I-images
Rationale
- The big idea that I am representing in my series of i-Images has to do with the process and effects of becoming a reflective learner. I am drawn to this idea due to they fact that I teach diverse learners and see their needs. I envision students who become reflective learners as having ownership in education and their lives. I used Google slides and the snip-it tool to complete this portion of the assignment.
I-Video
- My big idea has to do with enabling students to become reflective learners. When I thought of the video project, I tried to empathize with my students and look at education through their eyes. Many of my diverse learners feel isolated and 'out of the loop'. I used Screencastomatic , Google slides and Microsoft movie maker. At this moment I would recommend the use of screencastomatic for its ease of use. Just go to the website and press record.
ImagineIT Phase 2
The students I will be working with are diverse learners in grades 6-8th. My students come to my classroom on a daily basis for resource minutes in core content areas. The ImagineIT project will focus on their overall perspective of their place in their education, specifically in mathematics.
My ultimate goal of this project is to enable students become reflective learners who take ownership of their education. I want my students to internalize their education. They must ask poignant questions concerning their educational journey. This will be done during individual meetings as well as during instructional time. I will attempt to enable students to uncover their voice and fortitude concerning their education.
Surveys, interviews, and journaling will play a vital role of performances of understanding I seek to implement. I plan to begin the year by giving my students a survey covering the perception of their educational experiences. Once we begin regular classroom instruction, students will be asked to journal their feelings about what they are learning. There will also interviews conducted concerning their IEPs. Technology will -play an important role in my approach. Students will use a Google Doc to communicate and gain feedback on their experiences. They will also use technology to research and develop lessons they find informative and interesting.
My hope is that once students become reflective learners, they challenge the status quo. That they become change agents in not only their own education but in all those around them.
My ultimate goal of this project is to enable students become reflective learners who take ownership of their education. I want my students to internalize their education. They must ask poignant questions concerning their educational journey. This will be done during individual meetings as well as during instructional time. I will attempt to enable students to uncover their voice and fortitude concerning their education.
Surveys, interviews, and journaling will play a vital role of performances of understanding I seek to implement. I plan to begin the year by giving my students a survey covering the perception of their educational experiences. Once we begin regular classroom instruction, students will be asked to journal their feelings about what they are learning. There will also interviews conducted concerning their IEPs. Technology will -play an important role in my approach. Students will use a Google Doc to communicate and gain feedback on their experiences. They will also use technology to research and develop lessons they find informative and interesting.
My hope is that once students become reflective learners, they challenge the status quo. That they become change agents in not only their own education but in all those around them.
ImagineIT Phase 3
The goal I will seek to achieve by implementing my ImagineIT project is to have my students become reflective learners who take ownership of their education. Thereby internalizing what they learn and becoming an activist for their own education. This goal is key to all disciplines. Students who are ‘aware’ of their educational landscape are more likely to show grit and self-regulation.
When a student becomes reflective about what they are learning, they ask thought-provoking questions. They reflect on the purpose of instruction as well as the delivery. This in turn, enables students to learn more about their own learning characteristics and what type of instruction benefits them most.
In order to become a truly reflective learner most students have to take a new, almost revolutionary, approach to education. Instead of traditional hierarchical approach to education, where the teacher has the final say, students who reflect may take a stance counter to what their instructor implements. So by being reflective in their education, students are also becoming independent and confident.
To develop a reflective student the instructor must look at each student as an individual. The student will be instructed to ask themselves thought provoking questions that delve into the purpose of education. This process will enable students to set goals and reflect upon the tasks they are given. In a larger sense the action of questioning oneself will lead the student to realize their place in education and society.
In order to achieve the goal of making my students reflective learners who take ownership in their education certain criteria must be met in order to show progress towards the goal. The use of surveys will be implemented at the beginning and end of the process. Students will be instructed to keep a journal as well. This will allow both myself and the student view their journey. Teacher-student interviews will also play a major role in representing the knowledge gained.
