From the articles and textbook readings I've read over the years, as well as what I've gained from conversations with instructors, I've learned that "pods" (or groupings of desks in 3 or more) is often the desk arrangement that's more frequently leaned toward.

I've gathered that pods are an arrangement that promote cooperative learning: students can work on assignments together without having to be moved to a different location, they can ask one another questions when the teacher isn't present, and they can help one another in the learning process. In an ideal classroom, students would achieve greater autonomy by not having to always rely on the teacher; as well as be able to strengthen their classroom relationships.

These past two weeks have been non stop go, but in a good way. I am up to my ears in lesson planning, classroom management requirements, and figuring out how to instruct with a more hands on, interactive, and cross-curricular integration approach. (Reggio Emilia, in a nutshell)

So far, I have learned that lesson planning really DOES help. As does physically writing on top of my plans, rewriting, rehearsing, and re-rehearsing. (And maybe writing and rehearsing on top of them all again). 

Flexibility is a must. Especially when you create an art lesson intending to introduce colour theory to students, and you find out that not only do they not know which colours mix to create a secondary colour (orange was a foreign concept to them)  but you realize the five minutes you had for assessment of prior knowledge actually turns into a half hour lesson on primary and secondary colours. (But hey; I now have less planning to do for my next lesson, as I can now continue from where I left off.)

I learning that you can't talk over students; as soon as you finish explaining, I can guarantee they'll be the first ones to have their hands up asking what we're supposed to be doing. 

Mistakes will happen. So far, I've managed to completely bomb a social lesson (iPads and the national anthems of India and Peru are apparently the most hilarious concepts ever to grade three students). As awful as some of these mistakes will be, it is better to experience it and know how to adapt my lesson planning, as opposed to not experiencing it until I'm further down the road, and having a mini panic attack because I don't know how to handle it. I for one remember the bare minimum from grade three, so chances are, my students are going to remember just as much.

I have a LONG way to come. (So long. Sooo so long. The light at the end of the tunnel is a very dull flickering right now) but I know that with practice, I will get better. I have and will continue to learn from my mistakes. I will find a way to translate those wordy SLO's into learning objectives. I will find a way to differentiate my teaching strategies and as many learning styles and levels as I can. And I will continue to try and make this as engaging and exciting for the students as I can. 

I've been neglecting you, poor little thing.

Anyways!
I found out my practicum placement for PS1 and I am nothing short of enthused. 

Grade 3 in a little town twenty minutes out of my home city. It'll be tedious driving to and from to get there every day, especially when the snow falls, but it'll be worth it!

I found tons of research on the program of studies for grade three; tons of lesson plans and assessment strategies, classroom management techniques, and endless supply of ideas; but I can't seem to find anything regarding the temperament, or how they react socially!

This is going to be a learning experience for sure, considering this is the youngest grade I've had to work with yet in a practicum, (and in a new school district.)

Close to home, great friends travelling back home with me, and an amazing support system from both classmates and instructors. I think I'm set and ready to get out there!

For those of you visiting my blog, the Microteach that I partook in was an assignment for my Education 3505 (Seminar) class. The task of this lesson was for us to create a short 15 minute lesson that we would teach to our fellow peers. Our topic to teach was the Alberta KSA's (Knowledge, Skills, and Attributes), and I was assigned KSA number three: Teachers will use the Program of Studies (I'll refer to them as PofS from now on) to inform and direct planning, instruction and assessment. Using this KSA, we had to design a lesson plan that (in a nutshell) provided details as to the content we were choosing to relay onto our peers, an activity or reinforcer, and a conclusion, with assessment embedded throughout. 

Originally, I had intended to do my lesson in the format of a debate. I ran it past my instructor, and I got the okay to try it, though he mentioned that it would be tricky to facilitate, as we did have limited time. I thought I'd take a step outside of my comfort zone and challenge myself to see how it would have gone. So, I wrote out the entire lesson plan, created an engaging slide show, clearly indicated instructions and visually outlined (and set up a time to discuss) the debate structure that we would follow. Then I started thinking about the dynamic of our class. We are a chatty and contemplative bunch. Because of this, I realized that a debate would have gotten out of hand. As well, I feel as though I would not have been able to assess the students' learning, or merely just observe what they spoke about. Rather, I would have been consumed with watching the clock, as well as maintaining the volume level of the class. (I would like to get more experience with debate, but with a more flexible time frame.) 

