#17 以數位學習點亮英語教學 – 廖婉雯老師 (Light up English Teaching with Technology )

這集我們將探索如何結合數位學習於英語教學中。這次很開心能邀請到廖婉雯老師與我們分享她多年融合教育科技經驗,婉雯老師目前是臺北市大直高中英文老師,同時也是Apple傑出教育工作者和Google認證訓練講師,婉雯老師曾受獎無數,其中包括:台北市行動研究 翻轉英文 以科技創新教學 用數位點亮學習 優選 和臺北市 「百大菁英資訊科技應用 人才教育獎」等等。

婉雯老師對於一成變得教學感到不安,認為教學沒有標準答案,因此在多年的教學經驗中,他不斷精進自己,希望以身作則,激勵他的學生勇於嘗試。

了解更多婉雯老師的分享:Facebook  | 部落格

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本集大綱 Show Notes:

  • [01:18] 老師接觸數位學習的轉捩點
  • [04:20] 學生的樣貌與以前有何不同
  • [06:25] 數位學習如何提升學生專注力
  • [09:34] 老師在課堂上希望學生在聽說上能達到的指標
  • [12:33] Flipgrid是什麼?如何利用Flipgrid幫助學生英文口語表達和課堂上使用的流程
  • [22:53] 老師需要花多少時間去引入一個新科技於課堂上
  • [28:17] 希望學生畢業後,他們在讀寫的程度是如何?
  • [33:05] 什麼是 Reading Journal? 老師在課堂前會用Pages 如何備課且在課堂中,學生會如何去使用
  • [37:42] 為什麼選 Pages ?
  • [40:21] 對於一個無法人人一平板的學校,您覺得學校老師有什麼其他方式可以引入數位學習嗎
  • [43:00] 老師平常會利用什麼媒介或是追蹤任何教育學者去得的數位學習靈感
  • [45:44] 如果老師有一個超能力去改變台灣英語教育,最想改變的是什麼
  • [48:08] 對於一個新進老師,老師最常給的建議是什麼

回顧我們的教學 Reflections

  • 平時您會利用什麼小技巧提升學生專注力與參與度
  • 學生在您課堂上如何練習英語表達

改變的一小步 What can you do tomorrow

  • 如果學校有硬體資源,試著玩玩免費的Flipgrid,思考可以如何利用此軟體應用在您課堂上,增進學生參與度
  • 您的閱讀策略是什麼? 或許可以嘗試避免逐字為您的學生翻譯,教導更宏觀地閱讀,掌握精隨。

音樂來源 Song Track Credits:

#16 透視芬蘭現象為本學習 – Ilona Taimela

這一集我們將更深入探討芬蘭如何融合現象學習於課室中,在芬蘭的現象教育網站上,基於現象的學與教是:“整體的現實世界現象為學習起點。在實際情況下,將這些現象作為完整的實體進行研究,並通過跨越科目之間的界限來研究與這些現像有關的知識和技能。

我們很幸運有Ilona Taimela加入我們,她專門研究基於現象為本的學習、教育設計思維、參與性過程和永續經營。 Ilona Taimela在芬蘭全國培訓教師已有25年以上的經驗。 她是赫爾辛基教育諮詢集團的首席執行官。在這芬蘭新課室的教改浪潮下,她提供許多芬蘭學校諮商服務,幫助教改扎實地實踐在日常課堂中。

Connect with Ilona:
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本集大綱

芬蘭現象為本學習的重要元素

  • 必須跨領域:因為真實世界的難題,都是涉及不同領域的知識和技能。
  • 不分年級的學生可以一起合作,雖然可能會有不同理解,但是現象為本學習啟發點來自每位學生自我所知,而提出不同提問。
  • 專注於過程而非最終產品,真正需要學習的是在這過程中的創意和好奇心。
  • 教師的角色不是填塞知識,而是去激發學生的好奇心,問學生的問題是讓他們有更多問題想要去探索。

