PME 832 - The Connected Classroom
Module 1: What do we Mean By the Connected Classroom?
I feel it is important to acknowledge that I have put ample effort into fostering collaborative connections between the students in my secondary science and technology class, and those from other classes within my discipline. It is equally important to disclose that I have only created minimal opportunities to extend connections to the local community, none of which fall under any of the definitions of true experiential learning.
Click the button below to view my annotated mind map of connections.
When reading From Ecosystem to “Edusystem” by Kozak, S. and Elliot, S. (2014), the “system of seven interconnected learning strategies” became the focal point of what I envision my newly connected classroom to be (p.6). I agree that in order for this to work, I need to approach “the whole learning experience in terms of its parts, processes, and their interactions” (p.6). As a result, my approach to this assignment was to map out what I am currently practicing when creating connections within my class, and to extend those connections into my own version of an interconnected, community-connected, constructivist educational ecosystem.
At the center of my mind map, you will see my educational philosophy which represents a student-led, teacher-facilitated, curriculum-based classroom environment that encourages scientific inquiry. My philosophy is largely a product of the outside inputs and connections that I have digested over the years; thus, the reason why they are depicted on the exterior of the mind map but yet contribute nonetheless. Surrounding my educational philosophy are educational strategies that naturally lead to opportunities for connections. What I would like to stress is the continuum in which I see their interconnectivity. The flow between my learning strategies allows for complementary opportunities and you will notice that they naturally benefit and often scaffold each other.
Since the curriculum is a guiding factor in determining the opportunities for establishing connections, I wanted to showcase that the entry point into my vision of my connected class is, in essence, anywhere. Furthermore, scientific inquiry can and should appear from any entry point and, when planned carefully, will then enable the curriculum. I recognize fully that the collaborative opportunities within our local community “[provides] students with contextualized learning experiences that are based on authentic, real-time situations in their communities” (Furco, A., 2010, p.228). Science is ever-present in our local, national and global communities, and when “[a]uthentic learning experiences” are created, it will “help students create meaning and context in ways that can enhance their cognitive and emotional investment in the learning process” among other benefits (Slavkin, 2014 in Furco, A., 2010, p.231). Therefore, I imagined several realistic community-based connected learning opportunities.
Finally, I placed technology at the bottom of the continuum but supporting all learning strategies to acknowledge that it is a 21st century means in which numerous connections can be nurtured. Technology “provides opportunities for educators to design learning that empowers students to reach beyond local resources and people and to engage in learning with and from others from anywhere and anytime in the world” (Lock, J. V., 2015, p.140). You will notice the large question mark linked to technology because I find myself lacking experience in this area. Although I recognize its potential, I would need guidance in choosing what types of technologies could support my classroom ensuring that students are contributing to, and welcoming, ongoing learning opportunities. After all, “[l]earning is being transformed – driven by need, informed by what we know about learning and enabled by technology” (Kozak, S. & Elliot, S., 2014, p.5).
References:
Furco, A. (2010). The community as a resource for learning: An analysis of academic service-learning in primary and secondary education. In H. Dumont, D. Istance, & F. Benavides (Eds.), The nature of learning: Using research to inspire practice (pp. 227-249). Paris, FR: OECD.
Kozak, S. & Elliot, S. (2014). From Ecosystem to "Edusystem" In Connecting the dots: Key strategies that transform learning for environmental education, citizenship and sustainability (pp. 4-9). Oshawa, ON: Maracle Press.
Lock, J. V. (2015). Designing learning to engage students in the global classroom. Technology, Pedagogy and Education, (24)2, p.137-153.
Responses: Pushing my learning further
After internalizing comments and suggestions from my professor and my peers, I explain my Mind Map further using a possible classroom activity.
I did relate closely to Kozak and Elliot's article. In fact, cross-disciplinary possibilities is an avenue I am considering for the final project. I have created the following table to help guide me in creating this activity that both meets the objectives of the final assignment and that is realistically feasible. It is a work-in progress, but it is helping me collect my ideas as we move through the modules. It can also illustrate how I would move through my map. In fact, the paths are numerous which is why this map works for me when creating a connected classroom activity. I elaborate below:
Table 1: Possible Connected Classroom Activity
Using the above example, I could start this unit through a collaboration activity (group discussion using a strong fact about the topic). This could naturally move towards online research (technology) and then further be supported by a Skype call with a guest speaker. The good thing about my mind map, in my opinion, is that I can move freely through the learning strategies. In this case, I would move back to collaboration where students would think critically about what was discussed. They would have more structured group discussion. I would help facilitate some of the heavy scientific components of the curriculum thus, allowing us to move to the center of the map, and hone in on specific curricular topics. I would then move to integrated learning, whereby cross-disciplinary activities will unfold. Again, the crucial part of this type of mapping is the ability to move freely wherever necessary.
