My Screencast - Reflection

Action Research Conference 2013

Attending the 2013 Action Research Conference at the University was extremely beneficial. I attended the School of Counseling Showcase and the Learning and Teaching Showcase. The presentation that resonated with me the most was, Conceptual and Procedural Knowledge: A Constructivist View to Teaching Mathematics. Some the information that Angelica presented is going to help direct my phase two process. During Angelica’s first phase of her inquiry within a sixth grade classroom she struggled a lot with getting students interested and engaged in explaining through writing their mathematical reasoning; Students did not understand the purpose. In order to address this need, she set up sociomathematical norms during phase two. Pulling from some of the theories and research that Angelica used to better implement her inquiry in phase two is something that I’m now doing. Rereading and collecting research even after beginning inquiry is something I had not considered until I went to the conference. The School of Counseling Showcase was a great experience as well. I attended the showcase for personal reasons, more so than getting information for my research. All of the presenters based their inquiry around self-efficacy and motivation. One presenter focused specifically on female students in upper elementary classrooms. I did get some helpful information on different things I can start considering before the time comes when I present, for example, the limitations of my research and how I’m promoting fairness and accuracy in my implementations and findings. From presenting I realized that I need to narrow in on my exact focus when analyzing students; worksheets i.e. am I focusing on complex problems, reasoning, etc. I’m also more aware of the importance of how I worked my math challenge questions. I have to decide on what I’m looking for from the students, and then create a math problem that will require students to show me a specific understanding. The question of the math challenge is critical. I received some great feedback from Professor Joi Spencer and she recommended some literature by Franklin Carpenter for me to explore. I’m happy that we were required to attend the conference. It was beneficial to view presentations and understand the expectations for formatting our PowerPoint, content, etc. It was also nice seeing students who made it through the long process and find some success in their personal growth/career.

A PRODUCTION LINE MENTALITY

The main idea of the video is to inform viewers and listeners about how the current education system is stuck in the past. When the idea of public education was first strongly pushed it was during the Enlightenment period, and only implemented strongly due to the interests of the Industrial Revolution. It was a time when labor and workers were needed. Sir Ken Robinson creates a great example of this still seen today when he explains the structure of the school; things separated by subjects and facilities, bells that ring like a factory, and students grouped by age, or date of manufactory. This sort of structure put students to sleep, they don’t buy the old way of learning. It isn’t a time when hard work and a college education guarantee you a job. It is a time when a college education gets you by, if that.

What stood out to me those most was the statistic that as ADHD cases raise so does standardized testing. There has never been as much stimulation in the lives of children until now and we expect them to not get distracted. Then, in order to keep kids form being distracted we decide to medicate them, make them numb. How do we expect students to learn and function like this?

I agree with Robinson’s statements. The education system is so backwards and greatly diverges from what students need in today’s society. There are many problems that need to be fixed, but due to the amount of debt it is hard to bring in new minds and thoughts when struggling to keep the current education system afloat. What also stands out to me is how we test and analyze students. We go about retrieving their knowledge in all the wrong ways. When Robinson states, “…many brilliant people think they are not because they have been judged against this particular view of the mind”. The particular view is that of deductive reasoning, or academia.

The video gets my very excited about the implementation of Common Core. It is an exciting time in education. Teachers will now have more room to decide what ways they will assess their students’ knowledge. It will no longer be the “deductive reasoning view of intelligence or alienating students. I’m reminded that students are not all the same. Therefore, the way they demonstrate their knowledge will be different. It pumps me up and makes me want to get involved in the change, even if I play small role.

Action Research

When thinking about data analysis, the first thought that pops in my mind is definitely not “play time”. However, after reading, The Power of Questions, and relating the text to my Action Research, I quickly realized that data analysis is a fun process. As a matter of fact, it is a time to become creative.

Two methods of data analysis that stuck out the most to me were coding and peer work. In order to code my data I will be reading though my journal entries, students’ daily worksheets and students’ math journals. Then, I will highlight information that is repetitive or that comes across as important. This process will be conducted several times before I conclude what common themes I’m noticing in relation to my AR subquestions. Peer work, or member checking, will involve the same process as coding, but a friend or colleague will be analyzing the information. This process allows for reassurance that my method of coding is sound and if the same themes are decided upon.

One adjustment that I plan on making when analyzing my data is the amount of time I’m currently spending analyzing. Originally, I planned on reviewing all of my data at once near the end to come up with common themes. Now, I will be conducting biweekly analysis. This will provide me the opportunity to notice themes earlier and make appropriate adjustments within the classroom.

