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Lilian Vernier

on 6 November 2011

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Transcript of Masters

Disengagement Due to a
Wide spectrum of Learners Inquiry and Hypotheses Task Assignment Disengagement Due to Lack of Ownership Disengagement due to
A Gap in Motivation Why? Traditional Approach But Geography is Dynamic! The Shift The Process Evidence ENGAGING LEARNERS
From Transmission to Constructivism Prior to 2007 there was a mandatory provincial exam.
Currently this provincial exam is optional. The Social Studies I.R.P.s all have a geography element, but most Social Studies teachers are not specialists. Students believe the other sciences - Biology, Physics, and Chemistry are more relevant for a future career rather than the truest of the sciences, Geography! Action Step 3. Engage Students in
Problem-Solving Tasks That Require
Them to Generate and Test Hypotheses
Marzano (2007) p 92 Type of Student
Course Content Transmission Method From Traditional To Constructivist! Constructing Knowledge By Testing Hypotheses! But How? Conclusion Reflections
Initially, it was very difficult for the students to understand what my expectations were regarding reflections.
Students were focusing on "right" & "wrong" as opposed to "thinking about".
Output was low, on average only one of the two paragraphs expected.
There was a change in the second reflection and the students wrote more content and the content was more thought out.
Almost everyone was engaged in the process. The classroom was very quiet. Research
Was able to work directly with individual groups. Used examples from other groups to build on their own knowledge and understanding
Because the ratio was one teacher to three students, the students who typically disengaged had nowhere to hide. I noticed that because they were on task right from the very beginning, they all had a clear understanding of the assignment expectations and so they knew what to do.
The students were asking questions regarding the criteria and the process of obtaining the necessary information.
As students were given to time to refine their hypothesis, it provided the teacher with teachable moments.
Because it is an area of interest and the hypothesis were group generated, the groups needed little encouragement to stay on task apart from the usual disruptions. Presentations
Overall, well done
All groups presented on time.
Only two groups out of 30 had group members who clearly did not participate in the final project.
The project allowed for the personal interests of the students to be showcased and there were many different and interesting solutions presented.
I know I could not have taught everything that was presented by the students.
Some groups discovered that their hypotheses was incorrect but were able to handle that challenge on their own and it was reflected in their reflection writing.
When students were encouraged to give feedback, some of them started to ask questions about the topic and it was interesting to see that all members of the groups were able to field the questions.
What if content is not covered by the students work? This is especially true when teaching a provincially examinable course. Assessment
Students were provided with self, peer and teacher formative and summative assessment.
Feedback was given and well received on every reflection paper.
Final mark by the teacher was uneventful.
Peer assessment of their group was not successful. The students all gave their peers full marks even though some of them approached me with concerns, or I saw concerns.
Students found it difficult to be honest due to peer pressure and peer cliques. During this teen development stage, peer relationships are fundamental.
How can peer and group assessment be modified in a such a way to take into account adolescent social development? Overall
There was an increase in engagement as the students were involved in the process.
By allowing the students to challenge and customized their hypotheses, they were able to reserach a topic that interested them
As there was very little lecturing, they were not bored by hearing the teacher transmit information all the time, and they could work at their own pace.
The reflections became truly introspective as time went on and shown by reflection #1 to reflection #3.
Previously, it took much more effort to maintain classroom control, but during this project, classroom management crises decreased.
Of the 30 projects, 28 were completed by the deadline (93% completion). During a previous assignment, 79 of 92 assignments were completed ontime (86% completion)
3 projects out of the 28 did not include all of the criteria but the students were aware of the ones they had missed. The Dynamic Duo! Developing the Hypothesis
Initially difficult for the students to understand that they had input in the construction of a hypothesis (constructivist) as they are so used to only be given information (transmission).
Quickly adapted and became more comfortable.
As the process went all, everyone was engaged. The comments provided from the low achievers equaled the ones of the high achievers which was surprising. Probably due to the oral component of the activity.
Students were engaged because they quickly realized that they had to develop their own hypothesis. Typically in a transmission classroom, these types of students can become disengaged because there are no expectations for them to be engaged. They are not being challenged to test a personal hypothesis which is a basis for learning. Many Backgrounds
Many Learning Styles Is it lunch yet? Can I please have homework? Dictated from top down Delivers meaning through lecture Teachers tell Reaction to Problems Teacher's point of view Attaching Relevance In Context Lessons Structured around big ideas Assess student learning in context 1. Prediction 2. Experiment 3. Examine Results
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