SAMPLES OF STUDENT NOTES –
IS METHODS 2007-2008
APPROACHES TO TEACHING AND LEARNING:
TRANSMISSION, TRANSACTION, TRANSFORMATION
My Classroom Experiences with the Various Approaches to Teaching and
Learning:
With my grade 10 applied mathematics class, I was trying to teach them how to solve
word problems that involved real life situations with trigonometric ratios. I ended up
approaching this task using all three approaches during the three days I used to teach this
topic. Originally, I had only planned to spend one day teaching this expectation, using
mostly a lesson that would have students learn in a transmission style. I provided the
facts and showed the students a few examples and I sent them on their way to solve a list
of questions. Well, I saw during their work time that they did not get it. I went home that
night and gave it a lot of thought, as word problems are often more difficult for students.
The next day I searched for easier word problems online and I divided the word problems
into the two categories and made a new worksheet, with 3 questions of each type per
sheet and I left room for the student to write down their answers. I also researched
methods for teaching word problems and made the students a handout which acted as a
guide of what steps they should be doing. During this second class, I did an interactive
lesson with the students. I had one student read the problem. Then I asked the class to
identify which pieces of information were important in the problem. Students then had
the opportunity to volunteer to draw the situation on the board and other helped me solve
the problems. We did this for the whole class for the worksheets I made. Students really
got involved and seemed to understand the material through this transaction method of
learning.
The following day, I decided to further increase their confidence in this topic as word
problems are often feared by students and I wanted to make sure my students were
confident with this material. During this class I divided my class into groups of 3 and
gave each group 2 questions. The students were responsible for making sure their fellow
group members understood the material and also to present their questions to the class
during the second half of the class. The learning that took place was transformational.
Students got a lot more out of this activity than I had expected. One student who has
extreme math fear actually presented the calculations part of one of the problems his
group presented. Others noted how it felt if others were talking during their presentation
which would lead to personal growth. They owned this skill after this class.
- Melanie Hrenko
1
APPROACHES TO TEACHING AND LEARNING: TRANSMISSION,
TRANSACTION, TRANSFORMATION
December 3, 2007
Which do you practice?
The vast majority of my teaching, especially in my Grade 12 World Issues class,
was transmission. I modelled the class structure that my AT had in place in order to
teach students how to take university lecture style notes. As such, most of my teaching in
this class was through transmission. At times, I tried to vary my instruction whenever
possible and at times was able to move to transaction learning through really good Q & A
sessions with students. By allowing students to think, reflect and then apply their
knowledge, they were able to focus on applying their knowledge to concrete examples
(eg. women only hold 21% of all top management positions – why is this? What
solutions can remedy the situation?)
In my Grade 10 Civics class, I used a much more varied approach to reach my
students. Through classroom discussion of current issues and a debate about school
uniforms in public elementary and secondary schools I was able to use transformational
learning. Students have to develop their own opinion on certain issues (eg. uniforms) and
use facts to support their opinion.
Pros & Cons
Each of the above mentioned teaching and learning strategies have their specific
pros and cons. All of the strategies have their merit and it is up to the individual teacher
to decide how best to use them. Transmission is a good approach for teachers looking to
impart alot of information on to students. Traditionally, for my subject area of history,
this approach worked extremely well to transmit factual information such as dates.
However, the downside of this strategy is that it relies much too heavily on the traditional
‘banking method’ of teaching whereby students are viewed as mere recipcals of
information. The one-way flow from teacher (or textbook) to student is also problematic.
Transaction is an important strategy to consider when wanting to elicit more
interaction and group work within class. It provides more opportunity to create a
‘dialogue’ between the teacher and students in class. This strategy would be ideal when
discussing or debating current topics or controversial issues. In this case, the teacher can
take on the role of ‘devil’s advocate’ and allow the students to draw their own
conclusions. The only conceivable problem I see with this approach revolves around the
classroom management skills of the teacher. For a high behaviour class this strategy
might not be the best approach to use on a continuous basis. However, this should not
preclude a teacher for using more interactive teaching strategies in their classroom.
Lastly, transformational learning is an important teaching strategy to consider
for bodily kinaesthetic learners. This strategy usually involves an active element such as
drama or role playing. Students are able to engage and interact with the subject matter.
This strategy would be important to consider when teaching a Religion class because it
focuses on more than just strictly the intellectual growth of the student. Instead, the
spiritual and moral development of the student can be targeted. One of the shortcomings
for transformational learning is that it does not apply to all types of learners (logical-
2
mathematical, naturalistic) and as such has the potential to ‘turn off’ some students to the
learning you are trying to get across.
Implications for students?
The different types of teaching and learning strategies you use in the classroom
have direct implications on your students. Just like taking into consideration different
Multiple Intelligences of your students, it is important to consider how you are going to
‘teach’ the class. As previously discussed, each of the above strategies has their strengths
and areas for improvement. Depending on the lesson you are giving and the dynamics of
your particular classroom, one strategy might work better than another. Ultimately, in
order to try and reach all of your students, a combination of transmission, transaction and
transformation should be used.
- Jim Meagher
TRANSACTION, TRANSFORMATION (December 3)
My use of the three T’s in practicum:
Throughout my lessons I tried to use a combination of transmission and transaction.