Although the majority of the project will take place in a mathematics setting, the skills taught will be transferrable to all subject areas. The journals that the students will create will not only be limited to mathematics. These journal will be shared on a Google Doc. I will comment on student writing.
Interviews will also play a major component in the project. I will not only interview the student, but also their regular education teachers as well as their parents. With the information gained from the interview process, progress should be evident. As the project goes progresses, additional performances of understanding will be used.
I will be Implementing my plan in a sixth through eighth special education resource classroom. My room was formerly a closet.The dimensions are approximately 40’ by 6’, similar to a long hallway. I have a table in the middle of the room where most of the work with students takes place. I have anywhere between one and seven students with me at a time, usually for an hour block. The main subjects my students see me for are mathematics and reading. There are times when an instructor will send a student who is having difficulty with another subject area to my class for additional aid.
My students are high incidence special education students. This can mean anything from a learning disability to social/emotional challenges. The majority of my students have been transient throughout their education. Some have been to as many as six schools, before they enter my class. All of them know why they are in my class, but virtually none can explain what encompasses an IEP, or their goals. This is one of the issues I seek to remedy by enabling my students to become reflective learners, therefore taking ownership of their education.
I will be focusing on mathematics for most of the project. The mathematics goals the majority of my students have deal with solving real world problems. This is a great goal due to the fact that it is so open-ended. The IEP benchmarks deal with specific skills such as multiplication or using variables.
In terms of technology, the entire special education department has access to only five chromebooks. Students do have access to a laptop or ipad in their homerooms. The also have stem classes. I have a lcd projector and a desktop. I will bring my personal laptop from time to time. Most students have cell phones, although they are not allowed to use them in school. The schoolwide internet connection is acceptable, with very few issues. I have seen many resourceful students get around firewalls in order to get on facebook and other unauthorized sites.
Although my technology and physical classroom situation is not ideal, I do enjoy working at my school and with my students.
In order to enable my students to become reflective learners I have to empower them to ask the ‘why’ questions many of those in education don’t hear that often. These questions must be asked both internally and externally. I do worry about a bit of push back, but the goal outweighs any perceived slights.
I want my students to be able to question the validity of a lesson and judge whether it is useful to their educational journey. This does not mean that students get to pick and choose which lessons they will have. It means that they will be taking an active role in their education. If a student has a valid question about the role of algebra in their life, I would hope that they would receive a persuasive argument in favor of the subject.
Teaching students to become reflective learners will present some major challenges due to the paradigm shift away from the accepted stance of not questioning authority. I only hope I do not create a ‘Frankenstein’s Monster’ where there is a wholescale rebellion. Students may have difficulty asking the appropriate questions in the appropriate way as well. Much frontloading will need to take place before my plan is implemented. I will also have to discuss the importance of an IEP to my students, emphasising the fact that it is a legal document that contains their rights.
I will use a variety of pedagogical approaches to implement my project. The one I think I will rely on most is collaborative journaling. With the opportunity for give and take with my students, I feel this will be the best fit. Once a sense of trust is built, I hope that my students will be excited to share their reflective thoughts and be open and appreciative of my comments and questions. During our conversations, I hope to instill the curiosity and aesthetic understanding understanding we discussed in class by giving immediate feedback to my students as well as ask thought provoking questions.
Technology will play a vital role in student teacher communication. I feel that a shared Google Doc will be one of my best tools for communicating with my students. The doc will be their journal. CPS has integrated Google Drive to their network so compatibility won’t be an issue. I plan on using other forms of technology, including programs and apps that students will use to present their reflective thoughts to others. Within the TPACK framework I feel I will be able to reach my students and enable them to become reflective lifelong learners who take ownership of their education.
When a student becomes reflective about what they are learning, they ask thought-provoking questions. They reflect on the purpose of instruction as well as the delivery. This in turn, enables students to learn more about their own learning characteristics and what type of instruction benefits them most.
In order to become a truly reflective learner most students have to take a new, almost revolutionary, approach to education. Instead of traditional hierarchical approach to education, where the teacher has the final say, students who reflect may take a stance counter to what their instructor implements. So by being reflective in their education, students are also becoming independent and confident.