There certainly are more profound connections. In lieu of creating numerous arrows, I surrounded my classroom with, what I felt, are the main learning strategies pertinent to my discipline and style of teaching. Furthermore, through the use of double ended arrows, I hoped to convey the notion that, in essence, all parts are linked together. In a "circle" there is not one part that is more important than the other. If a part is missing, it is no longer a circle, it is an arc with a beginning and an end. I did not feel that type of analogy did, what I believe a connected classroom looks like, any justice.
Module 2: Connecting Theories to My Mind Map: My top 2 pedagogical approaches
The two pedagogical approaches that align most closely with the connections I compiled in my mind map are Problem-Based Learning (PBL) and Interdisciplinary Learning.
Problem-Based Learning
When envisioning the connections in my mind map, I realized that the curriculum can be introduced through the five learning strategies identified, and that learning happens in an interconnected system of approaches that enables fluid movement through the inquiry process. This means that regardless what sparks the students’ interest, whether it is “initiated by a teacher, proposed by students, or sponsored by an organization”, student-led inquiry results (Hutchison, D., 2015, p.1). In addition, students bring to the class a deep desire to seek answers to real-world problems. Attempting to find the answers to these authentic problems is at the core of PBL. According to Anne Horak and Gary Galluzzo, “[t]he learner’s curiosity about the puzzlement is the stimulus for learning, and the puzzlement is the purpose for undertaking the learning process” (2017, p.31). PBL encourages the development of 21st century skills including but not limited to critical and creative thinking, research skills, and collaboration, all of which have been identified on my mind map as a means of connection (Hutchison, D., 2015, p.1). Furthermore, these skills are parallel to the cross-curricular competencies outlined in the Quebec Education Plan, and the approach in acquiring these skills as well as the subject-specific knowledge is through PBL, also referred to as Learning Evaluation Situations here in Quebec (2020).
My secondary 3 and 4 science students have experience in experiential PBL. They have created earphones to better understand the circuitry in electronics and designed and created load machines to pick up objects of certain masses using available materials to understand the concept of design and application. Through vigorous research, discussion and collaboration, have picked apart the new Canadian Food guide in order to render an informed decision as to its success in promoting balanced nutrition, and have brainstormed and executed filtrations systems to understand and propose solutions for eutrophication in local lakes.
Science has naturally been a problem-seek-answer discipline, and this is even more true given our current global crisis. Left to its own devices, PBL in the science classroom can and will bring about inquiry through its ability to “[empower] learners to collaborate in teams, mentored by their teachers, as they research real-world questions, pose solutions to real-world problems, and design real-world products in a rigorous way” (Hutchison, D., 2015, p.2).
Interdisciplinary Learning
To begin, “interdisciplinary curriculum can provide learners challenging experience and opportunities to apply concepts in problem-based applications” (Senn, G., et. al., 2019, p.25). Interdisciplinary learning encourages students to “apply the knowledge gained in one discipline to another different discipline as a way to deepen the learning experience” (Appleby, M., 2019). Often, subjects in secondary school are delivered in isolation from each other despite the fact that common themes and required skill-sets exist. This results in a sense of disconnect between the disciplines, teachers, and the school community in general.
Through my mind map and discussions with my peers in Module 1, I was able to uncover the need for interdisciplinary education. Science, Geography, Math, Physical Education, English and French are some of the subjects that would work very well together in a problem-based and interdisciplinary learning approach. For example, in secondary 2 students study the science behind geological phenomena at the same time that they learn the geographic location of geological events. Another example is when my secondary 4 enriched science students tackle the physics unit at the same time that they are learning trigonometry in math. I included integrated learning as a learning strategy in and of itself because I recognized the potential in the creation of common units that would explore PBL within the context of interdisciplinary learning.
