Finding Your Passion

http://aptaujucentrs.com/en/page/pakalpojumi/centrs-diskusijam-un-testiem/fokusa-grupu-diskusijas

Wow, I can’t believe how fast this semester has flown by. As we come to the end of this semester we also come to the end of our blog entries. Throughout this experience I feel like I have been able to learn so much, not just from my personal understandings as a result of reflection, but also from the discussions had between my blog group members. I am so happy that we were able to get together and discuss our blogs in detail, allowing for further understanding throughout the semester. Furthermore, because of this discussion time I feel as though I really have been able to grow in my understanding of different facets of education. As each of our group members comes to the table with different perspectives, experiences and goals it becomes evident through reflection that there is so much more to the process of education than I ever dreamed.

Last week as a class, we were asked to participate in genius hour (a period of time where students were allowed to research and explore anything within the educational filed that interested them). We were then tasked to present these findings to the class in smaller groups. Although I will admit I was skeptical about the use of my class time for collaboration I was so pleasantly surprised by the presentations that we got to see. Just as our blog groups allowed for further understanding in a variety of different subjects, perspectives and focuses so too did this genius hour. By getting to just enjoy some of the research that other class members did, we were able to really immerse ourselves in the learning, understanding and work that everyone brought forth. Furthermore, we got to see what really interested our classmates and where their passions lie.  

http://www.wholeheartedleaders.com/?p=528

After reviewing my own blog from this semester I think this idea of passion is what is evident throughout. I don’t think I fully realized how much I enjoy and love dramatic arts, and how much they really have make an impact on my educational philosophy. In the past, I only thought that drama was useful in a performative aspect; however, in my experiences this semester (both in my drama class and in this education class) I have been happy to realize the other uses for these conventions. Drama truly has become a passion that far exceeds my expectations, and I think this is a large part of 21^st Century learning.

Through every exercise and assignment we have completed this semester in EDUC4P19, the focus on 21^st Century learning skills has been evident. These skills include following your passions, literacy in a variety of 21^st Century technologies and techniques, and finally the shift from the new to the old story in education. I think that for me, one of the main take aways from this class will be how to make learning fun and how to find the balance between the strict confines of the curriculum and the needs of the student.

To end I will include the Ted Talk by Sir Ken Robinson that catapulted my Genius hour last week. This talk focuses on creativity, schools and most of all some of those 21^st Century learning skills we have been so focused on.  https://www.youtube.com/watch?v=iG9CE55wbtY

The "Merit" of It

                               The Brock Volunteer Group at CODE 2014 (Photo: Rory Vanderbrink)

As we come closer and closer to graduation and in extension teachers college, I find myself constantly bombarded with two central questions. The number one thing that I am asked when I tell someone I am becoming a teacher is “you know there are no jobs in teaching right?” with the second most common being “why did you pick Drama? French or Math would have been so much more marketable.” After almost four years of having to answer about why this profession drew me in, and why I followed my own passions in terms of choosing my teachable subjects I really felt like I had had enough. So often am I reminded of the distinction between “academic” and “easy” courses, with this even linking back to my own High School Education? So often was I told by many of my friends that I wasn't taking anything “hard” or “real” when I was following my passions in the fine arts, in the social sciences and in the English Language.  But what constitutes a “real” path in education? What gives one course of field of study merit over another? And how do students end up in this mindset of one area of expertise being more important than another? Too often I myself have fallen into doubts in terms of my own educational abilities, all as a result of the girl that once told me drama “didn't matter”.

On the weekend of October 17-18 I was given the incredible opportunity (along with a few other class members) to attend the CODE 2014 conference in Ottawa. CODE is the Council of Ontario Drama and Dance Educators ( See http://code.on.ca), who organize conferences to discuss methods, merits and technologies to enhance a student’s engagement and learning through dramatic and dance conventions. The conference this year, entitled “Mirrors: A Journey to Identities” featured a variety of workshops, performances and round table discussions that discussed diversity, identity and the place of drama and dance in the Ontario curriculum and beyond. By volunteering at the conference, I was lucky enough to attend a variety of workshops that allowed me also to meet a variety of educators from across the province. In meeting these teachers, I really experienced a moment of epiphany. These teachers full heartedly believed in the merit of their craft, answering to all of those kids in high school “why are you taking only easy courses?” – well because they aren’t as easy as you think! Drama and dance have the possibility for true epiphany and for true learning that goes far beyond a classroom. They do not seek to demerit one field of study but rather promote the positive things about theirs. Furthermore, they acknowledged that sometimes their place in a school may be lonely, but there is really a purpose for them being there.