To develop a reflective student the instructor must look at each student as an individual. The student will be instructed to ask themselves thought provoking questions that delve into the purpose of education. This process will enable students to set goals and reflect upon the tasks they are given. In a larger sense the action of questioning oneself will lead the student to realize their place in education and society.
In order to achieve the goal of making my students reflective learners who take ownership in their education certain criteria must be met in order to show progress towards the goal. The use of surveys will be implemented at the beginning and end of the process. Students will be instructed to keep a journal as well. This will allow both myself and the student view their journey. Teacher-student interviews will also play a major role in representing the knowledge gained.
Although the majority of the project will take place in a mathematics setting, the skills taught will be transferrable to all subject areas. The journals that the students will create will not only be limited to mathematics. These journal will be shared on a Google Doc. I will comment on student writing.
Interviews will also play a major component in the project. I will not only interview the student, but also their regular education teachers as well as their parents. With the information gained from the interview process, progress should be evident. As the project goes progresses, additional performances of understanding will be used.
I will be Implementing my plan in a sixth through eighth special education resource classroom. My room was formerly a closet.The dimensions are approximately 40’ by 6’, similar to a long hallway. I have a table in the middle of the room where most of the work with students takes place. I have anywhere between one and seven students with me at a time, usually for an hour block. The main subjects my students see me for are mathematics and reading. There are times when an instructor will send a student who is having difficulty with another subject area to my class for additional aid.
My students are high incidence special education students. This can mean anything from a learning disability to social/emotional challenges. The majority of my students have been transient throughout their education. Some have been to as many as six schools, before they enter my class. All of them know why they are in my class, but virtually none can explain what encompasses an IEP, or their goals. This is one of the issues I seek to remedy by enabling my students to become reflective learners, therefore taking ownership of their education.
I will be focusing on mathematics for most of the project. The mathematics goals the majority of my students have deal with solving real world problems. This is a great goal due to the fact that it is so open-ended. The IEP benchmarks deal with specific skills such as multiplication or using variables.
In terms of technology, the entire special education department has access to only five chromebooks. Students do have access to a laptop or ipad in their homerooms. The also have stem classes. I have a lcd projector and a desktop. I will bring my personal laptop from time to time. Most students have cell phones, although they are not allowed to use them in school. The schoolwide internet connection is acceptable, with very few issues. I have seen many resourceful students get around firewalls in order to get on facebook and other unauthorized sites.
Although my technology and physical classroom situation is not ideal, I do enjoy working at my school and with my students.
In order to enable my students to become reflective learners I have to empower them to ask the ‘why’ questions many of those in education don’t hear that often. These questions must be asked both internally and externally. I do worry about a bit of push back, but the goal outweighs any perceived slights.
I want my students to be able to question the validity of a lesson and judge whether it is useful to their educational journey. This does not mean that students get to pick and choose which lessons they will have. It means that they will be taking an active role in their education. If a student has a valid question about the role of algebra in their life, I would hope that they would receive a persuasive argument in favor of the subject.
Teaching students to become reflective learners will present some major challenges due to the paradigm shift away from the accepted stance of not questioning authority. I only hope I do not create a ‘Frankenstein’s Monster’ where there is a wholescale rebellion. Students may have difficulty asking the appropriate questions in the appropriate way as well. Much frontloading will need to take place before my plan is implemented. I will also have to discuss the importance of an IEP to my students, emphasising the fact that it is a legal document that contains their rights.
I will use a variety of pedagogical approaches to implement my project. The one I think I will rely on most is collaborative journaling. With the opportunity for give and take with my students, I feel this will be the best fit. Once a sense of trust is built, I hope that my students will be excited to share their reflective thoughts and be open and appreciative of my comments and questions. During our conversations, I hope to instill the curiosity and aesthetic understanding understanding we discussed in class by giving immediate feedback to my students as well as ask thought provoking questions.
