Category Archives: curriculum; teachers

Mental Health Education and Way of Life Education

curriculum; teachers, education, meaning of life, Reflections, scaffolding students, schooling, teaching, well-being, , , ,

Last week, I (Clive) talked about the connection between general way of life education and career education. I believe there is a similar link with mental health education, which Ontario teachers today are strongly encouraged to engage in. A recent Toronto Star article on mental health education noted that around twenty percent of Ontario school students have mental health problems. It then went on to claim that the life learning these students need would also greatly benefit the other eighty percent of students!

From the teachers’ point of view, this insight has significant implications. It means that instead of constantly singling out students with mental health needs – thus adding to teachers’ workload and also running the danger of labeling students, reducing their self-esteem, and undermining class community – teachers can implement way of life education in the normal course of teaching and classroom life and so help all their students.

Increasing the feasibility of mental health teaching in this way is sorely needed, given the growing demands on teachers, the continuing cut-backs in special education funding, and the increasing integration of “special needs” students into mainstream classes. As Kate Phillippo says in her excellent 2015 book Advisory in Urban High Schools, there is today considerable “under-the-table expansion of teachers’ responsibilities,” especially “to provide social-emotional support” to students (p. 148).

While there is a limit to how much assistance regular classroom teachers can give to students with mental health challenges, supporting all students in developing a sound approach to life can help everyone, including those with special needs. For example, students who lack motivation for school work need a better general sense of where academic achievement fits into their life, now and in the future; and students dealing with bullying would benefit from greater general understanding of when and how to stand up to other people. Along these lines, Phillippo (2015) envisages classroom teachers taking on a broad “advisory” role that includes fostering “life skills development” (p. 154) and working to promote “student wellness” in general (p. 164).

Warrior Within

a teacher's journey, celebrations, communicating ideas and research, curriculum; teachers, meaning of life, Reflections, , , , , , , ,

My friend Catherine Wachter is involved in this important project. Warrior Within (Twitter @warriorwithinpr) is a creative endeavour spearheaded by Catherine Wachter and Nicola Doyle.

The project centres around the creation of a student-driven fictional short film (shot in July, 2016) that uses metaphor and imagery to help engage students in their understanding of stress, anxiety and how to individually develop their own resilience.

This creative project also involved the student exploration of the film’s themes -stress, personal resilience and the power of social capital – through artwork, music composition, documentary film, creative writing, dance, blog writing and photography created alongside the shoot and under the guidance of mentors in the field.

This short film, and all its creative facets, will go on to inspire a student-driven curriculum (in the new year, a student group will be creating the lesson plans, student exercises, discussion points, etc.) aimed at filling the dearth of creative pedagogy regarding positive mental health for youth.

In May of 2017, Warrior Within will be celebrated at a gala to raise money for Jack.org, an important youth mental health initiative in Toronto. We will premiere the short film, the behind the scenes documentary and exhibit all other forms of artwork produced during the initiative. Our students will be there to share their work (process and completion) in person!

…and if you can helps us spread the word @warriorwithinpr, on Facebook, etc.,) that would be amazing!

Thank you!

http://www.warriorwithin.ca/index2.html

How can we make professional development more useful?

a teacher's journey, curriculum; teachers, education, knowledge building, schooling, teachers, teaching, , ,

I (Clare) was recently doing a Meet and Greet for our newly admitted student teachers to Image_PDcartoonour Master of Arts in Child Study teacher education program. I talked about how teaching is a journey and that you never stop learning. From our longitudinal study of teachers we know that teachers learn a great deal from each other and from reflecting on their teaching. I believe there is a place for formal professional development; however, many teachers (myself included) have found formal PD to be of little use. It is often so removed from daily practice, tends to be top-down, and is a one-off. Teachers need time and place for conversations about their teaching. There is a place for formal structured PD but the way it is so often delivered it is not effective. In previous blogs I have written about my teacher-researcher group which has been a very powerful form of PD because all of the teachers are working on a topic/question that is important to them. One of the students in my grad course sent me this cartoon about PD. Although I chuckled when I read it, I feel that is sums up the sentiments of many.

Catherine Snow talk

academics, classroom teachers, communicating ideas and research, communication, curriculum; teachers, education, literacy, literacy, schooling, teaching, , , , ,

If you are in the Toronto area this talk might be of interest to you.  You can RSVP using this URL: RSVP (acceptances only): http://www.tinyurl.com/mccarthylecture

Image Catherine Snow talk

Using VR to Embed Indigenous Perspectives into Curriculum

culturally responsive teaching, curriculum; teachers, digital technology, education, knowledge building, Uncategorized, , , ,
virtual-reality-cree-syllabics
Source: http://www.cbc.ca

