White Privilege Symposium - Thoughts and Reflection

Having attended the White Privilege Symposium at Brock University, I can safely say that my views on privilege and racism have been changed. However, this is not to say that I have suddenly become anything resembling an expert on these topics, I have just learned a great deal more than I previously knew. To begin with, the Symposium, as well as my classes with Chris D’Souza for my “Issues in Diversity in Schooling” class at Brock University, have taught me that “color blindness” is a method of interacting with racism and privilege that is not only ineffective, it is detrimental. This method of interaction teaches that the only fair way of considering race is to see everybody equally, but in reality this belittles the hardships and accomplishments of people of different races and assumes that racial privilege does not exist. A phrase often repeated by Chris D’Souza in class is that “When race is perceived, race plays a role.” In other words, race is a factor in modern life and to pretend to ignore it is to belittle the role that it plays, particularly from a privileged standpoint. People with white skin are privileged enough to be “color blind,” whereas people of other races are not, and cannot afford to ignore the roles that race plays in their lives. The replacement for having a “color blind” approach to race can be described as “color brave,” as outlined by Mellody Hobson in her TED Talk. Being color brave means that any person, particularly those with privilege, are willing to investigate the role that race plays in their interactions with others, and examine the consequences and effects of that role. Being color brave means not ignoring the hardships, discrimination, privilege, and societal power structures that make up a person’s racial experiences, simply to make an interaction easier. In short, the White Privilege Symposium really showed me the importance of not ignoring race and of respecting each person’s heritage by not simply pretending to not see color.

Spiralling curriculum: how does it stack up?

I’ll begin with a statement for full disclosure:

As a student in the public school system, I HATED spiralling curriculum.

I didn’t see the point of revisiting content that I thought I already knew. I had been tested on the material and had passed, why bother revisiting it? As future educators we can see the folly of these ideas, but as a student at the time it was how I felt.

However, before we get too deep into the discussion of spiralling curriculum, let’s start with a definition.

Spiralling curriculum is defined by the Education in Japan Community Blog as “a comprehensive programme ensuring continual revision and progression through small and logical steps but with key aims of mastery each year. Rather than simply reviewing the same material until all pupils have it memorised, this spiral process allows for continual development to challenge the most able learners, while also continuing to revisit earlier areas of knowledge for those who may struggle[.]”

Source:  “'Spiral curriculum' or method – A Definition” Education in Japan Community Blog. Education in Japan Community Blog, n.d. Web. 03 November 2015

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Source:  More on spiral curricula

https://drfautley.wordpress.com/2015/05/21/more-on-spiral-curricula/

The image above shows a spiralling curriculum visual aid for a music department from grades 1-6. The students in this program begin with the more basic aspects of music, such as pulse, rhythm, and pitch, taking the majority of the class time while the more advanced aspects such as timbre, dynamics and notation, are introduced but not yet studied for a comparable amount of time. As students grow as learners and move through the years of the program, they revisit the concepts of the previous years, both to cement their learning from those years and to integrate new and more advanced sections of those concepts, until the concepts are not only known but fully understood.

Ed Comparativ takes the concept of spiralling education one step further when he discusses the work of Jerome Bruner’s constructivist spiral approach. Bruner states that the reason spiralling curricula are so effective is because they allow the learner to continually revisit past knowledge and build on it, making fundamental connections along the way to other material and subjects to make sure the student really understands the material. Comparativ states that the integration of Bruner’s spiralling curriculum into the curricula of schools in the Philippines is incredibly beneficial as students are allowed to learn in ways that are much closer to their natural learning habits, as compared to the focus on “fragmented and disintegrated content” from the previous curricula. 

(The Role of Jerome Bruner’s Spiral Approach in the Reformation of the Philippine Education System, 2014)

The following video from the Ross Institute, educators explain the practical implications of a well-implemented spiral curriculum in a school.

