Dare To Be Fair

Retrieved from: http://i.cbc.ca/1.2793792.1443627748!/fileImage/httpImage/image.jpg_gen/derivatives/16x9_620/classroom.jpg

When looking back at my first day of school, it is safe to say that the things I have learned were not the most challenging concepts. That being said, that does not mean sharing with others and covering my mouth when I cough are not important life lessons, as they will follow me for the rest of my life. Along with the previously mentioned skills, fairness is another lesson that we are taught from the moment we step foot in a classroom setting. Whether we are playing football at recess or checking out a book in the library, we are expected to treat everyone equally and with respect. Students are lucky that their teachers are the ones conveying this information to them due to the fact that they are practically experts in this field. It may not be obvious, but educators are also expected to be fair. 

When it comes to assessment, educators need to focus on validity, reliability and most importantly, fairness. According to Interweaving Curriculum And Classroom Assessment, “Fairness means that all students have an equal opportunity to succeed regardless of gender, prior knowledge, teacher bias, or any other factor unrelated to what was taught and is being assessed” (Drake, 2014, p.20). This definition suggests that teachers must take a plethora of factors into consideration in order to ensure that their assessment is fair. Unfortunately, the text also points out that this process is easier said than done. After conducting interviews with over seventy educators, Tierney, Simon and Charland found that even though they all stressed the importance of fairness in assessment, it was not reflected in all of their grading practices (Drake, 2014, p.20). With all this in mind, it becomes clear that fairness is not as clear-cut as we all thought it was back in kindergarten.

Retrieved from: http://geoffreydice.ca/wp-content/uploads/2013/03/healthy-balance-1024x681.jpg

After initially coming across the “Fairness” section in Interweaving Curriculum And Classroom Assessment, I had a difficult time believing that this mundane concept would be crucial to my understanding of teaching. After doing a quick Google search, I was immediately proven wrong, as the idea of fairness is one that is constantly making headlines in the world of education. In fact, back in 2012, a federal complaint was filed after studies showed that black and Hispanic students were scoring significantly lower on admission tests for elite high schools. According to the educational and civil rights groups, the single-test policy is “racially discriminatory” and should be changed to, “to something that is nondiscriminatory and fair to all students” (Baker, 2012). Whether or not the actual test is unfair, critics suggest that black and Hispanic families could not afford to pay for the recommended tutoring. This gave white and Asian students an advantage, as their families could often afford the preparation services.

Now that I’ve highlighted the importance of fairness in the classroom, I thought it would be important to share a few ways to ensure that you are being a fair teacher. In his article, “Fairness Isn’t Equal: Seven Classroom Tips”, Dr. Richard Curwin gives teachers advice on how to ensure they are being fair educators. In my opinion, one of the most important lessons comes right from the title, as it is crucial to remember that fair does not always mean equal. Curwin is suggesting that treating all students equally can be dangerous due to the fact that not all students are the same. For example, if a student is late for class because his dentist appointment took longer than expected, he should not be punished to the same extent as another student who skips class for no apparent reason. This is not the only valuable tip that comes from Curwin’s article and I suggest checking it out.

              

Retrieved from: https://www.youtube.com/watch?v=RN3iLeq1828

Before I sign off, I want to leave you with this eye-opening video. Fairness is not the most glamorous concept and it is one that could be forgotten after years of teaching. In fact, many of you might not even see its importance right now. During this video, people are asked what the world would be like without teachers. Although each response is unique, the overarching theme between them is fairness. Many discuss how they were not the best students in school, but after interacting with a teacher that set aside biases and presumptions, they finally excelled. These individuals had fair teachers and judging by their responses, their lives were changed forever. That being said, make sure you do not forget about fairness, your students will thank you for it.




References

Baker, Al. (2012, September 27). Charges of Bias in Admission Test Policy at Eight Elite Public High Schools. New York Times. Retrieved from http://www.nytimes.com/2012/09/28/nyregion/specialized-high-school-admissions-test-is-racially-discriminatory-complaint-says.html?_r=0.