Project Based Learning

Project Based Learning (PBL) was an extremely memorable and beneficial lesson for me this semester. Prior to entering the University of San Diego I was not aware of PBL. I figured that the traditional way of assessing students’ knowledge was to hand them a paper test and pencil. I never considered giving students autonomy in expressing their understanding of a new concept. The idea of PBL really attracts me because of my experience as a student. During high school I developed really bad anxiety. My anxiety would be triggered whenever I had to speak aloud or take a test. As a result, I would perform poorly. If I had the opportunity to express my knowledge in different ways, I would have been a more successful student. PBL is perfect for students, like myself, and others who have a hard to expressing their understanding through traditional testing. Another reason I like the idea of implementing PBL in my classroom is because of its ability to give teachers a choice in how students will access information and how students will present this information. In general, PBL allows teachers to become more creative and think outside the box. Teachers can choose to have their students take part in hands-on, real life learning and challenges them to present their knowledge in nontraditional ways. For example, students can create a poster, presentation or movie to describe the water cycle, rather than labeling the water cycle on a piece of paper. Another way it allows for teacher creativity is by creating an opportunity for teacher collaboration. Teachers can implement PBL within the same grade level classrooms or throughout the entire school. One video we watched in class showed a group of teachers who created themed unit that required assessments to be done via PBL. It was inspiring and got me excited about collaborating with my colleagues to create the best lessons and assessments for our students. PBL can be integrated into any subject area, making it a flexible practice. I can choose to implement PBL in math, science, geography, etc. It is really up to me as to where I want to integrate it. Many theories and research can be linked to the use of PBL. PBL is essentially “learning by doing”, which reflects constructivism. Students will construct knowledge by interacting with the “project”. PBL also is a type of learning that encourages cooperative learning, a best practice from Marzano. PBL can have global connections, depending on how a teacher uses it. PBL does teach students 21st century skills in that they are presenting knowledge in a more contextual and conceptual way. By grasping 21st century skills, students are better prepared for the globally integrated world they will be entering into. Edutopia is a great website to get information on PBL and its benefits, as well as activities, ideas and help for teachers who are committed to implementing PBL.

Notes on Notes

When putting together my data collection ideas for Action Research (AR) I gave very little thought to the logistics of each method. My initial idea was to use informal observations, students’ daily worksheets and students’ math journals. After rereading The Power of Questions and meeting with my AR professor, I began to realize that my methods were not effective or efficient. Informal observations are a great way to reflection on my perspective of the overall classroom atmosphere, but they not descriptive or concrete. Instead I have decided to use filed notes. In general, field notes cut to the chase. Below is a description from the Power of Questions that lays out the foundation of field notes: 1. Includes the date, place, and setting. 2. Describes actions of the child observed, reactions of other people involved, response of child to these reactions. 3. Uses descriptive words and phrases and avoids judgmental or evaluative words and phrases. 4. Includes quotes for the child observed. 5. Supplies “mood cues”- postures, gestures, voice qualities, and facial expressions. It does not include interpretations of their feelings. 6. The description is extensive enough to cover the episode. An improvement that I have made to my data collection is the selection of a small group of students to focus on when collecting daily math worksheets, rather than focusing on the whole class. Originally, I was gong to review all 25 worksheets in detail daily. Instead I have selected six students. The selection of a small group of students makes data collection more manageable and efficient.

PLN Efforts

I was really set on using Learnist as a tool for my teaching and education. I had been using it a lot to find research various resources on math and classroom inquiry. However, the more I used the website the more I was not liking it. Often I would not find anything that was useful or the resources were too vague. I feel like the website still has a lot of growing in order to reach specific needs. Tweeting is something that I find easier to do and a little more my type of networking. This is probably because it is set up like Facebook as far as getting information out into cyberspace. It is also easier to navigate and follow people. One effort I can make to improve my PLN would be to enhance my blogging efforts. Some support to do this that is effective would be encouragement, or even brief reminders via email/blackboard. Often I get so caught up with my teaching responsibilities that if something is not required it moves lower on my priority list. Sometimes there is a lack of desire to blog, so when asked to simply begin writing can feel like a challenge. I know that writing prompts or topics are easier to start a basis for writing. To get better at blogging I will start writing it as a “to-do” on my weekly agenda, make it a priority and try to start with a general idea or topic to begin writing.

Beginning My Action Research

It is very exciting to begin diving into my question formulated for Action Research (AR); What happens when second grade students are challenged to engage in math inquiry? Even though the question will evolve and change throughout my research, having a solid starting point is critical and very exciting. What is just as important as having a strong starting point is to begin indulging in past research based around my topic. Before I start diving into my inquiry I need to review what kinds of studies have already been conducted and what information has already been explored, as well as what parts of my topic have not been given much attention. After reading "Chapter 4: Standing on the Shoulders of Those Who Came Before" (pp. 41-50) from The Power of Questions, I began to develop a strong sense of to start my literature review. The following quote from chapter four stood out to me: “… you might discover that there are different perspectives on the same issue. You may need to compare and contrast the studies so that you eventually can get a better sense of where you stand on the question in relation to the approach of others… You can use these understanding to adopt your own perspective on your question.” This quote stood out to me because I sometimes will review well-written research and quickly commit to the research findings. However, it is important to be aware and somewhat critical of the information I read. There might be two-sides to the research that I need to review. If I find information that takes a stance on both sides of a topic, then I’m better able to form my own opinion and eventually conduct better research on my own part. A website that is going to assist me in the exploration of topics and different points of views is Diigolet. I like the idea that I'm able to quickly bookmark and save websites that I might want to furhter explore at a later time. If I find a website interesting I can bookmark it, then find a counter argument on another website and bookmark that page as well. When I have the time to really explore both sides, I can go to Diigolet.com and both websites will be displayed, ready for me to click and begin exploring and forming my own opinion.