Gerstein, J. (2019). Benefits of Interdisciplinary Learning. User Generated Education. https://usergeneratededucation.wordpress.com/2019/10/02/cross-curricular-lesson-communicating-with-parents/amp
If we continue to teach secondary students in a manner that compartmentalizes every subject into its own “discipline-based” corner, we will be missing out on opportunities to teach common skills and explore common themes that transcend the manmade boundaries surrounding each discipline such as critical and creative thinking, collaborating, communicating, and problem-solving (Parsons, J. & Beauchamp, L., 2012, p. 166). If this remains unaltered, such an approach will continue to project the feeling of disunion in my school’s culture and work against the sense of community we all are craving. Therefore, there is a place for project-based learning in an interdisciplinary learning environment in my classroom and school community.
References:
Appleby, M. (2019, March 1). What are the benefits of interdisciplinary study? OpenLearn - Open University. https://www.open.edu/openlearn/education/what-are-the-benefits-interdisciplinary-study
Chapter 3: Cross-Curricular Competencies. (2020). Education et Ensignement Superieur Quebec. https://www.education.gouv.qc.ca/fileadmin/site_web/documents/education/jeunes/pfeq/PFEQ_competences-transversales-deuxieme-cycle-secondaire_EN.pdf
Gerstein, J. (2019). [Image] Benefits of Interdisciplinary Learning. User Generated Education. https://usergeneratededucation.wordpress.com/2019/10/02/cross-curricular-lesson-communicating-with-parents/amp
Horak, A., & Galluzzo, G. (2017). Gifted Middle School Students’ Achievement and Perceptions of Science Classroom Quality During Problem-Based Learning. Journal of Advanced Academics, 28(1), 28–50. https://doi.org/10.1177/1932202X16683424
Hutchison, D. (2015). Project-based learning: Drawing on best practices in project management. What Works?
Parsons, J., & Beauchamp, L. (2012). Interdisciplinary learning and interdisciplinary curriculum. IN From knowledge to action: Shaping the future of curriculum development in Alberta (pp. 157–173). Edmonton, AB: Alberta Education.
Senn, G., McMurtrie, D., & Coleman, B. (2019). Collaboration in the Middle: Teachers in Interdisciplinary Planning. Current Issues in Middle Level Education, 24(1). https://doi.org/10.20429/cimle.2019.240106
Module 3: Sharing Case Studies
I established the following criteria as a guide when searching for the second example of connected learning:
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grounded in Science
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possibility of/evidence of interdisciplinary learning
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adaptability to my geographic location and demographics
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projects strong community values
“There is a teaching in every part of creation. It is our task to find it, learn it, and apply it."
-late elder Ken Goodwill (First Nations University of Canada, n.d.) IN Andrachuk, H., Edgar, T., Eperjesi, P., Filler, C., & Groves, J. (2014).
FOREST AND NATURE SCHOOL IN CANADA: A Head, Heart, Hands Approach to Outdoor Learning.
https://childnature.ca/wp-content/uploads/2017/10/FSC-Guide-1.pdf
Forest and Nature School Canada (FNS) was created in 2012 as an educational approach that stresses the importance of establishing a “regular and repeated access to the same natural space” such as “local woodlands and green spaces, in various urban and near-urban parks, natural spaces adjacent to or on school grounds, or natural playgrounds and outdoor classrooms” (Andrachuk, et. al., 2014, p.12). Over time, it is believed that a deep connection and appreciation of our local natural community will help nurture curiosity, creativity, critical thinking, and collaboration. The approach to this program is rooted in “experiential, inquiry-based, play-based, and place-based learning” that also utilizes Aboriginal Perspectives through storytelling (p. 12). The expert teacher is able to allow students to explore their surroundings and facilitate the process of natural curiosity in order to execute “backwards lesson planning” whereby the lessons are taught at the end of an exploration session and are grounded in curriculum standards (p.13). FNS has roots across Canada including Alberta, British Columbia, New Brunswick, Ontario, and Quebec, that have all adopted a form of FNS. What sets this program apart from others, is the fact that it is at the teacher’s discretion to determine how much time is needed to create that connection to the chosen “place”, and to remain dedicated to returning to nurture the bond that shapes the lessons students experience.
