives of the two experts on the earlier read
casebook. The former special needs coordinator Lenore, had a specific focus in her
schools on adaptations of instruction and assessment rather than modification of
course outcomes. In her schools core teaching areas; math, science, language arts
and social studies, the teachers did come up with ten essential outcomes that the
students needed to be able to achieve to be successful at the next level and taught
those across the board with supplements to those students that could handle it. In
some respects, I can agree with this type of strategy that allows for even the
struggling ESL learners to learn what they need to achieve success, I only hope that
enough was expected of the students to make them push to achieve and proper
attention was paid the the amount of supplementation the more advanced learners
were receiving. Classes too the same formatting; vocabulary review, followed by
background knowledge building, illustration through technological means, class
time to practise until mastery is reached. Most of the learning is OF. I would say
that this is a very similar teaching ideology as the one I have seen presented at
Feehan in all grade levels. They graded off a lettered grading system A-C with C
being mastery, B being above, and A being beyond. Evaluations like the finals were
given in a C-A formatting for the question ordering and orientation. I like this idea as
it builds student confidence at the beginning of the test and establishes early
whether they know and understand the required materials for mastery. The idea of
weaning students off major adaptations was also presented with the lettered
Name: Colton Hope
St #/NSID: 11142958/cwh563
Class/Instructor: EPSE 302.3/ Wayne Dyck
grading system because they couldnt achieve more than a C if they were given
excess help or resources. I think its good to give the students something to work
toward while we keep in mind that some students may never truly be able to move
away from comprehensive adaptation.
Second up was the masters of education Leyton, who was willingly
understanding of the fact that effective differentiation for such a diverse group of
students would take time. He started off by taking a deep breath and making the
recognition that he needed to get to know the students more. Again, a good
approach and something that through reflection is easy to understand that without
first knowing the students, we as teachers wont reach them effectively. He
proposed that observing trends like in his three health science groups is vital
because it allows you to establish a profile for the class and how best to
accommodate they way they learn. I would worry here about generalizing that there
wasnt an effective mixture of all three of each of these types of students in each of
the class sections who could be being overlooked by his differentiation for one
specific student type each time. I did like the concept of text sets a lot though, if a
student can take an interest in a book, having a prepared package of similar
readings to engage them can be valuable. He also talked about giving the students
multiple outlets to display their understanding if the outcome is met. When we have
so much diversity it would be hard not to give this sort of n option just because of
how many different learning styles and capabilities there are present in the class.
Working from the students diversity as a strength here was also important, I think
its a lot like how we talked about using People First Language with the exceptional
learners, if we are identifying students and classes by their strengths, it can only
build them up, not tear them down.
management, clarity and organization. These three dimensions seem to relate back
to well to all the material we have covered on classroom strategies and
differentiation in the development of student learning.
The chapter moves on to the first step in the teaching process, planning. It
defines planning in terms of associated periods of time ranging from a year down to
a day. Planning determines how time and materials are turned into lessons/activities
for students. Going through the student teaching this semester has hardly begun to
introduce me to the work load and planning that will be required as a full-time
teacher but it has shown me how vital being well prepared will be. The text also
defines instructional objectives as a clear and unambiguous descriptions of the
educational intentions for the students. A drew connections between this definition
and the SMART goals we were introduced to during our literacy class, where clear
and concise objectives regarding what we wanted the students to achieve were
created. Constructivist planning was also later defined as the shared planning
between teachers and students where; planning, content and assessment are
student centred. Being student centred is a good way to build relationships and
develop a comprehension of the different learning styles present in our classrooms.
The textbook moved on to define three taxonomies encourages systematic
thinking about relevant objectives and ways to evaluate them, that function in three
domains; cognitive, affective and psychomotor. Cognitive was originally broken
down into; knowing, understanding, applying, analyzing, evaluating and creating,
before being revised to include these processes acting on four kinds of knowledge;
factual, conceptual, procedural and metacognitive. This taxonomical revision does
well to define that there are multiple knowledge forms to be affected, all of which I
have seen defined in my students at one point or another. It states that objectives
in the affective domain go from least committed to most committed. Here I thought
about are talks centred on motivation which of course is the driving force in
commitment to a task. Last, the objectives in the psychomotor domain go from
basic perception and reflex action to skilled creative movement. When we were
talking about the stages of development, we saw reflex action and perception
through things like object permanence in early development before the later stages
where refined motion came to be developed.
From here the chapter moves to develop on some common teaching
approaches and contrast that with differentiation of instruction. It defines; direct
instruction basic skills and explicit knowledge though presentation and review,
convergent questions one right answer, divergent questions many answers, high
level questions need analysis and evaluation, and simple questions yield a high
percentage of correct answers. In reading about the patterns of use the text
references, I think about how as teachers we may not be able to differentiate for
each specific student, but how finding that mix between high level and simple
questioning with the appropriate level of feedback is one of those key skills to
develop. Wait time was another big one for me because it was something I was
corrected for by my partner teacher during the instruction of my first lesson.