When introducing a new concept or review old concepts I would use a very transactional
method since there was room for activities such as class discussion to stumble through
new and old material. After the concept has been introduced and the students have some
idea of what it is I would use transmission to fill in all of the details that they are not
likely to develop through discussion such as key terms or important steps. However,
since I was teaching mathematics it was difficult to come up with transformational
activities. The units I was teaching did not leave much room for transformational
activities, but thinking back on it, there are some activities I could have tried with the
students. One such activity would having students act out a proof of the Pythagorean
Theorem through use of tableau (the students would be holding props to simulate the
squares of side lengths) and have them assemble the props into a right triangle and show
that the squares of the smaller sides sum to the square of the hypotenuse.
- Brandon Brown
Approaches to Teaching and Learning: Transmission, Transaction,
and Transformation – Dec. 3
Which do I practice?
I truly wish that I could profess to practicing all three approaches to teaching, encompassing a
holistic approach to teaching and learning. However, it would be untruthful for me to say so. I
am actively attempting to incorporate all three facets of teaching and learning into my lessons
and my classroom, yet I have not entirely mastered their individual and contextual uses yet.
Predominantly I tend to use a transactional, and to a lesser extent, a transmissional approach.
Unfortunately, I have not had the opportunity to fully implement my transformational approach
thus far. I will try to create a blend of these three approaches within my next practicum block.
3
Pros and cons?
Transmission:
Pros- this approach is well suited to some learners (passive learners, logical), is
suited to the sciences and mathematics, is ideal for essentialist and
behaviouralist teachers, it is also very easy to assess the level of
knowledge that was gained through this teaching.
Cons- little to no creativity is encouraged, very linear and not well suited to
some learners and intelligences, not a very exciting or interactive way of
learning.
Transaction:
Pros- can be highly interactive and engaging, is ideal for some learners and
intelligences (interpersonal), fosters greater creativity and
inductive/deductive reasoning skills, focuses more on critical thinking
skills than transmission.
Cons- may not be suited to some learners such as those with LD’s or those who
are more passive.
Transformation:
Pros- it focuses on more than just intellectual development, it can create very
strong bonds between the student and the subject matter, it caters well
to all intelligences.
Cons- it does not focus as greatly on intellectual development as the other
approaches do (this could be seen as a serious detriment.)
Implications for students?
If I were to embrace a truly holistic approach to teaching then it would benefit my students
greatly. By nature of the varied approaches, I would be open to all different learning styles, I
would be flexible, and yet rigid enough to know when a specific approach is appropriate to a
certain topic or situation. Focusing too greatly on any one of the three approaches is unhealthy
for uniform student growth. Just as we must foster growth between all intelligences, we should
utilize all of the teaching approaches possible, to help our students.
- Rob Hendy
APPROACHES TO TEACHING AND LEARNING: TRANSMISSION,
TRANSACTION, TRANSFORMATION
December 3, 2007
Three Approaches to Teaching & Learning:
4
 The first form of learning is transmission, involving a one-way flow of
information from the teacher or the textbook to the student. The focus is on
accumulating factual information and basic skills. “UNIVERSITY MODEL”
 A second form of learning is transaction, characterized by greater interaction
between student and teacher. This form focuses on solving problems and
developing cognitive skills. Students examine a broad range of problems and
issues. “DR. GOSSE TYPE LESSONS”
 A third form of learning is transformational. Here, the focus is not just on
intellectual development, but also on physical, emotional, aesthetic, moral, and
spiritual growth. Significant connections develop between the student and the
subject matter. This type of learning often nurtures the student's inner life through
such approaches as storytelling and the arts.
“MULTIPLE INTELLIGENCES”. Often Using The Arts i.e. Drama, Musical
elements
In depth understanding and relation to the world
During my November practicum experience, I feel that I often taught in the
transactional form of learning. There were moments when I was introducing a new
concept were my teaching methods would lean towards the transmission form of
learning. However, I would always try to ask questions and get student comments
based on the new concepts; thereby making the learning style more transactional. I
strived to have the students cooperatively learn through discussion with each other,
but I would always bring that discussion back to the front of the class with the
teacher. There were specific times when I presented the students with
transformational learning. To teach the grade 7s the Particle Theory, I had them act
out the parts of the particle theory together. In doing this, they were being bodily /
kinesthetic and using cooperative learning. Within this setting, I was teaching the
theory by asking the students what they were experiencing, how it made them feel,
etc. I believe this was very transformational. As well, to teach the students
knowledge about food chains, I had them first develop a food chain, in groups, using
the internet. Then I had them act out the food chain to the class, explaining what
would happen if one part of the food chain was not available anymore. It was really
interesting to see what they come up with.
Through transactional learning, the students learn to problem solve and learn in
different ways. They can explore and learn with a teacher who facilitates their
learning. However, students who find it difficult to learn in this manner would be
disadvantaged compared to students who thrive in this type of learning environment.
Different multiple intelligences can be brought in this way; however, if I were to
employ more transformational learning into my lessons, I would be teaching to those
intelligences more than I currently am. Therefore, in an intermediate school setting, I
believe the transformational form of teaching would be best suited.
- Natasha St-Onge
5
ENTRY #6 – COOPERATIVE DISCIPLINE
Filling out a Behavioural Contract:
1) Record Date
2) Indicate what the problem is and include a section that states willingness to adhere to
regulations.
