Analysis of Improved Pedagogy In The Classroom - Term Paper Example

Analysis Of Improved Pedagogy In The room The presenting lesson plan on measurement of lengths introduces to a world of mathematical possibilities in terms of measurement. Not only does it make students more aware that there are several factors to consider to know the accurate measurement of various things – its size, length, width, volume, weight, etc. and the measuring equipment appropriate to use. The lesson begins with an introduction of metric measures, specifically the meter and culls on students’ background knowledge of measurement of lengths. Active questioning about simple facts such as how many centimetres there are in a metre, and the necessary instrument to use to measure lengths helps put the students in the right perspective. Encouraging them to estimate the measurement of certain things and the distance between two locations engages problematic knowledge. The same thing happens with questioning them about the difficulty of measuring length greater than a few metres. The introduction of a device that measures distances brings an abstract concept to concreteness, as children are able to use their senses to learn more about it instead of just imagining it in their minds. This helps them experience learning more actively and surely helps hold their interest as they try to integrate concept with reality. The trundle wheel is used by children paired together to work on a task. The pairs explore it to measure short distances around the school and get to solve simple problems such as “how many trundle wheel clicks would it take when measuring a certain distance if one click Is equivalent to 1 metre?” Incorporating an activity such as timing the student’s run around the distance of 1 km. around the oval further adds concepts that would definitely involve higher order thinking. It also brings significance to the lesson by connecting the concept of measuring distances to something relevant to them. The main activity of estimating distances between places from the map of NSW might have been a drastic move from having the students from a wide open space measuring long lengths to reading maps that represent great distances in such a smaller scale. A transition activity could be inserted here such as upon coming back to the classroom, the students can estimate shorter distances within the room and convert it into metres or centimeters. Also, the concept of unit of measure to represent the distance in the map should also be emphasized (ex. 1 bar is equivalent to 10 km.) so that the students can translate this unit of measure to compute for various distances. However, one goal of the teacher might have been for the students to come up with such a solution in their collaborative brainstorming with their peers. In this case, the teacher must be on hand to offer assistance, if needed. Discussing the results as a class brings more enlightenment if the students are asked to share how they came up with their solutions. This may also bring up the fact that there can be one solution to a problem and that their joint efforts are celebrated. However, even mistaken solutions have value, as students will still learn from them. Classroom discussion is an important facet of education, as learning from another’s perspective deepens understanding of a concept. As a whole, the lesson plan scores highly on the Quality Teaching Assessment for NSW public schools. Each dimension of the assessment shall now be discussed in detail. The first dimension is intellectual quality. This “refers to pedagogy focused on producing deep understanding of important, substantive concepts, skills and ideas. Such pedagogy treats knowledge as something that requires active construction and requires students to engage in higher-order thinking and to communicate substantively about what they are learning” (Assessment Guide, 2004, p. 11). Under that dimension would be the elements of deep knowledge, deep understanding, problematic knowledge, higher-order thinking, metalanguage and substantive communication. The lesson plan will score highly on deep knowledge as the tasks require sustained focus on key concepts and ideas and requires clear articulation of the relationships between and among concepts (Assessment Practice Guide, 2004) - the concepts being measurement of length, the measuring instruments and its application to various things practically used in the students’ lives. The lesson plan likewise scores high in deep understanding, as it attempts to make the students produce information and arguments about the concept after working with problems regarding it (Assessment Practice Guide, 2004). The tasks throw questions and simple problems for the students to work on that requires knowledge that should be treated as socially constructed. Collaborative learning happens when multiple perspectives come to fore upon the students’ presentation and exploration through questioning their basic assumptions. Thus, on this point, the lesson plan scores highly on the element of problematic knowledge. Higher order thinking is definitely involved in the process as the tasks require students to manipulate information learned and ideas that surface in ways that transform their meaning and implications. Students get to combine these facts and ideas in order to synthesize, generalize, explain, hypothesize in order to arrive at their own conclusions (Newmann & Wehlage, 1993). Mathematical concepts involve the conversion of mathematical language to more understandable, practical terms. The lesson plan scores highly on the element of metalanguage, as it exposes them to various mathematical terms such as various units of measure, specifically that of the metric system. It also introduces them to new vocabulary in the area of measuring instruments (ex. trundle wheel) used to measure lengths and distances. The lesson plan again scores highly on the last element of intellectual quality