EDUC 450 Reflection

 Hello twins.

The following is a reflection on my experience in EDUC 450.

I really cherished our Thursday mornings spent in the garden. It provided an escape from the frantic busyness of the BEd program as we got some fresh air in the garden. I really appreciated how unique each class was in the garden, and how nature was a central focus point of our learning. I can remember carefully sketching a tree at my sit spot or wandering through the dewy grass looking for flowers to match my paint colour palette. I don't really get to explore my artistic or creative side much and so activities such as writing poetry allow me to tap into a new side of myself. I appreciated how open our curriculum was and it was a very unique experience that didn't overlap with my classes. I think that my experience in 450 will stay with me when I look back on my experience during the BEd program and I'm grateful for the group I got to experience it with. The other major part of the course was the inquiry project and I thoroughly enjoyed researching and presenting on game-based learning. It is a topic that I have been passionate about for a while having used it in my own classrooms over the years. It was exciting to see the academic research supporting certain ideas that I had seen play out firsthand and it provided encouragement to continue implementing them on my short practicum. I also really enjoyed the presentations over the last 2 weeks and the diverse range of topics covered by my classmates. It was like a mini professional development workshop and hearing everyone's ideas was valuable to me.

Thanks for reading,

Josh

Inquiry Reflection

 Hello twins.

The following is a reflection on my Inquiry 1 project and in-class presentation, as well as the link for my slides.

https://docs.google.com/presentation/d/15P97mdLKKsAx1sCFOPKqvp8OrS3sfuESG_xSm2k9suM/edit?usp=sharing

I really learned a lot during the research phase of my inquiry project. There were tons of academic papers and other resources that provided a treasure trove of information on gamifying math. I found that game-based learning provided possible solutions to many of the problems with math education that had been discussed so far in the BEd program. I have years of experience with game-based learning for teaching computer science but it was exciting to see that it can be an equally effective strategy in math classes. I also found my inquiry project influencing the drafts of my first unit plan, as I was constantly looking for games to insert into my math 8 unit on fractions. I attended the virtual math pro-d workshops in November and was fortunate enough to catch multiple talks on game-based learning. This provided extra motivation for my inquiry project as I observed firsthand that other math teachers were clearly interested in exploring adding GBL to their own classrooms. There are 1-2 GBL books from those workshops which I would like to read in the near future. I would say that this project convinced me of the power of using GBL in the classroom and the myriad of benefits it can have on student learning. Specifically, I valued the benefits for students with math anxiety or low confidence, as well as the benefits of learning through social interactions. I also learned some of the drawbacks of GBL from discussing with other teachers and I believe this may guide my future work. My first Inquiry project was essentially about why we should consider using game-based learning in math. For my next project, I want to explore how we can effectively implement GBL in math classes, which will be especially relevant for my long practicum. I am currently wrestling with how best to structure game-based learning in my classes, both in terms of frequency and execution. This would provide a helpful guide for my lesson planning. I would say that things turned out as I expected for this project. I had seen how powerful of a tool GBL can be for students and this project showed that the research backed up this idea. I thought that the in-class activities and presentation went well. Both the gimkit and pig game had the class engaged and provided examples of what GBL might look like. My goal for the presentation was to provide a sort of crash course overview on GBL and the slides listing possible suggestions for online and in-person games could prove to be a valuable resource. I was grateful for the discussion that transpired during my presentation on whether math games need to be used as incentives and how we could potentially blur this divide. In summary, I was very pleased with how my Inquiry 1 project concluded and look forward to exploring it in further detail next term. 

Thanks for reading,

Josh

Annotated Bibliography

 

Annotated Bibliography

Al-Azawi, R., Al-Faliti, F., & Al-Blushi, M. (2016). Educational gamification vs. game based learning: Comparative study. International journal of innovation, management and technology, 7(4), 132-136.

• Differentiates between Gamification, Game-Based Learning, and Educational Games by defining clear criteria for each category

• Provides an in-depth comparison between objectives, techniques, benefits, and challenges of each category

Cabanilla, A. B., Batolbatol, G. B., Jacaban, F. S., & Bonotan, A. (2023). Gamified Instruction in Mathematics: A Meta-Synthesis. Human Behavior, Development & Society, 24(1).