Technology will play a vital role in student teacher communication. I feel that a shared Google Doc will be one of my best tools for communicating with my students. The doc will be their journal. CPS has integrated Google Drive to their network so compatibility won’t be an issue. I plan on using other forms of technology, including programs and apps that students will use to present their reflective thoughts to others. Within the TPACK framework I feel I will be able to reach my students and enable them to become reflective lifelong learners who take ownership of their education.
ImagineIT Phase 4
The two types of dilemmas I will attempt to focus on while I implement my IangineIT are those that deal with student relationships, and assessment.
The dilemmas I see with student relationships are multifaceted. There are, of course, many types of relationships that students have to navigate. Many think of peer or instructor relationships. There are less obvious relationships with self, community, and subject matter. The type I will focus on is a student’s relationship with themself. In order to be a productive individual you must be able to process your place in the world. Much of this is done through internal reflection. Many students go through their educational experience without thinking of their place in the process. One of my goals is to promote this type of reflection.
Assessment has become a dilemma due to excessive standardization. Students are also over tested. This standardization has caused creativity to suffer. When I recently gave my students a choice to use any assessment they wanted to show that they mastered an objective, they were lost. Our students are becoming standardized and institutionalized. They have become so dependent on a certain format of assessment that anything else is foreign. Through my ImagineIT, I hope to get my students to think outside of the standardized box.
The dilemmas I see with student relationships are multifaceted. There are, of course, many types of relationships that students have to navigate. Many think of peer or instructor relationships. There are less obvious relationships with self, community, and subject matter. The type I will focus on is a student’s relationship with themself. In order to be a productive individual you must be able to process your place in the world. Much of this is done through internal reflection. Many students go through their educational experience without thinking of their place in the process. One of my goals is to promote this type of reflection.
Assessment has become a dilemma due to excessive standardization. Students are also over tested. This standardization has caused creativity to suffer. When I recently gave my students a choice to use any assessment they wanted to show that they mastered an objective, they were lost. Our students are becoming standardized and institutionalized. They have become so dependent on a certain format of assessment that anything else is foreign. Through my ImagineIT, I hope to get my students to think outside of the standardized box.
ImagineIT Phase 5
When I discussed my ImagineIT goals with my colleagues, I began by stating my goals, which were to enable my students to become reflective learners who were self-aware and took ownership of their education. The two dilemmas I described had to do with how a student envisions themselves in their relationship with education, and to be able to perform alternative assessments that shy away from the one-dimensional standardized way students are assessed. My colleagues were receptive and very helpful in their feedback which has caused me to rethink my approach a bit.
Although both colleagues loved the idea of using alternative assessments, they brought up the way we are judged/assessed are based on the ‘high stakes exams’, such as the NWEA. One colleague lamented that it was “the nature of the beast in education today.” They both agreed that my position as a special education teacher would give me more leeway in developing and implementing said alternative assessments. They had quite a few ideas regarding alternative assessment, of which they shared many. It was if a dam burst and long pent up ideas started to flow.
In terms of promoting ownership and reflection, my colleagues agreed on both the importance of and difficulty in achieving this. This is our goal as teachers but it requires a degree of independence on the student’s part. They thought the IEP would be an excellent vehicle to promote ownership. One colleague brought up using transition plans as a way to promote reflection. This was a great idea that I will be incorporating into my ImagineIT.
When I conducted my student focus group I presented my goals to 5 students, who were a combination of 6th, 7th, and 8th graders. They were a bit confused when I introduced the goals and were at first reluctant to share their goals for education or what they thought of their place in it. When I asked; “Where do you see yourself ten years from now? What can I do to facilitate or help you get there?” I received many a blank stare. After some prompting I began to receive generic responses regarding more instruction in math or reading. Their knowledge of the IEP process their place in it was rudimentary at best.
When we broached the subject of assessment, my students were a bit livelier. I asked about the purpose of and their feelings toward assessment. To this one of my students stated that assessment is to find out how smart we are. Another amended with “Or how stupid.” With that as a springboard, we had a thoughtful and informative discussion about the purpose of assessment and ways it can be done. At the end of the focus group my students were a bit weary, but they were also excited. I hope this is the beginning of a new awakening in their educational journey.
