The challenges of Maths, English and ICT

As I write this, I realise it likely to be my final posting for some time. The original purpose was always to meet the requirements of the assessment criteria for Advanced Studies in a Specialist Subject, and as I cut and paste into a word document so as to do a check on the word count, I realise I am nearing the close. Whilst I am pleased to be ticking a box on my 'to do list', I feel saddened that my writing here will inevitably come to end. I see little point in kidding myself that I will continue, for as much as I feel this space has helped clarify my thinking and benefit my practice; the remaining countless items on my 'to do list' will inevitably take precedence.

I have spent much time of late contemplating the final outcome on which I will reflect:

• The role of English, Maths and ICT on a Early Years H.E course, and how learners are supported to develop these skills.

On the course I teach, the inclusion of English is pretty much a given; it forms both the backbone of the assessment and the methods by which I teach. English is innately embedded and promoted; it is not a tick box, but a pre-requisite. I embed English through my power point presentation, and class activities, and I promote English through formative assessment and academic writing. I believe my own English skills to be of a high standard and I expect high standards of English from my students. I am passionate about English, I believe it is a skill which can be learned, and once mastered will provide students with the foundations for achieving a good classification of degree.

Unfortunately, I do not possess the same passion for maths. Unlike some of my peers, the thought of  Maths does not fill me with dread, I know enough to get by and Maths has never been an issue for me. However I can not get my head around the tokenistic methods by which we are expected to promote the skill. I teach at HE, and thus the requirement of the teacher training programme conflicts with that of the sector. Upon entry, all my students were required to possess at least a grade C at GCSE in Maths; similar but for the majority more current than my 19 year old 'B' grade.

Despite my apprehensions I continue to look for means by which I can promote maths in my lessons, admittedly this is an add-on, and over the course of the year I have only really attempted it for the purpose of a lesson observation. However, I recently found a naturally occurring means by which to promote maths: I planned for students to work out a child's age in months and days from a given date of birth, so as they could select the  correct developmental screening tool. I was pretty proud of this realisation, and it just so happened to be during a day I was due to be observed, bonus! Only when it came to it, my own beliefs outweighed the pressures of external influence: it seemed false and unnecessary, and I expected it be ill received by students at the end of a long day. I reflected 'in action' (Schon, 1999), and scrapped the maths!! Immediately after the lesson I was a little annoyed with myself for having 'chickened out'; carrying out the planned activity would have tested my own assumptions and potentially shaped by thinking. However, in reflecting 'on action' (Schon, 1999), I have no regrets : yes I could have tested my assumptions, but at what cost, the respect of my students perhaps? I expect my thinking on this subject to remain the same during the course of my studies, I will continue to jump through the necessary hoops but without conviction in my actions. I further expect that if I continue to teach at HE once I qualify as a teacher, maths is something I will cease to consider. However, I ask of those with a greater insight to challenge my thinking? maybe I am missing a trick?!

Finally, again as a closing consideration for the purposes of the assessment criteria, I reflect upon the role of IT in the classroom. Although I do not feel IT a 'tick box' exercise, I do not feel I have embraced IT to its full potential, and hope that as time and opportunity allows I will gain confidence and expertise in this field. At present I use IT in the classroom predominantly for the purpose of research via the internet and a means of presenting information through power point: a tool to aid teaching and learning, but not as yet  a tool I have mastered to aid assessment. I do not consider myself an IT phobic, and I fully intend to extend my skills. I hear both stories of IT success and failings from my fellow student teachers, but for now I just need IT to work for me. I have battled to access university systems and gain login details so as I can fully access the wealth of resources which I expect to aid my teaching. This in itself has proved testing; at present I am at a point whereas I have login credentials but lack the training to fully utilise the systems to their fullest potential. I have felt frustrated over the course of the year that IT has prevented me from reaching this potential, but with hindsight I realise this not to be the failings of the IT systems, but the hierarchies and processes which surround them. For me necessary IT skills were overlooked at the point of induction: I am now playing catch up, which ultimately is holding up further learning.

A welcome turn of events

After the trials and tribulations of my last taught session, I find myself buzzing at the welcome turn of events. I had a good, no wait, a great lesson, with the same students on the same module; so what did I do differently?

• Firstly, I cleared the air! I used this image as a means of representing my thoughts on last lesson, intendedly adding humour to the situation and getting the students back on side for a fresh start.
  
