Final Reflection

I still remember my thoughts as I learned that I would be teaching a 6th grade class. I had been out of high school for three years already. I thought “how am going to do this?” I also knew that I was required to take this course and I could not just drop it an pursue something else. I had to do this. I had to put myself out there and go into it.

Going into my first visit I was nervous, but I reassured myself that I would just be observing. Little did I know that I would be answering questions in front of the class for a half hour. I was not prepared for that. What little I did get to observe in the classroom, surprised me. I found myself seeing students on laptops and doing assignments online. All my assignment in middle school, High school, and most of college had been submitted in person. This was one of the first revelations about the changing learning environments that I saw.

I had never heard of EL or PBL before I started this class. I was not familiar with the educational methods and the different ones that educators can employ. It was interesting how instead of breaking the curriculum into units and teaching it that way, Project Based Learning combines a large or all the curriculum into a project. It also emphasizes letting a student fail and succeed. Thankfully, I did not have much experience with the former in this course.

I think the Lesson that Max and I came up with had a lot of value. We gave them information that many students will not learn/discover until later in their lives. We helped dispel some myths about health that they can apply towards their everyday lives. There is value in that. We might be the reason that they live a healthier life and that impact can follow them for the rest of their lives. I think this alone showed me the value of EL. It shows the impact that can be had by doing project like these.

 

A Casestudy on How EL and Educational Standards can Coexist

My exigence for showing this article was to provide evidence that more EL  in the class room was possible and it could still comply with standards. Gallahan and I have been working on a lesson plan for the class that incorporates these principles. The lesson itself still complies with the standards set by the state, as well. My question to you, Ms. Dowless is:  what are your experiences beyond what Gallahan and I have observed with PBL and El Education? Also, how did you teach while still complying with the set standards? I wanted to show this article because it provides examples of a often cited example of EL education.

Expeditionary learning and state mandated learning objectives do not have to be at odds with one another. They can coexist. At Grove Middle School, teachers have not abandoned expeditionary learning and moved onto follow common core. Instead, they continue to pursue Expeditionary learn while they are complying with the federal mandated learning of objectives. The teachers refuse to simply teach to the standardized tests.

EL education has a long history in Grove middle school. The school was reformed by the current principal from one of the worst and most violent schools in the district to its best. The school itself has become one of the models for expeditionary learning education. Its story is often distributed on pamphlets to other schools considering switching to this learning style.

Two lenses guide the school in the curriculum. The first is sense making. Sense making consists of an individual’s cognition, situated cognition, and role of representation. An individuals cognition consists of a person’s values, prior knowledge, experiences, and beliefs. Individual cognition is used in the classroom to greater strengthen the EL curriculum by using what the educator already knows works and does not work to their advantage. This allows teacher to collaborate and do work on their own to strengthen the curriculum. Situated cognition allows for EL in the workplace to flow. It is making all the social networks, workplace structures, and professional affiliations follow together to provide cohesion. Situated cognition is also the willingness of educators to grapple with new technology. The role of representation is the reasoning behind the policy. It is the rationale, context, purpose, and difference from the previous policy.

Inquiry as a stance is a grounded theory of action that allows the learner and the teacher to transform the educational framework. In this, educators are as active as the students in the learning environments. Inquiry as a stance challenges convention. It questions what is normal.

Because of this strong framework in their curriculum, educators found little problem with the requirements of No Child Left Behind Laws. These learning requirements did not interrupt the interdisciplinary tract these teachers were pursuing in the classroom. This was due to the constant professional development that the teachers are required to go through during their teaching at Grove. The professional development allowed the teachers to focus on teaching the standards that they felt were important to students.

Managing an EL or PBL educational environment is difficult, what recommendations would you have for others at incorporating it?