• Explores how gamified instruction can positively impact student motivation, cognitive engagement, teamwork, collaboration, and make instruction more enjoyable

• Addresses some of the challenges of utilizing a gamified approach to math instruction from both student and teacher perspective

Divjak, B., & Tomić, D. (2011). The impact of game-based learning on the achievement of learning goals and motivation for learning mathematics-literature review. Journal of information and organizational sciences, 35(1), 15-30.

• Explores how mathematical computer games influence student motivation and attitude toward mathematics

• Explores the impact of mathematical games on realizing educational goals in learning mathematics

Drigas, A. S., & Pappas, M. A. (2015). On Line and Other Game-Based Learning for Mathematics. International Journal of Online Engineering, 11(4).

• Explores how video games can change the brain, including memory, attention, and executive control

• Discusses how simulation games, role-playing games, strategy games, mobile games, and video games have been received by math students

Harikrishnan, H., Halim, N. D. A., Harun, J., & Arjunan, S. (2019). Exploring the digital game-based elements in mathematics education: A meta-analysis review. Universal Journal of Educational Research, 7(9A), 106-116.

• Identifies which game elements are most essential for enhancing student learning and

• Explores the reasons behind why these game elements are most effective

Hui, H. B., & Mahmud, M. S. (2023). Influence of game-based learning in mathematics education on the students' cognitive and affective domain: A systematic review. Frontiers in psychology, 14, 1105806.

• Explores how game-based learning affects student’s cognitive domain aspects such as Mathematical Achievement, Mathematical Skill and Achievement

• Explores how game-based learning affects student’s affective domain aspects such as attitude, motivation, Interest, and Involvement

Hwa, S. P. (2018). Pedagogical change in mathematics learning: Harnessing the power of digital game-based learning. Journal of Educational Technology & Society, 21(4), 259-276.

• Discusses the pitfalls of a traditional approach to teaching mathematics and why it requires an update to better engage students

• Explains how game-based learning and technology can represent the future of education in the 21st century

Kang, H. (2015). How game-based learning can support strong math practices. MIND Research Institute Blog. https://blog.mindresearch.org/blog/game-based-learning-infographic 

• Provides a great infographic that illustrates why gamifying math is an effective strategy 

Ku, O., Chen, S. Y., Wu, D. H., Lao, A. C., & Chan, T. W. (2014). The effects of game-based learning on mathematical confidence and performance: High ability vs. low ability. Journal of Educational Technology & Society, 17(3), 65-78.

• Explores how mathematical games impact student confidence for low-ability and high-ability students

• Explores how mathematical games impact student performance for low-ability and high-ability students

Ramli, I. S. M., Maat, S. M., & Khalid, F. (2020). Game based learning and student motivation in mathematics. International Journal of Academic Research in Progressive Education and Development, 9(2).

• Discusses why our current way of teaching math requires an update and why game-based learning has the potential to revolutionize math education

Teaching By Science. Game based learning in math. (2022). https://www.teachingbyscience.com/game-based-learning-in-math 

• Provides visual ranking for the effect size of game-based learning by grade level

ter Vrugte, J., de Jong, T., Vandercruysse, S., Wouters, P., Van Oostendorp, H., & Elen, J. (2015). How competition and heterogeneous collaboration interact in prevocational game-based mathematics education. Computers & education, 89, 42-52.

• Explores how competition and collaboration interact with game-based learning and which types of game problems can promote them

• Explores how these effects can differ for below-average and above-average students

White, K., & McCoy, L. P. (2019). Effects of game-based learning on attitude and achievement in elementary mathematics. Networks: An Online Journal for Teacher Research, 21(1), 1-17.

• Analyzes student testimony in math classes before and after implementing game-based learning

• Explores how mathematical games can facilitate growth mindsets

Exit Slip #6

Hello twins.

The following is a progress update on my Inquiry 1 Project. During this work time, I mostly worked on finalizing my selection of sources and creating the APA citations in the proper format. 