I (Pooja) wanted to share a new gaming technology used in classrooms that authentically highlights, honours and engages students in Indigenous world views. It is no surprise that Western world views and Indigenous world views do not always align (see link below); however, it is our moral imperative to educate ourselves and our students on different ways of knowing and understanding. This can be a tricky task if you are not familiar with perspectives outside of your own. How can we as educators authentically understand Indigenous world views so we can help our students develop this awareness as well? That is why I was excited to learn about a new gaming technology which Cree children in three James Bay communities are using to learn their ancestors language entitled Cree Syllabics Virtual Reality project. The 3D gaming technology immerses user in a virtual camp setting. CBC authors Wapachee and Little (2016) further explains:

Students put on headsets to enter a virtual camp setting where they meet a little girl named Niipiish and her dog Achimush. Using hand movements and buttons to move around within the camp, they go on a journey to prepare for Niipiish’s little brother’s walking-out ceremony, all the while identifying Cree words that describe the seasons, the environment and Cree traditions.

This immersive experience allows students to authentically engage with perspectives which they may or may not have grown up with. This is a powerful tool because students are able to arrive at new understandings through first-hand experiences. I hope to see this type of technology shared in classes everywhere soon!

Eight differences between Indigenous and western worldviews:

http://www.ictinc.ca/blog/indigenous-peoples-worldviews-vs-western-worldviews

Link to CBC article:

http://www.cbc.ca/news/canada/north/james-bay-students-learn-cree-in-virtual-reality-1.3835500

Defining Literacy

academics, classroom teachers, curriculum; teachers, education, literacy, Literacy teacher educators, Teacher education, teacher educators, , , ,

One of my (Cathy’s)  favourite first tasks for my new teacher candidates is to have them define the term  literacy on paper- written or drawn- no right or wrong.  I tuck this away for them and then give it back on the last day of our literacy course so they can it to compare their (hopefully somewhat)  altered definition.  For some the definition changes a lot and for some not so much.  The differences represent the teacher candidates  prior knowledge of literacy and literacy practices; their ability  to make adjustments; their open mindedness; and their ability to accept change.  Reshaping ones definition of literacy is a process and its actually quite demanding.

Every year I look for new academic, scholarly, or institutional definitions of literacy, or as I prefer to  refer to it- literacies- to share with my TC’s as their definitions shift and grow.  This year I will include the definition below.  It is from the Ontario government’s document Focus on Literacy (2013):

LITERACY – Kindergarten to Grade 12 Literacy is … the ability to use language and images in rich and varied forms to read, write, listen, speak, view, represent, discuss and think critically about ideas. Literacy enables us to share information and to interact with others. Literacy is an essential tool for personal growth and active participation in a democratic society.

Literacy involves the capacity to:

• access, manage, create and evaluate information

• think imaginatively and analytically

• communicate thoughts and ideas effectively

• apply metacognitive knowledge and skills

• develop a sense of self-efficacy and an interest in life-long learning

The development of literacy is a complex process that involves building on prior knowledge, culture and experiences in order to instill new knowledge and deepen understanding.

I especially like the last line.  I hope my TC’s do to.

Click to access PayingAttentiontoLiteracy.pdf

 

 

Developing Visual Literacy Skills

classroom teachers, curriculum; teachers, education, literacy, Literacy teacher educators, Teacher education, , , , ,

As I (Cathy) prepare to teach my primary literacy class in teacher education at Laurier University, I have been reviewing the need to address visual literacy. Visual literacy is interpreting and evaluating images, animations, words, and symbols while also integrating sensory experiences. As students from K to 12 are constantly bombarded with images, it is essential that we incorporate visual literacy into the curriculum to allow students to develop comprehension and critical thinking skills that are specific to visual literary.

Sankey (2002) states:

Visual images are fast becoming the most predominant form of communication. Visual genres and mediums now dominate communication; photographs, television. film, video, the internet, cartoons, posters, t-shirts, comics, multimedia presentations and computer simulations.

The following diagram effectively highlights why visual literacy should be incorporated into our primary curriculum:

6946127

 

Personally, I find cartoons a wonderful source of meaning making and came across the following diagram supporting Blooms and cartoons.

blooms and cartoons

 

I also find cartoons useful in establishing a particular atmosphere in my university classroom and incorporate them weekly into my power points. I’ll use this one on our first day to introduce the topic of visual literacy and how 21st century classrooms may be somewhat different than what we experienced as children.

school-cartoons-2012

 

http://dovernewliteraciesproject.weebly.com/digital-vs-visual-literacy.html

 

classroom teachers, curriculum; teachers, education, literacy, Literacy teacher educators, Teacher education, , ,

 

computer notes

                                                                                  Versus

longhnd notes

I (Cathy) read recently that Massachusetts is one of several states that wants to keep penmanship lessons in the curriculum. I have heard pros and cons regarding this argument in Canada, but a recent blog post by Dr. Ainissa Ramirez on Edugains gave me pause to reconsider the practice of longhand writing in class.   Dr. Ramirez boldly suggests students not use computers and return to using longhand for note taking.  Please don’t misunderstand, Dr. Ramirez is not opposed to technology. She, in fact, is quite a proponent having been an engineering professor at Yale University for ten years.  She also received her Ph.D. from Stanford University in materials science and engineering and holds several patents, one of which was awarded MIT’s Top 100 Young Innovators award.

