Category Archives: 3.4 Prof. Reflection & Commitment

What is mathematics?

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What is mathematics?

Though this question is impossible to summarise in a few words, these were my responses to this question from today’s input:math-wordle

“mathematics is solving problems with numbers”

“mathematics is universal”

“mathematics is everywhere” (This was proven to us by being tasked to highlight in a newspaper wherever we saw maths. The yellow highlight strewn across the front page was evidence enough).

Maths anxiety is not something I believe I have, however, being informed in our lecture that in order to be numerate, you must not only understand the mathematics you are doing, you must be able to explain your thinking. If I was confident in my own ability to do a maths problem and was put on the spot to show how I did it, I think I would feel immense pressure and embarrassment in case I was wrong. Showing me there can always be doubt and fear.

Before my first year school placement I felt confident about teaching mathematics and felt I had an understanding of the basics at least. Maths is a subject I enjoyed and was good at, at school until Higher level – but that’s a different story and I won’t go there now. However, during my placement, I taught an extensive amount of mathematics. During one lesson I won’t forget, I had a really tough time helping a small group understand the lesson objective. Repeatedly breaking down the success criteria for the children but this group just weren’t getting it. I thought the way I was explaining it was simple enough however saying it over and over again did not work. I realised the problem lay with me and my inability to explain it in a different way. Therefore, my confidence in my own ability plummeted.

maths-frustration

The example above is why I am glad I chose this elective module as I need to better understand mathematical concepts, to improve not only my competence but re-build my confidence in a subject that I enjoy.

Our lecture on “what is maths? Why teach it?” was really interesting and dare I say fun! The task to work out how many snaps to break up a bar chocolate with 64 squares brought about many things which are so important to exploring maths: discussion, conversation, sharing language and most importantly, play. We were able to visualise and draw connections from this task to help us and we had help with props too.

I think we have got off to a great start in not only understanding but actually doing what mathematicians do. In the lecture we did all of the following without even realising it:

  • solve problems
  • investigate
  • explore
  • discover
  • use symbols, tables and diagrams
  • collaborate

Another task was to discuss which way we would calculate this problem:

“In a warehouse you can obtain 15% discount but you must pay 20% VAT. Which way would you prefer your final bill to be calculated: with discount first or with VAT first?”

I first dove in with working out the answer doing 15% off first then 20% VAT and vice versa and was not surprised to find that both answers were the same. It was interesting to hear other people’s ideas that the reasoning behind perhaps adding the VAT first was that so there was a greater number therefore when it came to the 15% discount there would be more money off. This was a great task to see how other people’s mind worked as, as I said I just dove straight in, however, others had more logical thinking, albeit the answers were the same, it shows that no two minds think alike.

Upstart Campaign- Introducing Kindergarten to Scotland

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upstart logo

During last semester a few different lecturers mentioned that of the Nordic school model where children start school later (around 7) and catch up very quickly and even overtake those who started school earlier by the time they reach eleven or so. This was something I wanted to look into further but never got round to doing.

Last night I attended the Upstart Scotland Campaign debate organised by Brenda Keatch in the Dalhousie Building at the University of Dundee. There was fantastic turn out with a host of different people from different professions there including student teachers, lecturers, health visitors, child minders and parents. Brenda said that she had originally anticipated around 40 people attending yet there were over three hundred tickets requested so the event location had to be changed three times! This did just show how interested people are in hearing more and supporting this campaign.

So what is Upstart Scotland?

“Upstart Scotland is campaigning to have the principles of our Curriculum for Excellence transformed into practice by introducing a kindergarten stage for three-to-seven year-olds based on the Nordic model. This is influenced by research that indicates there is no educational advantage to an early start to formal education and that this may in fact causes social, emotional and mental health problems for many children. The emphasis of a kindergarten stage is to provide children with opportunities to play (with a strong emphasis on outdoor play)”.

I really value the power and significance of play as it stimulates qualities such as social, cognitive and personal qualities including communication, problem solving and self-regulation. All of these especially self-regulation make the difference for teachers dealing with behaviour issues. It makes sense to think that a 4 or 5 year old who does not have the ability to “learn” how to read or write will be unable to self-regulate their emotions which will have a knock on effect to confidence, self-esteem etc.

However, a friend and I had the discussion that what everyone else who has started school at the age of 4 or 5 who are all successful curious adults? … Technology. Technology has transformed everyone’s lives enormously and especially in play. This was a huge talking point in last night’s debate and unfortunately, play for some children mostly includes sedentary TV screens and tablets. Children are not getting the chance to experience play in the way that once was. The rate at which technology is developing is not going to slow or change but the fact is that humans are not developing at the same unprecedented rate is a problem.