The first draft title of my Inquiry Project was Gamifying the Math Classroom. My focus was on how to make learning math more fun for students. Upon reviewing many articles, I found a clear divide between gamification in education and game-based learning. I understand that gamification involves using game-like elements such as point systems, leaderboards, and other incentives. Game-based learning aims to make content more interesting by adding fun to the learning process. My classrooms often had elements of both. For example, gamification looked like having students form teams at their table groups and having a points system leaderboard related to the performance/behaviour of group members. However, these were often used in tandem with game-based learning approaches. My focus for this project will narrow to Game-Based Learning in Math Education, which has gained considerable momentum in recent years. I attended the online math conference last weekend and there several speakers discussing this very topic. Most speakers had released books on math games which I would like to read in the future.

My annotated bibliography primarily consists of academic sources discussing the effects of game-based on a variety of outcome measures. These include aspects such as motivation, engagement, competition, collaboration, attitude, achievement and student involvement. Sources that conducted meta-analyses on game-based learning studies reported findings that support this idea. The sources see game-based learning as being a beneficial addition to the math classroom by providing a twist to the more traditional approaches. It is often used to complement or replace more passive methods of instruction, often trying to strike a balance between learning objectives and student enjoyment. My non-academic sources were often accompanied by visual media such as graphics or charts which I found to be useful.

Thanks for reading,

Josh

Entrance Slip: Kathryn Rickett Article Response

 I chose to read Kathryn Rickett’s piece: “Bitter Toughness Meets Fierce Love: Narratives Unwrapped from Teen Mothers’ High School Experiences”.  

I was struck by Kathryn’s description of unexpectedly becoming the subject of (re)search in this project. As teachers, modern pedagogies place teachers as both the source and transmitter of knowledge – there are few teachers who meaningfully see their students as sources for knowledge, or that they (the teacher) will have opportunities to learn during class. In this piece, Kathryn quickly realizes that not only is this possible, but it is necessary for her to connect with the mothers participating in her project. Additionally, the unique needs and confidence of the participating mothers meant that the way forward would not follow any sort of prescribed schedule. By acknowledging the role that these mothers play in their own learning, the burden of ‘teacher’ was shared by all in a flexible, intuitive way. This defies traditional (colonial) ways of knowing and interacting with experience/knowledge. With an understanding that all research is subjective, we embrace and embody our work so as to shed ourselves of expectations.

It also strikes me how desirable the culture Kathryn helped cultivate sounds for any student, not just those who are steeped in the responsibility of caring for another person. When teachers/facilitators wonder: “What are [my students] stories?”, a dialogue can begin that is devoid of expectation. If teachers really mean this question, we won’t be asking it with the intention of leveraging the student’s story to suite our own vision of their learning. Rather, it offers us a way to ‘meet the student where they are’. It is the first step towards understanding and meeting a student’s unique needs.

I’m very interested to hear how Kathryn describes the role of teachers in classrooms with cultures such as this.

Entrance Slip #5

Hello twins.

First of all, this line that Dr. Rickett wrote was so powerful:

We undoubtedly had intermingling souls and thus his expressions and invitations to movement were easily caught by me like a delicate net catching exotic butterflies.

Such a moving reading and hearing Jorge's story was quite a powerful experience. I felt like a movie-length film had played out in my mind.

I could see the lineup of plush monkeys on the bed and how they might have looked precariously balanced on top of the coffin. They added a whimsical touch to a tragic story and gave the reader hope as they accompanied him into the afterlife. They provided a vessel for juxtaposing deep sorrow and grief with a subtle playfulness. I strongly resonate with attempting to keep a light heart amid the struggles of life and the impact it can have. It's interesting to consider how these 'monkeys' might show up in our own lives. We will all face great challenges and have to find our own personal ways of coping & processing with what life throws at us.

Just wanted to end with another quote that really caught me on first read.

Voices that hide under beds and in closets and need to be coaxed out in ways I had never imagined.

Thanks for reading,

Josh

Exit Slip #8

Hello twins.

The title of my inquiry-one project is Game-Based Learning in Math Education. I chose this topic because I want to explore how we can make learning math more fun for students. I experimented with this approach during my short practicum and received positive feedback. I'm interested in creating a more engaging learning environment appealing to general game principles. My goal is to have students enjoy learning math by reducing levels of math anxiety/phobia.

Thanks for reading,

Josh

Inquiry Project Outline

Hello twins.