• Secondly, I introduced the topic before I plunged into teaching the content, giving a rationale for the chosen subject matter, and the link to the assignment brief and module outcomes. 
• And finally, I gave clear instruction and direction as to what I expected of the students, especially when asking open questions, stimulating debate, and setting tasks.  I used phrases such as "can I see a show of hands as to how many of you......." and "table at that back, can you suggest a reason why........"

For the first time in 'my teaching journey' I actually admit to realising the true benefit of reflection. Over the course of the week, reflection as a mental process has allowed me to not only realise my oversights, but also plan for and implement changes to my practice. I recall a definition of reflection by Moon (1999) which fits my new understanding: 

                  Reflection is ....“a mental process with a purpose and/ or an intended outcome”. 

Challenging my assumptions

                    “Active, persistent, and careful consideration of any belief or supposed 

                              form of knowledge in light of the grounds that support it”.

                                                                            (Dewey, 1933, cited by Smith, 1999)

After 12 years of compulsory schooling, 4 years at college, and going on 5 years at university, I feel I have a good understanding of what it is like to be a student. Seemingly, I love student life that much that I am in the process of enrolling for a further year so as to claim the letters of MA after my name. So what have I learned in my years as a student? That's easy, I learned primarily that teachers are the font of all knowledge, right?!

Wrong. I  have quickly come to the realisation that I do not know everything, as I assumed teachers should. This leaves me wondering whether in fact the teachers I hold in such high regard actually knew it either. By 'know', I mean: ingrained, second nature, revised, and ready for recall at any given point. It is true I am ready come my lesson; I know my subject, but not without the pain of having to research, read and revise beforehand. The problem I face, in all honesty, and this is not new knowledge to me, is that I have an absolutely shocking  memory! I have a First Class Honors Degree and graduated with an average grade of 84%. This is an achievement I am very proud of: I am good at what I do, I have passion and motivation for my subject, but this unfortunately does not equal knowledge. However, I can see the light at the end of the tunnel; it seems once I have taught a subject as a teacher, I am able to recall the information much easier than if I had read and wrote it as a student. 

I further surprise myself with the extent to which I utilise social media as a means of staying  current within my sector. Although I am not able to remember what I have read enough to recall it within my planning, I do remember that I have read 'something' useful, and am able to signpost myself to the relevant source. I am primarily using twitter and yammer for this purpose, and recently read a post by Nicky Morgan (2015) proposing the introduction of a baseline assessment at the beginning of the Foundation Stage. I intend to include this suggestion as a point of debate within my planning of the Senior Practitioner module. 

I can relate at this  point to Stephen Brookfield's explanation of imposter syndrome - the feeling that I am presenting a false sense of self, whereas the students presume my competence (Brookfield, 1995). According to Brookfield (1995), in order to overcome imposter syndrome we must go public, and admit we are also learning and have room for development: such disclosures are expected to build trust and encourage risk taking. This approach is particularly useful within teacher training as it allows us the opportunity to be a student and learn through our mistakes, rather than playing it safe and adopting pre-existing practices. Thankfully, my students understand me to be a student teacher, and although initially I considered this a crux I was burdened to carry, in consideration of Stephen Brookfield's impostership theory (1995), I view the disclosure to be as much a help as a hindrance.  

A challenging lesson

This week has proved to be as expected: busy and tiring, but with what I would class as a bad lesson thrown in the mix. I intended to write this reflection immediately, as I had some very raw feelings which unfortunately have been diluted by time. However, what has emerged is a sense of perspective, and the realisation that my reflection is concerned with the 'challenges and opportunities presented in relation to equality and diversity'. I had not originally made this connection, and was at odds as to whether I should include my thoughts in a reflective log which has such prescriptive requirements. The challenges I faced in the classroom do not fit the common conception of equality and diversity (Equality Act, 2010), and are arguably more fitting of the term 'differentiation'. However, I propose the two labels sit side by side, and cannot be simplified by common definitions. Let me explain.

The first lesson of the new Senior Practitioner module tested my professionalism as a teacher, as I was challenged regarding the content of my lesson. A selection of students posed two main arguments, firstly as Early Years Practitioner, they already knew of the curriculum framework I was 'teaching' and did not require further instruction, and secondly, the curriculum was not relevant to all due to the particular focus individuals had chosen for assessment purposes.