The evidence is so clear and I agree that the Nordic model is better than ours. Finland is the near highest achieving country in both education and childhood well-being. The statistics (which unfortunately I don’t have where they are from as I just noted them down) are of school starting ages around the world:

  • 4/5 year olds – 12%
  • 6 year old – 66%
  • 7 year olds – 22%

Delaying children starting to school would cause outrage for some people. Key speaker from last night, Dr Suzanne Zeedyk said that people are suspicious of play and think children are not learning from playing – that they are having fun. They could not be more wrong. They are building on the foundations for the future such as friendships, being inquisitive, imaginative and finding a sense of self.

There was also an emphasis of trying to slow down children’s childhoods. Life expectancy is getting longer and yet childhood is getting shorter. The word “tween” has been added to the dictionary to describe a child aged between 9-12 who is “no longer a little child, but not quite a teenager”. This has already been done and it won’t change so therefore I feel attitudes need to change to play.

I don’t believe the school age is something that will be raised any time soon in Scotland but creating awareness of the importance of play and outdoor play and the qualities that children learn through this is completely necessary for them to be able to learn effectively in school. Effective learning is what is most important and is what will ultimately bridge the attainment gap.

I realise I do sound like a walking, talking (blogging) advert for Upstart but I really feel quite passionate about it. There will be plenty scepticism about Upstart but as was discussed last night, once upon a time not all children went to school, females didn’t go to university, there were physical punishments as a norm in school so hopefully one day starting school at a later age will be a norm too. Upstart is a vision and a national movement and its purpose is to change the ethos of education.

I would urge you to have a look at the website and associated articles and please give me your thoughts.  I look forward to hearing more about just how Upstart hope to bring about this change.

Upstart – The best start for Scotland’s Children

 

Not so scary Maths

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When asked to rate ourselves on a scale of 1-10 for enjoyment and confidence of maths I rated 8 and 4 respectively. Maths is a subject that I enjoyed at school but the thought of teaching maths is frightening. It’s been while – almost 2 years since I’ve studied mathsimages and prior to that 5 years since school – so I am nervous children may know more than I do!

In Tara’s input we discussed maths myths and anxieties:

  • It’s not needed for everyday life
  • You are better at maths or language and not both
  • My mum wasn’t good at maths so I won’t be either
  • Some people just can’t do maths

Genuinely, I’d never heard of maths anxiety until I started University but it is something I need to understand. Maths is not something I was ever frightened of. That’s not to say I’m an expert but I did and still do enjoy using numbers. I feel I do have a positive attitude to maths and but must admit I did/do agree one of the myths that you are stronger in either maths or language as I felt exactly that, that maths was my stronger subject compared to language. (Something I need to get out of the habit of thinking).

It is paramount that teachers show a positive attitude and confidence to maths. As soon as you show weakness with any subject but particularly in maths you give reason for children to doubt their own abilities. Mistakes can be made but not being indexembarrassed and using them as learning opportunities is important as a teacher to show children it’s ok. Equally saying something like “I wasn’t very good at maths” or “I was better at language” sets doubt and leads to a self-fulfilling prophecy.

My thoughts were that I may have confidence in my own ability but not teaching maths and as long as I show enthusiasm then I’ll be ok. However, Tara then showed us a quote:

“Teaching enthusiasm cannot be maintained where a teacher is unsure of the material… consequences of unsound subject knowledge is hesitancy in teaching, lack of direction to the lesson and lack of clarity in explanation”. Banks and Mayes, 2001, p25.

This then scared me.  I have only engaged with the Online Literacy Assessment a few times (okay only once) and my score was embarrassingly low.  I really need to get my knowledge up to scratch and there is little time left until placement.  We are not required to teach hard mathematics but unless there is understanding (apparently) then doubt will be cast over my teaching of the subject. Better get to it…

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Encouraging the collegiate environment of EduShare

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Reading the blog posts assigned for today’s TDTs has inspired me to get my own blog up to date. At the start of Semester 1 I was really into GLOW and posting my TDTs. During this first semester there was such a huge focus on becoming an enquiring practitioner and a professional who challenges their self for their own benefit and of that of their practice. However, life did get in the way and there were other things that required more attention such as assignments and VIVA’s. All results are in so there really are no more excuses for me to not be re-engaging in the ePortfolio. I have understood from the beginning of this course that the intention of the ePortfolio is for me to show evidence of my understanding and working towards the SPR. However, the lack of engagement from my peers and lecturers on my blog posts is something that put me off before the Christmas break and I never got back in to the swing of things.