For my Inquiry Project, I want to explore gamification in math education. So many students dread learning & practicing math and I will be researching how we can lower math anxiety to make students enjoy learning math. Games provide a more appealing approach to student learning which can lower the point of entry for students and increase overall engagement. An analogy that comes to mind is how parents sneak vegetables into their kids' meals by disguising them in subtle ways. With how popular video & online games are with the upcoming generation, I believe that gamifying certain aspects of the math classroom could have positive benefits for student learning and engagement. An initial seed that led me to this topic was considering how we could make the task of completing a list of textbook exercises more enjoyable. Assigning a list of textbook exercises for students to complete is common in many math classes and I want to consider how we could make this act more interesting to students. An initial idea I had was an interactive online resource where students could view/answer questions to accumulate points and unlock new features by levelling up. They can also view various analytics and quantitative data about their performance in an interactive online profile. This would have certain similarities to some of the more addicting mobile apps such as Candy Crush, which capitalize on certain qualities we all share.

Thanks for reading,

Josh

Exit Slip #7

Hello twins.

The following is a short gratitude poem I wrote in class while at my sit spot.

thank you branches

as you sprout and you grow

bearing leaves & gifts

home to those who crawl

 home to those who soar

I enjoyed exploring all the fascinating ways our bodies can be used for units of measurement. I'm not someone who typically utilizes such ways of measuring things so it was eye-opening to see how commonplace it was. It's intriguing to consider how the human body provided the first metric system for ancient civilizations and the level of accuracy that was obtained. I didn't realize how important measurement was in planting a garden so I was surprised when reading the back of the seed packages. I was slightly perturbed that they didn't provide exact values for distances but instead a wide range for each. I suppose there is considerable variability when growing crops and so one must account for this. I wonder to what extent gardening is an exact science like baking or is more based on feel. There must be some lack of control over how your crops behave due to the unpredictability of nature. At first, this might seem frustrating but I suppose that is where the beauty of imperfection arises.

Thanks for reading,

Josh

Exit Slip #6

 Hello twins.

Today we had a debate where one team was pro-grades and one team was anti-grades. I was on of the panel of judges and was taking notes on which arguments stood out to me.

For anti-grades, the following points stood out to me:

* Graded system promotes rote memorization & instrumental learning over deep understanding

* Grading isn’t standard across different schools/teachers (national/international)

* Its an elitist mindset, people with higher grades stick together, lower grades stick together

* If grading leads the learning, it takes away from ability to teach genuinely

* Have this superficial toxic system, “what are we really grading?”

For pro-grades, the following points stood out to me:

* Grades are not the issue, but our relationship with grades as a society

* Proficiency scales provide a road map, where are you now and where are you going

* The ability to take feedback and apply it is a universal skill

* How do we communicate our opinions about feedback?

* Grades don’t necessarily create competition but can create community

Overall was super interesting to hear both sides of the coin even though our class readings have clearly taken a more anti-grading stance.

Thanks for reading,

Josh

Entrance Slip #4

 Hello twins.

The following is a response to an article on the effects of marking in grading practices in the classroom.

Being a student for almost 20 years, talking about grades evokes powerful feelings. They have a profound impact on people's lives that can shape both our present and our future. They can disrupt relationships, harm mental health, and have a lasting impact on the person you become. There needs to be a change in how we view grades in schools. 

As a teacher, I can use my experience as a student to guide how best to approach grades. The first point I will address is the quantitative element of grades. Reducing a multi-faceted learner to a two-digit number degrades the learning process. Students' entire lives will revolve around that number and any fluctuations can significantly impact their well-being. I support the BC curriculum's plan for moving towards a proficiency scale as a first step in fixing this issue. However, grades 11-12 still receive numbered grades for their report cards to be considered for opportunities in higher education. How can we decide which students are the best without a quantitative measure to compare them? Does the grade provide an accurate measure of their abilities in that subject? If 8 students in a class receive "extending", how can we determine who is the "best"? I wonder how feasible it is to eliminate quantitative measures and stick to more qualitative options. Since qualitative assessments lack this ease of comparison, it may prove difficult to determine which students are most qualified for post-secondary opportunities. 

Is there a problem with the current university admissions process? Suppose we completely eliminate numerical grades in high schools, how would universities respond? One of my classmates made an interesting point about how universities are potentially the root of the many problems facing high schools. Our class on math assessment has been one of my favourite classes for this very reason. It is clear that the status quo for assessments requires an update. I believe there is no magic bullet that would solve our problems. However, it is an ongoing process of making minor improvements to the system to help move toward a better future for all.

