Wonder Wonder on the Wall

When I think back about my education experience, all I can remember is being assigned worksheet after worksheet, sitting in rows, and not working with peers to figure out our work together. My education was my problem and no one else’s. Even in university, we sit and act as a sponge to soak up knowledge from the teacher. When I learned about inquiry based teaching methods for the first time, I knew right away that I wanted to use this method when I became a teacher.

Inquiry teaching is an instruction method adopted in the 20th century that was brought to attention by the philosopher John Dewey, that allows students to investigate, solve problems, issues, and come to terms with learning in a creative manner (Drake, Reid, & Kolohon, 2014; Özdemir & Isik, 2015). The students use the world around them to form questions and gather evidence to comprehend their environment (Drake, Reid, & Kolohon, 2014). Bosse et al. (2009) states that young children have a natural curiosity driving them to question, explore, investigate and hypothesize.

Jennifer Brokofsky (2011) outlines in her blog that since children are all born with a sense of wonderment, it is the teacher’s duty to provide opportunities everyday to allow for their wonderment to take place. Letting the students know that their questions are valued and important allows inquiry based education to take place. Brokofsky builds a culture of wonder in her classroom by implementing ideas such as a Wonder Wall, Wonder of the Week, and a wonder center.

A wonder center is an area in the classroom that allows the students to write down their questions during center time or writing workshops during the school day (Heard & McDonough, 2009). The students write their questions on a sticky note and post it to the center. Later in the week, the teacher goes through the questions with the class and forms a discussion. In the discussion, the teacher encourages the students to explore and research their questions. An example from Heard and McDonough (2009) on how to incorporate these questions into daily curriculum is to have the students write a nonfiction-writing piece. This will allow the students to incorporate their language arts skills from the curriculum and allows the students to discover and unpack a topic they are interested in learning about.

Latham, E. [Erin]. (2011). Wonder center [Pintrest post]. Retrieved November 2, 2015, from https://www.pinterest.com/pin/265149496780945606/

Wonder of the Week is a center in the classroom that Heard and McDonough (2009) describe as an area for students to think and respond to a posted question during free time that week. These questions are taken from the wonder center questions that are posed by the students themselves. Students write their answer on the chart paper provided. For effective practice, it is the teacher’s duty to provide pondering time allowing the class to research, discuss, and write together about the question. Class research includes reading and looking in books, looking into television programs, reading and looking in magazines, and various computer pages (Heard & McDonough, 2009). I think this is beneficial for all students because it forces them to work in groups, learn research strategies, and use higher order thinking about the various topics that they are interested in and can relate to.

Finally, Brokofsky’s wonder culture also incorporates a wonder wall.  A wonder wall is a place in the classroom where groups of questions are recorded, and shared. As students discover the answers to the questions, they can be crossed off and more can be added (J Brokofsky, 2011). I think this would be most beneficial to use at the beginning of a unit for any subject. Ask the students what they know, and what they want to know. This will also allow the teacher to gauge where to focus their attention in the curriculum, and how to make the unit more exciting for the students.

C Anderson. (2013, July 10). Wonder wall. [Web long comment]. Retrieved from http://welcometofirstgraderoom5.blogspot.ca/2013/07/wonder-wall.html

For the past three years, I have worked at a science and engineering camp based at the University of Waterloo, where their philosophy is to foster the camper’s natural curiosity and interest through hands-on experiences. While working at this camp, I have learned first hand about the diversity that every child possess and how to incorporate their diverse learning to meet camp requirements. Last summer, I watched another camp implement a ‘wonder wall’ into their room. Over the summer I witnessed the success and triumphs that occurred in that camp room compared to others. They promoted and encouraged their campers to think critically about the topic they were going to learn. I found the students to be happier and more excited to come to camp because the students began to believe in themselves and that they could exceed the leader’s expectations.

This is similar to the TEDX talk by Shelly Write. In her talk, she discusses the importance of having the student’s guide where the learning is going (Write, 2013). The teacher does not have to be the ‘all and powerful’ knowledge-filled person in the room. In fact, she stated that she was only there to help remove obstacles that prevented the students from meeting their goals. It is the teacher’s responsibility to allow school to be a place to set fire to all children’s hearts, toward curiosity and to allow them to find their passion in the world (Write, 2013). This is why I think that a using an inquiry based teaching method, and in particular wonderment, should be a key aspect in all classrooms.

References

Bosse, S., Jacobs, G., & Anderson, T. L. (2009). Science in the air. Young Children. 64(6). 10-15.

Drake, S. M., Reid, J. L., & Kolohon, W. (2014). Interweaving curriculum and classroom assessment: Engaging the 21st century learner. Don Mills, ON: Oxford University Press.

Heard, G., & McDonough, J. (2009). A place for wonder: Reading and Writing nonfiction in the primary grades. Georgia, ATL: Stenhouse Publishers

J Brokofsky. (2011, June 19). Building a culture of wonder: Inquiry in primary education. [Web log comment]. Retrieved from https://jenniferbrokofsky.wordpress.com/2011/06/19/building-a-culture-of-wonder-inquiry-in-primary-education/

Ozdemir, O. & Isik, H. (2015). Effect of inquiry-based science activities on prospective elementary teachers’ us of science process skills and inquiry strategies. Journal of Turkish Science Education. 12(1). 43-56.