Allowing students time to formulate a response before calling on them proved vital
Name: Colton Hope
St #/NSID: 11142958/cwh563
Class/Instructor: EPSE 302.3/ Wayne Dyck
because when I wasnt waiting, I wasnt getting active participation from the
students. Group discussion was another one that I have been burned by during a
taught lab activity, I gave the students time to talk to confirm their findings but had
one group that used the time to goof off and some students were even using their
phones while in the lab when they could have been working ahead. In contrasting
with differentiation, the text defined; ability grouping grouping of students relative
to their academic ability in a class, flexible grouping range through cross-age
grouping and with-in class ability grouping if handled properly, and adaptive
teaching all students provided challenging material and supports used when
needed but removed when they are no longer required. We have talked a ton about
differentiation in the exceptionalities class for those students that may need it the
most but we must remember that they are not the only students that require our
vigilance and ability to differentiate to the benefit of all learners in the classroom.
The last of the pre-reading centred around teacher expectations. Sources for
teacher expectation include; IQ scores, gender, notations from previous teachers,
medical or psychological reports, ethnicities, sibling knowledge, physique,
achievement levels, socioeconomics, and behaviors. I think we are most influenced
by the last one in student behavior because if we have a student that is constantly
misbehaving, regardless of the reasoning the natural reaction is to lower our
expectance level. It defines two kinds of expectation effects including; self-fulfilling
prophecy teachers beliefs of student abilities arent based in fact but student
behavior comes to match the expectation, and sustaining expectation effect
teachers are accurate in their initial impression reading of students and instruct
appropriately but often dont alter their instructional expectations based on student
improvement. We have talked a lot about the fact that students will work up to our
expectations so we should keep them high but the sustaining expectation effect was
relatively new here. Its understandably important that as teacher we adapt to the
fact that students will improve academically while in our classes and change our
instruction and assessment levels accordingly.
During the beginning of the lecture this week, we started with a discussion
based around changing education because of the recent US presidential election of
Donald Trump. This is a topic that has gotten people all over the world extremely
emotionally invested and activated. This includes; students, educators, parents, etc.
With his election, we have seen a rise to power that has; alienated minorities,
sexualized and degraded women, and created a seismic rift through the populous of
the states. It has created a boiling tension between white ethnocentric students and
the diverse migrant student contingent of the public divisions. There has been huge
spiking in racist behavioral patterns in the schools including hate crimes, derogatory
language and vandalism. As teachers in these public schools, it becomes our
responsibility to definitively explain to students how this could happen, how the
worlds biggest bully could come to hold the lands highest office. It becomes the role
of those that are looked to too educate the young minds of children to effectively
answer the tough questions around; racism, hatred, greed, and depravity. We also
must deal with the consequential behaviors that a world altering event like this has
on the impressionable behaviors of our students in our classrooms. If Trump can
Name: Colton Hope
St #/NSID: 11142958/cwh563
Class/Instructor: EPSE 302.3/ Wayne Dyck
become the president by not listening to anyone, not having respect or carrying
himself with dignity. How then is it that we as teachers can be expected to maintain
and uphold these values in our students. Why should they have to behave? Why
should they have to conform? These are the types of questions that students may
find themselves asking after having witnessed this travesty. I cant help but feel
horribly hearing these stories about mothers and fathers that must look at their
young daughters over the course of the past week and try to make sense of what
has happened. Try to put into words just how a man that could brag about such
horrible things as having assailed women could be the one that is now supposed to
represent the voice of the people in one of the most, if not the most influential
country in the world. All the rioting and all the hatred out there for everyone to see
now that the election is over makes me wonder, have we developed as a society?
Or have we rather just come to mask and bottle up all our hatred and contempt for
change and difference inside until some bottle breaking event cracks the glass and
lets all the water come rushing out. I would like to think that things have change,
that people have changed, learned and developed new means of understanding and
compassion but something like this gives validity to the opposite. It gives just cause
to the notion that the human condition is not one of caring and compassion but
rather of violence and attrition. That it is every man for himself and anything that
does not fit with our preconceived notions of normality is to different and wrong to
go on existing and being in harmony with what we idealize as our own perfect little
worlds.
Later in the lecture we did move on to; a group activity for sharing our
experiences during our student teaching that support differentiation as well as a
concepts review for chapters 11 and 14. I held my tongue and did not over-
contribute to the earlier discussion of the election but I did find myself distracted by
it through the course of the lecture pondering what all of us being there meant in
the context of what was going on around us.