設計現象為本學習的步驟

  • 芬蘭學校通常給予老師一個時間表,讓老師知道這一年他們需要強調的技能的大方向。
  • 與各科老師一起設計,同時保留彈性,以留給學生空間去發揮
    • 思考那些橫向的技能你想要融合其中,技能可以是各種二十一世紀的橫向技能:溝通能力,思辨能力,合作能力等等
    • 選擇一個相關的現象,有些學校會提供題目給予老師參考
    • 設計單元測驗,幫助學生在過程中審視自我學習情形。
  • 向學生介紹現象,使學生能深刻體驗這現象的緣起
    • 你可以利用影片、邀請校外專家、參觀博物館來介紹這現象等等
  • 學生了解現象後,老師協助學生反思,最重要的兩個問題:
    • 我已知道什麼? 
    • 我想要知道什麼?
  • 學生基於自己想要了解的問題,尋找組別去合作研究,同時,老師可以鼓勵學生去聯繫專家。
  • 最後學生可以用各種方式呈現自己的研究結果,例如:Minecraft、廣播、紙本報告等等

現象為本學習的題目例子

  • 永續經營
  • COVID-19
  • 黑人平權運動

Ilona本身對於教育的核心價值

學生到學校是為了成為一個積極的公民。教育需要激發學生的好奇心和思辨能力。

回顧我們的教學

  • 您的學生有與同儕討論學習的空間嗎?
  • 在課堂上,您講話的比例與您學生發言的比例各是多少?

改變的一小步

  • 當您介紹一個新概念時,試著問學生他們已知道什麼,那他們想要更進一步知道什麼? 然後,給予您的學生時間去做研究,讓他們有空間實踐自我探索。

#16 Dissect Phenomenon based Learning with Ilona Taimela (透視現象為本學習)

中文讀者歡迎到此頁,閱讀其中文版喔!

This episode is all about Phenomenon based learning. Given Finland’s Phenomenal Education site , Phenomena-based learning and teaching is that “holistic real-world phenomena provide the starting point for learning. The phenomena are studied as complete entities, in their real context, and the information and skills related to them are studied by crossing the boundaries between subjects”.

We are lucky to have Ilona Taimela joining us who is specialised in Phenomenon based learning, design thinking, participatory processes and sustainability. 

Ilona has an over 25 years of experience from training teachers in Finland nationwide and now more internationally. 

She is the CEO of Helsinki Education Consulting Group.  She provides consulting services to cities and schools in implementing the new Finnish National Curriculum with her long experience from being a classroom and subject teacher,  a university researcher, to an executive director and an administrator.  She is no doubt an engaging, energising and a sought after speaker.

Connect with Ilona:
Facebook | Twitter | Website

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Show Notes with Selected Links

  • [01:55] Why Finland introduced Phenomenon based learning ?
  • [03:16] Why focuses on inter-disciplinary?
  • [04:53] How IIona defines Phenomenon based learning and the key ingredients in Phenomenon based learning?
  • [08:37] An example of Ilona’s favorite Phenomenon based learning project she designed before.
  • [11:28] The steps to design Phenomenon based learning.
  • [18:27] Tools or tips to narrow down the skills teacher want to embed in a phenomenon based learning project.
  • [22:56] Examples of the phenomena Finnish schools have picked.
  • [26:03] What do students’ mind maps look like?
  • [29:16] The ways teacher guide students to do inquiry based learning or facilitate the process.
  • [37:36] Advice for teachers who wants to try out phenomenon based learning.
  • [42:18] Ilona’s core value in education.
  • [43:56] Parting thoughts.

Transcript

Please go to here.

Reflections

  • Do your students have the space to teach others in your class?
  • What is the percentage of time you usually talk in a class compared to your students?

What can you do tomorrow

  • Pick a current phenomenon that is relevant to your students’ lives.
  • When introducing a new concept, you can guide your students by asking what they already know and what they want to know about it. After that, giving them some time to do research. 

Song Tracks Credits

What is your favorite idea from this episode? Please let me know in the comment section! 您在這集中有哪個最喜歡的點子嗎?歡迎在以下留言與我分享!

Transcript #16 Dissect Phenomenon based Learning with Ilona Taimela (透視現象為本學習)

Ti-Fen (9s): Welcome to compass teachers show I’m your host Ti-Fen. My job is to interview teachers around the world and tease out their teaching tactics, education, research, or tools they use. Hopefully this show can offer ideas for you to experiments in your classroom. This episode is all about phenomenon based learning, according to Finnish education sites in phenomena based learning and teaching holistic real world phenomenon provides the starting point for learning the phenomenon started yes, complete entities in their real context and information and skills relate you to them all study by crossing the boundaries between subjects today, we are really lucky to have Ilona Taimela joining us, who is specialized in phenomenon based learning design thinking party’s about torturing processes and sustainability Ilana has seen over 25 years of experience from training teachers in Finland national wide, and now more internationally.

