ETEC 530

Self-assessment for the Research Cafes

Submitted by: Kirsten OCoin

Date: July 25, 2016

The purposes of the research cafes are to explore personal teaching contexts and the
application of effective constructive strategies. In addition, it is a platform for developing
your research skills further and gaining first-hand experience with e-learning strategies of
personal interest.

The questions below are designed to prompt an analysis and reflection of your ongoing
inquiry into knowledge and constructivist e-learning strategies. It is expected that the
long answer questions contain at least a paragraph (about 4-5 sentence) response. Please
use this form to complete the self-reflection.

When did I facilitate a research caf?

Week 11

What was the topic on constructivism I chose to explore?

Constructivism and the At Risk Learner

What research did I select to study and why?

1) Saravia-Shore, M. (2008). Diverse Teaching Strategies for Diverse Learners. In R.

Cole, Educating Everybody's Children: Diverse Teaching Strategies for Diverse Learners
(2nd ed., pp. 41-86). Alexandria, VA: ASCD. Retrieved from http://site.ebrary.com/lib/
ubc/reader.action?docID=10234676

2) Woodul, E. III, Vitale, M. R., Scott, B.J. (2000). Using a Cooperative Multimedia
Learning Environment to Enhance Learning and Affective Self-Perceptions of At-Risk
Students in Grade 8. Journal Of Educational Technology Systems, 28(3), 239-252.
Retrieved from http://ets.sagepub.com.ezproxy.library.ubc.ca/content/
28/3/239.full.pdf+html

3) Harris, K. R., & Graham, S. (1994). Constructivism: Principles, paradigms, and

integration. The Journal of Special Education 28(3), 233-247. Retrieved from http://
sed.sagepub.com.ezproxy.library.ubc.ca/content/28/3/233.full.pdf+html

4) TedTalk, (2013). How to Escape Education's Death Valley. Retrieved from https://
www.youtube.com/watch?v=wX78iKhInsc (Link HERE)

I selected the above research articles and TedTalk because I found them to be most
relevant to my topic of constructivism and the at-risk learner. The resources provided
scholarly information but also allowed for students to make easy connections to their own
professional practices. In my experience, being able to discuss and reflect upon personal
and professional work experiences helps greatly in achieving an understanding of a topic
thoroughly.

What 5 things did I learn about constructivist strategies from the body of
research I studied, including the Fosnot chapter I read?

i) Constructivism is about focusing on the learner.

ii) Constructivism can benefit all students greatly, especially including at risk
learners.
iii) As Fosnot (2005) mentions in Chapter 2, constructivism is not about the skills
and behaviours of students but rather the cognitive development.
iv) The ZPD (Zone of Proximal Development) is what a student is able to achieve
with or without the help of an educator (Fosnot, 2005). This is incredibly relevant
to at risk students.
v) I learned about the four different types of constructivism (endogenous,
exogenous, dialectical, and constructivist integration) (Harris & Graham, 1994).

What 3 new research skills did I develop or hone with this assignment?
I was able to develop and hone many research skills through this assignment but the top
three would be timeliness, conciseness and probing. Probing was probably the most
important skill that I honed as I solely in charge of ensuring that the research caf went
smoothly and that there were no lulls in the discussion. I have to admit that I was a little
worried about making sure that the conversation would flow nicely for an entire week by
myself (as in the past I have been able to share the responsibility with group members)
but I can happily say that I feel I did a great job and really was able to keep the
conversation going well.

What e-learning strategies did I try out with my peers? How did I decide to
try these particular e-learning strategies out (e.g. research, other sources,
personal experience, etc.)?
My persona style of engagement when it comes to my MET experience is to relate
the content to my personal experience as much as possible. The reason why I am
in this program is to hone my skills in my professional career and so being able to
relate the content (and the experiences of others) is invaluable. I also used a
variety of resources to try and reach all of the participants in my caf (i.e. articles,
a TedTalk, an introductory video using Scribe as well as images).

How did my peers help me?

As I have mentioned above in questions 5 and 6, my peers were incredible in the caf!
They helped keep the conversation going by not only being open with their own
experiences but also by answering my questions, questions from their peers and also by
asking their own questions. The success of the caf is due in large to the quality of my
participants.

What are one- two memorable examples of dialogue from the caf? (Share
the transcript portion) Why are they memorable?
 There were a lot of memorable examples of dialogue from the caf but Chris Quarrie
started one in particular that many of my peers participated in. I have attached it at the
bottom of this reflection. This example of dialogue was memorable because everyone
that participated in it shared their experiences and probed each other with questions
and ideas. I learned about Alternative Education from Susan and the discussion
surrounding ADHD and at risk students arose. These all were the catalyst for a great
thread that was very engaging.

What 3-5 aspects of the research and the e-learning strategies will I now
apply to my personal teaching context?