Now I promise that this blog does connect to 4P19, and this is in the discussion surrounding integrated curriculum. One of the round table discussions that I attended was called “Drama and Dance Initial Teacher Education – Challenges and Possibilities” Led by Michael Wilson. In this discussion, there were a variety of drama and dance educators (both at the University and High School level) who all came together to discuss the 2-year expansion of teacher training, and its relation to Drama and Dance in the curriculum. In this discussion, the notion of integrated curriculum came up in terms of integrating drama and dance into other classes (this was more geared at the P/J and J/I educators). It was discussed that in this capacity, although Drama and Dance are being integrated into Language Arts or French (for example), they are not being integrated adequately. By doing a play in one French class, or one day of dance in Gym many of the speakers feared that this constituted the whole terms grade in respect to these art forms. Furthermore, in doing this many teachers were not feeling prepared or confident to teach drama or dance in their classrooms. Without much support for the arts from administration, it becomes a problem to get any sort of proper arts integration into the classroom as many times these subjects are seen as superlative and not necessary.

http://imgkid.com/original-drama-faces.shtml

I know that I am biased because I am passionate about drama, but I think that there is a lot more merit to the arts than many give them credit for. The arts have the possibility to transform, allowing students to play, try different roles and explore empathy and compassion in a safe, distanced environment. In drama you can explore leadership, power, feelings etc all through a distanced and therefore safe context. I have sen this in my own experiences in drama- even this year. There was a moment a few weeks ago that I was truly able to leave my own context and enter the world of the drama. In exploring an especially difficult topic (in this case it was domestic violence) through the dramatic lenses, our class was safely able to explore power dynamics and roles through a dramatic convention. I have never felt so moved in my life by the roles that were being explored. Never before have I been so into a dramatic play, and seeing how much this one moved me, I then fully understood the ways that Drama can move someone, make someone think or make someone feel. If you are interested in learning about more "Transferable skills" or the ways that Dramatic Arts can inform you in the real world check this out! https://www.youtube.com/watch?v=q3DGHtpuV28

So as I come to the end of this blog, I want to call all of those that told me drama “doesn't matter” and let them know, that it has more possibilities than one can even fathom. It is in this “easy” class that a real amount of learning can happen. 

Process Versus Content: The ‘New Story’

For most University students, this week has been filled with papers, tests and very heavy academic assessments. After 3 years of this routine, I finally feel as though I “get it” understanding exactly how much time I need to complete assignments, the importance of keeping a healthy body and mind, and in turn the importance of sleep. This; however, has taken me 3 years of late nights, caffeine boosts and stress break downs to learn. Speaking to a few of my first year friends about their midterms, stress and feelings towards the first set of assessments I can really see the confusion and different schools of thought in terms of how to accurately prepare.

http://www.hackcollege.com/blog/2013/10/21/5-stress-management-techniques-that-work.html

Now you may be thinking, “what does this have to do with EDUC4P19?” but I promise that there is a connection. Looking at how prepared or unprepared students are for these big assessments, I am realizing the strong importance of “big picture” “lifelong” skills that are coming out of the “New Story of Education.” This week we were asked to read a chapter of Interweaving Curriculum and Classroom Assessment that focuses on “Exploring Inquiry and Interdisciplinary Models” of education. I was impressed with the different models of inquiry that made it possible for students to be central in their own learning. I’ve always been aware of very different schools, in which; for instance, there are no lessons and rather students become their own teachers on their own terms. But these schools are so drastically different from the “Old Story” that I was brought up in. Looking at the Inquiry learning model and interdisciplinary model that are so central to the narrative of this textbook, it is so wonderful to see how you can integrate student centered learning into a classroom at a generic school.

The focus of the “new story” Inquiry learning model is to “go where the kids interests are” (Drake et al. 97). In doing so, students are working with concepts and ideas that are interesting to them. By doing something they are passionate about students begin to enjoy learning in ways that many would have never dreamed. By starting learning with major research questions that are multifaceted in their “answers” and therefore they have the capability to become the expert, lead their own education and act as an “expert” in their field.

In this “New Story” of education, I am interested in not only HOW students learn, but also WHAT they are learning. In terms of content learned this goes way beyond the math equations, literary devices or scientific processes. WHAT students are learning is more than that. Students are learning how to guide their own education and learning skills that should follow them throughout the rest of their life. In creating portfolios for example in their Inquiry based learning projects, students set deadlines, topics of interest, organizational techniques and many other life skills that; in my opinion, are far more important than the content of the subjects. If students learn life skills, organizational skills, how to regulate themselves etc, they will be set up to succeed in “real life” when they have to be self sufficient and lead their own inquiry.

http://theinnovativeeducator.blogspot.ca/2011/07/connecting-school-life-to-real-life.html

Connection time! Remember those stressed out students I talked about at the beginning of my blog? My question is this, did their education thus far allow for self sufficient, developed learning? Did their “story” of education fall into the new or old? Did they get to learn life skills from their experiences, or was it just content that they may have already forgotten? There is so much more to school than just classes. There is so much potential for life learning, experimentation and the ability to succeed and fail in a controlled and nurturing environment. If a student has been able to experience, and learn about themselves during this time I believe that as they grow and develop, entering the “real world” will not be as much of a shock. As teachers are we educating our students only on the teachable that we have mastered? In my mind education is so much more than English, Math, Science or Geography. It is development for life, for success and for the student.