Ti-Fen (1m 17s): She’s the CEO of Helsinki education consulting group. She provides consulting services to these in schools, in implementing the new Finnish national curriculum with her long experience from being a classroom and subject teacher, a university researcher to an executive director and an administrator. She’s no doubt in engaging and energizing and sought after speaker. Now let’s enjoy our conversation with Ilona.

Ti-Fen: Ilona thank you to join me today.

Ilona: Thank you for inviting them. I’m very happy to be with you here. Talking about phenomenon based learning

Ti-Fen: Before we dive into phenomena based learning, could you give us a little bit of background? Why financial to use the ne this new way of learning in Finland?

Ilona: We have national curriculum for the basic education, and it’s always for 10 years, the new curriculum that we have started in 2016 and actually 2014 already. It was given from the education board in this basic curriculum. It was introduced that we need to have more of these holistic interdisciplinary study units. That is also because we need to be teaching our students about the world holistically in the curriculum It says, or there to be these interdisciplinary Units. And the phenomenon based learning itself is really from Helsinki kind of an initiative on the more kind of on the pedagogy and how to help implement this interdisciplinary.

Ti-Fen (3m 14s) Ilona. Why focuses on inter-disciplinary?

Ilona (3m 20s): Well, like, like a little bit, I was already saying that, that we, we have real world phenomenon and, and sometimes, you know, when the student goes, according to the timetable from, especially in those grades where, where there, there is different subject teachers also that you go from from one subject to another subject and so forth, you get to kind of maybe a narrow understanding of the, of the world, because we have at the moment, really big holistic and these kind of world, we get problems that we need to be able to as a, as a human kind that we need to be able to solve.

And they are all intertwined and connected to each other. And that’s why we also need to start teaching our students how the world functions and, and how these real world phenomenons are intertwined and how different subjects sort of support each other. And especially in Finland, we have very much autonomy for the teachers at school that they are able to, to, you know, sort of plan their plan, their own lessons. It means that if, if the curriculum wouldn’t in a way, even force them to collaborate, sometimes then they would just do their own planning and, and teach their own subjects and know nothing about what the other teachers are doing about.

So this sort of, in a way also forces the subject subject teachers to, to, to join the plan and then also implement the lessons together.

Ti-Fen (4m 54s): Got it. It sounds like we want more connection and relation between each subjects so we can provide more Holy stake experience for the students. So how do you define phenomenon based learning personally? What are the key ingredients there?

Ilona (5m 14s): The key ingredients is really this, this interdisciplinary. So sometimes, you know, I’ve been, I’ve been said that phenomenon based learning is like project based learning or problem based learning or inquiry based learning. I have been an IB teacher previously and IB, the international baccalaureate organization, which is world known almost in every country. There’s IB, IB schools, and IB is inquiry based. So, so that is something that, you know, the students have to inquire into the different kind of maybe phenomenons and so forth.

But, but these are done usually also by subject teachers on their own only IB has also started to, to, to say that there has to be these transdisciplinary units, project based learning. Then it can also be done only by, by one subject teacher on, on their own and even problem-based. So, so that, so the nominal based learning is really different from this that it always requires in the disciplinary planning and execution.

So that’s like, I think number one kind of key ingredients that is different from, from other, and then also in a way that the phenomenon based learning how we have now been starting to implement it in some of the schools, is that even the, the grade levels can be mixed up so that the students can be of different ages in the same study group. And, and they also, you know, work together so that it doesn’t have to be only, only like, you know, for one, for one grade.

And that is because also if you think about it, when the students come into to study phenomena, they, they might have different kinds of earlier understandings of, of, of what it is. And basically the phenomenon based learning starts from the student’s own question that what do I already know about it? And that is why, you know, there can be different age groups, students, because some people, some students might have other, other things that they know as some other things so that they can be also experts by themselves.

And then they start making it get going into the inquiry in a way as well. That, what do I want to know about this phenomenon based learning? It’s really more about the process and not really about the product so that the teacher and the students don’t really know what comes out of it after, because there needs to be the flexibility and openness of curiosity and creativity during the process, but that what comes out of it. And then they have learned really these kind of test firs or skills that will be talking about what other features that the student needs to know.