3) Each child fills the form out as well as the teacher.
4) Have student, administrator, teachers, and parent(s) (if possible) sign the contract. It is
largely a judgment call whether parents should be required to sign the contract once
students have filled it out and signed. If the parent signs the contract and then behaviour
continues, setting up a conference is the next step.
5) File the report for anecdotal record, and to have tracked repeated occurrences or
increasing severity of behaviour
TASK - Think of an example from placement of when a student misbehaved and a
behavioural contract would have maybe resolved the issue.
Behavioural Contract
Date: November 14, 2007
Period: Grade 10 Biology, 9-10h15
Student’s statement of problem:
Today in Ms, Meier’s Biology class I was gossiping to my friends about one of my
schoolmates. I was just telling them how a group of us saw her out this past weekend and
how we don’t agree with the way she dresses or acts. We even think she is anorexic
because she keeps passing out at school and on trips for sports. Everyone in the school
knows this is true. I also told my friends about some of the rumours that are spreading
around about her over the internet through websites such as Facebook and MySpace.
Teacher’s statement of problem:
Today while the students in Biology class were working on group assignments I
overheard a student talking about and spreading rumours about another girl in the school.
I called her out into the hall and explained to her that it is inappropriate of her to be
treating another schoolmate in that way. I asked her how she might feel if the situation
were reversed and how she may have felt in the past if she was ever a victim of bullying.
She explained to me that she didn’t really realize that she was engaging in bullying
because she was not directly confronting the victim herself. She was very apologetic and
promised that she would discontinue spreading rumours.
6
Student’s resolution:
I did not realize that my actions were a form of bullying and next time I hear gossip and
rumours being spread around about other people I will be sure to inform them (the
gossipers) of the consequences that their actions may have and stop the rumours from
spreading even further. I will also make sure to never use the internet as a way to even
read about gossip let alone promote it.
Student’s signature: __________________________________
Teacher’s signature: Whitney Meier
Parent’s signature: ________________________________
COOPERATIVE DISCIPLINE
By Kristen Rossetti
Winter 2008
The following is an example of a behavioural contract, inspired by the ideals of cooperative
discipline.
Date: February 1st, 2008
Student’s statement of problem:
I’ve been feeling really down this week. Normally I am pretty happy, even though it’s been hard
at home since Mom left. My grandma moved in, and things were going really well until last
week, when we found out that she’s pretty sick. She hadn’t been feeling well for a while and the
doctor’s told her it’s because of her diabetes. She can’t do all the things she used to around the
house and I’ve been stuck taking care of her and my little brother, Toby, while Dad is working. I
feel like I hardly get enough sleep as it is, and all of my teachers are constantly on my case about
my homework. I feel bad because my Dad tries so hard to give us a good life, but I don’t get it!
I’ve always been a good student, why can’t they just give me a break? I get that I shouldn’t have
yelled, but I just can’t handle all this pressure!
Teacher’s statement of problem:
This week I have noticed a marked changed in the behavior of Sarah, normally a very polite,
enthusiastic and participatory student. She has seemed withdrawn and quiet, and has not been
7
completing her homework assignments. When I asked her today about her missed homework, she
responded by yelling “Just get off my back, ok??!” This outburst both surprised and worried me. I
asked Sarah to stay after class so we could discuss her response and why she has not been
completing her homework, and to work out a solution that was acceptable to both of us.
Student’s resolution:
I talked things over with Miss. Rossetti and she seemed pretty ok when I told her what was going
on at home. She agreed that it would be ok if I handed in some assignments a bit later, as long as I
told her first and we decided together on an appropriate due date. She also invited me to come to
the homework club she runs at lunch, where kids can get some extra help or just have a quiet
place to work. She is really helping me out so I agreed that I would try and participate more in
class and that I would try to talk to her about my problems rather than just getting upset and
yelling at her. She also offered to talk to my Dad with me about everything that’s been going on
at home, which makes me feel a lot better about things.
Student’s signature: Miss. K. Rossetti
Teacher’s signature: Sarah Williams
Parent’s signature: Brian Williams
8
COMMUNICATING WITH PARENTS
Notes from chapter 12 of Creating the Dynamic Classroom
Developing a strong partnership with parents is an integral part of a student’s education.
The more involved parents are in your classroom and school community, the more
familiar they will be with your program and in turn more supportive. Many parents are
now involved in their children’s education; however, there are some schools where it is
difficult to get parents involved. As an educator you must continues trying to read out to
them. The more informed a parent is, the more they can assist their children at home.
Student Involvement
Ways to keep all parents
informed and involved:








Send home:
- classroom and
school newsletters,
see figure on right
-notes
-communication
outlines
Invite parents to
curriculum nights
and information
sessions
Parent-teacher
interviews or
conferences
Daily agendas or
homework planners
Regular homework
assignments
Invitations to school
and classroom
events (eg.
Assemblies, open
house evenings)
Volunteer Programs
and Opportunities
Web site with
information about
your program
Community
Building
WHY?
Full contact
information
Visually
appealing
IMPORTANT
TRAITS
Concise
Quirky
biograph
y
Parent and
guardian
involvement
and
communicati
on
Extracurricular
activities
Notifications
Course
information
9
Volunteer
opportunities
Family Dynamics
A teacher should collect background information about their students and their parents.
