Exploring Learning

When it comes to directed and constructivist approaches to teaching and learning (Roblyer and Doering, 2013, pp.34-52), I fall more on the side of constructivist. As a kinaesthetic learner, I recognise that I learn when I 'do' and therefore, I believe my teaching style imitaties my learning style. However, I do believe that it is important to implement a blend of approaches to meet all the needs of the learners. I believe that: some learning requires instruction; learning is exploring; reflection cements learning. Within English, aspects such as grammar for example are learned somewhat through osmosis and a healthy reading habit. But, as I am well aware, reading is not something that every learner does automatically or easily or regularly enough for it to have the desired effect. Encouragement of reading for enjoyment is crucial but skills such as grammar, sometimes need to be actively taught - followed by plenty of opportunities for exploration and constructivist activities...

Flubaroo is one of those tools I have been aware of for some time but also one of those who kept escaping me. However, with the advent of my new Unit that is all about understanding text, I saw the opportunity to try it out. I first came across the script gallery in Google Forms at the GAFE Summit Singapore, in September 2012, where I learned how to make my forms send automatic emails - brilliant! I even earned a little certificate to celebrate my geekiness (thanks Jay Atwood). This was when I first learned about the possibility of Flubaroo, but it is only through using it that I have come to understand and appreciate how useful it is. We are studying the novel Stargirl , by Jerry Spinelli, to explore the concepts of individuality, conformity, prejudice and tolerance. We are asking, do we dare to be ourselves and let others be themselves? Each week, learners have to perform a variety of tasks to demonstrate engagement, appreciation and understanding of the reading. One of the ...

Currently, we are studying ' Stargirl ' by Jerry Spinelli and exploring the ideas of tolerance, individuality, prejudice, and conformity. The driving question behind this unit is, "Do you Dare to be Yourself?" with the sub-question, "Do you Dare to Let Others be Themselves?". One of the assessments is an independent research project exploring the themes mentioned above, but of a topic and with a research question of each learner's own choosing. Stanford Prison Experiment, 1971 One of my learners has been exploring the idea of conformity and has been researching the Stanford Prison Experiment , the Milgram Experiment and the Asch Experiment . He had already written the draft of his report but we'd spent some time discussing his desire to conduct an experiment of his own along the lines of the Asch Experiment. He wanted to know if his peers would conform, even when they clearly know that everyone else is wrong. Today, as our lesson began, he i...

I am currently working on the culmination of my Flat Classroom Teacher Certification course, which is a collaborative Global Project Design. I have worked with a colleague from Wisconsin, USA to modify and develop my ' Dare to be Yourself ' unit, designed for my Year 8 and 9 learners this term. Originally written to address the problem of intolerance and lack of kindness, the 'Dare to be Yourself' unit, using the novel Stargirl , has been utilised to become a Global Project that can be delivered across the world and allow learners to connect and observe the similarities that exist in our world, with the hope of building individual, social and global conscience. In preparation, the following feedback has been received from one of the course facilitators:- Stargirl  by Jerry Spinelli from Goodreads "AMAZING!!!! Seriously, this is one of the most thoroughly and thoughtfully planned out projects I have seen. You have chosen a timely and timeless topic tha...

We are lucky enough to have published author, Sarah Froggatt, as a parent of one of our learners. She came and shared her knowledge during Book Week and, this week, I invited her back to teach learners about characterisation. Sarah sharing her expertise about characterisation with Year 9 Sarah covered the basics and the essentials using lots of great examples from print and film, such as Roald Dahl's, The Hitchhiker , everyone's favourite detective, Conan-Doyle's Sherlock Holmes, and even Pixar's The Incredibles. Once learners had learned about and discussed characterisation, I introduced the receipts! Having collected receipts from staff over the past month, I have a exciting selection of varied and wonderful clues about potential characters. The idea came while reading our current novel-study Stargirl , whose protagonist has a penchant for following people in malls and coming up with stories about them. She uses these 'stories' to decide on how to be ...

Recently, I have implemented some time at the start of each lesson for creative writing. I have allowed learners to bring in their own 'special' books and have given them 20 minutes at the start of each class to explore and play with language, as well as put into practice some techniques we have been learning. I have tried a variety of methods to inspire their creativity including:- free writing - no boundaries, write what you want/feel art-inspired - we visited the IB art exhibition and they wrote based on the work that 'spoke' to them walk-around - we moved about the school and stopped in various places to write what we saw/felt/heard/smelled etc. breathing kindness - to build on the work we are doing to develop kindness in our current unit, based on the novel Stargirl , we did some meditation. Each inhalation 'sucked' out of the world something unpleasant, negative or unkind. Each exhalation transformed that into something pleasant, kind and positive ...

For one of my Flat Classroom challenges, I must demonstrate ways I give learners a choice in outcomes or topics in projects. As part of my PBL teaching course , I wrote a couple of blog posts about choice, as this important element is one shared across the two courses but also, one that my school fosters as part of the learning culture. See Choice and Voice  and Myths of Learner-Centred Teaching and Learning . Here are some examples of the way I have incorporated choice this year. SNAPSHOTS A unit that introduced concepts of digital citizenship and the online personas, asking learners to think about how they want to present themselves to the world. Part of this, was writing a 'Me' poem expressing who they think they are in exploring autobiographical writing. Learners were given a choice of HOW to present their final products from the following, or one of their own choosing. - PowerPoint/Key Note ( 450 slide presentation-animation ) - Prezi - Animation ( Making Cla...

Choice as critical thinking I recently received this feedback from one of the course facilitators of my Flat Classroom project after she had read some of my Units and reflections on the teaching and learning going on in them. Reading about the rich learning environment you've created for your students was a big wow! for me because you actually use choice as a critical thinking activity and I had never thought of it in those terms. You require students to consider what choices they need to make in order to make the best possible outcome...brilliant! I have written before about the need for choice and voice in the classroom and I have really been experimenting with it this year. I have spoken to my PL director about it at school too and concluded that the reason many educators are reluctant to do so, is because it requires us to essentially 'give up' some control. I admit that I personally have only been ready for this recently - being strong in my teaching style and ab...