I see how important it is to question each other, whether that is questioning what
someone is saying, asking them a question to learn more, or perhaps even disagreeing.
All of these instances allow for learning and growth to occur and it is certainly something
that I will continue to do throughout the course of not only the MET but also my
professional teaching career.

I will also continue with professional learning in terms of taking courses and reading
research. Research is the drive that keeps education current and relevant. In order for me
to be a good teacher, I need to stay current with the research and practices.

I also will apply, as always, a sense of professionalism to my personal teaching context.

Throughout every discussion (in everyones research caf), professionalism was at the
forefront. Even if someone disagreed with what another student was saying, it was done
so in a polite and positive manner. It is obvious we are not all going to agree with what
everyone is saying and thank goodness for that. Without questioning and a difference of
opinion, nothing would ever change and there would be no forward thinking applications
being brought forth into the education world.

What other questions am I curious about? How will I plan to explore these?

I am curious to learn more about at risk learners and educational practices of other
countries. I have in the past, tended to stay fairly westernized in terms of
examining educational practices. However, both Ryan and Noan, participants in
my research caf, shared their experiences in Korea and Indonesia, which shed a
light on a different way of thinking. I am looking forward to exploring more
information by visiting their school websites as well as researching scholarly
papers written from a perspective different from the Westernized papers I have
been reading lately.

Please submit the reflection using this form to your instructor through the Connect
e-mail.

Transcript of Memorable Moment

Chris Quarrie
RE: Welcome to Constructivism & the At-Risk Learner: An Introduction
 COLLAPSE
Top of Form
Activity 1: Ted Talk video
Sir Ken Robinson (TedTalk) mentions curiousity and the need for
teachers to stimulate childrens minds. Share a provocation that could be
used for students (in whichever grade/class you wish) that has to do with
technology in some way, shape or form. How does this meet the criteria
of constructivism and technology? How would at-risk learners, such as
ESL students, benefit from provocations?

I strongly agree with Sir Ken when he states that, A real education has to give equal
weight to the arts, the humanities, to physical education. I taught in Asia for 7+
years and the focus in many school programs (including the one I taught in) leaves
very little to no space for such subject matter. The prevailing attitude is that you only
take on arts courses if you cant handle science or math; successful and smart
individuals enrol in STEM courses and university programs, and only the lower-end
students who go for the Arts. This is very unfortunate, as there are so many
opportunities for learning and enrichment that can occur in a program that promotes
the vitality of both. I have always been a supporter of the arts, and participate in our
school play (usually backstage, or for some technical aspect of the play) as well as
regularly paint. Even at my current school in Vancouver there is still some sense that
enrolment into an Arts program at University is only for those who cant quite cut it
for engineering, etc.

I try to engage learners in actvities that provoke the creative parts of my students
minds (side note: this is likely from the fact that I was enrolled in the Ontario Science
Centre Science School program, so I was able to have a lot of fun and get creative
when learning about various aspects of science). One project that I initiated this year
for my Science 8 class was astop-motion/iMovie Water Systems project(link is to
my project Weebly) where students created a 7-10 minute video on one aspect of
Water Systems. It was very student-directed, as well as open-ended, and allowed for
an optimal level of creativity. The students created some absolutely fantastic videos,
some of which encorporated live action, and some that utilizedwhiteboards(sample
student video that used whiteboards), like VideoScribe. This project was greeted
enthusiastically and students loved the fact that they were able to choose a topic and
run with it!

Activity 2: Woodul et al (2000) article

With regards to the Woodul et al. (2000) article, it is clear that there was
a positive correlation in student engagement levels and overall results
when the implementation of a computer program was incorporated to
complete a social studies project. What other examples of technology
could be used in the classroom and how would this fit a constructivist
teaching strategy? How would a teacher ensure that all students,
including at-risk students, are actively engaged in this project and
allowed the option of free choice?
I feel that the Water Systems project allows for a very constructivist approach. The
proposed method of using microcomputer-based multimedia environments through
which students construct knowledge-based presentations (Woodul, Vitale & Scott,
2000) to assist learners of all types, including at-risk learners, is represented well by
a project like this. Ongoing, formative assessment, in the form of check-ins (as well
as checkpoints - see myAssessment sectionfor details). Students involved in this
project create a project based on what they have learned, participating in
multimedia project activities provides immediate physical evidence of learning
success while forcing learners to become involved (Woodul et al, 2000) and by
selectively creating groups who will work together well (I tell them the groups were
created randomly they were not) at-risk learners will develop confidence and a
greater self-image, which are key components to success; students who used
computer-assisted instruction scored significantly higher on measures of self-
responsibility for success and academic self-confidence.