Check with your school to see if there is a set form and if not this can be done with a
questionnaire asking the necessary questions. This is a good time to find out the family
structure, the languages spoken at home, medical history and any other relevant
information. If there are families whose first language is not English, a teacher should
ensure to have important letters translated.
Parent Participation and Volunteers
Teachers should make opportunities available for parents to take part in school or
classroom events. Inform parents about these opportunities through one of the many ways
listed above. Parents can:
 supervise field trips
 help with the editing and publishing of students’ writing
 answer interview questions about their occupations, experiences, and interests
 organize fundraising events
 participate in the work of the School Council or teacher association
 assist in the classroom and library
Make sure to keep in contact with volunteers and provide them with a timeline for their
involvement and with a list of expectations. Plan ahead so volunteers in the classroom
always have something to do. Volunteers need to feel useful and valued. Encourage them
to ask questions whenever they are unsure about an expectation. Volunteers need to be
made aware that things they do and learn about the students and teachers while in the
school are strictly confidential; a letter signed by the principal may be a good way to
accomplish this. Also, provide volunteers with a copy of the school or district code of
behaviour and state consequences for inappropriate behaviour.
Providing a volunteer with useful and concise information about developmental
characteristics of children, multiple intelligences, and theories about how children learn
will give the volunteer a better understanding of the students they will be working with.
Also information about what a volunteer will see in terms of groupings and learning
centres may prove useful. Training could also be provided for volunteers for more
specific situations, such as paired reading.
Most importantly make sure that parental involvement and volunteers are appreciated.
This could be done through an appreciation event such as a school barbeque.
- Melanie Hrenko
10
COMMUNICATING WITH PARENTS
September 10-14, 2007
Newsletters
Why?
 Keep parents/students up to date of what is going on in the school (i.e. Sports,
clubs)

Introduce yourself – reduce parent/student anxiety. Can also introduce new
teachers

Rapport Building: i.e. contact info. Start building the student/teacher relationship
early

Accountability: Will let students know what is going on (i.e. Due dates), and to
make sure the students know what is expected of them. I.e. look, it’s all here, I
gave it to you.

Organization: Getting information on the first day ensures constant organization,
ensures they have the proper supplies, etc.
Important Traits
 Events: Let you know what’s going on

Policies/Rules: Such as dress codes, board rules, consequences, class room
restrictions

Full Contact Information*: School address, phone #, fax #, your school email, etc

Age appropriate to the grade level it is directed at

Solicit volunteers*: Do it right at the beginning. State what you are going to be
involved in and ask if anyone could volunteer their time to the cause

Include a Quirky Bio*: Welcoming the students, say who you are – make it FUN!
I.e. Spent the summer in the Rockies, can’t wait for the next Harry Potter book ~
make sure it is age appropriate

Design/Visual Appeal (i.e. Publisher)
11
- Natasha St. Onge
Communicating with Parents
September 10 – 14, 2007
- Jim Meagher
12
METACOGNITION (January 28)
Strategies for math/computer science:
All of the following techniques are suitable for grades 10 and 11. Since mathematics and
computer science are so interrelated the techniques can be used in either class.
Representational Imagery:
 Visualize the ways in which systems of equations can interstect (single point,
never, everywhere can be visualized as two lines intersecting, being the same line,
being parallel). Students can also graph them and see from there.
 Show a picture of a small shelving unit with tiny compartments to illustrate 2-D
arrays.
Elaborative Interrogation:
 Pseudocode: state an example of an efficient and non-efficient program – ask why
a particular solution to a programming problem is efficient when it is not, in order
to get the students to think of a better solution. For example: show a
recursive/iterative program and have students explain why recursion is better
when really it is not.
 Discuss proper posture by analyzing a picture of a student (or someone) sitting at
a computer. State this is not the best way to be seated. Ask why this is not the
best way to be sitting. Students will analyze the picture and answer the question.
Acronyms:
 SOHCAHTOA: Sin = Opposite/hypotenuse, Cos = adjacent/hypotenuse, Tan =
opposite/adjacent
 CAST – cos, all, sin, tan
 BEDMAS/PEMDAS/BODMAS – Brackets, exponents, division/multiplication,
addition/subtraction, please excuse my dear aunt sally
Keyword Method:
 Composition of functions. Fog and gof are shortened by students into ‘fog off’,
which they are likely to remember.
 Network: think of a sailor working a net and hauling up a bunch of computers. Or
picture computers connected together like a net with each connection point of the
net being a computer.
Summarizing:
 Summarize an article review relating to computer science (summarizing the
paragraphs)
 Writing documentation for a created program (input values, expected values,
function list)
Concept Mapping:
 Brainstorming the impacts and consequences of new technology on society. I.E.
pros and cons of new hardware/software developments.
13


Brainstorming review of topics before a test.
Comparing and contrasting different programming strategies.