From the student perspective, how would they respond if we removed quantitative grades from all classes? Grades are treated like currency and they need to maximize their worth in the educational economy. It is a strong motivator for student success and its removal would rely on more intrinsic forms of motivation in our students.  There is a certain freedom or relief students feel when grades are removed from the equation. It encourages students to explore and be curious without the burden of worrying about their grades. This paradigm shift would disrupt the entire system and the potential consequences should be considered. 

Thanks for reading,

Josh

Thanks for reading,

Josh

Exit Slip #5

 Hello twins.

The following is a poem I wrote in class following a Fibonacci model based on the number of words per line. Fall is my favourite season; the goal was to encapsulate its sensory elements.

Chestnut

Lush cashmere

Leaves, crispy, crunching

The mug warms the soul

Aromas of pumpkin & spice

Winds, icy, harsh

Cozy blankets

Rye

Thanks for reading,

Josh

Entrance Slip #3

Hello twins.

The following is a response to Dr. Kimmer's chapter on scientific terminology and the language of animacy from her book Braiding Sweetgrass.

I had never really considered how the English language rejects the concept of animacy. The anecdote about "someone was in my hat" instead of "something was in my hat" was a moment of epiphany. Why do we only give humans such exclusive rights to be a "who"? It is a subtle shift in the use of pronouns but its impact is profound. I wholeheartedly agree with the sentiment that society's way of objectifying nature opens the door for exploitation by reducing living organisms to things. We mistakenly see ourselves as the only important beings inhabiting our planet. It enables a humbling paradigm shift in how we view and interact with nature by seeing natural beings as our equals. 

I can see the applications to science classes but am less sure of how such a shift could impact mathematics education. My biggest takeaway from this article was that there is always another way of looking at things. In my life, I have never considered that there could be another way of discussing nature. This exemplifies adopting the Two-Eyed Seeing approach to how we educate our students. Just because we have long viewed an idea in a certain way doesn’t mean there are no other perspectives to explore. Often we are simply unaware that alternatives exist and thus miss out on the insights they offer. Therefore the first step is making students aware that there are other, often better, ways of viewing the world.

Thanks for reading,

Josh

Exit Slip #4

 Hello twins.

Really enjoyed learning a new skill and getting to work with my hands, which is something I don't do enough. My first attempt was a bit underwhelming but after Susan showed me the technique I was able to successfully tie the rope. We had an engaging discussion at the end of class about connecting with ancestors and how our students might view such an activity. Often times we are so swept up in the busyness of the present that we don't take time to reflect on the past. I agreed with a sentiment shared in class about feeling a disconnect from those who came before. So I actually took a course on knot/braid theory at UBC and one gripe I had was that we could have benefitted from more physical demos and hands-on activities. Exploring knots on a blackboard or with pencil/paper created a major disconnect and we would have benefitted from more connections to our physical reality. 

I believe that students could find a connection to an activity similar to the one today. I personally connected through the lens of fashion and textiles, as I am often interested in learning more about the way fabric and textiles are made. For example, I have frequently encountered the warp & weft technique Susan discussed when researching clothing. There is an Indian designer named Kartik Kumra who founded the brand Kartik Research in 2021. They amazingly create all of their clothing without the use of electricity. He celebrates India's rich cultural heritage by closely partnering with skilled Indian artisans to preserve traditional craftsmanship. I have included photos of some of their pieces above. The group weaving of the dress directly onto the wearer was another point of engagement. I can imagine a fashion visionary such as Alexander Mcqueen recreating a similar spectacle, as he was known for having incredibly creative runway shows. Students tend to only engage with pencil/paper and allowing them to use their hands more creatively would be beneficial. They could learn a new skill and create something of value in the process.

Thanks for reading, 

Josh

Entrance Slip #2

Hello twins.

The following is a response to an excerpt from a book on reviving ancient technologies and inventing new ones, written by Vancouver artist Sharon Kallis.

