Week 5 Focus Thinking Classroom

What new teaching strategies, student behaviours, or classroom dynamics stood out to you during your FE2 observation week compared to your early observation days at your first placement in the fall? Through the practice of deepening your observation and noticing skills, what were you able to notice now that you might have missed during your fall observation days? How might these new insights shape what you pay attention to in future placements?

In my previous practicum, I was new to many aspects of classroom instruction, particularly the use of centers as a learning strategy. I was still in the early stages of understanding how to structure lessons, manage time effectively, and engage students in a meaningful way. Classroom management, while always important, was not as demanding as it is in my current placement. I was focused more on observing and understanding how teachers facilitated learning rather than actively managing the learning process myself.

Now, in my current practicum, I feel more confident in my ability to implement instructional strategies, especially in a kindergarten setting where centers play a crucial role. Unlike before, I now understand how to design and facilitate centers that support student learning while also allowing for differentiated instruction. Additionally, managing a classroom with students who require extra support has challenged me to refine my approach to student engagement and adaptability.

This growth in confidence and understanding shows how much I have developed as a teacher-in-training. While I still have areas to improve, I now feel more equipped to navigate the complexities of instruction, assessment, and classroom management with greater assurance and effectiveness.

At my current placement, I still need to learn about assessments, and I'd like to see how my AT created the report cards and what feedback she received from parents, if any. Additionally, I will be able to analyze my observational notes on different students I have worked with and make some diagnostic assessments about their learning, which will guide my lesson planning, instructional strategy, and differentiation.

2. Thinking Classrooms Reflection: Based on what you’ve learned about Thinking Classrooms, where do you plan to incorporate it in your unit plan? Describe.

Understanding Cognitive Engagement and the Thinking-based Classroom (Stobaugh, 2019).

As I read this chapter, I was reminded of my children's school in Dubai, United Arab Emirates. When my child was in grade 4, he was given a science and math topic to research and collect data about diet Coke and regular Coke. A part of their research involved collecting data from real people and asking them which drink they preferred. They were encouraged to ask as many adults as possible in their home and school communities. In order to complete the project, parents were asked to help. This data was collected as part of a school science fair project. In my opinion, this learning method was based on the "Thinking Model" (Stobaugh, 2019) which encourages students to challenge themselves and solicit data from local adults rather than just using Google. Furthermore, this will lead to higher-level thinking about why people like and dislike certain types of drinking, which will be the basis for more research and inquiry, leading to students exploring more science topics. This approach not only enhances critical thinking but also prepares students for real-world challenges. By engaging with their community, students gain practical skills and insights that extend beyond the classroom.

Child thinking

I really liked this quote from the reading this week: for students to be successful on revised assessments and in college and careers, they must be able to analyze and synthesize (Stobaugh, 2019). By analyzing and synthesizing information, students develop a deeper understanding of the subject matter and learn to apply their knowledge in meaningful ways. This approach fosters lifelong learning and prepares students for success in their future academic and professional endeavours. But now, as an educator, the question is how do you instill this skill?

The reading provides a list of questions that highlight eight characteristics that ensure high-level cognitive engagement (Stobaugh, 2019) that supports educators like myself who are wondering where to start and what to consider in a given classroom to engage students in higher-level thinking; Following questions also helps me revisit the science unit plan we are preparing for our Foundation II assignment.

Does the activity, strategy, task, or idea allow for the students to personalize their responses? Can they bring their life experiences into the activity and make it their own?

Yes, students will be able to personalize their responses during the plant growth unit. They will observe their own plants growing and record their measurements and reflections. Additionally, discussing real-life experiences, such as gardening at home or seeing plants in their community, will allow them to connect their learning to their own lives.

Are there clear and modeled expectations?

Yes, students will be given clear expectations about how to observe, measure, and document plant growth. The structured activities, such as sorting out what plants need to grow and reflecting on a plant grown without soil, provide guidance and modelling to support their understanding.

Is there a sense of audience above and beyond the teacher and the test? Does this activity have value to someone else?

Yes, students will share their observations with peers and engage in discussions about plant growth. At the end of the plant growth experiment, students will take their plants home and transfer them into a bigger pot for further growth. The unit also had broader value as it connected to real-world concerns such as sustainability and food production.

Is there social interaction? Do students have an opportunity to talk about the learning and interact?

Yes, social interaction will be encouraged throughout the unit. Students will work together to observe plant growth, compare their results, and discuss their findings. The hands-on nature of the activities promotes collaborative learning.

Is there a culture of emotional safety? Are mistakes valued because they are an opportunity to learn?

Yes, the classroom environment promotes emotional safety. Students will be encouraged to discuss challenges, such as plants not growing as expected, and explore possible reasons. Mistakes, such as incorrect measurements or unsuccessful growth attempts, will be framed as learning opportunities.

Do students have opportunities to choose within the activity?

Yes, students had choices in their observations and reflections. They could decide how to document their findings, select which aspects of plant growth interest them most, and engage in different activities related to the topic.

Is it an authentic activity? This doesn't mean it always must connect directly to the student's world, but it should connect to reality.

Yes, the activities in the unit plan are authentic as they involve real-life observations of plant growth, directly linked to scientific concepts and curriculum expectations. The unit will help students understand how plants grow in different conditions, which has real-world applications in agriculture, environmental science, and sustainability.

Reference:

Stobaugh, R. (2019). 50 Strategies To Boost Cognitive Engagement : Creating A Thinking Culture In The Classroom. Solution Tree Press.