- Brandon Brown
January 28, 2008
KEY POINTS FROM “Learning Strategies in the Classroom: by T. Seifert
(January 28, 2008)
Four Key Points
 Students must attend to the information to be learned
 Students must create an understanding of the material by creating or identifying
relationships amongst the to-be-learned ideas
 Need to relate new ideas to prior knowledge
 Students need to understand that learning requires mental effort
Representational Imagery: Mental imagery. It can be used for remembering facts and
with extended prose. Developmentally older students benefit from this, but young
students have been shown to benefit from their own imagery. For younger children, this
will not only aid memory but motor activity as well. Imagery is thought to enhance
memory for two reasons. One is the dual coding theory (2 memory systems): Verbal
systems and non-verbal system. For example, images of verbal information, including
illustrations with text, or elaborating upon illustrations with explanations (both systems
are activated). Also, in making a mental image of some information, the students must
identify important ideas and relate those ideas.
Scientific Example: In Senior biology, students can read about the functioning of the
heart, including what type of blood enters which side (left or right), which chambers are
the largest, etc. They can then mentally visualize and draw a heart pumping, having a
large left ventricle and having red blood (oxygenated) flowing into the left side of the
heart and blue blood (non-oxygenated) flowing into the right side of the heart.
Elaborative Interrogation: Enhances memory of facts. First, you read a fact to be
remembered, and then ask, “Why would that be true?”
Steps: (1) Read the fact to be remembered; (2) Turn the fact into a why question; (3)
Answer the why question.
This has been noted to work with students as young as grade 4. The strategy seems to
increase in power as students get older.
Scientific Example: Leaves on a plant are green because they contain chlorophyll.
Chlorophyll absorbs all wavelengths of light; however, it reflects the green wavelength of
light giving the leaf a green appearance. Upon discussing this with students, a teacher
can ask, “why are leaves green?” The students can then answer the question using the
new information they have learned.
Acronyms: A series of letters that spell a word, with each letter in the acronym
representing another word. A variation of the letter acronym is the acronymic sentence.
14
Acronyms work because they take a lot of information and cut it down into a small,
manageable amount. They also help impose an organization on information that
enhances retrieval of information.
Scientific Example: In Science to remember the numerical nomenclature rules in organic
chemistry, we use: Mary Eats Peanut Butter Primarily Having Hers On Numerous
Dessert (meth-, eth-, prop-, butyl-, penta-, hexa-, hepta-, octa-, nona-, decaKeyword Method: A well researched mnemonic that has been clearly demonstrated to
enhance memory for definitions and associating an object with its attributes. This
strategy involves identifying a new word and then generating an image of the new word
and old word interacting. Why does this work? First, there is an imagery component
involved (generating an image which will in turn enhances memory). Then, the learner
transforms material by creating a similar sounding word. This links the new information
with something familiar.
Scientific Example: To remember photosynthesis: this is the process by which a plant
harvests the energy from the sun converting it into usable energy; the students can draw a
picture of a plant taking a picture (photo) of the sun. This way, the word “photo” is
included in the drawing, as well as the plant taking the “photo” of the sun.
Summarizing: Enhances memory for main ideas. For example, students read a section
of prose and then write a sentence that describes what that prose was about. This has
shown to improve memory of prose by about 33%. This is effective because the student
must attend to important concepts within the text and then generate meaningful
information from unimportant, and state how important concepts are related to each
other. Also, this strategy causes students to express the main ideas in their own words
(deep processing / mentally manipulate information).
Scientific Example: For a grade 12 class, to familiarize them with scientific journal
articles, the students can read a paragraph from the journal and summarize the main ideas
of the paragraph into a sentence. They can continue this throughout the entire journal
until they have a paragraph summarizing the entire journal article. Scientific journals are
very abstract; therefore, this method will greatly enhance student learning of the article in
a manageable manner.
Concept Mapping: Webbing, mind maps, etc. Develops conceptual understanding of
complex prose. Again, one is identifying important concepts and relates those concepts
to one another.
This method makes the information mentally active.
Scientific Example: In a grade 8 science class, upon the beginning of the unit named
FLUIDS, the students (along with probing from the teacher) can develop a concept map
integrating and indicating all the information they currently know about fluids. This
would be a pre-assessment activity to determine what the students already know about
Fluids.
- Natasha St. Onge
15
MULTIPLE INTELLIGENCES
October 1 – 5, 2007
Today, there are many more multiple intelligences, including existentialist intelligence
and naturalist intelligence.
My strongest MI is interpersonal – this is because I am in tune to other people’s feelings,
and I enjoy group work. Social interaction is the main idea in this MI. Therefore, in the
classroom, I like to employ many cooperative activities as a teaching strategy. The
students get to move around and interact with one another in my classroom. This also
lets the students discover on their own terms with fellow peers, instead of having me at
the front of the classroom dictating information to them. My weakest MI would be
intrapersonal; metacognition is not a strong point of mine. I like to collaborate with other
people instead of looking into myself for the answers. I believe in resources to get
information, and a very strong resource is other people.
In future teaching, I would be an advocate of group work, interaction and social activity
in order to learn concepts. However, metacognition and letting children do things in their
own framework will not be a strong system of working things in my classroom. Many
students would be able to work in this framework, but others, those who are in touch with
their inner selves – would not like this frame of teaching.
Ways to overcome: Ask people for help – do not forget this point. Even bouncing ideas
off of other people will be beneficial Also, look for other resources!