My microteach, in reality, was nothing like I'd envisioned. At 6 am, (while half asleep), I decided it would be a good idea to change parts of my lesson plan. This editing didn't stop until twenty minutes before class began. That was my first mistake. 

Because I am still relatively new to the University of Lethbridge, I wasn't used to the library hours. I made my way over at 7 AM expecting it to be open, only to find out that it wasn't open for another hour. Therefore, printing documents ahead of time was a failure.

I ended up getting sidetracked in my editing again, and found that I had twenty minutes of time left. I figured that was enough time to test out my powerpoint on the computer that was already established in the classroom. My polls were embedded right onto my powerpoint using a program that the computers at the University didn't have, and because of this, the polls didn't show up. My instructor helped me solve this by simply plugging the projector into my laptop. Things seemed to be working fine. 

With about ten minutes to spare, I hustled back to the library to do my very, last minute printing. I would have had time to spare if it weren't for the printer being completely out of paper. (How unbelievably ironic). I had to hunt down a librarian, wait for her to re-calibrate the paper tray, and reboot my printing session. I ended up walking in five minutes late to my seminar class. 

These tiny little details just remind me that I, as a future educator, need to be more aware of my resources. If I need to print something, I should make time to print it a few days ahead of time. I should not make frantic revisions when I am half asleep, as good as they may have seemed. And I should test and retest my technology, and start assuming that all computers will have basic programs, unless I personally install it.

I woke up this morning, confident that I was going to rock this microteach. Following the tech incident, as well as my last minute printing, that confidence receded to a measly, I feel okay about this microteach. 

I introduced my topic in my best teacher voice. I proceeded to the next slide to begin my poll, and a white screen came up. I exited the program, reopened it, and still nothing. 

My enthusiasm and confidence disappeared into the air at that point. I slowly proceeded through my microteach, even though half of my assessment of prior knowledge was gone, as well as my transition activity, and conclusion. 

Although half of my assessment was missing, I did manage to facilitate a moderately effective group discussion. Some of my peers were able to voice some of the problems they felt they were faced with due to the PofS being a mandated document, maybe discovering that others felt the same way too. Others were presented with ideas they may not have considered before, such as the fact that it connects all of the teachers' lessons across Alberta; as well as the fact that the PofS leaves enough freedom to create a unique lesson, though still providing enough foundation that the teachers aren't overwhelmed having to come up with it 100% on their own.

I also am oddly proud of my one "teacher voice" moment. During the first set of group discussions, I tried to give the class a one minute warning. I wasn't used to speaking over 12 people, so the voice was slightly quieter than I wanted. BUT during the second set of group discussions, I was able to speak in a louder, more pronounced tone, and they all seemed to note my voice. 

In hindsight, I never did check the wi-fi connection when my polls didn't work. I remember from the short discussion we had in class prior to my microteach that a few of my peers were having problems logging on to the University's internet access.

Doing this microteach taught me that I need to just go with the flow. I can't get caught up or broken down because my polls don't work. Or because I can't think of sporadic questions right off the top of my head. These are things that I need to work on. If I can make mistakes now, and identify where I went wrong, it will give me a chance to go back and change what I did wrong for next time. 

As well, this was a gauge of where I am right now. After today I realize that I have a lot of work to do. Making lesson plans is one thing, but actually going out and implementing those lessons plans, as well as facilitating a stimulating and safe environment, AND having effective time and classroom management... I need a lot of practice. And I need to make a conscious effort to change some things.

A fellow student of mine is always reminding me that until we make mistakes, we can't truly learn.

I am not afraid to make mistakes. I will realize these mistakes, and with time, I will fix them.

I am learning. I am growing.

This week, in my ED3505 (Teaching Seminar) class, a fellow student of mine, Johannah Wirzba, introduced me to a new application. This fantastic app is called ScreenChomp, and it can be downloaded onto an iPhone, iPod or iPad. She then went into detail, explaining how the app is essentially an interactive whiteboard, where you can record your voice, pair it with your written or drawn actions, (such as solving a math equation, or drawing a diagram), and then share it with your peers or students via link or facebook. I am always open to looking at new things, so I did a bit of research on the app. 