which is substantive communication. In groups, students are required to brainstorm on ideas on how to solve certain problems regarding measurement of long and short distances, applying what they have learned to a map of NSW, and are expected to produce an elaborate, sustained and coherent clarification of complex ideas, concepts or arguments directly related to the measurements (Assessment Practice Guide, 2004). This is in contrast to classes with little or no substantive communication and interactions are usually limited to a lecture delivered by the teacher who may deviate a little from a preplanned body of information and recitation expected of the students who may routinely give very short answers (Newmann & Wehlage, 1993). The dimension of quality learning environment of the Quality Teaching Assessment for NSW public schools “refers to pedagogy that creates classrooms where students and teachers work productively in an environment clearly focused on learning. Such pedagogy sets high and explicit expectations and develops positive relationships between teachers and students and among students” (Assessment Guide, 2004, p. 11). The elements of explicit quality criteria, high expectations and student direction fall under this dimension. The lesson plan does not score highly on the explicit quality criteria as no explicit expectation on the quality of work was made. This is understandable, as it is an introductory lesson, and the students are encouraged to brainstorm freely on the concept and express their own ideas in connection to the problems posted by the tasks. Upon more practice and mastery of the concept, then the teacher can already give explicit expectations of high quality work. However, in terms of high expectations of the students being able to meet challenges, then this lesson plan scores highly. It presents tasks that provide great challenges to the students encouraging them to take risks in demonstrating their learning of the concepts (Assessment Guide, 2004). Collaborative learning pushes the element of student direction to score highly, as students are given substantial control on the tasks when they are left with problems on the topic that they are expected to solve together. The final dimension of Significance “refers to pedagogy that helps make learning meaningful and important to students. Such pedagogy draws clear connections with students’ prior knowledge and identities, with contexts outside of the classroom, and with multiple ways of knowing or cultural perspectives” (Assessment Guide, 2004, p. 11). Under this dimension are the elements of background knowledge, cultural knowledge, knowledge integration, connectedness and narrative. The lesson plan mentions students’ background knowledge as it asks their ideas on measurement of things familiar and relevant to them. It elicits participation by drawing on their own background knowledge and experience with measurement and connects the concept to out-of school background knowledge. In terms of their cultural knowledge, the lesson presents a task that the students can relate to, that of places near or far from their hometown. It shows respect and value of their culture. Knowledge integration is highly evident in the lesson plan as in every step, it attempts to make substantial and meaningful connections not only within but also between subject areas – from concept to its application in the practical life situations of the students. The activity of running a kilometer and timing the speed integrates information of speed to the dominant lesson on length measurement. This is closely related to the element of connectedness, which the lesson plan likewise scores high on because the tasks “require students to recognise and explore connections between classroom knowledge and situations outside the classroom in ways that create personal meaning and highlight the significance of the knowledge. The task requires students to engage with and/or influence an audience beyond the classroom” (Assessment Guide, 2004, p.42). This is manifested when they share their brainstorming with the rest of the class. Having said so, it implies that the element of narrative is also high on the assessment as the students use much of it to communicate their findings with each other and validate it with their teacher. Indeed, for a short period, the lesson plan is already thick and rich with knowledge ready to be imbibed by the students! Great as it already is, the lesson plan still has room for some improvement. The activities presented are relevant to the students’ lives as it tries hard to touch base with what is familiar with them. However, to further make it relevant, the first examples should be something truly meaningful to them such as measuring each other’s heights, size of their schoolbooks, bags, chairs and maybe introduce a game of estimation of lengths of things in the classroom and check its accuracy using various units and measuring tools. It was noteworthy that a lot of collaborative learning seems to be induced by the lesson plan. Questions and problems that require higher order thinking skills were presented as tasks. It may be a step up if the students themselves are asked to come up with challenging problems to pose to the class themselves. They may be asked to come up with a game with rules for the class to do later on, making sure they adhere to the concepts at hand. The lesson plan presents a balance of teacher-directed and student-centered learning. The fact that the students are induced to be active in their learning and are not passive recipients of information gives the lesson plan a constructivist shade. “In the Constructivist theory the emphasis is placed on the learner or the student rather than the teacher or the instructor.  It is the learner who interacts with objects and events and thereby gains an understanding of the features held by such objects or events.  The learner, therefore, constructs his/her own conceptualizations and solutions to problems.  