- Natasha St. Onge
MULTIPLE INTELLIGENCES
October 1 – 5, 2007
Least/Strongest MI & Implications for My Teaching & Student Learning
My least strongest multiple intelligence is logical-mathematical. As a student in
high school, I always struggled in math class. For whatever reason, different concepts in
math were hard for me to grasp and understand. While teaching on my upcoming Grade
8 placement, I know I will have to pay particular attention to planning and implementing
math lessons. My strongest multiple intelligence is verbal-linguistic. I enjoy writing and
have always excelled in writing essays, creative writing, short stories, etc...
This information will certainly have huge implications for my teaching and the
way my students learn. First and foremost, however, I need to realize that not all students
with excel in the same areas that I do. Although I might be strong in verbal-linguistic and
naturalistic intelligence, some of my students might struggle with these intelligences but
excel in math and logical skills. It is up to me as a classroom teacher to provide ample
opportunity for all students to excel in my classroom – regardless of their multiple
intelligence. Providing students with lots of choice on tests and assignments is another
16
important element to consider. Differentiated instruction, including a wide variety of
assessment strategies, will form the basis of evaluation in my class. In terms of student
learning, by learning about multiple intelligences I will now tailor my lesson plans, unit
plans and assignments to the individual strengths of different students. Instead of the
traditional ‘pen and paper’ assessment strategies like tests, I will try to incorporate more
‘active’ learning such as drama, role playing and skits to compliment different multiple
intelligences.
- Jim Meagher
17
PYGMALION THEORY/SELF-FULFILLING PROPHESIES / TEACHER
EXPECTATIONS
-
two requirements – first hand exposure to the student and knowledge about the
student’s reputation
Rosenthal and Jacobson’s Pygmalion in the Classroom; perception of the
teacher/parents can influence results
Consult my PowerPoint on Teacher Expectations:
http://www.nipissingu.ca/faculty/douglasg/EDUC4464/Resources/powerpoints/TeacherE
xpectation.ppt
1) closed minded
2) isolated
3) spoiled
4) troublemaker as well
5) genius
6) popular
Inspiration to be a Teacher:
I tutored first year calculus students and worked in a math drop in centre while working
on my mathematics degree. I really love doing mathematics and teaching others these
skills was a highlight of my university career. I found that I connected with several of the
students and I really made a difference in some cases. There was one girl in particular
really influenced me to be a teacher. In the first semester of Calculus she barely passed. I
18
decided that when I started tutoring that she was capable of much more and through hard
work on both our parts, she received a 70% on the second portion of the course. Although
this was largely her achievement, I was very proud of her and this experience impacted
me.
Movie Summary of Dangerous Minds:
A teacher played by Michelle Pfeiffer is place in a very difficult class to teach. The
students are described to her in such a way that they are unteachable and she is given the
impression that there is nothing she can do with this class. Her character is an ex-marine
which gives her an edge as it gives her confidence and strength. The class resists her at
the beginning, but she slowly gets to know the students personalities and uses this to
connect with them. She does not lower the bar for this class and she expects hard work
from them. In the end she achieves her goal and the class excels.
This movie inspires me to be strong and to never give up on my students. I need to go
into any classroom with the attitude that they can succeed, despite any descriptions I am
given by other teachers and administration and my own first impression. These biases
would affect how I teach and I do not want to reflect this in the classroom. It shows that
even though a student may seem unreachable, if I spend some time getting to know
him/her, I will develop a better understanding of the student and will be able to improve
my approach so I can reach him/her.
- Melanie Hrenko
Pygmalion Theory – Dec. 12-14
The Pygmalion theory is, by my estimation, one of the most influential theories posited
about the relationship of teachers and learners. Luckily, I have already begun to use this
method quite extensively throughout my practice teaching. Never do I enter a classroom
and “believe” that there are no trouble makers, slackers, or children without severe LD’s.
I understand that there could be, but I do not judge the class or the individuals on that
understanding. To me, every student can achieve a personal best while in my class, and it
is my job as an educator to help that happen. I can remember in a grade 10 biology class
when the very opposite of what I just described happened to myself. After class one day,
my friend and I were just packing-up our belongings and getting ready to go home.
Before leaving the room our teacher stopped us and said “ok you boys, this reading
tonight will be a little difficult for you two. I know that you two aren’t high achievers, but
try to do the readings tonight and then we will see if you will be able to keep up and pass
the class.” I am far from an English major, but at the time I could still easily read grade 9
19
text. It was that moment that made me feel stupid and worthless, and it is something that I
will try never to do to my students. Also, looking at Mr. Holland’s Opus, we can see
something similar there as well. At the beginning of the movie he believed that the
students were stupid and couldn’t relate to music at all. After realizing his own mistake of
not making the material relatable to the students, he overcame that challenge as well.
- Rob Hendy
PYGMALIAN THEORY
December 12-14, 2007
It is within my thoughts that the Pygmalion theory is not only true but valid in everyday
practice. This can have both a positive or negative effect in the classroom. For example,
if a student is seen as unmotivated, the teacher may give less attention to this student if
they ask a question in class. However, if a student who is seen as motivated asks the
same question, they are often regarded more highly and the teacher will spend more time
with them answering the question. Therefore, not only is the “unmotivated” student
discouraged, they are more inclined to agree with the perceived notion the teacher is
directing towards them. As per the course in Special Education / Educational
Psychology, this contributes to the problem of “labeling.” Once you label a student with
an exceptionality, they will be viewed through a different set of glasses. Even if they do
not have an exceptionality, yet everyone suspects that they should, the student
unconsciously may begin to act like a person with the exceptionality, thereby deepening
this phenomenon more. On the positive side, if you believe a student has more potential
then they present, the student may begin to act in such a way that mimics the teacher’s
perceived notion of them.