The most significant take-away from FNS and FoodShare was actually inspired by the quote at the beginning of my post. The very fact that there is something, anything really, somewhere in the community that exists and that will ignite something deep within the student that could then lead to a feeling of accomplishment, wonder, value, and importance, is profoundly meaningful to me. The very word “creation” can take on a natural definition, as in existing in nature, but it can also construe ties to man-made objects, sociological, cultural, and historic artifacts/relationships. It also exemplifies that creating a connected classroom can simply start anywhere; it is just a matter of reeling in that first connection.
Finally, I realized that I was looking at FNS and FoodShare from the perspective of a parent as well. Their missions, examples, and successes aligned with the values that I hope to teach my own children. I believe that children/students need time and the opportunity to understand their place in society, and it is through developing an attachment to a place in their community that place-based learning “works best when you give its roots a chance to grow deep before expecting too many flowers” (Principles of Place-Based Education, n.d.).
Click the button below to access the FNS website
Click the button below to view an information document about FNS
References:
Andrachuk, H., Edgar, T., Eperjesi, P., Filler, C., & Groves, J. (2014). FOREST AND NATURE SCHOOL IN CANADA: A Head, Heart, Hands Approach to Outdoor Learning. https://childnature.ca/wp-content/uploads/2017/10/FSC-Guide-1.pdf
Forest School Canada. (2017, January 30). Child and Nature Alliance of Canada. https://childnature.ca/forest-school-canada/
Principles of Place-Based Education. (n.d.). Promise of Place. Retrieved July 25, 2020, from https://promiseofplace.org/what-is-pbe/principles-of-place-based-education
Theory in Practice Assignment
Click the button to the right to view my in-depth analysis of the two case studies described above.
Module 4: Ranking Effectiveness of Technological Tools - BLOGGING
I chose Blogging for this assignment since "blogging platforms help students establish their own digital space to meet the world" (Heik, 2014, par. 4). Blogging is compatible with other technological tools thus giving students options when showcasing their work. Blogging, however, requires an audience to be effective (Mitchell, 2012). In this case, the audience should be, at least at first, the students in the class, and there should be evidence of their involvement in each other's ongoing learning.
Click the button to view my comparison table of three examples of well established classroom Blogs.
Ways in which I can use blogging in my classroom:
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Post lessons/labs (video), notes, assignments, activities, projects and homework in an effort to be transparent to students and extend our learning beyond the walls of our classroom.
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Students would document their learning. For my enriched grade 10 class, it would act as a portfolio that would supplement their Cegep applications. This effort would be unique and may help students "stand-out" against others when applying to competitive programs at the post-secondary level.
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Students would be required to comment on each other's work, a burning question, etc. The goal would be to again, be transparent in showcasing a supportive and reflective learning environment.
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Links to external yet complementary and supplemental resources.
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Ongoing "science news of the week" as a means to keep science relevant in every day life.
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Connect to other blogs.
References:
Cauchon, R. (2020, June 29). Jurupa Hills High School Photography 2019-2020. Jurupa Hills School Photography. https://cauchonphotoclass.edublogs.org/
Heik, T. (2014, March 11). 4 Technologies to Help Students Find Their Voice in Your Classroom. Edutopia. https://www.edutopia.org/blog/technologies-help-students-find-voice-terry-heick
Mitchell, D. (2012). State of Now #140conf NYC 2012: David Mitchell, “QuadBlogging - linking learning to global audience” - YouTube. Retrieved August 3, 2020, from 140Talks website: https://www.youtube.com/watch?v=w8J8Jrr_eq4&feature=youtu.be
Moore, A. (2020). Fifth Grade | Champion Learners. Mooreclassmath.Edublogs.Org. https://mooreclassmath.edublogs.org/
Morris, K. (2019, May 20). 13 Examples Of Great Class Blogs. The Edublogger. https://www.theedublogger.com/13-great-class-blogs/
Skinner, T. (2012, December 31). LABS. NCS Chemistry and Physics. https://tskinnersbec.edublogs.org/labs/
Module 5: Technological Frameworks and the Role of the Teacher
My experience with, and integration of, technology is average at best, ranging from presentation tools like Microsoft Office, to educational platforms like Edmodo, Moodle and Google Classroom whereby students are required to use the tools to support their learning; often required to produce and submit assignments. My senior students have also dabbled with primitive blogging and my junior students with website creation. The recent incorporation of Microbits and Raspberry Pi, two technological tools/equipment that allow for more sophisticated data collection and individual creativity, have been my most daring attempt at incorporating technology to-date.
