Is it the end?

Unfortunately, this is the final blog that I will be completing for EDUC 4P19 and the last time that I will gather with three of my peers to share, discuss and debate, our opinions of the education system and its procedures. I am glad to admit that the concentrated time set out to allow us to reflect on our learning’s and experiences has been overwhelmingly beneficial to my education. The education I am referring to cannot be found in textbooks or assignments, but rather discovered through communication, reflection and interaction with those in other fields. The group work reflection time has allowed students of different cultural, social and academic backgrounds to collaborate ideas and opinions, in order to gain insight of the larger picture of education. “Students are learning how to guide their own education and learning skills that should follow them throughout the rest of their life.” -Allyson.This type of collaborative learning style we are learning to know each other as students and we are helping shape each other into future teachers. 

I am embarrassed to admit that this was the first time I have ever been asked or allowed to disentangle my thoughts, fears, inspirations and visions for myself as a future teacher. Through this type of open discussion, we are connecting real-life problems with tangible, emotional human beings, not just a name on a computer screen or a lesson in a textbook. One of my peers said that, “Rather than something that you can just teach, it's something that the learner must experience. It builds character and self-efficacy, because knowing that you are capable of performing in such conditions makes you feel like there is nothing you cannot do.”-Neil

It has been extensively interesting to discuss the views of other students on matters pertaining to science and math. This type of learning circle can be looked at “collaborative and interdisciplinary”. The group I was placed in consisted of a history and physical education student, drama and English student and history and English student, while I am a science and math student. As different as our majors are, many of our concerns and issues overlapped.

The diversity in our subject areas posed as great topics of discussion.  It has been wonderful to hear what Chelsea has had the pleasure of experiencing through her trip to Ecuador and her involvement as a camp councilor. Allyson always shared techniques used in her drama classes used to inspire higher order education and highlight the importance of self-expression through the arts. Neil enlightened everyone with his culturally literate ideal classroom, which is conducive to learning for all. The interdisciplinary discussion model, based on subject matters, created a series of stimulating conversations, from varying perspectives.

I have learned so much from my peers as they are the experts of their own thoughts, fears and ambitions. I am so thankful they have taken the opportunity to share them with me. Like Chelsea said, “[teachers] have definitely impacted who I am today (not just academically) but as a person.”- Chelsea If each of my peers is considered teachers-in-the-making, I will argue that they are already teachers, as they have taught me.

Collaborative learning and teaching is a major learning prospect for the 21^st century teachers. Through this model we are able to gain insight from a number of different disciplines, with one objective in mind; effective teaching. Through interdisciplinary lesson planning and execution, students will be able to find connections between subject areas and inevitably will be able to ‘close the circle’ on the knowledge they have obtained.

In my last blog I discussed the idea of an interdisciplinary model in the classroom and its benefits on a wider scale. Even though this idea is new to me, as it is not the way I learnt in school, I can already see the positive affects of it, through discussion as a group of assorted subject-based students. Interestingly, I have created and integrated science curriculum project for the term assignment. Within this model, we have integrated all four streams of science (biology, environmental, chemistry and physics) into one unit plan. There are unspoken requirements and achievements that will be met through communication, technology, writing, presenting, inquiring, explaining, planning and many, many more. The unit plan is interdisciplinary with a focus on science.

I believe that any activity or lesson that is stimulating, challenging and interesting is, by default, inter-disciplinary. If the student must extend beyond their current area of knowledge and discover new outlets through exploring other subjects and disciplines, they are learning inter-disciplinary. With this being said, a unit can be considered science, math, history or subject-based, but hold the capability of the teacher assessing other disciplines within the curriculum.

In closing, I reflect on what one hour every other week has done for my self-identity as a future teacher and my general outlook on the education system. I’m excited to see what the future has in store for all four of us! 
Is it the end? No, I believe it's a brand new start.

Creating An Interdisciplinary Unit

Creating An Interdisciplinary Unit

Creating a unit for an integrated classroom is more of a challenge than it seems to be. In groups, our fourth Year University level class struggles with creating a few activities or lessons that encompass multiple subject and level material. We are given the steps to create, the tools and the guidelines. But for some reason, we just can’t seem to get it. I have been told, “it will become easier”. This makes me wonder if what is being described as “easier”, is a synonym for the words, “less important”, “unnecessary” or “systematic”. And that is a sad thing. 

Teachers should not become less engaged in the lessons that they are preparing and teaching, just because they have done it multiple times. How can we expect our student’s to be interested in what we are saying if we aren’t even interested in it ourselves? The teacher has the responsibility to assess the relationships within the group, the types of learners and the ability of the students while preparing a lesson. In addition, the teacher should be familiar with the social and personal attributes of the class and should try to cater to their needs and interests. This can be related back to Chapter 2: Know Your Curriculum and Know Your Students. With that being said; lesson preparation should never be an easy task, because each group of students will be unique and dynamically different.

http://whenyousense.blogspot.ca/2011/02/grade-conscious.html

So, maybe that answers the question as to why we, as a group, are having such a difficult time in preparing a lesson plan for students- maybe we are trying to organize our thoughts and ideas into something that would fit our learning styles and needs. The question is still not completely answered as to why this task is so daunting. I believe that the root of the problem is in our post-secondary education system. As students, planning to teach Senior and Intermediate level classes, we are bombarded with high-level classes of our teachable subjects. This is definitely something that will benefit our learning experience but I am not convinced that it will necessary make us better teachers. In this way, we are never challenged to think, deconstruct or prepare our own thoughts. Through these core-subject area subjects (in many cases), we are taught and trained to regurgitate and learn for short-term. Unfortunately, this type of system has made many students “grade conscious”. This means that we are no longer focused on the process of learning or the relevance of the information we are told, but rather our attention has focused acing the final evaluation. I can only hope for the future of my siblings, future children and grandchildren, that this model be diminished. We, as future educators, are at the front lines of change. By creating lesson plan models that work to engage the student, this problem can be avoided.

http://www.pehpot.com/2012/02/grade-conscious-mommy.html

 As concurrent education students, we are taught the Backwards Design as a format for preparing a lesson plan, or unit.  This is an interesting approach, as it highlights the importance of the “big ideas’ of the subject. In an interdisciplinary model, the big ideas of the arrangement of subjects are explored. This idea can be integrated into any subject area or curriculum. The tools of an exploratory web, curriculum scan and cluster, curriculum unpacking charts, and the Know-Do-Be umbrella. Following these planning steps, the second stage involves creating an RPAT (Rich Performance Assessment Task).  In the RPAT students are given the opportunity to see what they have learned and can put their learning’s into practice. Within this, teachers must create reasonable and reliable assessment tools. The final stage is creating an essential questions web; in which a ‘reflect’ is implemented. Teachers use this opportunity to reflect on the lessons and unit plans they have created, creating a web of ideas, assessments, activities, outcomes and finally, the KDB related.

Through effective, proper and genuine lesson planning, the future of the education system can be a bright one. Unfortunately, if we instill the type of learning we have experienced in our post-secondary education, the chance of engaging students is bleak.