Personally, it takes me a lot of time to prepare, preview, draft, redraft and finally publish a blog post. I have a tendency (like now) to start writing and go off on different tangents. I then have to go back to my original thought and edit, edit, edit. I hope that with practice this becomes more straightforward and isn’t so consuming so I can utilise my time more effectively to perhaps research what I would like to write before jumping straight in.

I really enjoy reading my peers posts and I feel I benefit from them as I see different thought processes and opinions. There are a lot of people in our cohort so our ePortfolio’s do give everyone the opportunity to get to know each other better.

There was one post we were assigned to read today that really caught my attention – Problematic Problems. This is a very well thought out post and I can see Michelle’s train of thought and I really like how personalised it is e.g. including family members ideas of maths etc. Although she discussed her previous anxieties with maths I especially liked how you have included the next steps to prepare you for teaching maths. It is so informative and the further reading is especially helpful for your peers.

By evaluating the blog posts I will definitely be taking indexsome tips to make my own posts more interesting such as including more links, pictures, references and further reading. I’ve also realised considering how many of my peer’s posts I have read but I have never fully engaged in commenting on them. Without comments on the ePortfolio I feel we will remain anonymous which is counter intuitive to the intention of collegiate environment of EduShare. Without engaging in my own ePortfolio along with commenting on my peer’s work I would really be letting our hard work go unappreciated.

Truth, lies and the internet

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The internet is undoubtedly the greatest origin of information today. The vast amount of information that is readily available is overwhelming. “I’ll Google it” is a phrase I think and use most days. It could be for absolutely anything from symptoms of a mystery illness, to finding out what movie an actor was in. Ultimately, I use the internet for absolutely anything and everything. The authenticity of the information that I come across is now a concern due to the number of spoof websites. Sharon suggested we search for Martin Luther King and the 5th website on the first page is a complete spoof. Who knew!!? I am also guilty of looking at only source and believing that information. Sometimes, we come across inaccurate information and reiterate it. But because there is so much out there on the World Wide Web who is it say that it’s right or wrong, the internet says it so surely it must be right?  If I am naïve to what I find on the internet, I can’t imagine how this impacts young impressionable children.

In Sharon’s input we found out using Boolean terms such as “and”, “or”, and “not” and using quotation marks can reduce the number of hits from that search quite drastically. By narrowing this search down, it is likely children will come across less accurate information. According to a survey in Truth, Lies and the Internet, 47% of teachers surveyed report having encountered arguments in lessons or homework containing inaccurate information that has been found on the internet containing misleading information i.e. denial of the holocaust!! This is quite unbelievable that this type of information is even allowed on the internet.

There are other search engines out there and some that are child friendly.  Some examples of there are:

Kids click

aol kids

ask kids

By showing children there are alternatives to Google and teaching them skills of using the Boolean searching they will come across less inaccurate information.  This is not to say that every website they look on will be accurate so they still need to know how to tell the truth from the lies and always being safe in the digital world. There are many tools available on the internet to show demonstrate how to use the internet safely and to show just how easy it is to put anything on the internet.

I have created a Fakebook page using this link and it is so remarkable the likeness to a real Facebook page (obviously that is the point!!).

fakebook

Using Fakebook, I have created a profile for Albert Einstein.  Fakebook is really useful and a fun resource not only to consolidate learning from lessons and topics but to build on ICT skills such as searching, retrieving and uploading information and images .  Creating this Fakebook involved using Boolean terms to find out information about Einstein, including his birthday, family members, photograph and associated people to add as Fakebook “friends”.  To do this I had to save images to my desktop and upload them to the website.  The experiences and outcomes associated with this task could be linked to – “I can access, retrieve and use information from electronic sources to support, enrich or extend learning in different contexts”  TCH 1-03b.   By doing a task like this, the children enhance and consolidate their learning through developing ICT skills.

 

 

 

 

Constructive or destructive

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I’ll be honest to say it will take some accustoming to give and receive feedback. Emotions play a huge part in reactions to feedback and we are on a journey now on how to understand and use feedback constructively.  A few weeks ago the whole year were instructed to engage with three peer’s eportfolio’s and I feel this task has highlighted the fact that I commented on two blogs, only one time…. Naughty me!

The feedback I received was mostly positive and framed in a way that didn’t make me feel uncomfortable.  Previously, upon receiving feedback that has firstly been construed negatively had an adverse effect on my confidence and willingness to share future blogs. Confidence is something that can take a long time to build and can be shattered in second and with a few short sentences.  Learning how to frame feedback positively will help immensely deter any conflict in the future with colleagues.  You could list ten positive points about a persons writing but if there is one critique then that can outweigh the positives. To combat this, Nicki mentioned framing feedback in a positive way such as “have you thought about trying this” instead of something like “I didn’t like that”.