Ti-Fen (8m 18s): Would you mind sharing us one of your favorites and I’m the one face, their new project and you designed the score so that we can understand more how he looks

Ilona (8m 29s): It’s got to do with ethics. I used to be an ethics teacher a long, long time ago, because in Finland, we also have a compulsory religion that is being taught. So there was different religion teachers and me as an ethics teacher doing a project together with biology teacher and also like a health education teacher. The phenomenon was really about the kind of ethical dilemmas that we have in, in, in, in our society with, you know, that has kind of a biological or health angle.

Ilona (9m 4s): And the students were able to then start making their different kinds of, you know, inquiries into what are the kinds of ethical dilemmas that they know that exists. And what do they know about them already? And what do they want to then there was really, really excellent kind of studies made by the made by the students. And the thing is that we never would have been able to design the whole thing by teachers or, you know, by, by ourselves.

Ilona (9m 34s): So there needs to be this openness for, for student activity and creativity. And some of the students were more interested for example, about genetically modified foods, or some of the students were more interested in the designer, babies, the babies kind of DNA and everything is designed. And so these are the kinds of things that I think give much, much more to the students once they, once they start learning about, you know, the process and how then if, if somebody would be just telling them about it or, or if they were just reading about it in a textbook in one of the schools, cause I’ve worked on the school level much more on as an, when I wasn’t in the administration of the city of Helsinki, there was also one school that made, made an inquiry into all of the parents off the 500 plus students that they have, that if there is anybody in the parents that would be sort of willing to share their knowledge with the students when they’re doing the phenomenon based learning unit.

Ilona (10m 45s): And it’s amazing that how many parents also want to engage with the, with the students or invite them maybe to their own workplaces or come to the school and, and tell and show. So, so that is something that is really, really, I think the phenomenon based learning at least in Finland has, has given the school and kind of made a bit of bridge with the, with also with the parents.

Ti-Fen (11m 11s): So in these ethical dilemma projects, the first step is teachers to introduce this issue or phenomenon to students and the students, what would they do after that?

Ilona (11m 26s): Yeah. So how the phenomenon based learning it actually goes is that there needs to be kind of planning phase first with, among the different subject teachers. And if there, if it’s on the, on the grade level where there’s a classroom teacher, of course also the classroom teacher can, can plan it with, with other subject teachers. So the planning phase is really important in a way that that is when you, of course, you’re looking look into the content that is in the curriculum that has to be kind of studies during, during, during that phenomenon.

Ilona (11m 59s): But then it cannot be so much designed by the teachers that the teacher is sort of, because sometimes, you know, the teachers plan it too much, you know, whether they, they plan all these kinds of tasks and assignments that, that, that the students have to do. And that is then, you know, we are then taking, taking control from the students’ own learning path that they have to themselves design it. But then what did the teachers do in the planning phase is also to look at what are the transformational skills that actually the students need to learn during this phenomenon.

Ilona (12m 37s): In, in, in Finland, we have been ranked number one in, in the world to, to teach future skills. And the thing is that the future skills, what we have said that that are in, in our curriculum are for example, critical thinking, taking care of oneself. And then there’s this kind of cultural identity cultural aspects.

Ilona (13m 7s): There’s also the communication skills and not only Lang writing or, or speaking or reading or these kinds of things, but also in the communication, it’s really important to look into the videos or, or the photographs and understanding that how they can be manipulated. And also there’s kind of skills for, of course, the ICT skills as well, but then also entrepreneurial skills in a way that how, how you are able to carry out a project, then there’s also skills on participation, how you participate and how you participate in to, in the society and how you are building sustainable future for, you know, these kind of what we call is the eco social skills.

Ilona (13m 57s): So these are the kinds of skills that the needs to be thought in every subject, but also in, in, in every phenomena. But they cannot be taught in, in every phenomena during that, you know, so that they have to be chosen that this particular phenomenon, this, this unit, maybe we choose two of them and we concentrate on that. And that is something that then the teacher has to facilitate. And, and to make, to tell that, to tell the students that when you are doing your own inquiry and you have, you are going to present, are you going to do some kind of a product afterwards?

Ilona (14m 34s): So these are the kinds of skills that you, you will be maybe also assessed because the assessment then it’s also, that is continuous as for formative assessment, what we talk about it. And so they can be a pre-assessment. What do you know already about the phenomena? What are the kinds of skills that you already have? And then what are the skills and the content that you’re learning during, during the whole, you know, the unit let’s say the unit is maybe about seven or eight weeks.