References

TedTalk, (2013). How to Escape Education's Death Valley. Retrieved fromhttps://

www.youtube.com/watch?v=wX78iKhInsc

Woodul, E. III, Vitale, M. R., Scott, B.J. (2000). Using a Cooperative Multimedia
Learning Environment to Enhance Learning and Affective Self-Perceptions of At-
Risk Students in Grade 8.Journal Of Educational Technology Systems, 28(3),
239-252. Retrieved fromhttp://ets.sagepub.com.ezproxy.library.ubc.ca/content/
28/3/239.full.pdf+html
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4 days ago
Noan Fesnoux
RE: Welcome to Constructivism & the At-Risk Learner: An Introduction
COLLAPSE
Top of Form
Love the project on the water systems, Chris! This is a great example of how you can scaffold
something while maintaining high levels of engagement. It is actually quite disturbing to me,
who really really loves Science, to see administrations put so much focus on learning STEM
while marginalizing the Arts. I really think part of our challenge as a society is that we use
labels on everything:

Labels to define what you are learning --> Science, Art, Math etc... these are at their core
integrated. Who can further their knowledge of Science without using literacy, numeracy, and
art?

Labels to define a student --> At Risk Students... this is one which has me at odds with some
of my closest friends. My argument is similar to Ken's: It is not the students who are At Risk,
it is a deficiency in creating a learning environment that engages people.
Thanks for sharing!

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3 days ago
Kirsten O'Coin
RE: Welcome to Constructivism & the At-Risk Learner: An Introduction
COLLAPSE
Top of Form
Chris,
Thanks for a great response! I love that you made a connection to Sir Ken's discussion on
placing equal weight and value of all subjects rather than focusing on, for instance, math and
literacy (as many school boards in Ontario are currently doing).
Your example of the school play is a great one and one that I have actually witnessed recently
myself. A school I recently taught in (as an occasional teacher) was putting on a play with the
Junior Grades (4-6). This is something the school has done for the past 11 years and it was
clear how involved each of the students were. I was so shocked to see how all the students
were actively involved in the process of not only making props but also practicing their lines
as the arts, in my past experience, was not a subject that received a lot of attention. Some
students had larger lines than others but nevertheless, all the students were a part of the
songs.
There were a couple of ESL students who dove right into the project and were very active in
the process. Another student, described to me by a teacher, was usually never involved in any
plays, or extracurricular activities. He was struggling in school and overall was not
succeeding. When it came to the play, he discovered that he was very good at helping to
make props. He was in charge of 'Egypt' (one aspect of the play) and had made this gorgeous
headdress for the student who was to play the Pharaoh. He was able to use spray paint and
add his own detail to it. It was clear he was really enjoying being involved in the process and
was helping other students in the process of their props.
Check out this video where a teacher uses visual arts to engage at-risk learners. Especially
listen to the section from 5-7 minutes. This video begs the question, should the lessons that
are not overly engaging and do not have the learners actively making something be ridden of
or is there a balance that teachers should strive for? How much constructivism is too much?
Is there such a thing as too much?
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2 days ago
Gloria Ma
RE: Welcome to Constructivism & the At-Risk Learner: An Introduction
COLLAPSE
Top of Form
Thanks for sharing this video, Kirsten! I think that teachers should strive for a balance in
their teaching with some engaging and maybe some not because learning should be balanced.
I would not say there is too much constructivism...but there are pragmatics of being a teacher
that are restricted by time, such as report cards!
One of the questions I had about the video is the pros and cons of integrating at risk students
with mainstream students compared to putting them together into one class. In the video, at
risk boys were put into one class. In many classrooms, this is not necessarily the case.

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2 days ago
Kirsten O'Coin
RE: Welcome to Constructivism & the At-Risk Learner: An Introduction
COLLAPSE
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Interesting question Gloria! This really opens up a whole can of worms in terms of
integration. Personally, I believe that students, especially at-risk, should be integrated into
mainstream classrooms. The video that I showed did have these at-risk students separated and
I do not necessarily feel this is the right decision. I work in the Elementary sector where,
generally, the students are integrated into mainstream classrooms. However, in terms of high
school, there are different streams- for example, Life Skills, Work Place, Applied &
Academic. Students are asked to choose which stream they want to follow right from Grade
9. This to me is giving the students too much power and really setting them up to be stagnant
in terms of academic growth. Students need to be pushed to their academic limits and
sometimes this is not accomplished if they are in an easier stream than what they are
capable.
In Elementary classrooms, I have seen teachers pair weaker, at-risk students up with stronger
students and the results are wonderful. Students respond very well to their peers and
generally push themselves more when they are trying to compete with one another. The tricky
part here is to ensure that the stronger students, while mentoring the younger (as Noan
suggested) are also being pushed in terms of academics. This is where differentiation comes
into play as the teacher needs to KNOW his/her students so they can appropriately plan for
each student's academic and personal needs.

