Creating a joyful learning culture that effectively adapts to the technological innovations of the 21st century can be an incredibly exciting challenge for an upcoming educator. Technology can be used in a myriad of ways, from students submitting digital assignments in Google Classroom, to parents checking grades through programs such as Jupiter Education, to students learning math, science, history, and literacy concepts in innovative new ways.
I have noticed in my practicum an increased emphasis on digital productivity, allowing the teacher to streamline his assessment and planning strategy, and allowing parents to check students’ grades and the status of assignments. Personal digital devices are welcome in the appropriate context, such as looking up dictionary definitions, or accessing the high school’s app. Online safety, inclusion, stewardship, and news validity are increasingly hot topics that must continue to be addressed by parents and educators; I think this is something that teachers should continue to emphasize, and actively intend to work into my curriculum. For example, I intend to have students examine current events by printing off five news articles regarding the same event (such as from Fox, The Washington Post, CNN, The Globe and Mail, Global News), and have students analyze similarities and differences between different online news sources. Before beginning my post baccalaureate, much to my chagrin, I believed that English Language Arts and classroom technology were largely incompatible, and somewhat resisted the idea of incorporating digital literacy into my pedagogy. Books, papers, pens, and perhaps Microsoft Word were the ideal tools for young learners. However, I am rapidly being swayed to the Dark Side of technological integration with English Language Arts. For example, there is a terrific program called “Storyboard That”, which I will actually be sharing in my tech presentation. In that program, teachers can ask students to map out characters, themes, plot points, and vocabulary terms for a given text into a fun and interactive digital interface, unleashing student creativity, and allowing students to collaborate on some truly imaginative projects. Teachers can collect and assess the projects directly from “Storyboard That”, and the results can be shared with the class. Another way I am incorporating digital literacy into English Language Arts is in my Shakespeare unit plan that I am creating. In my unit plan, I will be selecting scenes from the play Othello to bring to small groups of students, along with a fun prop box. Students will have the opportunity to read through the scenes, and create their own version of central, transcendental themes and emotions of the scene using props and modern language. Students can then film their scene, upload to Youtube or Google Classroom (with parental consent, of course), and the short films can be shown periodically through the Othello unit as these key scenes appear throughout the lessons. I believe that by integrating technology, students will be able to collaborate, think creatively, personalize their learning, and take tremendous pride in their work as it is shared with others.
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Brain breaks are beneficial for students because they break up the sedentary routine of the conventional classroom and “improve the physical health, mental awareness and educational success of children,” (Oregon State University, 2014). During times of the day when attention spans and concentration tend to waver, brain breaks can help with student focus and classroom behaviour. Brain breaks have been linked to increased oxygen consumption, lowered stress levels, and higher levels of physical activity for young people (Oregon State University, 2014). Brain breaks can also aid in class cohesion, heightening student attendance and participation; they can boost listening skills and communication among students; brain breaks improve self-discipline and motivation; they promote laughter and fun in the learning environment (Literacy and Language Center, 2016).
Ideally, a brain break lasts between 2-5 minutes, and incorporates dexterity, thinking, and body movement. Some brain breaks may be more relaxing or reflective, incorporating mindfulness into the classroom. I have suggested three brain breaks that I believe I may use in my own classroom practice: 1). Snap Wink In snap wink, students are instructed to stand at their desk, and to snap their right index finger and thumb, while blinking their left eye. Students quickly switch to snapping their left index finger and thumb, and blinking their right eye. Students are then instructed to switch back and forth as quickly as they can. This game has a component of genuine laughter and silliness, but the quick switching also uses aspects of the brain that will help students feel energized and renewed (Energizing Brain Breaks, 2014). 2) Would You Rather? In the game “Would You Rather?” students stand up in the classroom and asked a silly question, such as “would you rather live under the sea, or in a colony on Mars?”. Students move from one side of the room to the other depending on their personal preference. The leader may ask any number of preference-based questions, engaging students in movement around the room, and increasing the communication skills and self-confidence of shy learners. This game can also be adapted for space considerations. For example, students may twirl around for one preference and do a jumping jack for its counterpoint, rather than crossing the room. This is an excellent game for kinesis in the classroom, and building communication, cohesion, and light hearted camaraderie between students. 