Write, S. (2013). The power of student-driven learning [Video file]. Retrieved from https://www.youtube.com/watch?v=3fMC-z7K0r4

Apps in the Classroom

Through many education classes, and being in classrooms, I have noticed the emphasis that is being placed on technology in the classroom. Some scholars such as Drake, Reid and Kolohon (2014) state that technology can be used to engage students, ultimately enriching their learning. In these classrooms, students Bring their Own Device (BYOD) to engage in different educational activities. Apps and computer software allow students to learn in an interactive manner through gaming and social networking. An example that really stuck out to me was communicating with classrooms around the world. The students would use Skype to communicate with other students and learn about their culture and how their school atmosphere is different (Drake, Reid, Kolohon, 2014).

Now there is a transition from teachers being the center of the classroom to teaching ethical and responsible use of technology (Drake, Reid, Kolohon, 2014). This new constructivist pedagogy focuses on project-based learning equalling an interactive lesson and assessment. I think all students will benefit from this pedagogy regardless of their grade or processing level.

When I was in elementary school, we would have computer hour once a week. During this hour our teacher asked us to use one of the math programs or reading programs. It was our choice, but we had to do one of the two. I remember that some of the games were fun, but once we grew older the games became boring, and we all lost interest in playing the games. This is when my peers would start to goof off on the computer, ultimately taking the computer time away from the rest of us. Cole (2014) states that the programs should not be the focus of the lesson or activity, but they should add value and effectiveness. However, to effectively learn using technology, the school needs to have the hardware and software available. I think this is where the government needs to create a level playing field for all schools, instead of having technology available just to the schools that receive lots of outside funding.

Since my days in elementary school, technology has developed and grown so much! When going into schools now to help in classrooms, there are a number of students who have their own iPods or tell me they got an iPad for their birthday. The number of children with technology at their fingertips is skyrocketing. Therefore, I do believe that teachers need to implement technology use in the classroom using Bloom’s taxonomy model. Teachers need to create their lesson plans while thinking about the different dimensions: remember, understand, apply, analyze, evaluate, and create (Cole, 2014; Krathwohl, 2002). However, as a future teacher I am nervous about the apps that I’ll find and want to use. Will they be effective? Will the student’s be engaged? Will I have the support from my school? These are all questions that I want answered.

I did some research to see if I could find some helpful resources. I have found multiple resources listing the number one apps that are recommend. Research to find specific apps has left me more confused. However, I have made a conclusion based on my teaching experience and from watching a TED talk about a 12 year old app developer. The apps that we use in our class depend on what our students need, and what they’re interested in. For example, this past summer in science camp, we had an iPad app called lightbot. Some students really got invested in this ‘learn to program’ app, but others were very confused about what to do. I think teachers will have to talk to the students a learn what they think, how they learn, and what areas they need more effective learning to enhance their education. As Keane, Lang and Pilgrim (2012) state, it is not necessarily the presence of the iPads, but it is how the teacher actively integrates and creates an effective curriculum using the technology.

Some Apps that I have found through comparing different blogs and website are:

Quizlet

Quzlet (2015). Retrieved from https://itunes.apple.com/ca/app/quizlet-flashcards-study-tools/id546473125?mt=8

  

Kahoot!

Kahoot (2014). Retrieved from http://www.educationalappstore.com/app/kahoot 

Scratch Jr.

Scratch Jr. (2015). Retrieved from https://play.google.com/store/apps/details?id=org.scratchjr.android&hl=en

Anatomy 4D

Anatomy 4D (2015). Retrieved from http://daqri.com/project/anatomy-4d/#.VhU6fbTwifQ

Sushi Monster

Sushi Monster ( 2015). Retrieved from https://www.commonsensemedia.org/app-reviews/sushi-monster

See.Touch.Learn

See.Touch.Learn (2015). Retrieved from http://www.brainparade.com/products/see-touch-learn-free/

References

Cole, J. (2014). It’s not about the apps. Literacy Learning: the Middle Years. 22(1). 48- 51.

Drake, S. M., Reid, J. L., & Kolohon, W. (2014). Interweaving curriculum and classroom assessment: Engaging the 21st-century learner. Don Mills, ON: Oxford University Press.

Krathwohl, D. R. (2002). A revision of bloom’s taxonomy: An overview. Theory Into Practice. 41(4). 212-218.

Keane, T., Lang, C., & Pilgrim, C. (2012). Pedagogy! iPadology! Netbookology! Learning with mobile devices. Australian Educational Computing. 27(2). 29-33.

Suarez, S. (2011).  A 12 year old app developer. [Video file]. Retrieved from

https://www.ted.com/talks/thomas_suarez_a_12_year_old_app_developer?language=en#t-175311

Aboriginal Education

     According article 28 in the United Nations Conventions ofthe Rights of the Child (UNCRC), all children have a right to quality education with state parties making primary education compulsory and freely available. As well, state parties are to take measures to encourage regular attendance at schools and to reduce dropout rates. Education is a federal responsibility regardless if it is public or aboriginal education (Drake, Reid, & Kolohon, 2014).