Ilona (15m 5s): So this is the planning phase then comes kind of a tuning in that you tune in to the phenomena or you, how would I say kind of motivate the teacher, the students into it. And that can be, you know, you visited museums or you read a book or you watch a video, or are you already, already in, that’s why you can already engage with an expert from outside. So it can be very, very many different ways of how to, how to motivate the students into, well, let, let’s look into this phenomena phenomena, what is it all about?

Ilona (15m 43s): And after that, then the students sort of come into this concept validation session that they have to think about it. What do I already know? They might do a mind map for example, and that can be a kind of a pre-assessment of it, or, or, you know, discussions or whatever, or even a quiz, if you want to give you an, a test so that the test, usually we give it as a summative test, but there could be a test already straight away.

Ilona (16m 16s): So what do you already know? And then after that, they can make the questions. What do I want to know? And you can make the students into groups of that kind of groups who have similar interests, and then they go into the inquiry and then they, you know, kind of ask other experts again about it, or make interviews or, or research, or, or visits to different places and so forth. What is required in order to, to, to get more information about the phenomena and worrying all this stuff that needs to be a lot of, a lot of talking discussion, formative assessment, the teachers are like facilitators.

Ilona (17m 3s): And then at the end, you know, sometimes we have no idea, like what comes out there can be a products. There can be presentations that can be even a play or, or, or, or a debate or whatever. I remember when I was a teacher also, you know, sometimes my, my students, they did some of them, they did even a Minecraft kind of a game or some of them, they did an animation. So, so there can be a lot of different things that they can teach, teach each other, even.

Ilona (17m 37s): And, and, and then at the end, you know, sometimes a lot of them schools also in Finland nowadays have, for example, open houses or exhibitions Or events where they then invite the parents or the even wider society to come and see what the students have been learning.

Ti-Fen (18m 2s): Let me review the process a little bit. So the planning phases would be first narrowed down the future skills you want to targeting in phenomena based learning and also the relevant topic. Right? And then after that, you would be planning the formative assessment along the way for different scales that align with the issue we are targeting. We are embedding in the phenomenon based learning. So the, I curious the first step, like narrowing down the scale with different subject teachers, how do you have any tips and tools that you would give for people who collaborate between different subject teachers and trying to narrow down the things they want to targeting? It?

Ilona (18m 58s): The thing is what I have been doing, because I’ve been teaching a lot of like on the school level, the, the teachers and, and so forth is that, of course, every, every school has their own kind of how they organize the whole school, the timetable, the, you know, the who teaches what and so forth. But the thing is that what usually I have been doing with them is really what I call, like mining the curriculum and mining the timetables and so forth.

Ilona (19m 29s): So that, so that it is a big, really big process to look at it first on a, on a big picture, that when we start in Finland, we start, the school will actually, tomorrow is the day in August. And then we start in August and then we go up to up to June, beginning of June. So you need to look at the whole year. Okay. And then during the whole year, how many different kinds of phenomenons do we have in some schools?

Ilona: They have maybe two in some schools, three, I know a school that has four or six during the whole year. So then you need to, you know, per student, if you look at it on a student level, and then, then you need to look at what are the kinds of skills and content that they need to learn during that particular year. And then you divide those, you look into the, you look into the curriculum, what are the kinds of subjects that go together?

Ilona (20m 30s): What are the kind of thematic phenomenons that come from different, different subjects together? And then they are making those plans on a, on a year, on a, on for the year. And then it’s easier to look into the whole, like one unit only you look it, okay, because these are the, these are the subjects teachers that are collaborating in this unit. Maybe in that next unit, it’s different. One can be more kind of cited on, on mathematics and science.

Ilona (21m 1s): The other unit can be more leaning towards former creative and artistic or, or these kinds of, so then of course, the skills that we have, these transformational skills for the future, we also then look at it, look it up so that what are the ones that are needed in that particular unit, or what is product more natural to learn during that particular unit? For example, in, in one phenomena, if they are looking into all kinds of, you know, leading things, and there may be growing, growing plants and making studies about the plants and, and about nature and so forth, then of course, they need to be learning more about these eco social skills and, and how to be, how to be more sustainable and, and so forth, and how, how, what kind of actions that they are doing in their own life actually build us a better future.