I immediately connected with her discussion of awakening the consumer's mind. This internal line of questioning about where our products come from, who made them, and how they got here is a way of thinking that lies dormant in many consumers—including myself. Upon reading, I realized that I've been blindly fulfilling the consumer role without considering the production half of the system. For example, when shopping for food at a local market, I don't stop to consider the backstory of the tomato or avocado in my hand. I rarely ponder whether a product is made by humans or machines, or if it's produced sustainably. I agree that modern society is overrun with consumerism and that a paradigm shift to focus on the production aspect would be beneficial. Encouragingly, there has been a growing movement to become more aware of the production practices behind the food and fashion industries, which is promising for the future.

I wholeheartedly agree with her point about the intrinsic power and confidence gained when you take the time to craft an item. As a blind consumer, I often don't consider learning how to make something on my own instead of purchasing it. However, on the rare occasions where I have crafted an item for someone, there's a fulfilling satisfaction that is unrivalled. I only wish that I exercised this option more frequently in my daily life.

As someone with a self-proclaimed inability to tie knots, I'm a bit apprehensive about tying these ropes on my own. I may require some additional help with the rope-making, as I believe the experts in these videos make it look much easier than it is. Still, I'm excited to learn how to make my first rope as it's a helpful skill to know. I've had several students who enjoyed knitting and crocheting and would bring their tools to class. They enjoyed showing off their creations and even offered to make me some, which I genuinely appreciated. For example, one of my students offered to knit a small calculator I could display on my desk as a math teacher.

Thanks for reading,

Josh

Exit Slip # 3

Hello twins.

Here are some photos from today's EDUC 450 class. As you can see, our first activity turned into a photo exhibition of the flowers in the garden. I really enjoyed today's class and the variety of experiences we engaged in together. There is something about spending time in nature without the distractions of a typical classroom that brings people together. I would have to further consider how one could integrate the aspects of color and observing nature's beauty into my classes. That being said, I don't feel we always need to have a 1-to-1 application for every classroom activity by taking a more holistic approach to learning.

This flower caught my eye when Susan was introducing the activity and I thought I did a decent job of matching the color palette. This shade of lavender is one of my personal favorites.

This green plant caught my eye since it was a unique hue of green that matched the palette I was carrying.

Found some really colorful flowers and I'm glad my camera was able to capture their beauty. The colors were so rich and vibrant up close and really made me appreciate how gorgeous nature is up close. 

Was great to see the fresh fruits & veggies coming out of the garden and will definitely have to visit the Agora cafe in the near future. 

Thanks for reading,

Josh

Exit Slip #2 + Article Response

Hello twins.

The following is a reflection on our drawing activity in the garden. I have also included a response to Susan's article on learning and teaching in a garden.

                                                               

                                                                       Branching Paths 

I drew the branches of a tree in the garden which immediately caught my eye. Most branches formed near 60-degree angles similar to those in an equilateral triangle. Most branches were not perfectly straight but curved and swayed in the wind. I reflected on the visual appeal of trees and how these irregularities in shape add to their beauty. Imagining a "perfect tree" where every element was perfectly straight or angled would lose the natural essence of a tree. 

From my own short time in the garden, I am convinced of its powerful effect on the learning experience.  The article discussed how gardens can bring balance to our lives by providing an opportunity to escape. Spending time experiencing nature with all your senses is a rare experience for many. The busyness of everyday life can get in the way since we are often cooped up in indoor spaces. I always look forward to my time in the garden as it gives me a break from the fluorescent lights and confines of a desk. Spending more time outdoors during a busy week has improved my mental health and well-being. For example, today's sketching activity was a mood-boosting experience. While sketching, I felt completely present and mindfully focused on the task. As someone who values incorporating mindfulness into daily life, I am grateful to have found a new way to practice.

I appreciated the article's perspective on the garden being a co-teacher in the outdoor classroom. We can all benefit from developing empathetic relationships with the earth and remembering to appreciate the gift of nature. I'm excited to explore ways to integrate nature into the traditional classroom.

If I had an outdoor garden in my school, I would love to spend some of our weekly classes outdoors. For example, we have "Woodsy Wednesdays" where we get a midweek break to learn outside. I hope to see students excited about learning in a non-traditional setting.  We could bring stationary and encourage putting away our electronic devices. The outdoor sessions could also contain a portion that focuses on well-being. Whether that be journalling, art, or just quietly observing nature.  I'd be excited to explore ways to incorporate elements from nature into the material. Some examples are exploring how math shows up in nature, math problems related to nature,  or using natural materials to solve problems. Another idea would be blending math and art together to encourage student creativity. The possibilities are endless and they could be utilized with any subject.