Dr. Ramirez states:

When students take notes with their laptops, they tend to mindlessly transcribe the data word for word, like speech-to-text software. But taking notes verbatim is not the point. What is lacking in their note-taking-by-laptop is the synthesis, the re-framing, and the understanding of the information. Students that transcribe with laptops have shallow connections to what’s being presented to them. However, those who are taking notes by hand are processing the information and representing it in a way that makes sense to them. They are learning.

Now, I’ll be the first to say that longhand writing is so 19th century. But we need to answer a question: do we want students to have a deep or shallow connection to the information we’re giving them? While we live in a world of short sound bytes where news is thrown at us unprocessed, this should not be the mode for schools. In the 21st century, the ability to connect knowledge in new ways is more important than the knowledge itself. So students with deeper connections to information can link it in new ways — they can create.

On further investigation I discovered that Ramirez’s  position is supported by a study  published in Psychological Science by Pam Mueller of Princeton University and Daniel Oppenheimer of the University of California, Los Angeles. Their study sought to test how note-taking by hand versus by computer affected learning. Mueller states:

When people type their notes, they have this tendency to try to take verbatim notes and write down as much of the lecture as they can. The students who were taking longhand notes in our studies were forced to be more selective — because you can’t write as fast as you can type. And that extra processing of the material that they were doing benefited them.

This position is well worth sharing with students; however, I think it will be very challenging to convince students of the information age to forgo their computers and take up longhand writing. I’m willing to at least put forth the argument and it will also be a nice point of discussion for student teachers!

http://www.edutopia.org/blog/writing-by-hand-benefits-brain-ainissa-ramirez

 

Draining The Semantic Swamp of “Personalized Learning”–A View from Silicon Valley (Part 1)

classroom teachers, critical thinking, curriculum; teachers, digital technology, education, educational reform, scaffolding students,

I (Clare) read this post by Larry Cuban. I have long been a fan of his work because he is so “sensible” and really seems to understand education.

larrycuban's avatarLarry Cuban on School Reform and Classroom Practice

No surprise that a catch-phrase like “personalized learning,” using technology to upend traditional whole group  lessons, has birthed a gaggle of different meanings. Is it  updated “competency-based learning?” Or “differentiated learning” in new clothes or “individualized learning” redecorated?  (see here, here and here). Such proliferation of school reforms into slogans is as familiar as photos of sunsets. “Blended learning,” “project-based teaching,” and “21st Century skills” are a few recent bumper stickers–how about “flipped classrooms?”– that have generated many meanings as they get converted by policymakers, marketeers, researchers, wannabe reformers, and, yes, teachers into daily lessons.

For decades, I have seen such phrases become semantic swamps where educational progressives and conservatives argue for their version of the “true” meaning of the words. As a researcher trained in history, since the early 1980s, I have tracked policies as they get put into practice in schools and classrooms.  After all, the…

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School’s Out. Move over Alice Cooper: A response to traditional schooling

curriculum; teachers, reflections on my teaching, teaching, Uncategorized,

What is good pedagogy? What works for student achievement? What engages students? What are our end goals for schooling? As another school year draws to a close I begin to reflect on what the school year looked like, what was achieved and if in fact the intended goals for student development were met.

Our team writes on a variety of topics associated with 21st century literacy and learning. The pedagogy, vision, and goals of 21st century learning differ from traditional literacy learning and teaching in many ways.  Sometimes tradition and contemporary methods connect and sometimes they clash. As Clive has written in past posts; the idea isn’t to contrast and compare or pick and choose one particular position; instead, there is value in understanding the purpose, strengths and outcomes of varied stances and consider our contexts and goals for teaching and learning.

I came across this interesting article that brings to the table a “newer” consideration for literacy teaching: makerspace.  Not an entirely new concept, and inclusive of several well known pedagogies and approaches, the maker movement does challenge more traditional ways of learning.

“Making is a stance about learning,” Martinez said. “It’s the landscape you create in a classroom or any kind of learning space where kids have agency over what they do and a large choice of materials that are rich, deep and complex.”

The link to the article is here:

http://ww2.kqed.org/mindshift/2014/09/04/how-to-turn-your-school-into-a-maker-haven/

Now that “school’s out for summer” it may be a good time to think about how to improve our practice for student learning. It may be a good time to learn more about the maker movement, what it entails, and how we can learn from our students, from each other, and, more about the elements for achieving creativity, problem solving, collaboration, innovation, and literacy.