When placing myself on the Technology Integration Matrix (TIM), I seem to rank between adoption and adaptation, and this is dependent upon the lesson/activity in question (Teacher Descriptors Table, 2020). This is both accurate in terms of how I would describe my comfort level when choosing to use technology in my lessons, in that I am willing to adopt a technological tool and, when comfortable, begin to adapt it to fit the needs of the lesson.
Strengths and Areas in Need of Improvement
Although I do not consider myself a heavy technology user, when I am encouraged/inspired to use a new platform/technological tool, I am “all-in” and this is one of my strengths. I appreciate what technology can bring to a lesson or activity and agree with Alan November when he stresses the importance of students contributing to their own and others’ learning through this medium (2009). I create collaborative learning opportunities in the class however, they need to transition into involving more of a global online learning community. In addition, I am confident in my content and pedagogical knowledge. Therefore, when using the TPACK Scale, I comfortably place myself in the Pedagogical Content Knowledge (PCK) zone (TPACK.ORG, 2019). Unfortunately, I am not comfortable ranking myself within any part of the Technological Knowledge (TK) zone (2019), since my use of technology does not invoke innovative learning at present.
I am, unfortunately, unable to keep up with the pace at which technological tools are created and updated. It takes me time to research and plan the integration of said tools into my practice, because I want to use it to do both the content and choice of pedagogy justice. This is an area in need of improvement since I am reluctant to try new tools on the whim. As a result, I believe my attempts at making lessons technologically relevant may actually result in an unsuccessful attempt at requiring the use of a tool that is already considered passé therefore jeopardizing my technological credibility. To curb this, our school board uses Bloom’s Taxonomy, and I am a supporter of its worthiness (I wrote an assignment for Module 1 to this effect for PME 833 if you are interested). Despite insisting that the SAMR model is not necessarily an example of Bloom’s (Anderson, 2015), the Pedagogy Wheel certainly links the two (Carrington, 2013). In my practice, this could be beneficial in helping me plan what tool to use, when, and for what purpose/outcome, thus saving me time.
Looking Ahead
Moving forward, as November mentions in his article Clearing the Confusion between Technology Rich and Innovative Poor: Six Questions (2019), I need to be comfortable allowing students to take on more of a lead when choosing to use technological tools, and I need to gain more confidence in incorporating them myself. I still insist on vetting the process to some degree. To do this, I will rely on what November coined the “Transformational Six” (2019); a list of criteria that will help guide whether my/student’s chosen technological tool serves in creating unique and innovative learning opportunities. Satisfying even one criterion is already a step in the right direction. These include (Note that this has been copied exactly from his paper):
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Did the assignment build capacity for critical thinking on the web?
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Did the assignment develop new lines of inquiry?
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Are there opportunities for students to make their thinking visible?
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Are there opportunities to broaden the perspective of the conversation with authentic audiences from around the world?
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Is there an opportunity for students to create a contribution (purposeful work)?
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Does the assignment demo “best in the world” examples of content and skill? (November, 2015)
References:
Anderson, M. (2015, May 26). SAMR is not a ladder, a word of warning. ICTEvangelist. https://ictevangelist.com/samr-is-not-a-ladder-purposeful-use-of-tech/
Carrington, A. (2013, May 28). It’s about transformation. In Support of Excellence. https://designingoutcomes.com/the-padagogy-wheel-v2-0-its-all-about-transformation-and-integration/
November, A. (2015, January 15). Clearing the Confusion between Technology Rich and Innovative Poor: Six Questions. November Learning. https://novemberlearning.com/article/walk-through-for-innovation-six-questions-for-transformed-learning/
November, A. (2009). Myths and Opportunities: Technology in the Classroom [Video]. https://vimeo.com/3930740
Teacher Descriptors Table. (2020). TIM. https://fcit.usf.edu/matrix/teacher-descriptors-table/
TPACK.ORG. (2019). Tpack.Org. http://www.tpack.org/
Final Project: An Interdisciplinary Approach to Understanding COVID-19
My goal for this culminating project was to create a final product that would connect the members of my school community in a time when feeling connected is challenging.
Please click on the two buttons to the right to access my work. You will find the project and the rationale.