I have recently completed a second graduate program. My first foray into graduate-level studies was just after I completed my teachers’ training, but before I started working full-time as a teacher. I began my second graduate program after six years of teaching full-time. The two programs were different in both content and structure, so I expected the experience to be different; however, I attribute the most significant difference in the experience to how much my experience as a teacher had changed my approach to learning. Specifically, I found myself using many of the strategies that I had taught my grade 6 students. For example:
- K-W-L charts made my reading more purposeful. Rather than doing all the assigned reading and then working on the assignments, I started an outline of each assignment before beginning the readings so that I could identify and organize relevant information as I read. This also helped me to locate gaps in my knowledge and identify areas for further research.
- Breaking a Central Idea into Lines of Inquiry helped me to focus my research. As a teacher in an IB school, I quickly learned the lingo of Central Ideas and Lines of Inquiry. These are used to help students take big ideas, like Body systems play a role in our physical and mental health into smaller subtopics, like The main systems of the human body, The body’s defenses, and Our responsibility to protect our bodies. I used this structure to elaborate on the topic for my major research project. You can see a sample here.
- I used graphic organizers for everything. Whether it was finding information that was relevant to the various lines of inquiry I had developed, or using assignment criteria to make sure that my work was complete, I created charts in which my questions (or the required content for the assignment) were listed on one side and the information that I collected was listed on the other side. I often added a third column for my own thoughts, questions or opinions. By organizing information thematically rather by source (as I used to do), I was able to see key themes, synthesize information, and compare and contrast perspectives efficiently. It was easy to analyze the information, draw conclusion and suggest implications.
- I used the text I had already written. When I used graphic organizers, I would have an outline by the time I finished my research. Rather than staring a blank page, trying to find the words, I would often copy-and-paste my point-form notes (citing and paraphrasing appropriately, of course) and then rework the text into complete sentences and paragraphs. Editing and formatting text was much less daunting than writing from scratch.
All of these are strategies that I have taught my students at various times. As much as I’m tempted to think “why didn’t my teachers teach me how to do this!?”, I prefer to focus on the thought that my students are gaining specific strategies that will support their learning and thinking. If those strategies also help me to be a better student, so much the better!
Inspired by this segment of the BBC’s series, The Code, I recently tried replicating the jelly bean experiment during my school’s science fair.
I filled an old pickle jar with jelly beans and put it on display as students, teachers and parents explored the science fair. All science fair visitors were invited to estimate the number of jelly beans in the jar for a chance to win all the jelly beans. Meanwhile, I collected the estimates to determine whether the average estimate approached the actual number as more and more people participated.
In order to streamline the data collection, I had students enter their estimate in a google form. The estimates were automatically collected in a spreadsheet that I could analyze. It only took a few minutes to graph the results:
The display was a popular exhibit at the science fair and appealed to both elementary and secondary students, as well as parent visitors. As it turned out, the three best estimates all came from elementary students. I just presented the results at the elementary school assembly and it was a big hit. It was great to be able to present scientific evidence that two heads (or many heads) are better than one!
Would you like to give this a try at your school? Here’s a sample Google Form that you can use to get started.
I recently came across this quote from Erica McWilliam’s 2008 article entitled, Unlearning how to teach.
Our highest educational achievers may well be aligned with their teachers in knowing what to do if and when they have the script. But as indicated earlier, this sort of certain and tidy knowing is out of alignment with a scriptless and fluid social world. Our best learners will be those who can make ‘not knowing’ useful, who do not need the blue- print, the template, the map, to make a new kind of sense.
What does it say about our current approach to teaching and assessment if our highest-achieving students are not equipped for the future?
How do we teach our students to thrive in unfamiliar situations?
Some ideas that spring to my mind are…
- making sure that students practice transferring knowledge and skills into new situations (I’ve written about this here and here).
- making sure that assessment is more about monitoring progress than measuring performance (I’ve written about this here and here).
What ideas come to your mind?
This article was originally written in February 2016 for my school’s newsletter .
Would you prefer that your child achieve high scores or high standards? If you are having a hard time deciding, it is probably because the two might seem interchangeable; however, the difference, albeit subtle, is nevertheless significant.
Everyone is talking about the record-setting Powerball Lottery jackpot for tonight’s draw. Even in Canada, beyond the reach of official ticket sales, the lottery is making headlines.
I saw this (inaccurate) calculation via social media and decided to use math to answer some of my own questions about the lottery.
I spend a lot of time thinking (and writing) about incorporating inquiry into my math classes. I often classify inquiry in math class into two different categories: math by inquiry and math for inquiry.
Graphing is a great way for students to use their math skills for inquiry. From Kindergarten students using pictographs to visualize trends in the weather to humanities students analyzing government spending, graphing allows students to visualize relationships, make comparisons and formulate hypothesis in a wide range of fields.