Activity 2: Creating High-Performance Learning Environments

In the roller coaster physics video, I noticed how focused and engaged everyone was in doing their work. Each student understood what their role was and executed them without any problems. They couldn't have been able to do the project without first understanding the basic concepts of friction. The students knew that they needed to understand the concepts in order to create the roller coaster within the group. 

https://www.teachingchannel.org/videos/teaching-stem-strategies 

Mrs. Migdol used a concept of "chiming" to get the students working together in the group. There would be a chimer who tells the trials and tribulations they had as the other students take notes and chime in with their own thoughts and ideas. This helps the teacher to know where the students are along the project. She says this also promotes autonomous learning where students value each other's ideas as learning goes directly from students to students and not through the teacher. In this environment, students are able to solve problems on their own and depend less on the teacher. 

The behavioral expectations were high. It was evident from the video as all the students worked really well in their groups. Each student had a task to do, and it looked to me that they were able to collaborate with others without any issues.

Norms and Procedures

It was evident from the start of the video that various norms and procedures were set for this class. From the start of the project, students knew what their roles were. Even though only one person was sharing their ideas, others were attentively listening and take notes. From working on their individual sketches to group sketches, everything seemed to transition very smoothly. Like this class, having a clear set of norms and procedures can help to make any class run as smoothly as Mrs. Migdol's class.

Third Grade Chinese Math

It looked like the children here were memorizing the multiplication rhyme to learn it in Chinese. As they learn, teachers asked questions and they would answer. As we are going away from a teacher-centered method, it seems like the Chinese have been dependent on this method for a long time and it doesn't seem like they will be leaving it anytime soon.

https://www.youtube.com/watch?v=h7LseF6Db5g 

Academic Expectations

The article states, "because of China's standardized curriculum and teaching, the national exam system, and the one-child policy, teachers, and parents in China have big expectations for their students at an early age. There is a high degree of parental involvement and parents prioritize their children's education, especially in maths, which one of three core curricular in national exams."

In the video, it was interesting to see how she was able to have all the students move through the math problems together. This method of rigid practice can be somewhat effective, but I personally do not think it would be the best method for having all the students engaged. 

China uses whole-class instruction, which can be a problem for students that cannot follow along. Since it is a teacher-centered method, the behavioral expectations are quite low. Students aren't expected to do much except to listen to the teacher and repeat. With low behavioral expectations, it is difficult to get the most out of the students.

Norms and Procedure

The norms and procedure are that students are expected to know the rhymes as they chant and clap together. In a controlled manner, students are able to learn math by saying them in unison. She requires them to raise their hands when they have questions.

The Whole Brain Method 

Academic and Behavioral Method

It was actually very encouraging to see the teacher use this method with an older group of students. It isn't easy to get older students to be as engaging as they were. I think it started with the teacher's high expectations out of the students from day one. I am sure it took them a lot of practice to get comfortable with the whole brain method, but seeing everyone really engaged was very encouraging.

https://www.youtube.com/watch?v=8iXTtR7lfWU&feature=youtu.be  

In order to implement this method, the behavioral standards have to be set fairly high. Students are required to do various hand motions and say things depending on the task. It was amazing to see the students continue to do the hand motions while working in their groups. 

Norms and Procedures

The classroom norms and procedures were very evident as all the students knew exactly what to do at the appropriate time. The teacher has set transition words and gestures before beginning a new activity. In addition, when moving to a page or completing a task, the student repeated the procedure verbally. I thought this would be a great method to implement in a class with behavioral issues.

In my Classroom

I have been dealing with some behavioral issues with my 6th-grade students. It has been disruptive and has taken some time away from focusing on learning. Watching the video on the whole brain method really was encouraging to me as I believe I can actually implement this strategy with my class. This type of instructional approach was derived from studies that found that when you tap into both hemispheres of the brain (left and right), learners are better able to make connections. In whole brain learning, teachers may play music during instruction or use guided meditation to help build a more relaxed atmosphere, while students are encouraged to visualize, draw, and act out what they are learning. Essentially, whole brain teaching strategies are tapping into the way the brain works best. It’s using the teaching strategies that you are already using in a new, unique way (Cox). I think this would be something new that students can enjoy if applied correctly. As seen from the WBT strategy, I would like to use many of the hand gestures and transition words when I need to get students to start a new activity. I would also use it whenever I need to get their attention.

References

Chen, C. (2011, June 13). 3rd grade Chinese—math class.avi. Retrieved March 19, 2018 from https://www.youtube.com/watch?v=h7LseF6Db5g

Cox, J. (n.d.) Whole Brain Teaching Strategies. Retrieved from http://www.teachhub.com/whole-brain-teaching-strategies 

Migdol, D. (2012). Roller coaster physics: STEM in action. Teaching Channel. Retrieved March 19, 2018 from https://www.teachingchannel.org/videos/teaching-stem-strategies

roxishayne. (2011, May 31). Whole brain teaching Richwood high – The basics.Retrieved March 13, 2018 https://www.youtube.com/watch?v=8iXTtR7lfWU&feature=youtu.be