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2 days ago
Susan Beeley
RE: Welcome to Constructivism & the At-Risk Learner: An Introduction
COLLAPSE
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Hi Kirsten. In working at an Alt Ed school, I have to say that in some cases giving at risk
kids a seperate place to be is beneficial to both them and their peers. Many of them suffer
from anxiety and so respond badly to being in such a noisy, busy place. We also have a lot of
other supports in place through the community, offer daily mindfulness/meditation, have
therapy dogs on site, aboriginal and YCW on site as well as a councillor. Last year I taught a
number of kids in Alt Ed that I had taught the previous year in mainstream and the difference
in what they are able to accomplish is truly amazing. I think that once, as Sir Ken says,
alternative educational practices become more mainstream integration will work but in the
meantime there is a time and a place and a setting where the teacher and students have far
more support in moving through curriculum makes the difference between making or
breaking to some.

Susan

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1 day ago
Gloria Ma
RE: Welcome to Constructivism & the At-Risk Learner: An Introduction
COLLAPSE
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The push-in versus pull-out model for at risk students can definitely open an interesting
discussion! There are clearly benefits and disadvantages for both students and educators. For
elementary teachers in mainstream classrooms, the integration of at risk students can be
challenging but rewarding. It can be empowering for them because they're not standing out in
the group despite their background and abilities.

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1 day ago
Kirsten O'Coin
RE: Welcome to Constructivism & the At-Risk Learner: An Introduction
COLLAPSE
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Hi Susan,

Thanks for your input! It is really great to hear from someone who has direct experience with
at-risk students on a daily basis by working at an Alt Ed school. I can see how it would be
very benefical for some students and understand how more support and resources is never a
never a bad thing! That is wonderful to hear how those students thrive in that setting. Does
that Alt Ed School you work in go from Kindergarten up to Grade 12? I would be interested
to hear how the students are placed in this school in the first place-is it a recommendation
from the teacher? A decision made from the parents?

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10 hours ago
Susan Beeley
RE: Welcome to Constructivism & the At-Risk Learner: An Introduction
 COLLAPSE
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Hi Kirsten. We work with students mainly from grade 9 through grade 12 (we have had a
couple of grade 7 and 8 students through). There is nothing in place for students younger
than that, maybe because the conotation is negative, districts don't want to pigeon hole them
so earlier. I have 15 years teaching experience, mostly from England. I did 7 years in inner
city schools, then 6 in a private school. I have never felt a part of such a healthy work
environment as I do now. It really is very much about the students, and our prinicpal does a
great job of supporting us in this goal while still balancing the needs of the big wigs in the
district.

Our students come to us by school referal. Unfortunately, this is often down to behaviour
being such an issue that they can no longer be taught in mainstream school. Once we have
them though, its a completely different student we see. Reading some of their files is
mindblowing, the kid in the file is so different from the one I know. We are growing in
numbers at a crazy rate though, so the schools are now being asked to provide specific details
on what has been done to support the students in the mainstream schools prior to referal, the
answer is often not enough... we are in the process of following the lead of North Van, the
district paving the alt ed path, in putting things in place in the schools where the students can
access the alt ed mentality while still participating, to some extent, in the mainstream system.

Susan

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1 hour ago
Kirsten O'Coin
RE: Welcome to Constructivism & the At-Risk Learner: An Introduction
COLLAPSE
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Wow, very interesting Susan. Thank you for sharing your work experience!

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2 days ago
Chris Quarrie
RE: Welcome to Constructivism & the At-Risk Learner: An Introduction
COLLAPSE
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Hello,

I've worked with ESL students quite a bit over the years (in 2 ESL schools in Tokyo, 3 in
Toronto, and as part of an ELL - the more 'updated' term since English may actually be a 3rd
lang etc - program at my current school). Encouraging them to be part of the Arts in a school,
as part of the tech/backstage/props/makeup/costumes crew (I had 2 of my ELL students work
in the sound & lighting booth last year; they loved it!), since much of what happens in the
arts can be simply in form of self-expression and engagement. For at-risk learners,
developing skills in 'non-technical', expressive activities inside & outside of the classroom
can build the confidence they often lack... which in turn can help them in more academic
parts of their lives (I should note that my mum is Beatrix Quarrie, who has been heavily
involved in theatre for 50 years...it has rubbed off on me, despite the fact that I'm a science &
IT teacher!). I have seen students who involve themselves in drama programs 'come out of
their shells' more than once! Your story about the student who made the headdress really
resonates.

I do think a balance is necessary, and over time we learn to adjust our teaching according to
the contextual nature of the people in the room... A variety of teaching styles is obviously
going to work best as we are nearly always presented with a variety of learning styles. I like
to present information in as many forms/formats as possible, and also to engage students by
getting them express themselves creatively, in writing, in drawing, orallly, etc etc