Upon completing my goal discussion with my colleagues and the student focus group I noticed a few trends. Alternative assessment has taken a backseat to today’s standardized setting, but there is a yearning to bring it back. In order for a student to become aware and reflect on their place in education they need to be taught a degree of independence and to speak and value their own opinions. Of the two dilemmas, the latter seems the more daunting. I will begin by going over each student’s IEP with them. In terms of alterative assessment, I will develop them in conjunction with both math and reading curriculum I am currently teaching.
Although both colleagues loved the idea of using alternative assessments, they brought up the way we are judged/assessed are based on the ‘high stakes exams’, such as the NWEA. One colleague lamented that it was “the nature of the beast in education today.” They both agreed that my position as a special education teacher would give me more leeway in developing and implementing said alternative assessments. They had quite a few ideas regarding alternative assessment, of which they shared many. It was if a dam burst and long pent up ideas started to flow.
In terms of promoting ownership and reflection, my colleagues agreed on both the importance of and difficulty in achieving this. This is our goal as teachers but it requires a degree of independence on the student’s part. They thought the IEP would be an excellent vehicle to promote ownership. One colleague brought up using transition plans as a way to promote reflection. This was a great idea that I will be incorporating into my ImagineIT.
When I conducted my student focus group I presented my goals to 5 students, who were a combination of 6th, 7th, and 8th graders. They were a bit confused when I introduced the goals and were at first reluctant to share their goals for education or what they thought of their place in it. When I asked; “Where do you see yourself ten years from now? What can I do to facilitate or help you get there?” I received many a blank stare. After some prompting I began to receive generic responses regarding more instruction in math or reading. Their knowledge of the IEP process their place in it was rudimentary at best.
When we broached the subject of assessment, my students were a bit livelier. I asked about the purpose of and their feelings toward assessment. To this one of my students stated that assessment is to find out how smart we are. Another amended with “Or how stupid.” With that as a springboard, we had a thoughtful and informative discussion about the purpose of assessment and ways it can be done. At the end of the focus group my students were a bit weary, but they were also excited. I hope this is the beginning of a new awakening in their educational journey.
Upon completing my goal discussion with my colleagues and the student focus group I noticed a few trends. Alternative assessment has taken a backseat to today’s standardized setting, but there is a yearning to bring it back. In order for a student to become aware and reflect on their place in education they need to be taught a degree of independence and to speak and value their own opinions. Of the two dilemmas, the latter seems the more daunting. I will begin by going over each student’s IEP with them. In terms of alterative assessment, I will develop them in conjunction with both math and reading curriculum I am currently teaching.
ImagineIT Update: Round 1of Implementation
Most students have been receptive to the discussion about their IEPs. All, except one, had stated that had never read the document. Once I defined the IEP purpose and process, the majority of my students were intrigued. I also discussed the idea of completing a transition plan to get ready for the next grade, high school, college and career. We are still brainstorming ideas and goals for this portion. We are currently going over the IEP process and discussing each section.
I have been enjoying the process of creating alternative assessment for my students as well as allowing them avenues for choice and creativity. I have found that when given choice between creative and standardized assessment, they choose standard. I feel this is due to fear of the unknown. So I have decided to force creative assessment upon them.
I began with an assessment of the novel Freak the Mighty. Instead of the standard multiple choice and essay final exam, I went a different route. At the end of the novel one of the main characters dies. I had my students write a eulogy for the deceased character from his best friend’s point of view. To my surprise there was no push back. My students dove into the assignment with passion and empathy. We shared our eulogies and each person was to complement one aspect of each eulogy. In the discussion of the eulogies that followed, my students were able to describe theme, point of view, rising action, climax, etc. It was an amazing experience.