Learner autonomy and initiative is accepted and encouraged.” (Van Ryneveld, n.d., n.p.). The nature of Constructivist learning is basically interactive. Hence, learning ensues in social interactions. Sometimes, the direction of learning is from the teacher to the learner, other times, the learner provides new learning to the teacher. This flow of learning vacillates as teacher and learner interact. Sometimes, learning happens in group interactions, where each member contributes his or her own learning. Such learning gets internalized when the learner is on his own, and does his own individual learning. Thus, much cooperation and communication is necessary in such interactions if construction of one’s own learning is to take place. Salomon & Perkins (1998) have thoroughly discussed the social aspects of learning, especially in conditions where collaboration is necessary. Each participant in the collaboration is expected to share his or her ideas and to cooperate with each other to achieve unity and facilitate the learning process. “An important dimension of learning to learn involves learning to learn in ways that participate in and capitalize on the social milieu. One simple aspect is learning when and how to ask questions or to ask for help. Another is learning how to enter into reciprocal learning relationships (“I’ll help you with this if you help me with that, or we will both help one another with this particularly difficult idea.”) Here, the individual learner’s learning system extends its capacity to deal with the critical conditions of learning by acquiring new ways to capitalize on the social surroundings.” (Salomon and Perkins, 1998, pp. 5-6) This gives the students more power in the acquisition of learning. Using prior knowledge, they are encouraged to invent their own solutions and try out their own ideas and hypotheses with the able support of their teachers. This way, they can indulge in concrete experiences that focus on their interests. The process of searching for information, analysing data and reaching conclusions is considered more important than learning facts. On the other hand, teachers should be ready for more challenging roles as mentors and facilitators of learning. No longer are they “dispensers of knowledge” and their students their “blank slates” to write on. “Supplying students with answers is not the goal in a constructivist program; in fact, unanswered questions are important in terms of continued interest and continued learning.” (Brewer, 2001, p.59) Teachers are life-long learners themselves and should accept the challenge of furthering their knowledge if not a step ahead of their students, then at least, in step with them. The effective teacher can discern which learning strategy would be most appropriate on a case-to-case basis. However, “it is the intellectual demands embedded in classroom tasks, not the mere occurrence of a particular teaching strategy or technique, that influence the degree of student engagement and learning” (Newmann, Bryk & Nagaoka, 2001, p. 31). Imbedded in him are hidden agendas for making his students reach their optimum learning potentials and in effect, the development of a healthy self-esteem. The teacher must be aware that he is just an instrument in assisting the students to gain knowledge, and not the source of knowledge himself. The current state of education, according to Sizer (1984) is schools not stimulating students enough to learn or force them to exhibit mastery of subjects. He recommends that the educational structures are kept simple and flexible so that teachers and students can work on their own best way. Newmann, Bryk & Nagaoka (2001) advocate authentic intellectual learning that make students apply at once the concepts learned in class. The lesson plan at hand seems to comply to that. “Authentic intellectual work involves original application of knowledge and skills, rather than just routine use of facts and procedures. It also entails disciplined inquiry into the details of a particular problem and results in a product or presentation that has meaning or value beyond success in school” (Newmann, Bryk & Nagaoka ,2001). In order to come up with high quality education, teachers who plan the students’ curriculum should keep in mind the four themes prescribed by Wilson, Mills, Yerkes (1992) : courage to think beyond the box, open communication between teachers and students, trust in each other and time to allow learning to flourish. For teachers to plan a lesson that loosens their reins of control on the learning process may prove difficult at first, but it does foster the growth and learning of the students they teach… and learn from. Thus, a more innovative, constructive reform is called for. The lesson plan at hand proves to be ideal in planting the seeds of such an educational reform. References Brewer, J.A. (2001) Introduction to Early Childhood Education. Boston: Allyn and Bacon Newmann, F.M., Bryk, A.S., Nagaoka, J.K. (2001) “Authentic Intellectual Work and Stamdardized Tests: Conflict or Coexistence?” Improving Chicago’s Schools. Consortium on Chicago School Research. Newmann, F. M. & Wehlage, G.G. (1993), Five Standards of Authentic instruction, Educational leadership, Vo. 50, no. 7 Quality Teaching in NSW Public Schools (2004) An Assessment Practice Guide. State of NSW, Department of Education and Training Professional Learning Directorate Salomon, G. & Perkins, D.N. (1998) Individual and Social Aspects of Learning. Review of Research in Education , Vol. 23, pp. 1-24 Sizer, T (1984) Horaces compromise: The dilemma of the American high school (99-119). Boston: Houghton Mifflin Van Ryneveld, L., (n.d.) “What is constructivism?”, Retrieved on September 24, 2008 from http://hagar.up.ac.za/catts/learner/lindavr/lindapg1.htm Wilson, S., Mill, C. & Yerkes, C. (1992) Deeply Rooted Change: A Tale of Learning to Teach Adventurously. Elementary Subject Center Series No. 59 Read More