As well as the details that Johannah had shared, this app also allows the user to change the background of the whiteboard to any picture that has been saved on the device; if you wanted to outline certain elements that have been achieved in a sculpture or painting for example, you can simply upload the picture, and draw all over it. Another example could be uploading a chart or diagram image/template, record your math lesson, and send it to the student who has broken their leg and cant come to school. There is also essentially unlimited colour choice for the markers, unlimited white board length, and a simple touch eraser that can be utilized. 

Personally, I think this is a wonderful tool. This app is right on par with the vastly updated technology that's being integrated into classrooms. Most students that one would come into contact with are either in possession of, or within easy reach (in their household) of either an iPad, iPod, or iPhone. Like I have already outline in the blurb above; if a student is unable to come to class, you are now given the oppourtunity to send them a verbal explanation, as well as a visual aid to the lessons that they missed. (Rather than making a house call, or simply sending homework packages home). Also, when students have a simple question about something while they're doing their homework, it can be answered immediately as opposed to the next day in class. 

Even from a student standpoint; you can assign students assignments that require the use of this app in Jigsaw activities, or student expert groups, and they can take their now recorded work and share it with their fellow classmates. 

Overall, I think this is a wonderful tool, and I look forward to possibly implementing it in my classroom one day.

This week, in our Teaching Seminar section of PSI, the topic of Powerful Learning Conditions was introduced to the group. Contrary to high-school norm of a new idea being introduced through a handout or a lecture, our instructor Kurtis Hewson employed the use of a rather insightful video. Though it was short, and to the point, the video was a rather creative take on the topic.

The video itself that we watched was called "How Youth Learn: Ned's Gr8 8"; it is a hand-drawn video, narrated by a teenage male with a "very average teenage brain". In the video, Ned, our narrator, articulates eight conditions that need to be met in order for him and his peers to really engage in their learning. Though not word for word, the eight conditions outlined in the video were that students:

1. Need to feel okay
2. Learn best if a topic matters to them
3. Should engage in active learning
4. Need to be stretched
5. Have a coach 
6. Have to use the knowledge in some way
7. Can think back on what they learned
8. Are involved in planning their next steps

Immediately after watching this video, I thought back to certain classes that I took in my first two years of my degree, and noted how powerful some of these conditions can be. For example, when I was fresh out of high school, I went straight to college. First semester, at 8 AM, Monday to Thursday, I had an introductory calculus class. In high school I had pretty good grades in math, so I figured maybe it'd be a class I'd enjoy. Boy was I wrong. 

First of all,  I was not (and am still currently working on being) a morning person. Having to get up at 6 am to shower, get ready, and catch the bus was not a fun thing to do. As well as fatigue and constantly yawning through the class, I usually didn't have time to grab breakfast, so I was also dealing with both hunger pains, and the embarrassment that came with them when people heard said pains bellowing from my belly. That constant struggle with physical and psychological noise prohibited me from simply feeling okay in that class. As well, being a university level math class and all, the class wasn't very keen on the active learning method. The instructor wrote out all of their notes on three white boards, while the class copied them down, formula for formula. The math problems were written and answered by the instructor, and nobody ever mustered up the courage to answer the questions posed, or even ask any of our own. To further our knowledge, we did worksheets, and were evaluated by a mid term, and a final examination. Class dismissed. 

If factors as simple as whether or not I had eaten before class, or whether or not we did a little group work every now and then contributed that greatly to my learning; I want to make sure that in my future classes, these problems should be addressed, (even in a minor form) on a daily basis. 

For example, taking five minutes at the beginning of the day, allowing students to pair up, eat a snack, and talk about something personal to them, whether it be positive or negative, can eliminate some physical noise (student hunger), as well as psychological noise (acceptance in class; relief of a personal issue). Also, rather than individual group work and boring old lectures, class can be structured around group activities, community visits, and perhaps even student led lessons. 

For now, it's going to be a work in progress, trying to weave these eight conditions into my future planning and learning as a preservice teacher. It may be a little tricky at first, but in a year's time, this is going to be a subconscious thought process for me. (And hopefully, I never resort to full blown lecturing, worksheet giving, and test taking, mode.)