Source: Ross Institute

The Ross Institute shows the effectiveness of a spiralling curriculum mixed with an integrated curriculum in a practical setting. Not only are students revisiting prior knowledge, constructing new understandings, and making fundamental connections, they are able to connect the very subjects of learning. Students are conducting scientific experiments originally found by Islamic scientists in their history classes and making art, models, and sculptures about human body systems in their science classes. Instead of knowledge being fragmented and disintegrated, it is all interconnected and spiralling upwards as the learners grow. Students are then allowed to choose the direction they wish their learning to go for their final project, a practice which is so successful students of the past have designed projects such as a hydrogen fuel cell system and motorcycle thermoelectrics, at the age of grade 12 students.

This is not to say, however, that spiralling curricula are perfect and are the saviours of modern education. They are in theory designed so that students who are caught up can make new connections and students who are behind can catch up during reviewed topics, but if a student is not able to catch up quickly enough they can be left behind. As Professor Martin Fautley points out on his education blog posts, progression in a spiral curriculum is very linear. Students move along the spiral system and the only way they can go is forward. Students who need to occasionally take two steps forward and one step back can be left behind. Spiralling systems are based around revisiting concepts, but if the original concept is not properly understood the entire structure falls apart. Students who do not properly understand the original concept are constructing new knowledge on a faulty foundation and risk missing out on deep understanding.

 Source: On linear progress and spiral curricula 

https://drfautley.wordpress.com/2015/05/16/on-linear-progress-and-spiral-curricula/

Going back to my original point about disliking the spiralling curriculum as a student, I can now see why. Spiralling curriculum does not reach its peak effectiveness in an assessment of learning setting. It requires assessment for learning for optimal use; students who realize that they are learning only to be tested are less likely to wholeheartedly participate in a spiralling system versus students who are learning for the sake of understanding. As a future educator, I hope to implement the concepts present within spiralling curriculum as much as I can, as I believe that the benefits outweigh the downsides and that it is possible for the current spiralling structures to be changed to reduce or eliminate those weaknesses.

References:

Ed Comparativ. (2014, April 8). The Role of Jerome Bruner’s Spiral Approach in the Reformation of the Philippine Education System: Mr. Ed Comparativ [Web Log Comment]. Retrieved from https://edcomparative.wordpress.com/2014/04/08/the-role-of-jerome-bruners-spiral-approach-in-the-reformation-of-the-philippine-educational-system/

Linear Progression [Image] 2015. Retrieved from https://drfautley.wordpress.com/2015/05/16/on-linear-progress-and-spiral-curricula/

Martin Fautley. (2015, May 15). More on Spiral Curricula: drfaultley [Web Log Comment]. Retrieved from https://drfautley.wordpress.com/2015/05/21/more-on-spiral-curricula/

Ross Institute. (2015, July 9). Ross Spiral Curriculum: An Interdisciplinary Approach to Science. Retrieved from https://www.youtube.com/watch?v=hHZhkB0FJik

“’Spiral curriculum’ or method – A Definition” Education in Japan Community Blog. Education in Japan Community Blog, n.d. Web. 03 November 2015

The Interrelated Disciplines of Music [Image] 2015. Retrieved from https://drfautley.wordpress.com/2015/05/21/more-on-spiral-curricula/

Centralization vs Decentralization: Which is superior?

As a student going through the concurrent education program, one of the most recurring themes that I have seen has been the models of education as they stand now versus the potentially superior models of education as presented by educational theorists and researchers. Within this debate, one of the most common subsections being brought up is that of the regulations that the educational system places on teachers with regards to both what they teach and how they teach it.

While these debates had always seemed to dwell in the realm of eventuality and even theory for me, the completion of the front matter assignment really brought this point to life. In this assignment, we were tasked to examine the front matter of two different curriculum documents, in my case Ontario and British Columbia, and see what each promoted as the most important things for students to know, do, and be. This assignment really highlighted the differences in education systems, even those in the same country. Both of these provinces had various differences in the know, do, and be, but the largest difference was the overall philosophy presented within each. Ontario was definitely in favour of regulations, centralization, and equal education, whereas British Columbia leant far more towards options for teachers, decentralization, and equity in education. While the answer may seem obvious as to which is better for students, we will examine the positives and negatives of both.

You can view my assignment here for more detail.

