Socializing ... in the name of Learning

I am convinced that students learn best in a collaborative and supportive environment. Thus, teaching my students to be self-directed learners and creating a learning community within the classroom is surely one positive step in that direction. Gerlach (1994) aptly described collaborative learning a natural social act in which participants learn by talking to themselves. 

                          

However, I must admit that it is no easy task, as the students themselves are reluctant to change and told me that they prefer 'old-school' methods. I can understand their reluctance, as being self-directed learners require that they be hardworking, responsible, team players, and generally be 'uncomfortable'. In fact, I came face to face with hostility when some students told me not to ask them to do my job! Imagine!

Initially I was a little discouraged by their comments, verbally and also in the course evaluation survey but I did not let the disappointment get in the way of good learning. Thus, it can be a challenging task for teachers to 

embrace the new 'education paradigm shift'. However, I strongly believe that there is much value in learning this way, as it mirrors real-life situations that they will certainly encounter in their lives eventually. It is one way of preparing them for life. So, this semester I spent some time in the beginning of the semester, educating them on the benefits of becoming active members of the classroom learning community.

                 

I often tap into the social learning idea when dealing with lessons that are loaded with many terms that relates to a particular concept. I would first assign students to read up on the terms the day before. They have to make short notes about their readings so that they come prepared to participate the following day. In class, the following day, each group will be given one or a couple of terms to discuss as a team. They have to come up with a presentation of what their term(s) mean and also give some related examples besides answering questions from the floor. Then the audience will be invited to give their own examples related to the presentation. After the presentation, each group will upload the slides or posters that they used during their presentations in the class's facebook page. The students like that as they commented that the postings help them when they revise the day's lesson.

Master of Teaching and Learning Experience

MTL was a totally awesome experience for me. It changes the way I think about my students’ learning and my work as a teacher. Since taking up the challenge, I have experienced a very steep learning curve, especially where blended learning is concerned. Looking back, I can say that I have enjoyed the variety of learning experiences that each new course brought.   Add caption Thus, I would strongly recommend MTL to all aspiring teachers and teachers who desire to update themselves on the latest and best practices in education. I would like to thank all the esteemed lecturers, Dr. Logen Pooniah, Dr. C.H.Lim, Dr. Ratna, Dr. Malachi. Dr. Rosie Martin and Dr. Rajan, my mentor, Ms. Arlene Corrigan and my coursemates, for this remarkable journey. Thank you for the inspiration. You are all unforgettable! I am certainly inspired to move out of my comfort zone and am ready to do some things differently. "Your life begins to change when you change something you do everyday," says John Maxwell What I took away from this experience :- - increased confidence as an educator - rediscover the learning theories - a better understanding of curriculum and all it entails - a better understanding of the principles of teaching and learning - a better idea of current and best practises in teaching and learning - increased technological know-how - a better understanding of the principles and practise of assessment - discover the value of alternative assessment - exposure to research methodology - discover what it means to be a reflective teacher - a better understanding of global issues in education - rediscover the joys of teaching - rediscover the joys of learning One of the most rewarding outcomes from this experience is when my students tell me that I inspire them to be all that they can be. The following is one such comment from one of my students. Vincent Thong Ms Joanne Ho i respect you man. Did not know you were studying and teaching at the same time... I am motivated now. COME AT ME DATA MANAGEMENT! I am most happy to share with you this very amazing experience. This blog is partly inspired by my learning experiences in the MTL program. . Please click on My Postgraduate Journey to visit my  learning portfolio.

Educating the Heart

It has been a long journey, but I have arrived at a place where I strongly believe that educating the heart is just as, if not, more important than educating the mind.

                                            

                                          
In line with my belief that students need to be encouraged to be independent learners who are passionate and take charge of their own learning, I initiated a support group for patients and care givers who are living with liver disease. This was after I became the caregiver to someone with the illness and found that there was no such support for these patients in Malaysia. Where the support group is concerned, I am convinced that patient education is key to building awareness. This is the first step in equipping patients to take on a more active role in their health and well being.


As teachers, I think we have a bigger role to play in the process we call 'lifelong learning'. It is one that goes beyond the confines of the classroom, the school, the college and our own agenda. In fact, our role in this bigger picture surely aligns with our college's core values, the main one being 'Respecting and Caring for Each Other'. It is one where we are encouraged to exercise initiative and responsibility in helping each other cope with life's challenges. What better way to show our students that, than to walk the talk!

                                   

In time to come, I plan to explore avenues to link initiatives such as this to my students' needs. I am sure this is possible as there is a community service requirement that students in the program that I teach need to fulfil. I believe their engagement will inculcate in them a sense of compassion. I hope they will be motivate enough to develop an interest in the wider environment and community ... to be a valuable member of their own community. As for me, having this opportunity to establish a network with the community is truly a time of personal growth. Please click on Support Group to visit the website that I created and am currently maintaining.

       

Structured Reflection

One of my favourite assignments when I was doing the Master of Teaching and Learning was keeping a reflective journal. In the beginning I could not understand how an assignment like that can have the potential to add value to my learning experience. How will it be marked? Coming from a math and science background, it was indeed mind boggling! Eventually, towards the later half of the course, it dawned on me that I was not only learning so much more in this setting, exploring issues that interests me and connecting those to the learning that was taking place but I was also enjoying myself while at it. In fact, writing reflective journals is one example of 'assessment as learning'. Now, I definitely appreciate this particular assessment and strongly believe that it has a place in the current teaching and learning realm.


A few semesters ago, I decided to ask my students to compile a reflective journal for the Advanced Functions course that they were taking with me. It was meant to be formative in nature from the start and I used the reflective cycle to explain the assignment to them. I encouraged them to write about what they learned about in each topic, how the concepts in the topics relate to their daily lives, the difficulties they faced, how they eventually moved forward, things to share with their friends and so on. Sharing was the theme. However, what they write must be about the current topic that we were doing.

The intention was for the students to look within themselves and in doing so, know when to look outside for help when the need arises. To make sure that they were serious about the assignment, a small percentage of marks was given. My students were appalled - wondering aloud what reflections and emotions have to do with a subject like mathematics!

                     What I was assessing -

   

                     I was assessing to confirm that the students know:

                   - the key concepts in the chapter of study and their applications to the real-world.

                   - the grey areas that they still need to work on.

                   - how to search for resources that will help them.

                 

                    How I ensured the quality of my assessment process -

            To ensure the quality of my assessment process, I

            gave my students a timeline to follow. For example

            telling them that by a certain date, they should have

            their blog up and running and share the link with me

            and by the next date they should have written their

            first post and so on.The rubrics for marking followed.

            I tried this with another cohort but the difference was

            this cohort was not given an official timeline and rubrics.

            They were reminded of the timeline verbally and the

            rubrics were simplified into a briefly written explaination

            of what they needed to include in their reflections.

            The outcomes were vastly different. The group which

            was given the official timeline and rubrics produced

            reflections that were far more superior comparatively.

           

            I am not certain if this was due to the different ways

            I approached the matter or to the motivation of the

            students themselves. Looking back, I certainly talked

            about the assessment process with the first group more

            often, giving them advise, reminding them about

            deadlines, helping when they could not get started, ...

            Perhaps, by doing that I showed that I cared about

            their work. Well, that certainly says something,     

            doesn't it?

          

             

  

            What the outcomes were -

            I was pleasantly surprised by what they shared...videos,

            interactive exercises. poems, quotes, songs about

            Mathematics, resources, things they found meaningful

            and liked, their fears and ... themselves. Some blogs

            even have background  music to add to the magic.

           

       

           I saw Mathematics.

           I saw Art.

           I saw Freedom of Expression.

           I saw Inspiration.

           ... and for sure, I saw

               ...a labour of LOVE.

         

       

           My favourite reflections were compiled by some of my
           very talented students, Warren Kang, Ying Ling, Niv and
           Sheryl. Please click on  Warren,  Sheryl,   Niv or Ying Ling
           to visit their respective reflective blogs.

         How I used the information from the assessment process -

     -   I shared it with my colleagues...

         I was excited and wanted to share the students' work 

         with my colleagues. After all, the theme was 'SHARING'.

        

    -   I had my students share their reflections

         with their peers... and also used that for 

       giving feedback on their course work

        At first the students were not confident enough to

          show their friends what they had written. To help

          them, I showed them the reflections of a few of

          their classmates which I thought were very 

          creative and insightful. 

          Now, after doing this course, I realized that I 

          should have asked their permission first before 

          showing their work to the class as a mark of 

          respect. I suppose I thought I was the boss!

          After showing the students their friends' reflective

          journals, what I got was MORE good work! I

          suppose they just needed to see and know

          what good work looks like.

          I wanted them to see how others who are more

          'successful' than themselves learn and the

          resources they found enriching. Ultimately,   

          I would like to believe that they were proud of

          themselves.

            How I would do it differently the next time -

         -  explain the rationale of the assessment and why

            it is crucial that they (the students) do a good job

         -  make everything official (in black and white)

         -  have examplars ready

         -  talk about the assessment process 

            while encouraging and giving feedback

            on a more regular basis

         -  respect another's values and actions

         -  ask for permission before showing the students'

            work

        

For this January 2014 semester, I am using the idea of structured reflection on a smaller scale, for my Data Management students. It is part of  the group statistics project that they are putting together. Again, the main objective is to give the students the opportunity to think about their experiences of working in a team and 'get the learning out' of these experiences. In the process, I believe the students will learn to develop and adjust their short and long term goals, deal with problems and link their experiences to their learning goals.

The following is part of the instructions for the reflection component:-

Describe clearly and thoughtfully your thinking and reasoning as you worked on the group statistics project. Presents the reflection in a compelling, highly-organized manner.

Have at least 6 posts.

Note:

Each post should include the purpose of your meeting and a summary of your discussions with your group members each week. What were the outcomes? Include connections to future plans. Some of the posts should also include your research, components that left you satisfied or unsatisfied, .... Where appropriate, include pictures, images, recordings of the session, videos, ......

Believing in Themselves

Research indicates that students' beliefs about their capability or incapability are key to their academic success (Dweck, 2006). How true ...

As I reflect on my time as a primary school student, I remember the time when I cried miserably because I failed my English test although I had read all the teacher's notes and text book and did all my exercises diligently. The initial shock and dissapointment led me to explore ways to remedy the situation, even at that tender young age. 

I soon realize that the main difference between my friends, who could write beautiful essays and I, was that they read extensively, be it story books or comics. I then decided to start reading and borrowed their Enid Blyton books and comics to read. They were a joy and before long I was addicted. The books opened up a whole new world to me. 

There was no turning back and I started visiting bookshops regularly with my father. During one of those visits, I stumbled upon a book titled 'First Aid in English'. It was such a remarkable book and I am definitely convinced that this book taught me English like no one has ever done before. I poured over things like verbs, prepositions, adverbs and more. Soon I started reading the newspapers, highlighting interesting phrases and writing them down, complete with examples of how they can be used in different settings. Whenever there were English essays to be completed, I would use my notes to help me jazz up my work. Slowly but surely, my marks started to climb and was soon at par with that of my friends'. That was the moment when I realize that I was capable of doing anything, if I put my mind to it and am willing to invest time and effort. 

This reflection came to mind after a math test today as I was talking to the last student who handed in his test paper. I gave him a little extra time to complete the last question as I know that he is one of the slower ones in that class. Despite being slower, I could see that he was trying his best. His name is Muaah. He told me as we were walking out of the classroom that this is the very first time he could do something in a math exam. He hated math ... well, until he took my Data Management course this semester. "I like you," he added. I was touched ... his honesty and sharing inspired me to continue in my quest to help all those in real need. Thus, I believe that it is the poor who really need and appreciate our effort to help them get up on their feet and move on, especially if they have made the choice to improve. At the end of the day, I would like to think that my students learn to believe that they too can do much if they put their minds to it, as well as take away a memorable math experience. 

 Muaah

                               TEACHABILITY is a CHOICE  ...

   

                                    You cannot teach a man anything; 

                                                     You can only help him to find it 

                                                                                - within himself 

                                                                                                               -Galileo

Organizational Skills

In recent years, I have noticed that many of the students who come to us are weaker academically and lacking in organizational skills. I am convinced that if they can improve their organizational skills, then a significant part of their problem is addressed ... but how do you teach organizational skills? What better way than to model it!


So, in order to help them cope better, I have created a website for them. In fact, this is the second time I have done this, improving on the product of my first attempt. Please click Mathematics of Data Management to visit this website. This website is work in progress and is updated along with the progress of the course material. It helps the students look at the whole picture more clearly. For instance, since accurate homework completion is important for success in mathematics (Cooper, 1989), I have a 'Homework' page where the list of homework items are compiled. This assists my students to have a check list at hand, which I think helps them keep track on their work. The 'Word Wall' page functions as a reminder to the students of all the terms/concepts they need to know for each unit of study. For some of the more challenging concepts, I added either extra examples, links to other reading materials or videos to help students understand the concept better. Besides, some of the online work that they submitted are also attached. Students have told me that it really  helps them do their revision more effectively. In the 'Projects' page, all the documents that they need to do the project are also attached for easy access. Students can also do their reflection of one of their projects online, using the link provided. I sincerely hope that this initiative has given them an inkling of how they should organize and compartmentalize their work.