The process of giving peer feedback is a daunting.  You might have a thick skin but that doesn’t mean to say the person on the receiving end does.  I found that considering criticising someone’s work before I’ve read it is difficult.  The success criteria of this task was to make suggestions however if you feel the person has met all the criteria do you then pick at their punctuation or grammar?

Certainly from this exercise and in the past I have come to realise the importance of taking time and reading over feedback a few times, as tone is impossible to interpret over text.  In a professional environment, most, if not all feedback will be constructive so I need to learn first time to take my feedback positively to improve my practice.

What, why, how – the power of enquiry

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An enquiring practitioner is responsible for maintaining and enhancing professional competency for pedagogical development. It means going beyond the role of reflecting and conducting practice based research for a deeper insight to improve practice.

Professor John Hattie said “The biggest effects on student learning occur when teachers become learners of their own teaching”.

Teaching in Scotland has been reconceptualised vastly within policy, legislation and what it means to be a teacher; the benefits of which are tangible in practitioner enquiry.  This quote places huge emphasis on the fact that practitioner enquiry should always be carried out in mind of improving practice for the benefit of the children being taught.  An enquiring practitioner creates space to review and engage in reflective practice to help gain an enhanced understanding of not only their own teaching but when working collaboratively.  Now, there is more emphasis about understanding incentives to drive teachers, colleagues and children forward to make a difference.

It’s easy to be critical of others however to challenge yourself takes confidence.  You wouldn’t do the things the way you do if you didn’t feel it was suitable.  What we, as students, need to understand that the fundamental principles of practitioner enquiry is not to root out weaknesses but to refine existing ideas on what it means to be a good teacher.

As first year students there is already huge importance on the Standard for Provisional and Full Registration in preparation for autonomous life-long learning.  Practitioner enquiry impacts on us all as students as we need to always have higher expectations of ourselves, become critically adaptive in how to improve our own learning and utilise this is practice.  Ultimately, the result of practitioner enquiry is to better meet the needs of children and improve achievement.

Improvement without reflection?

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Reflection, in its simplest form, is recalling what you have done and is an essential part of learning. There are different levels of reflection that can take many forms. A reflective model I am encouraged to use in my social work module is Stephen Brookfield’s Four Lenses: autobiographical, peer (student), that of or fellow professionals and theoretical. The lens titles have been adapted slightly to suit the module but ultimately have the same meaning. By looking at ourselves through an autobiographical lens we identify our own assumptions in order to reveal pedagogy that may need reinforced. A peer (student) lens focuses on observations, evaluations and group work. Fellow professionals can provide support and feedback to enhance learning and teaching. A theoretical lens offers a view to support, understand and consider teaching or learning.

Reflection correlates with one of the most important professional values of being a teacher in my opinion: integrity. The SPR description of integrity is “critically examining the connections between personal and professional attitudes and beliefs, values and practices to effect improvement and, when appropriate, bring about transformative change in practice”. We must reflect on what we do in order to improve ourselves; it is imperative to recognise strengths and weaknesses. Without reflection there can be no improvement or change and without reflection, we are doing, not only ourselves, but our students a disservice.

Reflective writing is an opportunity to critically analysis what you have or haven’t done and include suggestions of your intentions to improve and develop yourself. I am really enjoying using the ePortfolio to reflect on my university life so far. Previously my writing may only have been conveying information but my ePortfolio is helping not only identify where I am, but what I need to, to help shape me to be the best practitioner that I can.

Honey and Mumford learning style questionnaire

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For my Social Justice module I was asked to complete the Honey and Mumford learning style questionnaire to identify and build on areas of development as a professional for collaborative working.  The questionnaire was developed based on the work of Kolb, corresponding with the experiential learning cycle he suggests – experiencing, reflecting, generalising and application – and involved answering eighty questions to result in a particular learning style.  There is a maximum score of twenty indicating learning styles and my results are the following:

Activist                 16

Reflector             10

Theorist               9

Pragmatist          15

Activists like to act quickly, get involved and get things done.  Reflectors look at situations from various perspectives and are more concerned with processes than outcomes.  Theorists are known for their thoroughness, solving problems and working alone. Pragmatist’s strengths are getting things done, preferring a more hands on experience with practical application of what they learn.