In mathematics, we have been working on percentages, ratios and proportions. I assessed my students by giving them the ratio of bone to meat, in a turkey. They were to use that ratio to calculate the amount of meat each of their guests would get at Thanksgiving dinner. They were to determine the size of their turkey and the number of guests. Once finished we discussed our findings and related them to everyday life. I was able to reinforce and assess without a standardized test and I loved it.
Most students have been receptive to the discussion about their IEPs. All, except one, had stated that had never read the document. Once I defined the IEP purpose and process, the majority of my students were intrigued. I also discussed the idea of completing a transition plan to get ready for the next grade, high school, college and career. We are still brainstorming ideas and goals for this portion. We are currently going over the IEP process and discussing each section.
I have been enjoying the process of creating alternative assessment for my students as well as allowing them avenues for choice and creativity. I have found that when given choice between creative and standardized assessment, they choose standard. I feel this is due to fear of the unknown. So I have decided to force creative assessment upon them.
I began with an assessment of the novel Freak the Mighty. Instead of the standard multiple choice and essay final exam, I went a different route. At the end of the novel one of the main characters dies. I had my students write a eulogy for the deceased character from his best friend’s point of view. To my surprise there was no push back. My students dove into the assignment with passion and empathy. We shared our eulogies and each person was to complement one aspect of each eulogy. In the discussion of the eulogies that followed, my students were able to describe theme, point of view, rising action, climax, etc. It was an amazing experience.
In mathematics, we have been working on percentages, ratios and proportions. I assessed my students by giving them the ratio of bone to meat, in a turkey. They were to use that ratio to calculate the amount of meat each of their guests would get at Thanksgiving dinner. They were to determine the size of their turkey and the number of guests. Once finished we discussed our findings and related them to everyday life. I was able to reinforce and assess without a standardized test and I loved it.
ImagineIT Final Reflection: Winter 2015
Although I had quite a scare at the beginning of the year with my job in jeopardy, I have thoroughly enjoyed working on phases IV and V of my ImaginIT this semester. The dilemmas book inspired me to spread my focus not only to student ownership, but to quality assessment as well. One of the dilemmas that stood out was the teacher who described her pain when forcing a standardized exam on a student who had no hope of passing. This example really hit home. I have been forced to give these same tests to my students. The quote that stated we are testing students who are not standard summed this up.
I learned much from my focus group and teaching demonstration. My students were initially perplexed by the simple fact that I was including them in planning for their educational journey. After a bit of cajoling I began to break through their preconceived notions of what education should be. My students were more responsive when we broached the topic of assessment. They seemed to be excited about alternative assessment. Toward the end of our focus group my students were cautiously optimistic about our ImagineIT.
My colleagues were receptive and very helpful in their feedback which has caused me to rethink my approach a bit. They praised the merits of using alternative assessments, but brought up the reality of the educational landscape where so much emphasis is placed on standardization. My colleagues agreed that my position as a special education teacher would give me more leeway in promoting ownership and reflection in my students. They acknowledged both the importance of and difficulty in achieving this. Pointing out the degree of independence a student must have to become reflective. Promoting ownership and reflection is one of our primary goals as educators. These goals help students become productive members of society. One colleague brought up using transition plans as a way to promote reflection. This was a great idea that I will be incorporating into my ImagineIT.
Between writing the implementation report and now, I have added authentic alternative assessment to my ImagineIT. This has in turn caused my ImagineIT to expand, but I am excited and believe I can incorporate assessment into my larger goal. Students who are aware and reflect will question their assessment. I have also joined with a like minded cadre of teachers who want to change a system that is too standardized. There is such a desire to move beyond constant testing and dig deep in a curriculum that you are passionate about.
I am looking forward to working with my students on their educational journey.
I learned much from my focus group and teaching demonstration. My students were initially perplexed by the simple fact that I was including them in planning for their educational journey. After a bit of cajoling I began to break through their preconceived notions of what education should be. My students were more responsive when we broached the topic of assessment. They seemed to be excited about alternative assessment. Toward the end of our focus group my students were cautiously optimistic about our ImagineIT.