Although I understood these grievances and knew they were accurate in nature, it frustrated me a little that students seemed not able to see past the constraints of their own study and open themselves to the wealth of knowledge which was readily available. My strategy for teaching I believed to be sound. Intendedly, I was to give an overview of the curriculum as a means of recap: prior knowledge was  to provide the foundations for further learning and critical thinking. This approach is similar to that proposed by Jerome Bruner; the spiral curriculum (c.1960, cited by Conkbayir & Pascal, 2014).

However, I am forced to consider the reasons as to why I received this hostility, and I draw two conclusions:
Firstly, from an agency perspective (Giddens, 2009), I realise that although I made constant reference to the module outcomes being covered, I failed to pre-warn the students as to the nature of the new module and how I intended to tackle the seemingly repetitive subject matter. If I was to teach this module again, I would plan for this eventuality and be proactive in alleviating student concern, rather than reactive. I admittedly have limited knowledge as to the content of other modules, and do worry I am teaching generic theory with which students may already be familiar. I attempt to tackle this issue through my differentiated planning and assessment for learning strategies, and will be further mindful of this from here on in. Should I be involved in the programme structure next academic year, I hope I will have a better understanding of the course as a whole, rather than individual modules, as at present, try as I may, this is a steep learning curve.
Secondly, from a structural perspective (Giddens, 2009), I consider the assessment methods, which are admittedly the norm within the UK, to be accountable for the learning culture. Individuals from an early age are tested and graded according to ability; teachers are tested and graded according to both their own abilities and those of their students, consequently children and adults are taught to pass an assessment. I hope to teach differently, but I now have experienced the challenges this incurs.

So is this is case of equality and diversity, or simply that of differentiation?!
I promote, prevent and am pro-active regarding equality and diversity (Gordon, 2012), as is the expected norm, but if I fail to make all students feel included within my lesson should I sleep soundly by ticking the box?

'Freelance Reflection' (Fletcher, 2015).

The following reflection I term 'freelance' so as to replicate the nature of the critical incident described (Mezirow, 2000). I intendedly break free from the prescription of pre-defined reflective models, in the expectation that my knowledge and understanding of reflective practice will naturally inform my writing.

So here goes...............

The module I have taught on since October is nearing a close, there are two weeks to deadline and expectedly students are anxious about their assignments. Formative assessment filled me with both hope and despair, as I realised students had ample subject knowledge but were not presenting it in a manner befitting of the assessment criteria. Having subsequently taught a lesson on academic writing and assignment structuring, I made the conscious decision to turn up to class without a plan. In my strive for innovation I take myself out of my comfort zone and try a method of teaching which seems to be in contrast to the traditionalist political views of the current Government: facilitation! Fellow teachers bat about the term 'workshop', which HE students seem to interpret as "no need to attend". I was therefore undecided as to whether I should forewarn students that the lesson would be informal, but decided that so as to alleviate complaints I would take the option I would prefer as a student, and send an email to advise of my intention.

As expected, only 50% of the 'usual suspects' attended class. Although, I considered whether it may have been better to have kept students in the dark about the informal approach, so as to ensure optimal attendance, I strongly believe HE students should possess a sense of responsibility and autonomy. Despite hindsight, I therefore stand by original decision to inform and advise. However, I  also felt uneasy that some of the students whom chose not to attend, were both amongst those most in need of support, and the ones whom I had limited knowledge of their progress.

The 'workshop' itself seemed to work well; students worked on their assignments and I supported individuals as required and upon request: students seemed to benefit from this personalised approach. However, I was a little concerned that I did not spread my time equally, as would have been the case had I chosen to hold individual tutorials. So as to ensure equal distribution of my time and attention, I intend to arrange 1:1 tutorials for next week, thus allowing me a further opportunity to assess individual learning, and provide personalised feedback.

Despite my apprehensions, I now see the benefit of a workshop style session, and would feel comfortable in facilitating these in the future. I intend to incorporate ‘workshops’ in my scheme of work at interim points, but may need to re-think the way I market these to students: terms up for consideration include: seminar, forum, and discussion group. I am thinking I need to deliberate further on this finer point?!

A New Beginning

I chose this image as a representation of my journey as a student teacher. The road is long and lonely, but with a clear direction: the end is almost in sight, but the future remains uncertain. The sky is dark, yet I see the sunrise in the distance. The circles represent the never-ending cycle of self reflection; the false security of feeling one step closer to realisation. The barriers are there to keep us on the road, yet these are unstable, and shaky in strong wind. 


The writings in my blog from here on in are designed to meet the module outcomes for DMD7230: Advanced Studies in a Specialist Subject, whereas I must maintain a reflective journal to address the following themes:

• Use of reflection and feedback to improve teaching and support learners progression towards challenging targets. 
• A review and extension of Early Years subject knowledge so as to enhance teaching and support learners. 
• A reflection upon the challenges and opportunities presented in relation to equality and diversity.
• A reflection on the role of English, Maths and ICT on a Early Years H.E course, and how learners are supported to develop these skills. 
• A reflection on the concepts of innovation and creativity in education, and their application in practice.

In addressing these key themes I endeavour to adopt a flexible and creative approach, and for this reason define the reflections which are to follow, as: "opening up the can and playing with the worms” (Jones, 2013, p.4). I will, as is advised in the assignment brief, utilise reflective models to aid my thinking, but in my strive for innovation pledge to work outside my comfort zone and attempt those unfamiliar to me at present. My on action reflections (Schon, 1991) are intended to be purposeful and conducted so as to learn from the critical incidents which occur in practice; the main function being consequential action (Mezirow, 2000). 

My teaching of needs & motivations through Brookfield's Critical Lenses

Autobiographical
Students were familiar with Maslow's Hierarchy of Need (1970) prior to the lesson and I was conscious not to reinforce what they already knew. My aim instead was to relate the model to their current module of People in action, whereas they are required to assess group dynamics. Despite my awareness and attempt to assess prior knowledge, I do not feel  I adequately modified my planning so as to accommodate this. The main reason for this being that I did not successfully manage to assess the ability of individuals,  but exclusively those that chose to contribute. Consequently, I was worried that not all students may have the underpinning knowledge and so chose to start from the beginning, addressing the theory before moving on to the specific relevance to the module. As some students chose to leave before the end of the session, and so missed the teaching which was arguably most relevant, I think this may not have been the best approach. I do believe that for the majority of students new learning occurred and the learning outcomes were met, however admittedly the process may have proved in part repetitive and elongated. I am undecided as to how I would tackle this lesson the
 next time around, but will certainly be more aware of the need to fully assess prior learning so as to successfully differentiate.

Learner Perspectives
Although formal feedback from students was not requested, Brookfield (1995) identifies natural feedback and  responsiveness to learning as a means of evaluation (Atkinson & Irving, 2013).
Despite my limited differentiation, students appeared fully engaged for the first part of the lesson, and in particular researched and presented the level of need allocated to their group with enthusiasm. I expect this is due to the variation in activity. However, as the session progressed some students appeared to disengage, and remarked that they were tired or had enough. A selection of students were in a rush to leave and reported to have prior commitments, reporting they would work from home and requesting a copy of the power point to enable this. During the workshop which was held towards the end of the session, a number of students remained so as to discuss with myself how they could use Maslow's hierarchy within their personal poster presentations. These students admitted to now understanding how the model fits into their current projects, this being new learning for them.

Peer Perspectives
Speaking to my tutor at the end of the session made me realise that the happenings which I directly related with  my own shortcomings, were in fact the shared grievances of others. We discussed the fact that as the students I were teaching were second years, they had formed habits which were difficult to break: the main one being the expectation to finish the session early. My mentor also
advised me that for some students within the group it would have been worthwhile repeating the theory, this made me feel a little better in that the first 30 minutes of my teaching was maybe not all in vain. My tutor also praised my power point presentation and described it as "exceptionally good and inspiring" my intention is to now work out a means of transferring the high standard I demonstrate at the planning stage, into practice in the classroom.

Theoretical
My readings at present are concerned with the idea of a liberating education whereas individuals are encouraged to be critical thinkers, creative and reflective. The writings of Jean Jacques Rousseau (1762, cited by Doyle & Smith, 2007), John Dewey (1897),  Richard Pring (2004), and Paulo Freire (Freire & Macedo, 2005) propose an alternate future for education, one which embraces prior student experiences as integral to decision making. Education for social reform as defined by the theorists, philosophers, psychologists and educational reformers, is an ideal which at present I need to research further so as to determine my thinking. However, their philosophies have proved thought provoking and my lesson of Individual Needs and Motivations was planned in consideration of these ideals. Activities were intended to encourage critical thinking and creativity, and take account of past experience. As aforementioned, I now require the skills to promote these concepts in practice.