          

     Many First Nation communities across Canada are still struggling as a result of the residential schools (Blackstock, 2006; Morcom, 2014). Since the closing of residential schools in 1996, the Canadian government has made attempts to work towards creating an accessible education system on reserves that is comparable with provincial and territorial schools across the country, however there has been severe underfunding issues (Canadian Government, 2015; Morcom, 2014). The 2014 Canadian economic action plan states that providing necessary funding allows First Nations to be in charge of their education, and they will be able to establish structures and standards necessary to create stronger education systems. A total of $1.9 billion are being contributed to support the reformation of the education system during the 2015-2016 school year (Canadian Government, 2015). Although this appears to be a large sum of money, I feel the government is slapping on a Band-Aid and giving the indigenous people money to fix their own problem.

     I agree with Morcom (2014) who states that the federal policies have not generally been supportive for creating adequate education experiences and opportunities for First Nation children. In Western schools, the formula for success is considered to be an individual’s potential times their effort (potential x effort) (Garner, 2011). Chris Garner (2011) states that First Nation people have different learning styles; for those individuals to be successful, their formula for success is: potential times effort plus relevance to their context (potential x effort + context). Morcom (2014) found that in First Nation elementary and secondary schools have 2 to 3 times more identified special needs than provincial schools.

     From my previous teaching experience and working with children at various camps and after-school programs, every child has something special and unique needs. Whether that is help with their individual identified special need or learning culturally relevant material that interests the student. Blackstock (2006) suggests the cultural relevancy is integral to fulfill the education right of children.

     Education, according article 29 in UNCRC, is supposed to give children the right to have education help them develop their personality while still respecting the development of their cultural identity, language, and values. I have personally been in a class where bringing cultural relevancy was very difficult. This past summer, I had the opportunity to take a science and engineering camp on the road, delivering different activities that were taught through an inquiry teaching method. One of the places I was able to bring the camp to was Nawash, Ontario. Before going, I had all the activities, many great ideas of how camp should run, and what the campers should learn during the day. Little did I know, the campers were not going to be very interested in what I had to say. Their attitude was, “So what? Why are you telling me this? Why would I ever have to know what the molecule in slime is called?” It took me all week to realize and make the conclusion that the only activity the campers excelled in and enjoyed doing was the marshmallowchallenge. In this challenge campers used 20 pieces of spaghetti, a meter of string, a meter of tape, and one large marshmallow. The object was to get the marshmallow as high off the table as possible as a freestanding structure in 18 minutes. All the campers for the first time that week were able to work in groups, with everyone participating. It was not until reflecting back, on the drive home after camp when I realized why the campers were able to succeed in this activity. Building this structure was actually something they thought was relevant to their lifestyle and culture; many built teepees.

C Image courtesy of WE-Connect on Flickr

     

     When I found the article by Morcom (2014), I couldn’t agree more with the statement that the teachers who are coming to reserves from Western schools are not able to fully provide adequate aboriginal culture-based education. Western teachers are not able to consistently incorporate the indigenous knowledge into the curriculum. Morcom (2014) suggests that it is necessary to create and fund programs that increase high school graduation rates for current students, and increase the opportunities for post-secondary education to train those students to become Aboriginal teachers.

            

     I believe that the 2014 Canadian Action Plan has the right idea about putting money into the aboriginal education system so they can develop and establish education structures and standards to support strong and accountable education systems on reserves. However, I think the western funding also needs to be reorganized so that new teachers gain appropriate experience and knowledge about aboriginal culture in the curriculum. This will allow new teachers to be adequately trained to teach on a reserve with culturally relevant material. These new teachers will have the appropriate skills to teach on a reserve, and will be able to provide future generations with the skill set to graduate high school and be able to bring their own culture into the classroom as future teachers. This is similar to the rebuilding from the ground up that the Toronto MapleLeafs hockey team is starting this year. I think this will allow equitable education across Canada, and help foster the development and reformation of the Aboriginal education system.

References

Blackstock, C. (2006). Indigenous children: Rights and reality. A report on indigenous children and the U.N. Convention on the rights of the child. 1-23.

Canadian Government (2014). First nations education act. Retrieved from http://actionplan.gc.ca/en/initiative/first-nations-education-act

Drake, S. M., Reid, J. L., & Kolohon, W. (2014). Interweaving curriculum and classroom assessment: Engaging the 21^st-century learner. Don Mills, ON: Oxford University Press

Garner, C. (2011). Transforming the teacher in indigenous education [Video file]. Retrieved from https://www.youtube.com/watch?v=bMfBeotD8gc

Google Maps. (2015). Nawash, Ontario. Retrieved from            https://www.google.ca/maps/search/Nawash/@44.4134617,-80.8396399,7.4z

Morcom, L. A. (2014). Determining the role of language and culture in first nations schools: A comparison of the first nations education act with the policy of the assembly of first nations. Canadian Journal of Educational Administration and Policy. 163. 1-27.