Ilona (22m 1s): So, so they really, they really go with the unit in a way that, you know, once you start looking at the whole bigger picture, then it’s easier to see that, okay, actually, these are these skill we need to do during this year. It goes automatically to two, one of the, one of the uterus, maybe coding goes into the one that has more mathematical mathematical skills and so forth. Great.

Ti-Fen (22m 26s): Could you give us a few examples that you have seen schools picked as their phenomenon topic, what phenomenon they picks

Ilona (22m 38s): Nowadays? And also like last year, there was more and more, these kinds of phenomenons that are very topical and which are, you know, kind of, you know, comes from, from our society. And we need to think about, so, so the climate change, sustainability, circular economy, you know, plastic in our oceans, these are the kind of things are, are, are all the time, very current. And, and of course now at the moment, what we’ve been having is, is the, the COVID 19 in the way that what are the pandemics and what are the kind of, you know, how do they start and how do they, so, so often these current phenomenons that are happening around us are something that are also triggers the curiosity of the students very easily.

Ilona (23m 31s): Or for example, the black lives matter movement that even from the USA came all the way up to Finland, we had even demonstration. So, so these are the kinds of things that the students are very motivated into, into researching. And thinking about that, how does it affect their life and what kind of a future we are building, because why the students are in the school in the first place, they are there in order to become active citizens later, later in their life, or you’re already during their school time.

Ilona (24m 5s): So, so we need to, you know, involve their kind of understanding of the world already. And, and, and, and that, that motivates them and also to research and, and to, to learn more about the different topics. Also the sustainable development goals that the United nations have set up for 2030, the SDGs, like we talk about them, the agenda 2030, it’s something that has a lot of different kinds of things that can be implemented in, in different phenomenons.

Ilona (24m 39s): And that is something that some of our schools have taken also like last, last year, I remember that some schools only looked into, into those and were looking at ’em and asking also that their, their students, about the phenomena in, in high schools, we also have schools that only, you know, sort of plan the phenomenons from the students so that their students are able to vote and, and kind of introduce the different phenomenons that they want to, they want to be studying it’s, it’s not, it doesn’t only come from like top down.

Ilona (25m 16s): It also needs to be involving the students and their own interests and curiosity.

Ti-Fen (25m 34s): Also Ilona you mentioned about after the planning and the student, the teacher would tune into phenomenon by providing some media, or even invite experts to give a speech to the student, to introduce the phenomenon. And then the students will have to think about it and having a mind map. I’m curious what this mind map look like

Ilona (26m 11s): The mind map, of course, in the beginning, it’s really for the students to make a mind about off what they already know about the phenomena, because sometimes, you know, if we talk about, for example, the second world war or the, or the, the Holocaust, for example, of what happened to the Jewish people in, in Finnish curriculum, it comes in the eighth grade and that the students need to learn about these things. But then if we actually, you know, talking already about, let’s say, black lives matter for the sixth graders or seventh graders and so forth, they might be interested into, into looking at injustice in history or injustice in our society already previously.

Ilona (26m 57s): So they might start looking into it. And, and the thing is that, like, what do they already know about it before going into any kind of inquiry? So it’s kind of, kind of a test or something that they do the mind map without using any books or without, you know, reading, reading about more or, so forth. And that is, then that can be then taken again as a tool at the very end of the unit.:

Ilona: Let’s look into the mind map that you did six, seven weeks ago. What did you write on it? Or what did you draw on it that, what did you know about the phenomenon when you started the process? And then they realized that, Hey, I know so much more, and then you can maybe even take a different color and draw and write on it more than what have I learned during this phenomenon based learning unit. And it can be also digital, you know, there’s a lot of different digital tools to make, and these mind maps, and that’s kind of a one way of really showing that that, Hey, this is what you knew in the beginning without reading and without inquiry.

Ilona (28m 14s): And then this is the thing, something that you have been able to put on top and to show that how much you have learned after, or during the, during the unit.

Ti-Fen (28m 25s): So after the, mind map and teacher or student would group together with the same interests, and then they will do inquiry based learning in this phase, how teacher can guide them to do the inquiry based learning.

Ilona (28m 47s): It has to, again, come, they don’t go into the groups before they have actually done the questions that, what do I want to know about the phenomena? And then, then only that, that then they can go into the groups of similar interests, but it doesn’t necessarily always have to be even group, but they can also be individual or pairs or whatever it depends, but how does the teacher then go about it? Is that because they have the, the students have set their own questions, what do they want to know?

