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Category: Weekly Reflections

Teaching in the Year 2050

1 April 2022 / / 0 Comments

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I startle myself awake and instinctively look towards the place where my clock should be. I am still not used to this new brain implant that is supposed to improve my “quality of life”. Everyone is required by law to receive the implant by the time you turn sixty and, honestly, I put it off for far too long since I just cannot understand how to make this damned thing work properly. I check the time in my head and leap out of bed. “I’m late!” I scream as I race towards my bathing unit. “Of course I set my alarm for PM instead of AM…” I mutter to myself as I input the desired length and heat for my lightning quick shower. Why haven’t they invented a time machine by now? It is the year 2050 after all and this whole morning could, and should, have the ability to be reset. I think about all the things I could do with a time machine as I dissociate from reality in the warm embrace of the water. Once the timer runs out and my unit automatically dries me, I swiftly brush my teeth manually (old habits die hard as they say) and throw on my attire for the day. “Here we go again, another day in paradise” I say aloud, to no-one of course, as I enter my teleportation machine to head off to work.

Head still spinning from the brief, but jarring trip from my living room to the staff lounge, I stumble out of the door and down the empty hallway towards my classroom. The bell must have rang about five minutes ago as I could hear my students chatting away upon reaching the entrance to my room. I tried to sneakily enter and tip toe towards my desk without being detected, but alas, a student saw me. “WHAT THE FORK MR. HUNTER, ARE YOU LATE?” yelled Stephen from the back of the class. I know that Stephen just dropped an F bomb in class, but the schools profanity filter was working as intended so I let it slide. I tried to play off my tardiness with a casual “No you” directed back at Stephen, which earned a few light chuckles from the students in the front row.

“Alrighty roo kiddos, now that I have arrived, it is time to plug in your math textbook and begin working on the chapter six problems we discussed yesterday.” It still boggles my brain that students are doing homework… in their brain; literally! The custom USB port at the base of the neck is an easy to access portal directly into your conscious that I have the unfortunate pleasure of remembering the entire “installation” process. Kids nowadays have their USB port installed at birth, which would have been a nice option to have way back in 1991. I take a seat in my chair and plug myself into the school system to begin the lesson.

School days always fly by when you are plugged in. In what felt like eight minutes, eight hours had passed and it was time to wrap up the current lesson and send the students on their way home. Most teachers take breaks during the day, but I like to stay on the grid for my entire shift. I can still nourish my body while online with meal and hydration pills, so I do not need to log out to accomplish trivial tasks such as eating, drinking, or going to the bathroom. I finally unplug and dismiss my class. I receive a few waves goodbye out the door and I make a point in telling Stephen to “have a grape weekend!” to which he replies “eat shirt…” under his breath. I try to stifle a smirk as I arise from my chair and begin to head out the door. My legs always feel like jelly after a long time sitting down. I wobble back to the staff lounge to say goodbye to my colleagues and quickly teleport back home.

I usually stay longer and chat with everyone, but I have been exhausted lately and could use some alone time to finish my book. I am writing a novel about how education and learning in general has changed since I first began my career as a teacher. As I reflect back on my time in the post-degree education program, I smile and mentally scroll through the contact list I have saved from that stage in my life. “The book can wait”, I tell myself as I begin to formulate a group call. It will just be like old times…

Joanna Lake on Fostering Connectedness and Digital Assessment

25 March 2022 / / 0 Comments

Photo by Toa Heftiba on Unsplash

I Zoomed into Joanna’s talk feeling like a 2 on the guinea pig scale, as I was at home sick, but left feeling like a hard 6! I absolutely loved her energy and enthusiasm, which radiated through my computer screen. I am someone who really values connections and this presentation was exactly what I was looking for to take my thoughts and ideas to the next level.

I thought that using jokes of the day or posting a funny video or meme each morning was a wonderful idea that I could easily see myself doing in my own classroom. Checking in with students is extremely important and also checking in with yourself as an educator on occasion is healthy and encouraged.

