My Final Vision Project: Where Have I been???? Where Am I Going?

 I have learned so much about digital technology and the benefits of integrating it's use into our everyday practice.  There are so many options and services available to us and we are able to communicate in endless ways worldwide!  It is like a magical journey!

Although I thought of myself as pretty "technically savvy" I had no idea how many resources and applications existed.  Through our personal learning network I learned of even more fabulous ways to engage learners in my classroom and provide a well balanced learning and teaching experience.  

With such a wide range of resources it was difficult to come to a decision about what my final vision project would be.

As we read the book "Why School" (which ironically I had difficulty reading due to it being an e-book and I could not get a print copy) I realized I need to take the plunge and dedicate myself to become more of a 21st-century educator.  

Richardson reminds us that "our kids and even we ourselves can now carry the sum of human knowledge around in our pockets...We can have teachers and classrooms with us wherever we go" (Richardson, 2012, loc. 548).  

We have the world at our fingertips!  We just need to access it!  "It's now easier than ever to communicate, create, and collaborate with others from around the globe who share our passion to learn.  This changes just about everything when it comes to being "educated" (Richardson, 2012, loc. 554).

My vision for the future is to transform my classroom into a 21st-century learning environment.  I want to learn how to be a 21st-century educator by integrating the use of technology and 21st-century skills into my classroom.  

Part of the process includes learning how to introduce STEAM (Science, Technology, Engineering, Arts and humanities, and Math) into my teaching practice.  I will learn with a hands-on approach and conduct an inquiry exploring the strengths and challenges of becoming a 21st-century teacher.

"Students have changed, and teachers need to alter teaching methods accordingly.  This is not only to keep students engaged and motivated, but to better prepare them for a technologically oriented workplace (Collier, 2007, p. 4). 

I have utilized Judy Halbert and Linda Kaser’s spiral of inquiry approach acquired from “The Spiral Playbook” to plan my strategies for becoming a 21st-century educator and teach 21st-century skills.  

I like this approach because it allows us to work through the spiral and as we learn and experience we can continuously go backwards when we need to and forward when we are ready.  

We can start at any phase of the inquiry, “choose the entry point that makes sense for your team and context.  From there you will spiral backward to gather evidence, and forward to test possibilities” (Kaser & Halbert, 2017, p. 9).  The growth and learning are continuous.  "once you have completed a full spiral, you are well-positioned to do it again with a different focus" (Kaser and Halbert, 2017, p. 22).  

For my project I began with developing a hunch :  http://c21canada.org/playbook/

Developing A Hunch:  

• Our school will benefit if our staff adopts a 21st-century teaching approach by integrating STEM into our classrooms and using "freshgrade" to document our learning 

• The AASL Standards Framework will assist in assessing where our students are while Developing a Hunch and during the Checking phase of the spiral of Inquiry

• Inquire:  Build new knowledge by inquiring, thinking critically, identifying problems and developing strategies for solving problems.  

• The AASL Standards Framework includes the Domains and Competencies of:  Think, Create, Share, and Grow:  the visual framework will assist in the planning for 21st-century learning (Retrieved from https://standards.aasl.org/wp-content/uploads/2017/11/AASL-Standards-Framework-for-Learners-pamphlet.pdf) 

Learning:  

• Accessing professional development opportunities for school staff and students through Jason Learning  https://jason.org/?  
• Accessing resources readily available:  Destination Imagination:  Classroom Edition, Supporting 21st-Century Learning, (2013).
• Accessing 21st-Century and STEAM resources  through the interactive program:   Let’s Talk Science program at UVIC https://outreach.letstalkscience.ca/uvic.html
• Accessing professional development and classroom activities through ISTE:  International Society for Technology in Education https://www.iste.org/

Taking Action:   

• To integrate STEM/STEAM into our classrooms and use the program freshgrade to document and  report on our learning.  One way of integrating STEAM into our classrooms is to access the program "Let's Talk Science" sponsored by UVIC who "connect educators and youth with outstanding volunteers to deliver a wide variety of meaningful science, technology, engineering and mathematics (STEM) learning experiences in both school and community settings (https://outreach.letstalkscience.ca/uvic).