Curwin, Richard. Fairness Isn’t Equal: Seven Classroom Tips. Retrieved from: http://www.edutopia.org/blog/fair-isnt-equal-richard-curwin.

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.

It's Never Too Late To Motivate

Retrieved from: http://i.imgur.com/6KTR7.png

When looking back at my previous education courses, there is one idea that seems to have been stressed a little more than others. Time and time again, we are reminded that we should not teach our future students the way that we enjoy being taught. Since EDUC4P19 is made up of fourth year university students, it is safe to say we have all excelled in our academic careers. We figured out how to “play the game” and have now put ourselves in a position to become successful adults.

With all this in mind, it is important to remember that most of the students we will teach will not learn the same way we do. In fact, there will be many students who will not want to learn at all. Motivating these particular students may be a difficult task, but that does not mean they should be ignored. Interweaving Curriculum And Classroom Assessment touches upon this issue, stating that, “by providing positive, supportive feedback with a focus on capabilities and possibilities, students feel good about their accomplishments and are motivated to work on their challenges” (Drake, 2014, p.22). Unfortunately, it is hard to provide feedback when some students just refuse to do any work. That is why I have decided to do some digging and find out how people are keeping students motivated.

Retrieved from: http://www.pressherald.com/2015/09/09/bicycle-desks-motivate-math-students/

In order to ensure that students remain engaged, China Middle School utilizes FitDesks (above), which are essentially bicycle desks. They were originally installed as a way to help students become more active, but teacher Joshua Lambert soon realized that they were actually increasing productivity. He told the PortlandPress Herald, “Eighty minutes is a long time to sit in a math class. You can just see them fidget, see them need to move. This makes a world of difference” (McGuire, 2015). The FitDesks seem like a great short-term solution when it comes to maintaining motivation, but not all classrooms can afford them and students cannot spend their entire days pedaling away.

Another interesting resource I came across is Pocket Points. This app rewards students for not using their phones in class. According to an article from TechCrunch, “Academic buildings on campus are geofenced by the company, and once inside a student can open the app and successfully check in. Students then lock their devices and accrue points for every minute that they stay off their phones while remaining in class” (Tepper, 2015). Pocket Points has partnered with roughly 1,200 businesses, allowing students to cash in their points for real-life prizes like free meals and baseball tickets. The app is meant for post-secondary students, but with the amount that high school (and some elementary) students are on their phones, I would not be surprised if a similar service made its way into the younger grades. 

Retrieved from: https://www.youtube.com/watch?v=y0H5XsZ1gzA

The FitDesks and Pocket Points are two extremely innovative ways to ensure that students are engaged, but I believe the best solution is a much easier one. The focus of the above video is Cochrane Collegiate Academy and more specifically, the amount of professional development its teachers receive. The school was once in danger of closing, but it turned things around thanks in part to Academic Facilitator Shana Oliver’s program for teachers. The video states that, “Teachers who received at least 49 hours of professional development per year could be expected to boost their students’ achievement by about 21 percentile points” (American Institute for Research, 2007). Cochrane teachers receive roughly ninety hours of professional development. One of the most important lessons she continues to pass down to her colleagues is the ‘interactive learning non-negotiables’. These are things that Oliver feels should be present in every lesson: essential question, activating strategy, limited lecture and graphic organizer. By including these four elements in their lessons, Cochrane teachers are ensuring that the students are consistently engaged and motivated throughout the day. This has resulted in higher test scores for the school and judging by the video, a more student-friendly learning environment.

Providing students with fancy desks and apps may sound nice, but it seems like an equally motivated teacher is all it takes to keep students engaged.



References

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.