The implications of this approach will influence my teaching in many ways. Because I
am aware of the effect this theory has on students, and because I strongly believe that this
theory is, in fact, truth, I will make a conscious effort to not treat students in a negative
way because of some hidden perceived notion. Therefore, students who are LD,
behavioural or unmotivated, for example, will not be treated in any different way than
those who do not possess these traits. I will try to treat each student as if they can
achieve anything they want, be all they can be. I will treat each of them as a star, as best
I can. On my last placement, I’ve already seen the effects of this attitude in the
classroom. One student, M, is much unmotivated, and he often disrupts the class, does
not do his homework and is often kicked out of class. Many teachers also do not like
him. During my November practicum, I made it a point to get to know M, learn his likes
and dislikes, talk to him about things going on with him. I also made it a point to tell him
that he could do the work with a little help. Whenever he asked for assistance I was
always there to help him. This ended up paying off well for M. On my last day, I gave
the students a drawing assignment. They were to draw themselves as a superhero,
possessing all the qualities they believe a superhero should have. Originally, M drew a
squiggle, stating that he cannot draw (because everyone always told him he could not).
20
However, when I handed back a bunch of assignments, he had done quite well. So, he
came back, asked me to re-do his superhero assignment, and came back with a very good
depiction of himself as a superhero. Needless to say, I was very impressed.
In modern cinema, a perfect example of the Pygmalion theory at work would be the
movie, “Sister Act 2” with Whoopi Goldberg. In this movie, she becomes a teacher at an
inner city school, where the students are highly unmotivated and do not care about
school. However, she quickly turns them into great singers (even though they all said
they could not sing) and they went on to win the state championship competition. There
is one student in particular who was adamant that she could not sing, and by the end of
the movie, she was applying for a scholarship at a performing arts school. I can
remember wanting my father to come into my school to direct a choir such as this,
because due to this movie, I truly began to believe that I could sing as well. Thus, the
Pygmalion theory is seen everywhere in life, not just in movies and in the classroom, but
everywhere.
- Natasha St. Onge
ENTRY #9 – PYGMALION THEORY/SELF-FULFILLING PROPHESIES – Dec.
12-14, 2007
“The Pygmalion theory, the idea that people tend to live up to others’ expectations, is
useful in understanding a wide range of human interactions. When interacting with
people, it is rational to examine a subject (the person being interacted with) and build a
set of expectations for that person. The better one knows the subject, the more specific
and accurate expectations will tend to be. With a set of expectations in mind, you behave
toward the subject in certain ways. The subject reads these signals and tries to live up to
expectations.”
How will the implications of this approach influence my teaching:
The implications that the Pygmalion theory has on my approach to teaching is summed
up by awareness and responsibility. I am a firm believer in this theory and I try to take
time to think about everything I say to students so that I do not put down any of their
ideas or thoughts. As educators we are encouraged to teach our students to be critical
thinkers yet sometimes we end up “putting out their candle” by diminishing the
importance of their thoughts and ideas. I know that when I was in high school I was told
by an English teacher that I did not know how to write an essay and still to this day I
believe that I can’t and I get extreme anxiety every time I know I have to write something
in essay format. As you can see this has had a lasting impression on me since it has
continued to be an issue throughout my university career. Perhaps the most appropriate
way to deal with my poor essay writing style was to take me aside and explain it better
rather than just expect that I would learn on my own for the next time. Because of this
experience I will definitely be aware of how I critique students on their work and instead
of putting down their skills I will work with them to improve their skills further.
21
The film I chose to write about in my paragraph below is titled “Mona Lisa Smile.”
Mona Lisa Smile tells the story of a feminist teacher who studied at UCLA
graduate school and left as a first-year teacher from "Oakland State" University (thought
to be a fictionalized University of California, Berkeley), leaves her boyfriend behind in
Los Angeles, California in 1953, to teach at Wellesley College, a conservative women's
private liberal arts college in Massachusetts, United States.
Watson tries to open her students' minds to their freedom to do whatever they want with
their lives. She encourages her students to believe in themselves, to study to become
career professionals, and to improve their economic futures. She uses her art teachings as
a vehicle to put across her opinion to the young women; that her students needn't conform
to stereotypes of women made by society, or the roles made for them by society, as
women born to become housewives and mothers. She felt that women could do more
things in life than solely adopt the roles of wives and mothers. In one scene of the movie,
she shows her students four newspaper ads, and asks them to question what the future
will think of the idea that women are born into the roles of wives and mothers.
Watson's ideas and ways of teaching are contrary to methods deemed acceptable by the
school's directors; conservative women who believe firmly that Watson should not use
her class to express her points of views or befriend students, and should stick only to
teaching art. Watson is warned that she could be fired if she continues to interact with
students as she has been doing.
Undaunted, Watson becomes stronger in her speeches about feminism and the future of
women. She is a firm believer that the outlook of women in society needed to be changed
if women were to achieve better futures, and that she needed to instill a spirit of change
among her students.