Morning schedules are useful for students of all ages! A set or reoccurring schedule lets students know what to expect and allows them to plan ahead. Morning reminders and announcements were also encouraged as a great way to start the day off on the right foot.

Joanna went over three types of assessment: assessment for learning, assessment as learning, and assessment of learning. Assessment for learning allows teachers to check in with students to see what they know and provide feedback to how education is being progressed. Assessment as learning allows students to practice their skills and reflect upon their performance. Assessment of learning allows students to provide evidence of learning to grade their achievements.

The transition from grades to a proficiency scale is a new one for me, but I like it overall. I find that the proficiency scale leads to less stress and more feedback opportunities for students. I really appreciate that Joanna includes her class in co-creating rubrics and discussing how and what good examples of proof of proficiency look like for each section of the scale.

I connected with Joanna’s entire presentation and did not want it to end! She will be a valuable resource moving forward in my teaching career as I plan to incorporate many of her fabulous ideas into my own teaching practices.

Distributed Learning

18 March 2022 / / 0 Comments

Photo by Chris Montgomery on Unsplash

Online learning, both synchronous and asynchronous, has its own merits and difficulties. Today, I want to highlight the discussion around online learning that took place during class.

The worst part about online learning is not feeling connected to the teacher, your classmates, and to the material. Often when learning online, I can notice a disconnect which I would not normally feel during face to face learning. I personally find it difficult to focus for long periods of time online and can get easily distracted.

The best part about online learning is the logistics of it to be honest. Not having to commute to UVic is a major time saver and allows for more freedom during the day. I appreciate being able to hop online to learn or complete assignments without making an entire day of it.

The pandemic has shown us that online learning can be integrated into traditional learning. I believe that online learning serves a significant purpose and should be included when necessary or at least offered as an option. I understand that not every class can be offered online, but some are absolutely able to be and the learning experience would not suffer as a result.

Synchronous online learning – I enjoy learning online synchronously when discussions and collaborations are important. In previous and current classes, I find it refreshing and simple to be placed into breakout groups on Zoom to discuss or work together on assignments. It can be hard to move away from your usual groups in person, so the option to be placed into groups randomly helps me branch out and work with everyone in my class. Interactive lectures are also another reason to offer synchronous learning opportunities.

Asynchronous online learning – I had a wonderful experience learning asynchronously at the beginning of last year when completing some first year courses so I could apply for this current program! I took first year math, political science, and Canadian studies. Each of those courses had readings to be completed and homework that needed to be handed in weekly. The schedule was clearly outlined and I knew exactly when everything was due. I planned out my entire semester and made sure to keep myself on track to not fall behind. I can imagine some students struggling with this style of learning, but it really worked for me based on the course content.

I can envision online learning environments where synchronous learning is appropriate, where asynchronous learning is appropriate, and where incorporating both is appropriate. I think that the pandemic has shown educators that online learning can be made into an essential part of the curriculum and the delivery of that online learning can take many different shapes based on the needs of students. As educators grow more and more confident and comfortable using technology to offer online learning, students will benefit in receiving superior education.

Learning Design Models

11 March 2022 / / 0 Comments

Photo by Tim Mossholder on Unsplash

Structuring learning can come in a variety of differently designed models. Today I am going to review and discuss each of the learning design models (LDMs) that were introduced in class.

SAMR Model – Technology usage can progress using this model from: no tech, substitution, augmentation, modification, and finally to redefinition. No tech is fairly self-explanatory as it completely avoids the use of technology in the classroom. I believe that most classes can incorporate technology in some capacity and should not follow this beginning point of the model. Substitution involves using technology as a direct substitute without changing the function at all. I believe this portion of the model is commonly used when teachers want to use technology in the classroom, but are not comfortable doing so. Augmentation also allows for technology to be used as a substitute, but functionally improves the experience. I believe that this portion of the model is ideal for taking ordinary classroom tasks and improving them using technology. Modification involves using technology to redesign tasks. I believe that many common learning tasks can be positively altered using technology for the benefit of the students. Redefinition allows for the creation of brand new tasks that may have been previously thought to be impossible. I believe that teachers can use technology to create new and exciting learning opportunities that challenge students to approach tasks in unique ways that they have never experienced before.