With the positions established, what then are the positives and negatives of each side? The centralized side has the advantage of minimizing the negative effects that an inactive teacher could have as teachers are given step-by-step instructions on what and how to teach. The Guardian conducted a study in which 29% of 2000 English teachers stated that they would consider leaving their profession for a career elsewhere. That is as near as makes no difference a full third of teachers who are not fully committed to the teaching process. The centralized system ensures that, although these teachers are not necessarily as interested in their jobs, students will still receive a comparable education as the disinterested teachers will be following a very clearly defined set of instructions. However, the flip side of that argument is that one of the largest reasons that these teachers wanted to leave in the first place is that schools were not making the experience interesting and stimulating enough for them to continue enjoying their work. Following a step-by-step process is neither interesting nor stimulating. Perhaps if the curriculum provided more freedom to teachers, the third who wished to leave would not feel so disinterested and the original advantage of the centralized system would be a moot point. There is also the aforementioned issue that this type of system does not address diversity and is not as accommodating to individual needs.

(A third of teachers would consider an alternative career, 2014)

The advantages of the decentralized system are evident: the students themselves are actually considered in the educational process and are much more likely to study material that is relevant and important to them. This will keep the students more engaged, more willing to learn, and increase their overall chances of succeeding while in school. However, one of the pitfalls of this type of system, as outlined by Emma Drury, is that teachers must stay dedicated to their profession and continue to work with a high degree of dedication and energy. She created an article detailing several teachers' experiences at the beginning of their careers compared to their current experience. The teachers often had definite five-year plans and goals set out for their professional lives, but once theyachieved these goals their five-year plans started to become less important and they were more comfortable and settled in their work. This process cannot happen under the decentralized system, which depends on all teachers ensuring that they are staying motivated enough to address the individual needs of their students each year. If teachers under a decentralized system simply choose resources and methods and reuse them every year while the needs of their students are changing, they are wasting a sizeable portion of the freedom given to them by that system. While considering the issue of dedication and motivation: a teacher in a decentralized system that loses even a small percent of their motivation every year of teaching does not take too long to reach the same level of effectiveness as an inactive teacher in a centralized system as illustrated below.

(Five year career plans - do teachers need one?, 2013)

                                                      Source: Evan Arseneau

The video below outlines the correlation between motivation and self-regulation in education, albeit from a student’s point of view. In brief, he states that self-regulation is strongly correlated to motivation, and for our example of a teacher in a decentralized system, self-regulation is crucial to continue addressing the needs of the students. You can skip to 5:43 where he discusses the findings of the study and his research.

                                                         Source: Paul House

With all of this in mind, I believe that the degree of success of students is as strongly influenced by teachers as it is by the system. The system dictates the potential success that students could have but the way their education is delivered is ultimately the responsibility of the teacher themselves. The most ideal situation is an active teacher in a decentralized system and the least desirable is an inactive teacher in a centralized system, yet a dedicated, active teacher in a centralized system can still be more effective than an inactive, settled teacher in a decentralized system. I made up a chart (below) which illustrates this. 

                                                        Source: Evan Arseneau

I would say that the most important thing to take out of this discussion is to be the most motivated teacher that you can be, regardless of the system in which you are placed. With respect to the original question, the decentralized model does show the most potential, but it needs to be filled with motivated, self-regulating teachers. 

Resources:

Emma Drury. (2019, May 9). Five year career plans - do teachers need one?: Career Advice, Teachers Blog [Web Log Comment]. Retrieved from http://www.theguardian.com/teacher-network/teacher-blog/2013/may/09/teaching-career-five-year-plan

Rebecca Ratcliffe . (2014, April 29). A third of teachers would consider an alternate career: Career Advice, Teachers Blog [Web Log Comment]. Retrieved from http://www.theguardian.com/teacher-network/teacher-blog/2014/apr/29/teachers-alternative-careers-school-recruitment

Paul House. (2013, March 31) . Effects of Motivation on Self-Regulation3. Retrieved from https://www.youtube.com/watch?v=PoFUepmYitY

Decentralized Teachers Over Time [image] Created by Evan Arseneau.

Success Levels of Various Teachers [image] Created by Evan Arseneau.

Feedback

Feedback.

How is it important in education?

Feedback is crucial in modern schools; it is a skill that teachers moving forward need to possess as an essential part of their assessment strategies.