Works Cited

Stern, Rebecca. “Principled Neglect and Compliance: Responses to NCLB and the CCSS at an Expeditionary Learning Middle School.” Leadership & Policy in Schools, vol. 15, no. 4, Oct. 2016, pp. 448–480. EBSCOhost, doi:10.1080/15700763.2015.1047034.

Expect Nothing

Going into my visit, I told myself not to have any expectations and to try not to have any preconceived notions about what I was about to see. I simply told myself to let it happen. I was there simply to observe, after all. Or at least I thought I was there just to observe. I was right to not expect anything.

My initial observations centered around the organization of the classroom. The classroom was set up in a way that the desks formed a semi-circle around the teacher. These desks were more like tables. They could seat two and therefore each student had a partner. I did not see very much partner work during my visit, but maybe in future visits I will.

Next, I saw the students all working on Chromebooks before class started. The teacher told me that the students leave the laptops at school and are not allowed to bring them home.They were doing work for other classes. The content of this work, I am unsure of. It was something that stood out to me nearly immediately because of rare it was to see a computer outside the computer labs in my high school.

My last observation lined up with Steven Levy’s ideas about starting the ideal classroom . The plan for the day was the students to ask us questions about VMI. The day prior, they had discussed as a class the questions that they wanted to ask and the teacher had typed them up. This was a student led discussion and the teacher was simply the moderator of the discussion. This to me was very similar to the beginning of PBL. In a sense the teacher guides the discussion, but allows the classroom to take over. This Q & A session not only had elements of PBL, but also it aligned with some of the skills that were expected to be developed by the VDOE. These skills include: posing and responding to questions, inferring and assimilating new ideas, and curiosity. As shown with the above, it is possible to provide enrichment, while satisfying the VDOE’s requirements.

A Mix of Trepidation and Curiosity for My First Day Back at School

Paul Boslego

Hr:None

Well, its happening. Tomorrow, I am going back to middle school. This time just as an observer and not as a student. I know from correspondence with the teacher that I may be be fielding questions and giving an introduction. That does not make me nervous. I have given plenty of them over the years. What does make me nervous is the fact that I will be working with middle school students. The last time I worked with middle school students, was when they were my peers. I am excited because this is something not a lot of people get to do. I have done as much preparation as I can for this: I have corresponded with the teacher and my partner.

I think the biggest thing for me is just to let things happen as they happen. I should not keep any firm expectations other than what I have described above. I know from experience that lessons often change directions and that students may lose focus. This all ends up with the teacher and what they see the direction of the classroom headed.

Looking forward, I expect I will have a fair amount of takeaways from tomorrow. Not just on the learning environment and teacher, but the students themselves. Specifically, I want to learn more about curricular values/content. I want to see the different strategies the teacher uses to engage the student to accomplish these objectives. I also want observe the language and group routines because that is something that is easier to see as an observer than a participant.

Self-Learning In and Outside the Classroom

I am a big proponent of self-learning and I am certain that it is a crucial part of the learning process. Learning about different topics of interest is an uniquely human endeavor. We all in our own ways become experts in our areas of interest or hobbies.

In a traditional learning environment, self-learning is fostered through broad individual assignments that may be based on a set criteria. A traditional example of this would be a research paper. It is up to the self-learner to find sources, evaluate them, and develop their own thoughts on the topic. Most of the “learning” being done is up to the student. The course that they are writing it for has progressed far enough that the teacher views them as capable enough to write their paper.

Research papers are not the end all of self-learning. Self-learning was a big part of what John Dewey thought in regards to education. Schools were set up that allowed students to teach themselves (Reed 91). Ideas about self-learning have not faded into obscurity 70 years after Dewey died. Students developing their own curricula may not be mainstream, but that is not to say that it does not happen. Not only are traditional examples available, but there programs like EL Education. One of EL Education’s 10 design principles is solitude and reflection. EL goes on to state that “students and teachers need time alone to explore their own thoughts.” Many of the other design principles within EL  emphasize this form form of education and provide a foundation for a unique learning environment.