TRACK Framework – The TRACK framework involves adding three types of knowledge together to facilitate learning: content knowledge, pedagogical knowledge, and technological knowledge. Content knowledge is the “what” of teaching and involves the knowledge of subjects and topics that are taught. Pedagogical knowledge is the “how” of teaching and involves the knowledge of how an why you are teaching and facilitating learning. Technological knowledge involves the use and comfort level of incorporating technology into teaching and learning. Integrating all three types of knowledge is the desired outcome of the TRACK framework as teachers should be able to understand what they teach, how they are teaching it, and include technology to assist with learning.

Constructive Alignment – Constructive alignment seeks to align the learning outcomes/intentions/big ideas with assessment and evaluation as well as with teaching and learning strategies. The learning goals should guide how you teach and how you measure learning. Opportunities for integrating technology into teaching exist between assessment and teaching and how you prepare students for success.

Each of these LDMs has it’s own unique purpose, but I would like to incorporate the SAMR model into my own teaching. I can envision myself progressing from each stage as I become more comfortable with teaching and with technology itself.

Tracy Humphries on Technology and Inclusion

4 March 2022 / / 0 Comments

Photo by Tim Mossholder on Unsplash

Tracy gave an amazing talk on the importance of using technology to ensure that all students are able to participate in learning. I believe that every student should have access to adequate technology for whatever their learning needs may be. Just because a student requires the use of technology or other support systems does not mean that inclusivity should be negatively affected. In fact, technology can allow those students to be included more easily!

Students can be supported in the classroom using technology in a number of ways. First, allowing students to participate in classes from home if that is required. Second, allowing students to record or translate their thoughts rather than speaking or writing. Finally, students can create their own unique ways of providing evidence of learning and for submitting assignments.

I plan to include technology in my future classrooms and I want to ensure that students are being properly supported. I can do this by reading an IEP (if available), asking the family, asking the student, or by asking other students. It is important to know what resources I will have available to me and my students and I need to be aware of how my methods of assessment will impact those with disabilities.

Attending EdCamp

18 February 2022 / / 0 Comments

Photo by Josh Campbell on Unsplash

Although there were no smores around a fire like a traditional camp experience, I thoroughly enjoyed attending EdCamp with my peers! I found it interesting and informative to decide, as a group, which topics to focus on and form breakout discussions around the learning commons. I am going to highlight each of the breakout discussions that I participated in and explain how they affected me as an educator.

“Home Team” Communication – The first breakout discussion I joined was on the topic of “home team” communication. This was a topic that I am very familiar with, as I routinely speak with parents or connect with them via email for my job as a swim coach. Many of the issues and ideas presented I was already aware of, but I was able to contribute to the discussion and take away two key points. First, the importance of continuous communication, perhaps in the form of a weekly newsletter, to keep parents informed. Second, being available for conversations and putting yourself out there for parents to interact with. I have not done a weekly newsletter for parents on my swim team, but I think it would be a great idea once I begin teaching and I plan to implement my own newsletter right away. Ensuring that parents are aware they can contact you is something I already do, but I want to reinforce that a line of communication is clear and available.

Working with Scratch – I briefly joined the following breakout discussion on working with Scratch. One of our cohort members is very well versed in using Scratch and was describing all of the different applications to an eager audience. I have used scratch briefly during a computer science course here at UVic, but I had not considered to implement it into my teaching. I now know that I have a colleague that I can reach out to if I ever need assistance with applying Scratch in an educational manner.

Authentic Indigenous Incorporation – The next breakout discussion that I came upon was talking about the ways in which schools could authentically incorporate indigenous ways of knowing into the curriculum. A concern many had was wanting to create authentic experiences without overwhelming community elders. We concluded that conversations needed to take place on a more regular basis, rather than only reaching out to indigenous community leaders when looking for a guest speaker or learning opportunity.