I can relate to these results based on the types of questions asked however I know that I adopt all four of the learning styles in a different environment or circumstance on a regular basis without conscious thought.  In a previous blog post I discussed the VARK learning styles which gave very different results and Richard Holme pointed me in the direction of this article suggesting that there is no empirical evidence to suggest instruction based on learning styles are effective. The results from the two said learning style surveys actually contradict themselves.  The VARK suggests I am predominantly a read/write learner however Honey and Mumford learning style questionnaire suggests I am more of an activist.  Theorists are described in the Honey and Mumford questionnaire as enjoying being taught in a didactic way which would agree with the read/write method of VARK however this was my lowest score in this questionnaire.

So are learning style questionnaires reliable? I do understand that the point of doing the Honey and Mumford questionnaire in relation to my module was to apply a method to explain and reflect my thinking. I believe that I know what my strengths and weaknesses without doing such learning style surveys. Tasks assigned for us to do such as the Online Unit and thorough reading and reflection of The Study Skills book will help identify how to strengthen my underdeveloped skills to become a more rounded and effective learner.  I appreciate in my profession as an educator, understanding learning styles is important however as previously mentioned there is no absolute way to learn and basing teaching on style-based instruction for a whole class in not practical and some subjects are best taught in a collective way.  Learning is an individual processes however knowing how you process it can help maximise skills that fit your strengths.

Co-operative Working

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The benefits of working co-operatively are endless especially in the teaching profession. Working in a supportive, team environment is much preferred than on my own. Working, studying and discussing ideas with others helps consolidate and enhance your knowledge and learning. Working co-operatively helps develop skills such as effective communication, time management and meeting deadlines, compromising to ensure harmony and commitment. If everyone puts in the same effort and work, the outcome will be significantly more successful. Co-operative working, if successful, will help in future endeavours as you can use your past experiences and put them into practice.

Challenges of working co-operatively

It’s not fair to others to only contribute a marginal amount and doing so completely questions your integrity if you take credit for others hard work. On the other hand it is equally unfair if one person takes charge and makes it difficult for others to contribute their thoughts and ideas. In the first week of my social justice module, we set reasonable rules for everyone to adhere to. One included all taking a turn to scribe for the blog. This allows everyone at some point to take a leadership role and organise our group. If we do not contribute and communicate our ideas then the scribe will be doing all the work their selves for the blog and this is not fair when it comes to your turn.

Social Mobility

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Polly Toynbee’s Guardian article discussing social mobility brings a lot of debate. We are meant to live in an open and meritocratic society so in theory anyone should be able to change their social standing. We have an education system that is fair to all but there are hidden barriers to stop people becoming part of some classes.

Polly suggests an upward surge, post war change of social class from working class to middle class jobs. However, previous to this and over the last 100 years, mass deindustrialisation has changed class structure greatly. During deindustrialisation, popularised money lending allowed working and middle classes a means to owning their own homes where as previously only the upper classes were wealthy enough to own properties etc.

Class has changed so much and modernised objective measurements of class, defined through occupation and income are measured through NS-SEC and the Great British Class Survey. Resulting from the lateral test, I am from the ’emergent service workers’. Reasoning given for this is that I am young, enjoy a cultured social life and rent my home. I don’t believe that social class is or isn’t fading as Polly suggests but that for some, social class is too subjective and people’s perceptions are ever changing. I know (and hope) that in 5 years time if I take the Great British Class survey again I would be categorised to a different class due to changes in my life.

Study skills and time management

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Reading the first chapter of the Study Skills book assigned for us I found some parts interesting but I do think some parts are not relevant to me e.g. Student accommodation, freshers week, financial issues, fitting in part time jobs. However having a browse through the book it will be definitely be a useful tool throughout my university career.

Some conclusions from the goal setting exercise were that I want be a positive influence in my daughters life and be a good mum. My career path is of course to be a primary teacher but I would aim to one day be a PT, DHT or HT. MA Education is a specific professional course and I would frankly be terrified going to university to do a a generalised degree. The certainty of knowing I am working toward a vocational degree personally gives me security as a mature student. Having met all of the lecturers over the last few weeks and find out most have a background in teaching is interesting because I know there are other opportunities for me in the future.

The general expectations are realistic and I know that I and I alone have the responsibility to get my work completed. Time management is one thing that will be a major factor in my university experience. I have to manage my time so well due to child commitments and I know nothing can be left last minute in case of unexpected illness or emergencies. Throughout my academic career I have always said ‘Right this it. This is the time I will be organised’ and end up writing essay into the wee hours of the morning. Or writing to do lists and losing them!! Now though in the past two weeks I am the most organised I have ever been. This smug satisfaction of knowing I’m getting my tasks done is such a nice (and new) feeling and I know I will continue.

One main area I’ve identified that I have always lacked confidence is writing, as in essay writing, putting thoughts on paper etc. This is something I know I can develop but it will come with practice and perhaps blogging might help!?