Ilona (29m 18s): And then the questions can be looked at on a class level or in the student group level, even anonymously in a whether these are the kinds of questions that came out. And, and then, you know, let’s look into the, what, which, which ones are kind of the ones that we go into and start doing the inquiry and research, or it can be, it doesn’t always have to be an inquiry. It can be a, a building of something, or try and trying out kind of a piloting of, of, of, of some kind of a construction.

Ilona (29m 49s): But then, then that is when the teacher, because she knows, and she has shown also, and told the students that while you are doing this inquiry or research, or, or construction or piloting or something experimentation, these are the skills that you have to be, you know, sort of learning. So these are the transformational skills, and that is where the objectives come out. That that is kind of also assisting so that the teacher becomes then a facilitator facilitating that kind of a process and assisting those students to go further and to, to, to be able to target those objectives, that they have to learn these particular skills during this process.

Ilona (30m 41s): And that is, you know, sort of pushing, pushing the students forward and what sometimes it’s called also also like scaffolding. And so the objectives always have to be there in order for the students to go further. Otherwise, you know, some, because I’ve had like, you know, teachers tell me that, well, how do they motivate the students to go for further? Or how do they assist them? But the thing is that when the inquiry questions and those kinds of research questions, or the experimentation ideas, they come out from the students themselves.

Ilona (31m 20s): So that already motivates them to go further, but then you need to be able to facilitate them to vote those skills, not all of the content, because often they, you know, they start only looking into the content, but they also need to be remembering that these are the skills that we at the same time learning during, during. So, like I said, phenomenon based learning. It’s more about the process, not so much about the product ending, kind of like how much content have you found out, or how much have you learned?

Ilona (31m 54s): It’s not that it’s not assessing kind of that so much because that comes automatically, but then it’s re really pushing towards learning new transformational skills, the skills for the future. And that is something that, you know, feeling that is proud about being number one in the world. And that is something that we need to be all the time pushing and showing the students that these are the skills we’re learning at the same time.

Ti-Fen (32m 22s): Wonderful. So I want to dive a little bit deeper around the facilitation, a process a teacher plays in, in this role. So I’m curious when you were a teacher, how do you facilitate the process, for example, would you like having one to one conversation with student regularly to make sure they’re developing the right track aligned with the skills learning objectives, or you would ask specific questions that can help them to think more deeply,

Ilona (33m 2s): Actually all, all of that and even more in a way that yeah, the, the teacher’s role is, is to be the person who is asking that kind of questions that make the students think further. And, and also to have the student ask more questions in a way, you know, too often in a classroom, the teacher asks, asks questions, or the exercise book asks the questions for content knowledge in a way that the students need to answer, what is the goal?

Ilona (33m 37s): What is the kind of the subject content? What is the knowledge or so forth, but, but this is not the case in phenomenon based learning. The thing is that you need to be making them think, making them think critically, and to understand where to find more knowledge sometimes for a teacher. You know, for example, when I was, I was ethics, but also civics and history teacher, of course, I have a lot of knowledge about history or civics and how the society works, but I can’t be telling them about it so much.

Ilona (34m 10s): I need to be showing an and guiding them to those sources that so that they themselves have the kind of aha moment that, you know, that they find the information. So the teacher needs to be knowledgeable about the sources of information that there is there’s libraries. So I would take, they take them to the libraries. I would take them to the museums. I would give them, you know, the experts on Skype or in writing, you know, also even asking the students themselves to, to contact experts or, you know, asking them to, to, to come and visit, or even asking the students themselves, to come up with an idea that way, where would they want to go and visit, and also in a way that the T the students themselves are teaching each other.

Ilona (35m 0s): And that is really important because what has been John had the, I don’t know if, you know, John Hattie from Australia has made this kind of meta analysis of different kinds of educational theories or, and research. And, and what has been found out is that, that when the student themselves, they are the ones telling about the phenomena, for example, that is when they are actually learning not to during the time that they are inquiring, but when they are and showing, presenting to other people.

Ilona (35m 41s): And, and that is why I often at the very end of the phenomenon based learning units, sort of even more step out and step on the side, giving them the space to teach each other and to show. And, and the students are more motivated to listen to their own friend telling something than, you know, just me talking in the front. So my, my expertise has to be in it to give them kind of maybe kind of checklists or showing them how different kind of issues I may be categorized, you know, kind of giving them the kind of tools for research or for, for finding out, you know, but, and also encouraging them in order to, to speak for themselves.