As an example, I found myself while in Education 3P70 thinking that the first assignment was not very important, as I could use the feedback written on the page to improve my next one and therefore obtain the grades which are my goal and ensure that I am learning the material to the extent and in the manner that the professor intended. I am using the feedback from that paper as a direct influence on what and how I learn while enrolled in that course. While working on that course, every aspect of my involvement, mindset, research and writing methods is influenced by the feedback that I receive every week.

We as humans depend on, and give, feedback every day whether at work, school, or even within social interaction with peers. While in a conversation, factors such as their tone of voice, body language, diction, and even the use of silence are all forms of feedback that can be used to determine how well the conversation is going. Most importantly, while in school, feedback on tests, assignments, and behaviour are all crucial to ensure that the message being put forward by a teacher to his or her students is the most constructive one possible, that is optimized to ensure that the student is always learning.

In an article by Bob Dignen on his Cambridge blog, he states that feedback is the most important skill for a person to have because it ensures that people are listening effectively, motivating each other, developing performance skills, and responding to the world around us. One of the more interesting points that he puts forward is that, in giving and receiving effective feedback, we are always learning. A simple “yes,” “no,” or “good job” is not sufficient to make a student consider where they can improve in the future; that is where feedback comes in.

(Five reasons why feedback may be the most important skill, 2014)

                                       

Anna Malik approaches the idea of positive feedback from another angle on her blog. She argues that, psychologically, good feedback is essential for students to develop motivation and confidence. She states that feedback should be relevant, specific, timely, valuable, and accurate. She also applies the importance of feedback to Maslow’s hierarchy of needs (below), which states that the higher levels of motivation cannot be accessed unless the lower levels are satisfied. A lack of good feedback from a model figure could lead to a student losing their self-confidence and motivation, as well as having a degrading effect on their creativity and critical thinking skills.

(Why Positive Feedback is Important!, 2014)

                                       Source: Malik, Why Positive Feedback is Important!

How then, are we as Ontarians treating feedback? The ministry of education’s document “Growing Success” contains a chapter entitled “Reporting Student Achievement” (47-65), which contains a lot of information on how to properly file report cards and the administrative details which must be satisfied before they are submitted and sent out, but does not feature a wealth of information on feedback. In fact, while the idea of placing grades as either numbers or letters depending on the age of the student is well described, the section on feedback is somewhat limited to a subheading containing information on the necessity of writing “anecdotal comments,” and the writers even feel the need to state that copying and pasting comments is not allowed which suggests that this has been an issue in the past. This focus on marks and grades leads students to prioritize their percentage rather than to focus on the feedback they receive. I drew a quick sketch (below) which pictures the unfortunate focus of many students when they receive a graded paper:

                   the actual paper                          versus                 what the student focuses on

 
















                                                                       Source: Evan Arseneau

This is an extremely negative mindset that inhibits eternal learning in our students, a mindset adopted from the administration which ignores the multiple positive influences of good feedback. Students who succeed fail to incorporate the suggestions of the teacher in future work and students who fail see the mark and begin to lose motivation and confidence as described by Anna Malik. 

Feedback is essential, we live and breathe feedback every day in our interactions with others, and it is time for the focus in assessment to shift from marks and grades to constructive, well-written feedback; not only for teachers to write it, but for students to be willing to read and learn from it. 


 REFERENCES:

Anna Malik. (2014, May 2). Why Positive Feedback is Important!: The Oxford TEFL Blog [Web Log Comment]. Retrieved from http://www.oxfordtefl.com/2014/05/3-reasons-positive-feedback-important/

Bob Dignen. (2014, March 17). Five reasons why feedback may be the most important skill: Cambridge Conversations [Web Log Comment]. Retrieved from http://www.cambridge.org/elt/blog/2014/03/five-reasons-feedback-may-important-skill/

Feedback vs Student Focus [image]. (2015). Created by Evan Arseneau

Maslows Hierarchy of Needs [image]. (2014). Retrieved from http://www.oxfordtefl.com/wp-content/uploads/2014/04/Maslows-Hierarchy-of-Needs.jpg

Ontario Ministry of Education. (2010). Growing Success: Assessment, Evaluation, and reporting in Ontario Schools. (ISBN No. 978-1-4435-2285-4). Retrieved from http://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf