Teacher Reflections
A key component of a TLLP are the L's that stand for "Leadership & Learning". While student mindset, choice and voice in math assessment is our key classroom focus, an aspect of the project centres around the learning experience for the teachers during this process. We have committed to regularly reflecting/noting/sharing our experiences rolling out this project using the same guiding reflection questions we have provided to our students. The good, the bad, the ugly will be collected via teacher reflection in an earnest attempt to document stories that will speak to any promising teaching practices developed.
What did I do?
What did I observe from the students and how did I respond?
What did I learn (e.g., myself, my practice, students, student practice)?
What next?
We are indebted to our friend and passionate, award-winning professor, Dr. Wendy Crocker (Faculty of Education, Western University). She offered to assist us in looking at the teacher impacts and learnings from this experience and had access to our monthly reflections. Below is a synthesis of her insights.
Thank you, Dr. Crocker!
In this project, both students and teachers engaged in reflective practices to inform their work. In the case of the student, this practice was most evident as single point rubrics. The teachers did not create an assessment structure, but instead were invited to reflect regularly using the following four questions:
What did I do?
What did I notice?
What did I learn? And
What am I going to do next?
A shared Google folder was created as a repository for the teacher-researchers to post their reflections. The parameters for reflection were left open: Please use the four questions, and use whatever tools you would like to record your ideas. It was felt that in not prescribing the way in which reflection must be done, that teachers would be more comfortable in sharing their posts and responses with others in the project. Over the duration of the project, the most popular tool choice was mp4 file (video), followed by text entries (excel, screen shot posts) and then images. In reviewing this data, often what the teachers narrated was reflected in their own data. The following themes emerged across the teachers’ reflection posts:
1. Lack of time for reflection.
2. Ease of observing students but challenges looking at personal practice;
3. Use of technology as a lens on mathematical thinking, reflection,
4. Teacher excitement in student choice of technology but same diversity not displayed in teacher choice of reflection tools, and
5. Need to model, support, and grow teacher use of technology.
Of these five themes, the last two are of particular interest in addressing teacher professional development and support of voice and choice in student reflection. Perhaps the lack of diversity in the teacher selection of technology tools through which to record their reflection was due to their preference for particular apps or techniques (i.e., video or google sheets). Could it also be indicative of a comfort for teaching with technology but not yet having that same level of comfort in personal use? Can the same be said for students and their preference for particular apps – even if they don’t align well with a particular task? In thinking about amplifying student voice, is it enough to introduce them to a variety of technology but realize that they may continue to return to comfortable practices?
The need to meet with “like minds” has been a trend in professional development for years. In considering sharing “promising practices” in technology choices, applications, and the use of single point rubrics, there is a need for campfires (i.e. places to talk, share ideas, and plan), for sandboxes (i.e. safe places to experiment and refine ideas), and mountaintops (i.e. spaces to showcase successes and share with others; Thornburg, 2007). As a profession, we must ensure that there are low stakes opportunities for those teachers who are interested, but not confident in their use of technology that offers a “next step”, as well as very connected symposia where those who are highly engaged can meet with other, like-minded educators. The challenge will continue to be to “feed” both ends of the implementation spectrum while moving the expectations of the province forward. As a profession, we must continue to address the need for appropriately targeted growth opportunities at levels where teachers can see themselves and their current practice, as well as their “next steps”.