• To utilize resources in our school that already exist:  Destination Imagination:  Supporting 21st-Century Learning

• To share our learning and student success by documenting our progress through freshgrade to deepen our relationship between home and school https://freshgrade.com/freshgrade-classic/

Checking:  

• Provide opportunities for students and educators to reflect and give feedback on presentations given by UVIC'S "Let's Talk Science" program and other STEAM presentations

• Provide opportunities to discuss and reflect on how the lessons from the STEM resources were delivered and received:  Destination Imagination:  Classroom Edition, Supporting 21st-Century Learning

• Evaluate how/if freshgrade is being used to document learning

• Provide opportunities for discussion and feedback about how the program/learning is going.  Troubleshoot possible barriers to learning for both educators and students 

Scanning:  

• Slow down:  focus on one area that is not going to be overwhelming for educators.  Start with one program that is easily accessible, user friendly and encourages enthusiasm.  The "Let's Talk Science" program provides all of the materials required, has volunteer presenters and is accessible in our remote area via zoom and other digital technology

• Start somewhere:  "Let's Talk Science" is a good starting place as it gives us an idea of what integrating STEM into our classrooms really looks like.  The presentations are completed solely by the presenters.  Educators are there to help guide the learning.  Any equipment/supplies required are provided by the program.  (I have a presentation set up for my class on April 12th 2021 to learn about "Newton's Cars).

• Our class also participated in another series of nature activities today.  Animal print identification, homemade compass, tree identification and a water filtration challenge.  Not everyone was engaged, but the ones that were enjoyed themselves and were motivated to learn and participate. 

• Students who weren't engaged had the option to work on an alternate activity so as not to disrupt the learning of others.

Focus:  

What are some strengths learners showed in this area?  

• For the most part, students were able to stay on task, were engaged and interested in learning
• Students were motivated to work and were able to meet the criteria of the task
• Students enjoyed all of the activities and learned and acquired skills in the process

What are the challenges that learners exhibited during class presentations?

• Not all students were engaged
• Students were bored and inattentive
• Students had no interest or inclination in the lesson

How can we document student learning using freshgrade?


• 

  I will share our learning using a program called Freshgrade.  This program allows me to communicate digitally with parents and the school community about topics we are currently focusing on.  

• Using freshgrade requires a lot of groundwork.  Parental permission is required in order to get a “code” to share student’s learning.  Although many students returned their permission forms, many did not.  

• Once permission was acquired I was able to “upload” student work to their “portfolio.”  Students who had permission to participate used their devices to photograph their assignments and artwork to add to their files.

• Students were engaged and excited about sharing their work with their parents.  They happily chose which assignments they wanted to include and learned many skills like taking photos, uploading files, and texting or sending their photos to me via Messenger or text.
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I then had to go and learn how to copy the pictures to a file in order to share them to student portfolios.  (Don't even ask me about trying to embed a youtube video into a powerpoint!!!)

Meadow Austin:  Artwork for Growth Mindset Activity (Feb. 2021, to be shared on Freshgrade with parents and school community

It really is true!  We can create schools to be "places where adults and children come together to learn about the world, places rich with technology that lets our kids dream big and create things to fuel those dreams" (Richardson, 2012, Location 554).

• Although the preparation for learning and utilizing this program has been time consuming I feel that the time will be worth it in order to effectively communicate student learning in a digital format.  

• Not all parents/students wanted to participate in the freshgrade program
• Not all students have devices (unlike Bart's class)

The ultimate goal is to have students documenting their own learning in order to take ownership for their learning while at the same time learning 21st-century skills.  "E-portfolios can document the process of learning, promote integrative thinking, display polished work, and/or provide a space for reflecting on learning (21st-Century Literacies, 2007, p.4).

While learning about 21st-Century teaching, how to use freshgrade and utilizing the spiral of inquiry I would like to inspire my colleagues and school community to learn more about 21st-century teaching by sharing my experience as I explore ways in which to transform my practice. 

I have created a Powerpoint presentation with information on the steps I took during my educational journey.   The focus of my vision project follows the spiral of inquiry steps.   https://1drv.ms/p/s!AuNd8DfeZlUvhAWD9qm8vJYLQwIb?e=8d5OFC

https://1drv.ms/p/s!AuNd8DfeZlUvhAWD9qm8vJYLQwIb?e=8d5OFCMy vision is to inspire 21st-century teaching and learning by integrating STEAM into our classrooms, communicating with parents and the school community using digital technology and supporting students in learning 21st-century skills.

While creating my presentation I was able to reflect on my learning while integrating STEAM into my teaching practice, learning how to use and access new technologies, and how to create a better connection between home and school.  

While focusing on becoming a 21st-century educator I would also like to include strategies on how to meet the expectations of the BC curriculum and aspire to meet the goals of our school district’s Aboriginal Enhancement Agreement.   

I believe I have met the goals I have set out to meet.  I have created ways in which to strengthen the communication between home and school.  I have integrated STEAM into my classroom.  I have learned the program freshgrade and I have learned many skills on how to be a 21st-century teacher and have  transformed my teaching practice. 

I have also created a “bare bones” class blog that parents can access to view their child’s contributions and acquired skills.  We will showcase our learning visibly and virtually with students’ documenting their hands on learning experience with photos, videos, and audio recordings. 