Some potential difficulties are dealing with volatile weather conditions, student or parent complaints, and potential safety concerns such as allergies. Classroom management could be more difficult with increased distractions and more space for students to move around. Retaining classroom essentials such as writing surfaces and seating would also need to be considered. It would require some creative thinking to ensure that the curriculum and assessment needs of students are still being met. However, I believe the pros outweigh the cons and outdoor gardens can boost the student learning experience.

Thanks for reading,

Josh

Entrance Slip #1

Hello twins.

The following is in response to an article on being a reflective teacher by American educators Grant & Zeichner.  I found the article incredibly relevant in the modern educational landscape despite being written almost 30 years ago. It provided a treasure trove of valuable insights, with several directed toward current teacher candidates.

The first major takeaway was regarding the student teacher experience during practicum. I had not considered that I would be joining a learning environment with established learning habits and routines. This will require considering how my teaching philosophy aligns with my homeroom teacher. However, I have learned that one must not simply take these traditions in stride, but rather question the thought process underlying these choices and consider existing alternatives. Taking a more active approach to understanding the rationale behind the classroom environment can help maximize my practicum experience.

A central theme during my first week as a teacher candidate has been the balancing act teachers face between personal choice and institutional requirements. I hadn't considered the strong pressures to conform to the norms of a given school caused by the teacher's role within a bureaucratic system.  I recently read another article emphasizing teacher's ongoing struggle between choice and restraint.  Specifically how to foster creativity and exploration within a system dominated by standardization and exams. This ubiquitous tug-of-war between formal evaluations and creating authentic learning experiences is a challenge I will have to navigate in my teaching career.

Another standout theme in the spirit of inquiry was taking the "easy route" with students versus being a reflective instructor who does what is best for their students. As a student, I can recognize which teachers are doing the bare minimum required and which are going above and beyond for their students. I aspire to be the latter by recognizing my immense responsibility as a teacher to put my students first.  There are dangers to becoming overly comfortable with routine and constantly reflecting upon my practice will allow me to continue growing my abilities as an educator. I am excited to continually look for ways to improve as a teacher by being a lifelong learner.

Thanks for reading,

Josh

Exit Slip #1

 Hello twins.

The following response is to a video on the story of Frank McCourt, a Pulitzer Prize-winning author and beloved high school teacher.

A remark that immediately resonated with me was Frank’s “going with the flow” approach where he didn’t fight his students’ resistance but instead used it to create learning opportunities. He creatively funnelled his students' energy into avenues for learning such as the teacher obituaries and the Shakespearean excuse slips. I found him to be quite clever and funny in this regard, with an incredibly inspiring approach to teaching. Where others might see a challenge he sees an opportunity. The way he transformed his students’ excitabilities to guide his pedagogical approach surely made the content more engaging and encouraged them to be more involved in their learning. I once used a similar approach with a coding class where I knew students were into the Pokemon trading card game. I designed a build-your-own Pokemon game activity using a coding platform called Scratch and it was a huge success. I had never seen the kids so excited to do coding and I remember feeling like I was “tricking” them into learning. I likened it to parents sneaking vegetables into their children’s meals.

Another comment that stood out to me was Frank saying “The main thing about teenagers is, if you can reach them, if they listen to you, the world will listen to you.” This had personal significance for me frequently working with teenagers over the last few years. My ability to connect and develop rapport with them has been valuable to my teaching approach. I’ve often viewed it as a sort of teaching superpower that has been essential to my teaching success so far. At a school where I worked the principal said that my ability to connect with secondary students would be incredibly useful in my future teaching career. However, I often reflect on the question of how to walk the boundary between engaging with their interests as a teacher and not as a friend. Being from a similar generation with several shared interests,  I often have to focus on maintaining the appropriate student-teacher distance at a social level. It is certainly a skill that I will continue to develop and improve on in the future.

Thanks for reading,

Josh

Prologue

 Hello twins.

This is my first post today. More to come soon.

Thanks for reading,

Josh