Technology in the Classroom – The final breakout discussion I attended was based around using technology in the classroom, specifically with regards to cellphone and Chromebook usage. There were many different points of view during the discussion, as some colleagues thought cell phones should not be allowed at all during class time, while others thought that they were acceptable at certain times. The idea of a healthy balance was suggested and we wanted to give students the opportunity to take short breaks using technology as long as they were using it appropriately. I personally would allow the use of technology in my classroom, but would definitely reinforce the idea of internet safety and being respectful to the learning environment.

I was happy with the time I spent at EdCamp and I am grateful for all the wonderful discussions I was able to listen to and participate in. I felt more engaged knowing I could move around the breakout groups and find something I wanted to learn more about.

Multimedia Learning and Editing Images

11 February 2022 / / 0 Comments

Photo by Chris Liverani on Unsplash featuring Sean and the “Stanley Bowl”

I completely agree with the idea that people can learn more deeply from words and pictures that from words alone. Take my blog for example. I find that the information that I am presenting “pops” more when pictures are involved. Pictures bring our attention in and words describe the ideas or content.

I had a lot of fun learning about editing images using PowerPoint. Prior to this class, I had no idea you could essentially turn PowerPoint into a photoshop studio. I created the header image to this post using a picture from Unsplash and editing myself into it. I took a picture from Facebook and cropped out the background to make it seem like I am on the ice holding the “Stanley Bowl”.

Using this new found knowledge, I plan to create images that are educational, silly, or both and incorporate them into my teaching. I believe that these images will engage students in learning and help them connect with the material easier.

Jesse Miller on Social Media Privacy and Safety

4 February 2022 / / 0 Comments

Photo by Alexander Shatov on Unsplash

Jesse’s discussion on social media and internet privacy and safety in general was fantastic and highly engaging! As someone who uses social media and the internet a lot, I was able to make meaningful connections to many of the topics presented. I appreciated how Jesse described the internet as inherently a good thing that can be, unfortunately, taken advantage of and used for bad things. Instead of telling youth not to participate in social media, we should focus on proper education for how to use the internet in a safe and private manner.

Luckily for me growing up, I only had access to Facebook and that was just during high school as I made my account way back in 2007. The majority of things I posted about were hockey related (I was a HUGE Devils fan) and looked like this:

Yikes…

Youth today have access to so much more than simple status updates on Facebook and I believe that educators should be approaching the topic of internet safety and privacy with their students. Jesse’s thoughts on screen time resonated with me as he described monitoring what is being watched and to participate in the consumption of social media rather than simply cutting off access after a certain period of time.

Moving forward with my teaching philosophy, I would like to incorporate digital literacy and safety when appropriate. It is easy to assume that students should already be aware of these concepts, but I want to ensure that I am being a positive role model with my online actions and create safe environments where everyone is able to feel comfortable learning.

Educational Video – Exploring Twitch

28 January 2022 / / 0 Comments

I was able to create an educational screencast and incorporate H5P as I described the homepage of Twitch. This process taught me that it is possible to introduce videos to students to support learning. The screencast itself was easy to record and I was able to follow the instructions on how to include H5P. I found that H5P allowed for a more interactive experience and I feel that students will be more engaged with the content when questions are being asked.

“Most Likely to Succeed”

21 January 2022 / / 0 Comments

Photo by Josh Redd on Unsplash

I really enjoyed watching “Most Likely to Succeed” and felt truly inspired afterwards. Seeing such a novel way of education being introduced, and succeeding, was refreshing and led me to a lot of questions with regards to our current education system. The discussions throughout the film made complete and total sense to me. Education should be about the process and the goal should be to leave students with tangible skills that can be applied outside of the scholastic system. Their inquiry-based projects that ultimately led to a school wide exhibition turned out to be an extraordinary example of how passion, wonder, and perseverance can be applied to create something amazing.

The journey that each student, in particular Samantha and Brian, went through during their time at High Tech High showed how they had matured and learned valuable lessons that I do not believe they would have experienced through attending a traditional school. I am interested to see if our current education system will be able to adopt some of the principals of High Tech High, or better yet, move towards embracing inquiry-based learning.

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