An Arts Based Approach

This year, I decided to enroll in a cross listed course that crosses the disciplines of English Language and Literature, Women and Gender Studies and Intercultural Studies. In my 4 years at Brock University I have not yet come across a course that crosses so many disciplines and also incorporates aspects of History and Political Science. The reason, that this course is cross listed across so many faculties is the wide scope of knowledge that comes from each topic, event or reading. Not only are we currently learning the historical information of political warfare in Latin America, we are reading first hand accounts and narratives of women who escaped their countries with very little family and cultural heritage to claim as their own.

            In reading this weeks chapter in Interweaving Curriculum and Classroom Assessment: Engaging the 21^st Century Learner there was a large focus on rich assessment tasks, and using curriculum to educate across disciplines and grade levels.  I believe that integrating different subjects for a more holistic education is going to benefit our 21^st Century learners in the long run. When it comes to learning, with a holistic design, students are more immersed in all the subjects that they are accustomed to. But instead of splitting up English, Drama, Music and History (for example), if we can integrate classes to build off of each other and explore how they can inform the other, students will have a more seamless education. I believe there is a lot to be learned from different areas of expertise and that with a community of teachers working together, the students will thrive. Just as my University course is allowing for an understanding of everything from women’s rights to literature and from the history of Latin America to the political unrest still there toady, I believe adolescent education can follow suit.

            Another aspect of the Brock University course that I enjoy so much is our discussions of interdisciplinary education. This also comes in the form of research methods and the move of academia to include all aspects of culture in its constraints. We discussed; for example, arts based research. This research uses “artistic processes and forms in one or more stages of the research process” (University of Alberta). In this framework, a painting could be used in demonstration of cultural significance in which ones research may be following. In another, the play used by a researcher could become the framework for discovery, using it as a jumping off point. Below I have attached the outline for arts based graduate research at the University of Alberta for you to take a look.

http://www.secondaryed.ualberta.ca:82/en/GraduatePrograms/AreasOfStudyOrientationsAndResearchTraditions/ArtsBasedResearchAndParticipatoryResearch.aspx

I think why this research perspective struck me is because of its inclusion of a variety of disciplines for one common goal. But why do we not use this in our undergraduate studies? Would this be applicable in the high school setting? Could we ask students to use and interpret art forms for their own understanding of a specific topic? I think yes. I hope that as we continue in our educational journey as perspective teachers we will be exposed to more methods of integrating other disciplines into our teachable. Personally I am a strong believer in the importance of drama and music being integrated into all aspects of academia. In this thought; however, I hope that other disciplines can teach me on how to integrate their learning objectives into my own classroom.

The Teacher As Expert: The 21st Century Shift From Traditional To Constructivist Teaching

The trajectory of education has substantially shifted throughout the 21^st century. As reflected in the first chapter of Interweaving Curriculum and Classroom Management (Drake et al.) the movement from the “old” to “new story” of education has been important for forging the grounds for student centered learning. No longer do teachers focus solely on tests and grades for recognition of student achievement. By incorporating the models of both “assessment as learning” (in which the progress of learning is made evident to student and teachers throughout the unit) as well as “Assessment as learning” (developing self assessment and having students monitor their own individual learning) teachers and students begin to develop a more symbiotic relationship in which both are champions of student development.  Students come to school with different experiences, interests, skills and advancements and as a result, the model of schooling and curriculum has had to make major adjustments to allow for students to thrive in these environments.

Within this chapter the examples “BYOD” was given to demonstrate 21^st century adaptations of technology and assessment. Instead of fighting the emergence of technology, schools have acknowledged the presence of devices with their students and therefore are developing interesting ways to use them within the classroom. It is futile to fight against the inevitable and using advances to the advantage of the students can create an environment of interest and understanding. For instance using phones in the classroom will help students to feel as if their teachers are attuned to their interests and learning styles.

Another thing within the chapter that I really liked was the use of “exit cards” as a tool of assessment. In my work with a school last summer I was able to see the use of “exit cards” in a tangible and successful fashion. The student teacher who was teaching almost 100% of the lessons within a certain class designed an exit ticket that was not only visually appealing and exciting to the students, but helped her to understand how the class was understanding her lessons. In the use of exit cards she included three sections, in which students recorded their favorite part of the lesson, things they were confused about and an answer to a trivia question. The student teacher worked very hard to go through these and assess how she as an educator could improve her lessons. In this way, students become a master of their own learning and tech their educators about what they respond well to.

The importance of a drastic shift in the education model is clear as a result of new a diverse learners; however, I wonder how this shift will affect students who have had a predominately traditional based learning experience. I remember when I was in Grade 10 history, my teacher asked us to not memorize information and rather to understand it. Although now that seems pretty standard in terms of educational philosophy, I was really thrown off. Furthermore, when told that we would be tested not on dates and factual information, but rather we would have to discuss comparisons of different historical events I was very confused as how to go about this. Being brought up in a pretty standard model of education (memorize your multiplication tables, testing on dates, specific information) etc, this new teacher who was trying to teach to a constructivist model completely threw our class off. We didn't like her teaching style very much. I understand that if a learner is brought up in this understanding then it may be easier for them to go through a “new story” of education, but for those of us who weren’t the change may be too drastic. Therefore, in changing diverse societies, how can we mirror the change of our education seamlessly to make it useful to students, to ensure the best learning possible?