3) Mindfulness Brain Breaks Mindfulness brain breaks can be extremely effective stress reducers for older teens working through difficult or tedious material; they may not be as effective for middle schoolers who simply need an outlet for expendable energy throughout the day. Mindfulness breaks usually involve students sitting quietly with their head on a desk, or lying down as space permits. The teacher may guide the meditation, suggesting, for example, that students reflect on a time when they felt filled with joy. The teacher may ask such guided questions as “Where were you? Who were you with? What sounds, tastes, colors, and smells do you remember? What sensations did your body feel?” By incorporating mindfulness and the recollection (or anticipation) of positive experiences in the classroom, teachers can demonstrate stress reduction techniques for students, lowering anxiety, and helping students work through difficult or tedious class material. Finally, it is important to note that one of the most effective brain break techniques available is actually letting these be student guided activities. Students can thrive under the planning and execution of a micro project (also in line with the principles of Growth Mindset), and can gain confidence as they guide the class through the activity. References: Energizing Brain Breaks. (2014). Snap-Wink from Energizing Brain Breaks 2 Book. Retrieved from http://brainbreaks.blogspot.ca/. The Literacy and Language Center. (2016). The Benefits of Movement in the Classroom. Retrieved from http://literacyandlanguagecenter.com/the-benefits-of-movement-in-the-classroom. Oregon State University. (2014). “Brain Breaks” increase activity, educational performance in elementary schools. Retrieved from http://oregonstate.edu/ua/ncs/archives/2014/sep/%E2%80%9Cbrain-breaks%E2%80%9D-increase-activity-educational-performance-elementary-schools. As part of developing my pedagogy in EDPB 501, I have researched and reviewed current literature regarding assessment in the arts and humanities classroom. “Engaging Learners Through Artmaking: Choice-Based Art Education in the Classroom” argues that the end product of artwork alone is not sufficient for an accurate student assessment; accurately assessing students’ work extends beyond their technical ability, and reaches into the process of thinking, learning, peer mentoring, and responsible classroom stewardship (Douglas & Jaquith, 33). Of particular interest in this chapter was the author’s suggestion of a rubric for a more accurate student assessment, which takes into account the method by which the student acquired ideas (ideally from personal experience); the final artwork demonstrates effectual organization and forethought; some elements of art and principles of art are incorporated into the piece; the artwork is complete; 3-D pieces are sturdy and built with quality care; the artist carefully and respectfully handles materials and cleans their workspace; students respond positively to the works of other students and treat those works with respect; artists are productive with class time, mentoring other students, or researching future ideas (Douglas & Jaquith, 37).
Additionally, the text suggests that educators complete progress reports of observed growth for their students, and include such factors as planning and organization, student innovation, risk taking, skill and technique development, the development of meaning and expression, the student’s ability to work independently or collaboratively, and the student’s ability to problem solve (Douglas & Jaquith, 39). This section was incredibly relevant to my teaching practice, as the assessment of literature and creative writing is inherently nuanced, much like art. This assessment method – considering process and attitude instead of merely an inspection of the final product – can be applied across a myriad spectrum of arts and humanities, and can take the needs of diverse learners into account. It can also aid in a personalized learning plan that emphasizes classroom equity, as well as personal growth in the individual (such as an increased ability to take risks with one’s work). Whether I teach art classes at a high school level or not, I am confident that I can develop this rubric to create an inclusive assessment plan that considers the efforts and attitudes of my individual, complex, and unique learners. References Douglas, K. M.,, & Jaquith, D. B. (2009). Engaging Learners Through Artmaking: Choice-Based Art Education in the Classroom. New York: Teachers College Press. Welcome! My name is Nikki Webber and I am so excited that you have found this blog. I have a Bachelor of Arts from Vancouver Island University, where I majored in English Literature and minored in history. In this initial blog entry, I would like to share a little bit about myself, and my vision for equitable education. I live in Nanaimo, BC with my wonderful husband and our three daughters. I am a hardcore INFJ, Doctor Who fan, outdoor enthusiast, servant to my black Labradors, and am passionate about social justice, particularly as it concerns local and global food security. Perhaps most relevantly, I love writing, and I love literature! I remember being fourteen years old and spending hours being sucked into the pages of a good book, and all these years later, that joy has never left. One of the biggest dreams of my life has been to channel that love for the ‘mystery’ of literature into a joyous, equitable, and inclusive learning culture. My vision for education has students drawing on global, cultural, and personal histories, having these experiences inform a community-based, individualized, and empathy-driven learning plan. This learning plan will teach my students how to think critically, as opposed to informing students what to think. It will also foster an equitable learning culture in which diverse life experiences and ways of being are valued. I believe personalized learning is integral in guaranteeing the success of every student. Through personal attention that reflects the needs of the whole person, students will be able to take ownership of their education and life choices, creating a life and a future which celebrates diverse learners, encourages personal responsibility, and reflects creative and flourishing ways of being in the world. Removing the top-down model in favour of a fluid, community based and holistic approach, personalized learning will organically encompass the family, the educator, and the enrichment of the learner. Personalized learning will not only encourage acceptance and empathy, but promote individual thought and responsible decision making. Personalized learning will not only add to a young person’s quality of life and prepare the way for an enjoyable and meaningful vocation, but will stimulate a society which celebrates differences, problem solves, collaborates, and leads with integrity. At the heart of equity lies the truth that each student can learn and has unique gifts to offer the world. Personalized learning recognizes that education is not one-size-fits-all, but a transformative, fluid, and community-based process that realizes the potential of each young person. |
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