Godin

Godin

I'm a Resident of the Web

Currently, I’m a resident.  When I log onto the Internet I’m visible, social and networking. I used to view the Internet as an endless opportunity to explore and establish myself, with no consequences. However, as the Internet has become more prominent and widely used I have been changing my views on my residency within the web.

I was fortunate to have had the opportunity to explore different networking sites, specifically those that require a “resident” type presence, when they first opened (twitter, Facebook, foursquare, etc.). I know how to use the networks effectively and efficiently; I have had many jobs where my sole responsibility was to manage and maintain a web presence. Along with managing sites for companies and non-profits I too was creating my own personal presence on them as a way to further explore their potential. However, I have found given my career choice that my residency needs to be altered. I need to start finding a happy medium between being a resident and a visitor, lower my presence. In terms of the relevant video, I want to move out of my residency and instead start using the Internet as a tool when I come to visit.

My Passion

I have a strong commitment and dedication to the wellbeing and prosperity of children, youth and their communities. As a graduate of Political Science, I gained a deep appreciation and enthusiasm for the power of a healthy, growing community. I believe that school is the first place students begin to understand this concept and I take it as my responsibility to teach it.

Upon obtaining my Master’s of Education, Curriculum and Instruction and Multiple Subject Teaching Credential, I aim to fully dedicate my time in California classrooms, and eventually seek participation in school administration. Within school administration I plan to promote policies and practices that will help improve both teaching and learning at various levels of the educational system. The policies and practices in place will be for the overall benefit of the communities in which I live.

A Whole New Mind

According to Roger W. Sperry, L-Directed thinking is reasoning sequentially, excelled analysis and handling of words. Whereas R-Directed thinking is reasoning holistically, recognizing patterns and interpreting emotions and nonverbal expressions. My subject, multiple subject, requires a little bit of both. As a multiple subject educator I have to teach students how to think in both ways and function in everyday life. To find a balance teachers have to teach to the “whole child”.

Abundance, Asia, and Automation affect the dominance of L-Directed thinking in business and schools by diminishing it in the need of the workforce. There is automatically an abundance of so many things that now those things need to be visually appealing and have more of an aesthetic touch for it to be sold/valuable. Therefore, R-Directed thinking is going to be valued more in the future.

High concept is the ability to create new ideas or things that are appealing to the eye i.e. art , emotional beauty, etc. High Touch is the ability to empathize, or understand human interaction, to find one’s self. This will impact my teaching because I will have to be a person who can appeal to those types of clients (parents and students).

IQ tests linear and sequential thinking- it is a specific type of test. It does not value R-Directed thinking. There is room for EQ in education. The book states, “…the capacity for compassion, care, and uplift- which are becoming a key component of many occupations in the Conceptual Age.”

Communities of Practice

When I think of communities of practice after reading the two articles, I think of an active community. Meaning, the members of the community are actively involved and growing their knowledge/interest together. I also think of constructivism in that we are all learning together, actively, and constructing our own knowledge within the topic of interest. Our interest, or domain, would be education. The community would be USD students, more specifically, a majority MCC One Year students. Our practice is our literal practice, student teaching.

The activities described by Etienne Wenger are all practices that we as a domain actively participate in. A few are listed below in relation to our domain as educators:

Problem solving – Do you have ideas on a better way that I can assist a particular student?

Request for information- What teaching resources did you use for PACT?

Discussing- Classroom discussions

Visits- Observing each others teaching classroom.

I like how the Jean Lave article mentions lifelong learning. Lifelong learning is something that is stressed when entering into the field of education. Teachers need to be flexible, adaptable and willing to continuously learn. Society, communities and people change, therefore teaching has to change. We have to be willing to change our understanding of how to best teach the students that enter into our classroom. One way to do this is by participating in communities of practice.

The University of San Diego does a great job of creating classrooms that promote communities of practice. Students are encouraged to participate in social interactions, not just sit and listen to lectures. This relates to what Mark Smith says, “Learning is, thus, not seen as the acquisition of knowledge by individuals so much as a process of social participation” (Smith, 2009). 

                                                                         Reference:

Smith, M. K. (2003, 2009) 'Communities of practice', the encyclopedia of informal education, 

www.infed.org/biblio/communities_of_practice.htm.