While at it, I have also given them a 'lecture' about the importance of a positive attitude. Research shows that specific strategies for school success too have great influence on students' academic success. Attendance (Faro-Schroeder, 1995), taking notes (Eades & Moore, 2007) and students' ability to ask questions effectively (Chin, Brown & Bruce, 2002) are proven to be key factors to students' success. 

Towards a More Humanistic Approach in Mathematics ...

Since enrolling in the Master of Teaching and Learning Program, I certainly appreciate the idea of 'humanism', more than ever before, even as a mathematics teacher. I used to think that it has no place in the world of science and mathematics. This new appreciation has motivated me to change my beliefs about teaching and learning. It is currently shaping the way I see my role as a mathematics teacher. 

INSPIRING ...

            One of the articles that inspired me to read up more about 

            humanism was titled 'A Dreamer, but not the Only One'             

            which was published in The Star newspapers on the 8th

            December 2011. The writer connects the concept of

            'Humanism' to the song titled  'Imagine'  written by the late

            John Lennon. He made the concept come alive in an informal

            and enjoyable way.The song certainly gels with humanism, a

            concept that emerged in the 60's, focusing on human freedom,

            dignity, and potential. To be honest, I would have given the

            article a skip had I not joined the Masters of Teaching

            and Learning program then. I must say this journey has

            been an inspiring and enriching one.        

                    IMAGINE LYRICS

                                                               

                                     Imagine there's no heaven
                                                 It's easy if you try
                                                 No hell below us
                                                 Above us only sky
                                                 Imagine all the people
                                                 Living for today...
                                                 Imagine there's no countries
                                                 It isn't hard to do
                                                 Nothing to kill or die for
                                                 And no religion too
                                                 Imagine all the people
                                                 Living life in peace...
                                                 You may say I'm a dreamer
                                                 But I'm not the only one
                                                 I hope someday you'll join us
                                                 And the world will be as one
                                                 Imagine no possessions
                                                 I wonder if you can
                                                 No need for greed or hunger
                                                 A brotherhood of man
                                                 Imagine all the people
                                                 Sharing all the world...
                                                 You may say I'm a dreamer
                                                 But I'm not the only one
                                                 I hope someday you'll join us
                                                 And the world will live as one  

                                                     

             I now understand why the English teacher chose the song

            ' Imagine' to be performed during our graduation ceremony

             a couple of semesters ago. At that time, I did wonder why he

             picked this particular number over the others, which I thought

             were more appropriate. 

             IMAGINE!...even a song can convey such deep meaning.

             This piece is indeed timeless...

             To listen to the song, click on Imagine 

             Although I do appreciate the Humanism ideology,

             that does not mean I usually find Humanism practical

             in my line of work.

Where the subject matter is concerned, I am convinced that there are important and positive connections between humanism and mathematics. For instance, I now see the use of technology as a humanising device, to help students, subject to constraints imposed by the curriculum, complete tedious mathematical tasks. This frees up a larger proportion of the students' time, enabling them to focus on the more important issues like reflecting, making meaning of their numerical answers and predicting future scenarios. This is certainly more relevant, useful and meaningful to them as it helps them connect what they are learning to the real world.This view point is also supported by research. In 2011, Martorell noted that, "to be successful, students must understand the importance and applicability of Mathematics". Otherwise, mathematics will only be accessible to those who are patient and diligent enough to complete the tedious or difficult mathematical tasks. In terms of helping students cope in this area, I facilitate workshops such as "Using the Scientific Calculator for Statistics" under the Student Success program. 

Therefore, instead of continuously drilling formulae and procedures into my students' heads, I now interject my lessons with provoking questions and situations to motivate them to reflect and make sense of their work, their attitude to work and the world around them. In short, my objective is to motivate my students to connect their math content and the real world situations and eventually place them in a better place as problem solvers. Students need to be made aware that mathematics is not about the content they are learning but problem solving. I believe that the mathematics workshop held in Wisma Subang Jaya on 28 February, facilitated by Mr. Jeff Anderson from the Centre for Education in Mathematics and Cumputing was aimed at driving home this point. 

I am convinced that working towards this objective jives with our core purpose, which is to educate the youths of the world to take their productive place as leaders in the global community. As teachers in the 21st century, we need to be truly preparing our students to socially function effectively, to master information systems and to compete effectively in the global job market. As Mr Jeff Anderson stressed in his presentation, most of the top 10 jobs in the world involves the study of mathematics. However it is not the content that they need to remember but the problem solving skills, in the long run.  


Thus, the humanistic way of thinking does have a place in how we shape our students and in mathematics, in my opinion, it focus on how we come to terms with the resources and possibilities available to us.