In a perfect world students will take over the blog.  I found Google Blogger to be much easier than Edublog.  I tried both and eventually decided to use Google Blogger because it is much more user-friendly and less confusing.  https://abesteacherharris.blogspot.com/

I reconnected with a program called Animoto and created a video based on our Let's Talk Science Presentation which I learned how to upload to my Powerpoint presentation (that was a feat in itself).  I was very proud of my "production."

Students have been using technology and devices to support their learning and have been learning 21st-century skills.  Although there have been many bumps in our learning and ways in which we could improve I learned that if I was patient, supportive and understanding we could all learn together.  (Those are well-proven-century skills)

If we provide an educational environment where students are able and willing to learn they will rise to the challenge.  We, as teachers, need to rise to the challenge of changing with the times and providing our children with the best education they can get.  

I believe that being a 21st-century educator and inspiring 21st-century learners will positively affect students and better prepare them "to think critically and creatively, to work collaboratively, and to continually transform themselves during their school years and throughout their lifetimes"(Halbert & Kaser, 2017, p.10).  I have learned many skills, techniques and transformed my practice.  

References

American Association of School Libraries. (2018).  AASL standards framework for learners.  Retrieved from https://standards.aasl.org/wp-content/uploads/2017/11/AASL-Standards-Framework-for-Learners-pamphlet.pdf 

BC's New Curriculum [Web page.]. (n.d.). Indigenous knowledge and perspectives in K-12 curriculum.           Retrieved from https://www2.gov.bc.ca/gov/content/education-training/k-12/administration/program-       management/indigenous-education/enhancement-agreements

CBAM:  The concerns-based adoption model [Web page].  (2015).  Retrieved from  https://www.air.org/resource/concerns-based-adoption-model-cbam

Destination imagination classroom edition:  Supporting 21st-century learning. (2013).  Toronto, ON:  Pearson Canada Inc. 

First Nations Education Steering Committee [Web page] (n.d).  Retrieved from http://www.fnesc.ca/learningfirstpeoples/

Freshgrade [Web page]. (n.d.). Retrieved from https://freshgrade.com/ 

Huang, P-S. [Web page] (n.d.).  Concerns-based adoption model:  Stages of concern.  Retrieved from https://sites.google.com/site/ch7cbam/home/stages-of-concern 

In the field:  On and offline with Jason, grades 4-10 [Web page]. (n.d.).  Retrieved from https://www.eventbrite.com/e/in-the-field-on-offline-with-jason-grades-4-10-registration-134447896277?internal_ref=login

International Society for Technology in Education (ISTE), [Web page]. (2021).  Retrieved from https://www.iste.org/learn/steam 

Kaser, L., & Halbert, J. (2017). The spiral playbook:  Leading with an inquiring mindset in school systems and schools. C21 Canada.  

Let’s talk science [Web page] (n.d.).  Retrieved from https://outreach.letstalkscience.ca/uvic/local-programs/classroom-community-visits.html#workshops 

Mrs Harris’ class blog, [Web page] (2021).  Retrieved from https://abesteacherharris.blogspot.com/ 

Narrowing the gap through collaborative enquiry:  The spiral of enquiry [Web page]. (n.d.).  Retrieved from https://www.learningandinnovation.com/working-with-spirals.html

Oris, Alex. [Web page] (n.d.) Concerns-based adoption model:  Intro to CBAM.  Retrieved from   https://sites.google.com/site/ch7cbam/home/introduction

Read Write Think: Group and self evaluation (2014).  Retrieved from http://www.readwritethink.org/files/resources/printouts/Group%20and%20Self%20Evaluation.pdf 

Richardson, Will, (n.d.).  Why school?: How education must change when learning and information are everywhere.  Retrieved from https://www.amazon.ca/Why-School-Education-Information-Everywhere-ebook/dp/B00998J5YQ 

School District # 85.  (2018).  Aboriginal enhancement agreement.  British Columbia, Canada:  School District # 85, Vancouver Island North.  Retrieved from http://www.sd85.bc.ca/wordpress/wp-content/uploads/2019/07/Enhancement-Agreement-3-2018-to-2023.pdf 

The Concerns-Based Adoption Model (CBAM): A Model for Change in Individuals.  Retrieved from  https://s3.wp.wsu.edu/uploads/sites/731/2015/07/CBAM-explanation.pdf

The Twilight Zone:  People are alike all over [Web page] (1964).  Retrieved from https://vimeo.com/320948439

Valenza, J. [Web page]. (2010).  Manifesto for 21st-century teacher librarians.  Retrieved from teacherlibrarian.com/2011/05/01/manifesto-for-21st-century-teacher-librarians/