McGuire, Peter. (2015, September 9). Bicycle desks motivate China Middle School students. Portland Press Herald. Retrieved from http://www.pressherald.com/2015/09/09/bicycle-desks-motivate-math-students/

Tepper, Fitz. (2015, September 10). Pocket Points Rewards Students For Staying Off Their Phones. TechCrunch. Retrieved from http://techcrunch.com/2015/09/10/pocket-points-rewards-students-for-staying-off-their-phones/

The Holistic Side Of Things

Retrieved from: http://www.contrax.com/high-impact-learning-ideabook/learn-center/articles/Type/Research/a-holistic-multi-level-analysis-identifying-the-impact-of-classroom-design-on-pupils-learning.stml
            
            As someone who has spent a majority of his time in a traditional setting, I enjoyed reading about the more unorthodox classrooms. The one that stood out to me the most was the holistic curriculum due to the fact that I have never really looked into this school of thought. In fact, the small section found in Chapter 1 is the most I have ever read about it. Although spirituality does play a part in it, I originally thought that this form of learning simply consists of spending time outdoors and becoming one with nature. Obviously, there is much more to the practice.

            Holistic education consists of many practices that are not common in the Western world. For example, Interweaving Curriculum And Classroom Assessment gives the example of a Michelle Metcalfe, who used storytelling to teach her students an unfamiliar language. As the text puts it, “The purpose is to ‘acquire’ the language, not ‘learn’ the language” (Drake, 2014, p.6). In a way, the students are learning in reverse. In most classrooms, they would learn the words before and then hear or read them in the form of the story. This is a method that I would not have previously associated with holistic education, which is why I started thinking about how effective the holistic curriculum can actually be.

The Success Academy Approach to Teaching and Curriculum. Retrieved from: https://www.youtube.com/watch?v=LN-bjKTsLy8             

             Interestingly enough, on the very day that I was writing this blog post, The Globe And Mail published an article that discusses what holistic schools are all about. The piece talks about Bayview Glen School, a Toronto private school that caters to students under the age of three, and the ways in which it focuses on the individual rather than the group of pupils. In fact, the article goes on to mention how, “The school’s administration pays close attention to the makeup of each class, she says, taking into consideration each child’s birth month and family environment, including birth order” (Rook, 2015). Even though this particular example features extremely young children, it still suggests that viewing the student as a whole can have some serious benefits.

            Unfortunately, testimonies from parents and teachers are not enough evidence to support the benefits of holistic education. In their 2015 article “Effects of a holistic, experiential curriculum on business students' satisfaction and career confidence”, Arran Caza, Holly H. Brower and Julie H. Wayne discuss how students who partake in an alternative curriculum have higher satisfaction and career self-efficacy. They go on to say, “We found that a holistic, experiential curriculum that explicitly incorporates components intended to give students the opportunity to ‘practise business’ benefitted those students by improving their self-efficacy and feelings of career preparedness” (Caza, 81, 2015). Essentially, the students see value in partaking in a curriculum that allows them to learn in a way that helps develop all of them (rather than just a portion of them). Things like work experience, group work and more made their learning experiences positive ones.

  Retrieved from: http://www.learningandviolence.net/learning/holistic.htm

            When looking back at my time as a student, I would have like to have had more holistic experiences. Since we still do not have time travel, I feel like the next best thing is to ensure that I give my future students some holistic experiences. While I do not plan on introducing a full holistic curriculum, I believe it is important to include lessons, projects and assignments that embrace this school of thought. After digging around a little, I found that this particular website gives some good tips when it comes to planning a holistic lesson. I even found a lesson plan for a holistic social studiesassignment (which included a bit about my second teachable, geography) and it is interesting to see how it differs from the traditional essay.

            Even though it made up a small portion of the chapter, that tidbit on holistic education really made an impact on me. Hopefully, it sticks with me as I move forward towards a career in teaching.

Caza, A., Brower, H. H., & Wayne, J. H. (2015). Effects of a holistic, experiential curriculum on business students' satisfaction and career confidence. International Journal of Management Education,13(1), 75-83. http://journals2.scholarsportal.info.proxy.library.brocku.ca/pdf/14728117/v13i0001/75_eoahecbssacc.xml

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.

Rook, Katie. (2015, September 23). Early-learning schools create an environment to address the whole person. The Globe And Mail. Retrieved from http://www.theglobeandmail.com/news/national/education/early-learning-schools-create-an-environment-to-address-the-whole-person/article26495709/