Watson chooses to leave after the one year but, as she is leaving the campus for the last
time, her students run after her car, to show their affection and to thank her for her
lessons.
My response to the movie:
This movie is inspirational to me because Julia Roberts only wants her students to see
what they are capable of instead of what ‘they were born to be/do.” Julia Roberts never
gives up and believes in every one of her students no matter what they believe of
themselves. I really think that I have this viewpoint as a teacher because I hold my
students to the highest of standards and try and make them believe in themselves
everyday by telling them that I believe in them. When I was on my last placement I had
students telling me that they were never going to be able to get into college or university
and it made me so sad to think that they thought of themselves in this way. I ensured
them that with hard work and determination that they could conquer anything.
- Whitney Meier
22
STUDENT PORTFOLIOS
January 7 – 11, 2008
General Notes
Stacey’s Portfolio
 Portfolios are used extensively in interviews!
Organization
 Overview of Candidate – PERSONALIZE if it fits you
 Certificate of Registration
 Reference Letter
 Cover letter
 Resume (2 pages – 3rd page has references)
 Reference letters from people who saw her teach (3 – Doug Gosse, AT, FA)
 Include Undergrad Marks & Teacher’s College Marks
 Personal philosophy of education
 Student Cards
 Classroom Management Plan
 Practice Teaching Sessions – Samples of Lesson Plans (APFs + GPFs)
 Student Work – Photos
 Practice Teaching Reports
 Integrated Unit (CD class) – Rubrics
 Example of Test
 Teaching with Technology
 PowerPoint (one or two slides on one page)
 Leadership & Community (eg. Cheerleading) – one sport or one non-sport activity
 Newsletter
 Webpage (first page)
 Teams/Coaching
 Certificates of Appreciation & Achievement
 Ongoing Professional Learning (Individualize)
 Ethical Standards
 Police Service Records
 TB Results
Be really organized if you use this in the classroom
Handouts
Samples of work
The Video Journal of Education Notes
 Significant of portfolios – benefits to learners, teachers and parents
 Put the learner more in control of the learner – self-evaluation!
 How I understand myself as a learner
 Good method to see growth taken place
23




Collection of work – selective process
Collection vs. selection = reflection of the learner
See the progress
See the process of doing work
How Might I use Portfolios?
I might use portfolios in my classroom to showcase student work and as a
valuable self assessment tool for my students to use. It is a good tool to use in order to
allow students to reflect on all the work they have done in a term and select what they
think is their ‘best’ work over that period of time. It does not have to be the assignment
they received the highest grade on, but could be an assignment they thought they put a lot
of effort into or one they feel particularly proud of. I will encourage students to
showcase an overall growth throughout the portfolio. I want to be able to see a
progression from one assignment to the next. Hopefully, by employing portfolios as an
assessment tool in my classroom, I will be able to encourage students to reflect on what
they have accomplished in class and visualize the growth that has taken place in their
learning up until that point.
- Jim Meagher
24
VISUAL ORGANIZERS/VISUAL TOOLS/ CONCEPT
MAPS/THINKING MAPS
Course: MEL 4E
Expectation: students will gather, interpret, and compare information about owning or
renting accommodation and about the associated costs.
Double Bubble Map
Course: MPM 1D
Expectation: students will demonstrate an understanding of the exponent rules of
multiplication and division, and apply them to simplify expressions;
Bubble Map
25
Course: MEL 4E
Expectation: categorize personal expenses as or discretionary
Tree Map
VISUAL ORGANIZERS
October 29 – November 2, 2007
DOUBLE BUBBLE MAP
When comparing and contrasting, we use Double Bubble Maps. This is similar in concept
to a Venn diagram. Two items being compared are written in the two center circles.
Outside bubbles show items that share qualities with only one object - these are
contrasting qualities. Center bubbles (that connect to both circles) show similarities
26
between the two items being compared.
FLOW MAPS
Flow Maps sequence and order a process. They identify the relationships between stages
and substages of an event (or order or numbers, operations, steps, etc.) They can be used
to
explain the order of events. In the outside
rectangle, write the name for the event or
sequence. Rectangles to follow list the steps or
events
that follow from beginning to end. Smaller
rectangles may be written below to list substages
or each
major stage.
MULTIFLOW MAP
Cause and effect is represented in a Multi-
27
Flow Map. It is a process of sequencing that looks at what caused an event and the
results/effects of the event. It helps students analyze a situation by looking at the cause
and effect - the 'why' and 'consequences' - good or bad.
In the center rectangle, list the event that occurred. In the rectangle to the left, list the
causes of the event. Write the effects/consequences of the event in the rectangles to the
right of the center rectangle. If you are studying a system, you will find that there are
effects in the system which, in turn, influences initial causes. This circular cause and
effect
relationship
is called a
feedback
loop.
CIRCLE MAP
Circle Maps are tools used to help define a thing or idea. It is used to brainstorm ideas
and for showing prior knowledge about a topic. In the center of the circle, use words,
numbers, pictures, or any other sign or symbol to represent the object, person, or idea you
are trying to understand or define. In the outside circle, write or draw any information
that puts this thing in
context.
28
- Natasha St. Onge
29