My colleagues were receptive and very helpful in their feedback which has caused me to rethink my approach a bit. They praised the merits of using alternative assessments, but brought up the reality of the educational landscape where so much emphasis is placed on standardization. My colleagues agreed that my position as a special education teacher would give me more leeway in promoting ownership and reflection in my students. They acknowledged both the importance of and difficulty in achieving this. Pointing out the degree of independence a student must have to become reflective. Promoting ownership and reflection is one of our primary goals as educators. These goals help students become productive members of society. One colleague brought up using transition plans as a way to promote reflection. This was a great idea that I will be incorporating into my ImagineIT.
Between writing the implementation report and now, I have added authentic alternative assessment to my ImagineIT. This has in turn caused my ImagineIT to expand, but I am excited and believe I can incorporate assessment into my larger goal. Students who are aware and reflect will question their assessment. I have also joined with a like minded cadre of teachers who want to change a system that is too standardized. There is such a desire to move beyond constant testing and dig deep in a curriculum that you are passionate about.
I am looking forward to working with my students on their educational journey.
Spring Semester ImagineIT Timeline
Looking back on my process for developing my ImagineIT, the one aspect I would most change to aid further implementation would be to introduce the ImagineIT to my students earlier. I feel this would have helped them take more ownership of the process. I will be able to introduce the ImagineIT immediately due to the fact that I have an entirely new group of students.
I feel that my ImagineIT can grow in a number of aspects. The reflective element can be enhanced in order to get more meaningful responses from my students. I will be focusing more on transition plans with my students. This has the effect of ‘killing two birds with one stone’. The majority of my students are eighth graders, therefore transition plans are required for entrance to high school as well as providing a springboard for students taking ownership of their future.
This semester I wish to have all my students complete a meaningful transition plan that encourages ownership and self-reflection. This will be evident by the quality of the plans and the amount of detail in relation to interviews and the information included in the plans. If everything goes perfectly, I hope that all my students will have the tools and a guide to navigate their educational journey effectively and with as much personal input as possible.
Timeline
January: Introduction of the transition process to students with emphasis on ownership and reflection.
February: Goal planning and career exploration, where students will identify a field in which they are interested in and make a strategic plan to be employed in their chosen field.
March: Logistical aspects of attaining your goal; students will be taught skills, such as interviewing, filling out applications, budgeting, etc. that will enable the achievement of their goals.
April: Making the uncertain certain through mock interviews and high school planning.
I feel that my ImagineIT can grow in a number of aspects. The reflective element can be enhanced in order to get more meaningful responses from my students. I will be focusing more on transition plans with my students. This has the effect of ‘killing two birds with one stone’. The majority of my students are eighth graders, therefore transition plans are required for entrance to high school as well as providing a springboard for students taking ownership of their future.
This semester I wish to have all my students complete a meaningful transition plan that encourages ownership and self-reflection. This will be evident by the quality of the plans and the amount of detail in relation to interviews and the information included in the plans. If everything goes perfectly, I hope that all my students will have the tools and a guide to navigate their educational journey effectively and with as much personal input as possible.
Timeline
January: Introduction of the transition process to students with emphasis on ownership and reflection.
February: Goal planning and career exploration, where students will identify a field in which they are interested in and make a strategic plan to be employed in their chosen field.
March: Logistical aspects of attaining your goal; students will be taught skills, such as interviewing, filling out applications, budgeting, etc. that will enable the achievement of their goals.
April: Making the uncertain certain through mock interviews and high school planning.
Update #1
Due to being assigned to an entirely new group of students, I have hit some setbacks. My students have not embraced the concept as I would have liked. Many are angry about the change to their environment and have resisted buy in. So in order to build trust I have been working on getting to know my new class and sharing my experiences with them. We have made many breakthroughs and we are finally making some headway in terms of our ImagineIT project.
One of the first items we worked on was a dream sheet. My new students were angry and saw the activity as a pointless assignment. After much debate and reasoning they began to attempt to complete the activity. Some the answers were generic, but many gave both myself and students insight into their future plans and dreams.
