Category: Blog Responses

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Theory of Action – Math & Science

Dr. Steven Katz defines learning as “the process through which experiences cause a permanent change in knowledge or behaviour” (Katz. What is Learning. 2014.). His professional development learning series, Leaders in Educational Thought Vol 2, No. 1, has been a thought-provoking lesson that I hope to catalogue in my memory as professional learning.  I found it necessary to watch more than the three recommended videos to wrap my head around the Theory of Action and how to apply it using an ‘if-then’ statement. These extra videos validated some of my pedagogical thinking around barriers to learning.

Like Katz, I am that student that did well in Sciences and Mathematics, but it was like many things in life, a ‘use it or lose it’ scenario. When I was asked to teach Grade 8-11 Mathematics with one day’s notice, knowing nothing about the curriculum, I was terrified, but I didn’t shy away from the challenge.  The students instantly knew I had no idea what I was doing. Some students gave me grace, whereas others did not. It took a few months to win them all over through simple demonstration that if I could learn it there in front of them, they could understand it too. However, I know that is not a strategy that I want to take in an elementary classroom.

My Theory of Action would have been very simple had I not watched more of Steven Katz’s videos.  Now I feel it is incredibly complicated and hard even to wrap my mind around. How can I map out a pathway for permanent learning in an unknown future? I suppose it would start with determining my desired outcome


As a practitioner, I plan to approach teaching Math and Science through an increasing knowledge base and understanding of mathematical and scientific concepts that further my students’ quality of learning.

To achieve this outcome, my Theory of Action will need to be put into place through a series of if-then statements, which I hope to achieve.

    • If I continue to engage in and complete my EDUC 398 Curriculum & Instruction of Math and Science using ADST, then I will have met that requirement of my BEd program, which will increase my professional learning in Math and Science.

    • If I deeply engage in professional learning throughout my two upcoming practicums, then I will further increase my learning through practice in teaching Math and Science.

    • Post-certification, if I continue to engage in meaningful, rich professional development opportunities where I give myself the chance to find the “why” or the “nature of the problem,” as Katz said, then I will increase my learning in these subjects (Katz. Challenges in Learning. 2014.).

    • If I apply my professional development training and learning regarding Math and Science in my classroom, especially immediately following Pro-D opportunities, then I will increase the quality of learning for my students.

    • If I commit to being a life-long learner and invest in the quality of my learning, then I will further the quality of learning for my students for as long as I am in practice.

I suppose that is really it isn’t it? If I commit to genuinely learning, permanent learning – then my students will reap the benefits, and that is the goal behind becoming a teacher: the reciprocity in the look of a child’s eyes when they truly learn something or the joy as they cross the stage at graduation.

 

References:

Katz, Steven. (2014, February 20). “Teachers Matter.” [Vimeo] Professional Learning Supports. Uploaded May 25, 2022 from https://vimeo.com/87241809

Katz, Steven. (2014, February 20). “Theory of Action.” [Vimeo]. Professional Learning Supports. Uploaded May 25, 2022 from https://vimeo.com/87242143

Katz, Steven. (2014, February 20). “Intentional Interruptions.” [Vimeo]. Professional Learning Supports. Uploaded May 25, 2022 from https://vimeo.com/87242535

Katz, Steven. (2014, February 20). “What is Learning.” [Vimeo]. Professional Learning Supports. Uploaded May 25, 2022 from https://vimeo.com/87242015

Katz, Steven. (2014, February 20). “Challenges to Learning. [Vimeo]. Professional Learning Supports. Uploaded May 25, 2022 from https://vimeo.com/87242174

 

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ePortfolios in Practice

When I was hired as a non-certified TTOC a few years ago, I was overwhelmed with the vast amount of information that I was gathering. In my first couple of days, someone told me that some teachers use websites to store all their information and then they can easily access it no matter what classroom they were assigned. It sounded like a great plan, so I started building one, and yup, it still exists – I just checked
 http://mrssaramcmanus.weebly.com/   (I should probably figure out how to delete that!)  I wonder now if those teachers were using ePortfolios in their everyday teaching?

I love the concept of creating a platform throughout my teacher education program where I can showcase my growth and collect resources for my future. I also love that once I am certified and begin to spread my wings as a practitioner, I will continue to have somewhere to reflect and digitally accumulate the artifacts of my career.

I was disappointed in the Edutopia Blog Do I Need a Digital Teaching Portfolio? where Edwige Simon wrote, “leave out any irrelevant or personal information pertaining to your hobbies or family,” as it is in direct contrast with a modern teaching philosophy like Parker Palmer’s “we teach who we are.”  If my ePortfolio is not about me, if it does not showcase who I am and the things nearest and dearest to my heart, then my ePortfolio will not be an accurate reflection of the teacher I am. 

I loved the connection between the University of Waterloo article and our EDUC 421 class regarding “making learning visible.” ePortfolios really do have a unique way of taking a student’s way of learning and placing it onto a platform to be presented in a format that can be uniform yet unique to each learner. Although all portfolios aim to showcase a collection or body of work, ePortfolio can add depth and personal reflection similar to a journal; they can allow for two-way communication by commenting on posts/blogs; and they can always be edited as the perspective of the student changes.

Understandably, teachers who were not trained with ePortfolios may not jump right onto the bandwagon, but now that I am beginning to have a depth of understanding of how helpful the process of reflection is in my practice and how I could adapt it to be a useful tool, I am confident that my ePortfolio will stick with me long into the future.

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Why do teachers need digital citizenship and how can they be good digital citizens?

Digital citizenship

Is a concept that all

Great teachers understand

If they want to teach in

Today’s classrooms.

As it is an essential

Life skill in a modern world.

 

Carefully navigating the

Internet brings worldwide access to

The fingertips of the learner.

If properly used, students can learn

Zillions of things, unless it has to

End early because of some cyberbully

Not caring and ruining all the fun.

Smart teachers know how to

Help students stay safe, by teaching

Identities are private, and other

People aren’t always so great!