Creating High Performance Learning Environments

 

Roller Coaster Physics:

Academic Expectations:

This is a fine example of project base learning. As we see in the video, the teacher does have a very high expectation from all the students. To show it in action, she gives them not only the goal but huge constraints with the goal, in order to hone their problem solving abilities.  The teachers believes that the more constraints she puts in the goal, the student will rise up to the situation and be able to achieve their goals.

The students are expected to

1.     Understand the concepts of kinetic energy and potential energy.

2.     Listen and honor each other’s ideas.

3.     Learn how to make the group cohesive enough for a chimer to be chosen. For them to work together peacefully and toward the same goal of making  the working model possible.

4.     Also have collaboration and communication techniques, so as to make one sketch from four different ones.

5.     Learn the software, wherein they put their group sketch into action.

6.     Be responsible enough to complete the task assigned to them by the group.

They are made to believe that its them who is responsible for the learning and problem solving. The teacher is just there to facilitate the whole process. Thus taking it for granted that the student will definitely meet the high expectations of achieving this complex goal. Since students are doing the project themselves, they are going to remember it for life and be life long learners through this kind of training. Having all these expectations from students is to tell them “you can”. And we see the conclusion… “ they did!”.

Behavior expectations:

Behavior expectations are kept very high as well. The students are expected to behave properly while discussing their views, working in groups and overall conducting themselves properly to achieve their goals. They are not told to do so in the whole class period. They are expected to do so and we see that once again, everyone of them is engaged and is behaving properly and responsibly.

Norms and Procedures:

Even though there are no norms and procedure actually been defined in the video, as I see it, I feel there seems to be very strict norms and procedures followed by the class. The basic fact that everyone seems to be working cohesively together within the group, listening respectfully to each other and respecting each other property, as there is no conflict in the ownership of things being used to make the model.

These kinds of norms and procedures for the class help them to have positive motivation to works towards their goals. In the absence of conflicts and presence of respect, respect for the teachers, respect for the peers, respect for the classroom, and respect for the work they are doing, all have a positive effect of learning and thus help in achieving high expectations and goals.

SUMMARY

Project based learning is getting a lot of momentum. It is one way for continuous student engagement, communication and collaboration, student led lesson – all put in one. It is one method wherein the knowledge is retained in the student’s mind for long. It trains the students to be problem solvers and lifelong learners. I feel it is a very powerful way of teaching and learning. The more mistakes we make in completing a project, the more lasting effect it has on our memory. The achievement level is high since it is usually a group activity. Even the students who are low achiever are given a chance in the group to express themselves and have the proper understanding of the concept. Thus helping in our goal of NO CHILD LEFT BEHIND.

3^rd grade Chinese Maths:

Academic Expectations: In the American school here in Accra, they start learning tables from grade 4 ( average age : 11 yrs). So, Just knowing that in China, the students are taught tables from the age of 7 shows the high expectations that are demanded from the students. Consider this: if chinese students learn their table at the of seven, to what levels will they learn by the time they are 11 as compared to their American counterparts.

Behavior expectations:

We see in the video, that all the students are totally engaged in the process of active learning. There is no student playing, talking to each other, lying down or otherwise not participating in the learning process. Thus we conclude that there are high expectations from the students where behavior is concerned.

Norms and Procedures:

The norm and procedures of the class seem to be to concentrate on the lesson, to sit up all the times and raise hands to answer, when the teacher asks questions. Even though the teacher seems to be asking the question to the class as a whole, still the students raise their hands before answering. This seems to be a trained habit of the class.

These types of norm and procedures in a young class, helps the teacher to control the class and make sure that there is active learning at all times. There is no wastage of teaching times and thus the time is utilized to positively teach the students.  

SUMMARY

It seems the learning by repetition seems to be working fine for Chinese students. They  are way ahead in mathematics in all the competition. I feel even though it might be a successful way, it is still quiet boring. To keep repeating and writing the same concept again and again rather than understanding the basis and use logical thinking in learning new ideas. Growing up in India with the same methodology of learning, I don’t think we can retain the crammed knowledge for too long if our basics are not very clear. So, this method should be put to rest now and move towards project base and game base learning.

WHOLE BRAIN TEACHING

Academic Expectations:

The academic expectation in this model seems to be the highest. Here it is expected for the students to use more than one sense at the same time. To use their brains for learning and to use their hands and body to express the learning at the same time. Usually in classrooms, the students are expected to sit quietly ( sometimes even without moving) and concentrate on the teacher’s lesson. But in this model, there is continuous speaking and actions and learning at the same time. The students are taught positive communication with peers, positive collaboration with the teacher at all levels and active hand body movement to emphasize the leaning. The learning through this methodology puts very high expectation on the students for constant active learning. And, thus, high performance academically.

Behavior expectations:

The behavior expectations seem to be linked to active classroom participation. The students are constantly engaged in responding either to the teacher or to a peer. Even if for one second the student’s concentration wavers, it will create a  break in the actions required and thus the teacher will be able to notice that particular child.

Henceforth, there seems to be high behavior expectation from all the students all the time. The need for non-wavering concentration seems to be demanded rather than expected.

Norms and Procedures:           

This particular model dictates clear classroom rules, norm and procedures. In fact, they are practiced over and again so that there is no confusion in the area at all. The whole design has a very well defined norms and procedures. Thus the clarity helps in making the students preform well and have high achievement expectations which they have to meet.

SUMMARY

Whole Brain Training does not focus on assessments; instead the focus is mainly on getting students involved in direct instruction.  However, in similarity to Understanding By Design, Whole Brain Training does center around the question "what should my students get out of this?"  Therefore, I feel as though Understanding By Design and Whole Brain Training are similar types of teaching methods.  I also think that Whole Brain Training can be used as a "lesson/activity" when planning using Understanding By Design.  The great aspect of Whole Brain Training is that you do not have to solely use this teaching method, you can incorporate it more on days lessons are direct instruction heavy, helping to break up the monotony of teaching.  I think this factor makes WBT something that shouldn't so much be compared to UBD, as it should be incorporated into Understanding By Design planning.

Summary: Setting High Performance Expectations Among My Students
 In setting high performance expectations for my students, I would incorporate project base learning and whole brain training. I would like to challenge my students the maximum and follow some of the methods and ideology used in the first video. I also loved the seating arrangement that the teacher has followed in the first video. It is an ideal seating arrangement to have easy and conducive discussions and for autonomous work by individual students. Another factor I liked and would love to inculcate in my lesson strategy is of incorporating different goals in one lesson. For example the students have to manage their finances along with making a workable design of the roller coaster.

Accra is a city of expatriates. The school I plan to teach has 65 different nationalities with Americans, Indians, Lebanese and Israelis as the main members. I plan to teach senior school mathematics. I feel that projects like these will be quiet beneficial to my teaching. I can have high performance from the whole class using project base learning. This particular methodology will help to keep my students engaged and have deep understanding of mathematical facts.

Since, it is an international school where most of the kid’s parents work in multi national companies and they get to travel around the world, I don’t think the Chinese methodology of teaching Mathematics could work. Project base learning and game based learning will have to be the methodology in which I could incorporate whole brain training.