ImagineIT Update #2
One issue we have been working on is resistance to participating in and completing classwork. I decided to discuss pride with my students. I had them write pride vertically and give a word for each letter. My students responded fairly well to the activity. They however did need some prompting. One difficulty I have encountered is lack of reflection in assignments. My students, as well as many others just want the answers to get a grade. The end has become the only thing desired. The desired path to the end, in many cases is the quickest and most traveled. I am attempting to guide students down a different path. I have explained that the process is more important than the goal in many cases. Those process skills are what you will transfer to your everyday life.
Final ImagineIT Reflection Spring 2016
I have learned a great deal about myself, my students and the ups and downs of my profession by taking on my ImagineIT project. In terms of myself, I have learned that big ideas such as guiding students to become reflective are not easily attained in a year long project. The ImagineIT project I have chosen will be a lifelong endeavor. I have found that I feel so strongly about giving students a voice that it has permeated my teaching at all levels. My students have taught me patience, empathy and humility. They are the reason I do what I do. There have been many highs and lows throughout this school year, but overall it has been one of my most productive and rewarding.
When I began way back in July of 2015 I had an idea to encourage students to become reflective learners who take ownership of their educational journey. I naively thought that this goal could be attained in a year’s time. I hadn’t foreseen how difficult it is to unlearn the years of what I call institutionalization that had so discouraged my students from being reflective risk takers. As I realized the daunting task it was to change minds that were conditioned to not ask why because they had grown to accept the standard; “Because it is on the test”. I then started taking baby steps to begin the untangled web of assumptions that my students have about their place in the educational process.
My students have started to respond to my attempts to get them to take ownership, in a much more positive way. The importance of building trust with your students can not be understated. They have been working on transition plans for high school and beyond. As they dream and plan they are coming to the realization that it is they who make the ultimate decisions on what path to take in life.
My colleagues, for the most part have responded positively to my ImagineIT project as well. One teacher has even asked me for my transition plans in order to implement them with her students. As I spoke with peers inside and out of my work environment I began to see assumptions and expectations for students as being unfair and unrealistic. The centralized standards we thrust upon our students with no feedback are detrimental to their spirit. Instead of letting them take more of an active role we constantly quash creativity in order to adapt to a test. So many of my peers feel as I do, but we also feel powerless to affect change due to national mandates and the aount of emphasis put on standardized exams.
Overall, through this experience, my biggest takeaway is that my students are more than data points. They are individuals with varied dreams and hopes of becoming successful adults. My goal is to allow them to reach those dreams by any means necessary.
When I began way back in July of 2015 I had an idea to encourage students to become reflective learners who take ownership of their educational journey. I naively thought that this goal could be attained in a year’s time. I hadn’t foreseen how difficult it is to unlearn the years of what I call institutionalization that had so discouraged my students from being reflective risk takers. As I realized the daunting task it was to change minds that were conditioned to not ask why because they had grown to accept the standard; “Because it is on the test”. I then started taking baby steps to begin the untangled web of assumptions that my students have about their place in the educational process.
My students have started to respond to my attempts to get them to take ownership, in a much more positive way. The importance of building trust with your students can not be understated. They have been working on transition plans for high school and beyond. As they dream and plan they are coming to the realization that it is they who make the ultimate decisions on what path to take in life.
My colleagues, for the most part have responded positively to my ImagineIT project as well. One teacher has even asked me for my transition plans in order to implement them with her students. As I spoke with peers inside and out of my work environment I began to see assumptions and expectations for students as being unfair and unrealistic. The centralized standards we thrust upon our students with no feedback are detrimental to their spirit. Instead of letting them take more of an active role we constantly quash creativity in order to adapt to a test. So many of my peers feel as I do, but we also feel powerless to affect change due to national mandates and the aount of emphasis put on standardized exams.
Overall, through this experience, my biggest takeaway is that my students are more than data points. They are individuals with varied dreams and hopes of becoming successful adults. My goal is to allow them to reach those dreams by any means necessary.