After the lecture was over I found myself remembering and reflecting on a
story that was told to me by one of my mothers old colleagues that used to teach
up in Batttleford. This man had a student join his classroom half way through the
school year back around 2000, and in a group of grade nines, he was one of many
students of colour but typically students here were of an FNMI background
associated with northern Saskatchewan. He was an African American male student
from somewhere near Nigeria I think. During his first week in the school, students
seemed to take a vested interest in welcoming him and making him feel as though
he was an important member of their class. However just as his first week there was
ending there was an incident where one of the white student was heard ushering a
derogator racial slur toward the boy after the class was over. This teacher took it
upon himself the next day during the first period to stop and try and help give some
perspective to his students. He played for them, the I have a Dream speech
authored by Dr. Martin Luther King Jr. Now we all know the speech and the context
that it was made in during a rocky period of history for the states. He told me that
after watching the nearly thirty-minute video he looked out at his class, not one of
them had taken to ignoring the video, not one of them showed anything but their
Name: Colton Hope
St #/NSID: 11142958/cwh563
Class/Instructor: EPSE 302.3/ Wayne Dyck
complete attention and many of them were even visibly emotional because of what
they had just watched. He follows the video with the insinuation that if the students
were to let hate win, if they were to treat each other as no better than the dirt that
they walked on then all that Dr. King and others like him had fought for would be in
vain. That none of it would matter anymore.
I wonder if any of it will matter anymore now that Trump is president. If any of
the great battles waged for inequality, the rights of all man kind and woman kind for
that matter, would really and truly matter anymore. How in the world are we as
teachers supposed to convey the importance and meaning behind these types of
heroic action when we live in an age of inattentive hatred and ignorance. Where our
students are being influenced by such mainstreamed negativity and no matter
where they turn it is constantly being shoved back at them again and again through
social media, and through the technologies that they have become so
interdependent on.
later but in the heat of the moment felt were necessary means to defend myself
and hopefully get them to stop. Having gone through this sort of thing I understand
just how hard it is for students to talk about it but understand that it is so much
easier if our teachers are open lines of communication and we have an established
sense of trust with them.
The last of the pre-reading was about the requirement of this communication
and culturally responsive management. Empathetic, active listening was seen here
as teachers reflecting to them what they hear them saying, capturing the emotion,
intent and meaning behind students words. There is nothing worse for a student
than being told that you can talk to a teacher about your problems and then either
having them misunderstand or even further be ignorant to what it is you are having
to go through. In response to empathetic listening we have talked previously about
how teachers can respond; passively, assertively or hostilely. Dependent on what
the student is going through a passive approach to understanding and comforting
may be needed but of it is centred around a behavioral issue or the student is giving
you the run around, an assertive approach will get the best result. Teachers should
never be hostile, maintaining an approachable and nurturing relationship with
students is key in establishing a safe and learner friendly classroom environment.
Assertion and passive understanding are especially important when dealing with a
diverse student contingent especially when the cultural background is different from
our own. We must understand that these students go through different scopes of
peer interaction, bullying and living than we do and we need to show a sympathy
but still maintain the student-teacher framework.
Starting off the lecture this week we began as we normally do with some
quotes. This week I noted the quote that stated; hurting people hurt. For me this
resonated because over the last three years I have been living with a roommate
that suffers from clinically diagnosed depression. Its hard to have a conversation
with him about it, not because he doesnt want to talk about it or is unwilling to be
involved in the conversation. Rather it is because he does not definitively
understand why it is that he feels the way he does. Diagnostically he understands
that he suffers from a serotonin deficiency, he understands what his triggers are
and even knows what it feels like to be off his medication and destabilized. The fact
remains that even when he is on his medication, if he is triggered, he is simply
overwhelmed with feelings of sadness, worthlessness and even to a lesser extent
fear as he has self-described it. Coupling that with the fact that his depression
creates a crippling level of social anxiety its no wonder that as the quote says, he
hurts because he is hurt.
The introduction of the lecture followed with the introduction to some of the
key theorists in the areas of classroom management from chapter 13. These
included; Glasser, Dreikurs, Ginott, Brokenleg, and Koanih. The one that resonated
the most with me here was when we talked about Glasser and the two basic needs
of children; to love and be loved. It always seemed amazing to me how children that
came from a broken or abusive family home could still be so successful and well
adjusted in the face of so many that were never able to recover from the
Name: Colton Hope
St #/NSID: 11142958/cwh563
Class/Instructor: EPSE 302.3/ Wayne Dyck
interact socially in an appropriate manner will help to carry them through life
beyond the classroom. From the class, to their future employment, to their lives
spent with family and friends. Having an established sense of understanding based
around how to work as part of a team will push them forward to achieve so much
more than I could ever teach them with fifty minutes a day.
The final reflection is based around the value of reflective journaling and what
impact it could have on our future students. For me reflective journaling has been
quite the process. This has been the first time I have ever bee exposed to
something like this and honestly I have come to love it after initially being very
reluctant to engage. I have found that journaling has allowed for me to organize my
thinking and develop on some of the more complex ideas that we have face here in
this class. I has allowed me an outlet when I otherwise may not have spoken up and
a chance to get deeper meaning out of some of our in-class discussions. With my
future students, I think getting them to keep a journal so that they can work their
way through problems they get stuck on, develop on feelings they have or express
things that otherwise may be difficult to talk about.
I want to thank you Wayne for the amazing instruction and helping us to
come to grips with so many different facets, of not only what it will take to one day
be teachers. But also about what it takes to be great learners and people. I could
not be more impressed and amazed by your overcoming of personal trial and illness
to still can come here and be so invested and empowering to each, and every one
of us. Really and truly, thank you.