Ilona (36m 34s): And, and that’s something that then you can see that they, you know, they grow because they become more autonomous as well as, as, as learners. So they’re learning what has been found out by, but we have some PhD studies being made and that the students actually learn to learn. And that is something that they, it will carry with them for the, you know, for the rest of their lives that they learned to learn how, how learning happens.

Ti-Fen (37m 1s): Right. I’m a big fan of learn how to learn, right. So for teacher who wants to try out phenomenon based learning, what is one piece of advice you would give?

Ilona (37m 14s): Yeah, because I think this is kind of a, it’s a, it’s a big pedagogical DNA. I think that has to, has to kind of a little bit change in, in some more traditional teachers that they have to step aside. They have to step, but not total, like, because sometimes the teachers have been telling me that, Oh, so I’m not needed anymore. No you’re needed, but you need to be able to create space for curiosity and creativity. And the most important is that if you are able to have the students ask those two questions, what do I know already about it?

Ilona (37m 53s): And then somehow show it what they know. And then the second question, what do I want to know about it? So when they make that question, what do I want to know about it? And then, you know, sometimes the students have been asking, so can I ask any question? Is that they are like, baffled, like, so sometimes we don’t provide this space for the students enough, you know, we need to provide them space for, for, for, for curiosity. And what do I want to know about it?

Ilona (38m 24s): And these are the most, if, if a teacher is able to do this, then it will carry on because then, then, you know, you won’t be able to, in a way, stop it anymore. You won’t be able to say that, no, no, you’re not allowed to go and go and research or anymore. Cause then, then the children will because the children are curious, you know, when they come, if you think about a very young child, three years old, or four years old or five, you know, they’re all about questions. They’re only about questions. Like, how does that work?

Ilona (38m 55s): And what is this like, and why does it, why does that person do this? Or, you know, they’re all about questions. And then suddenly when they come to school, you know, do we kill that curiosity? And that is something that we can’t kill it. We cannot kill the curiosity in the child and the child, and the students need to be curious about the world. How does it function? You know, what makes the world go around? And I remember my, my own son who is nowadays 13, but almost 14, but he was maybe five or six and he was sitting on a table and he asked me a question that the earth can, can it be, can it be counted and measured?

Ilona (39m 38s): How, how, you know, why it is it and, and so forth. And I was like, wow, this is a fantastic question from a little boy thinking about that. First of all, that there’s a kind of a, you know, round ball the earth and can it be measured and so forth. And it’s fascinating that they can think, you know, they think so widely. And so we need to give space. And I think that’s number one thing for the teacher to be able to do that. There are this holistic phenomena in the world, give space for the students to sink.

Ilona (40m 12s): What do they know and what do they want to know, and then give space for them to, to make their own research. And it will be fascinating to see like what they come up with and what I’ve also been, you know, because my husband is a doctor in, you know, men in medicine and, and they’re in surgery. And luckily teachers really don’t, we are not in surgery. We are not in brain surgeons. You know, we’re not surgery, we’re not going deep into the flesh.

Ilona (40m 47s): So in a way that we cannot make that kind of mistakes with the children, if we give them more space for, for curiosity, it can, it cannot harm. Then it will give them more joy and, and it can be more playful and, you know, more creative. So, so if, if there’s nothing bad, you know, if you’re six, seven weeks off the one whole year, if you make this kind of a phenomenon based learning unit and that after that you are thinking about it, what came out of it, even though nothing, no productive came out, but I’m sure that there was more joy and more creative things.

Ilona (41m 29s): And the students were able to learn how to learn and that it will help, you know, the rest of the year as well.

Ti-Fen (41m 36s): Yeah. Wonderful. So to you personally, what is your core value in teaching and learning or education?

Ilona (41m 46s): Well, I think I’ve, I’ve, I’ve said quite a lot already. And, and my, my core value is, is that the students are in the school in order to become, you know, active citizens. And what kind of active said, active citizens. We ha we need in our society are the kind of student, you know, S see the sense that, that have an understanding how the world works and can be critical about things, because what was really concerning for me in the, in the last piece of results of the always CD is that one out of 10 of the eighth graders were able to actually distinguish between fact and fiction and a, you know, kind of fake.

Ilona (42m 36s): And in fact, that is something that if you are more critical and if you do research and you are, you’re able to understand that there is that you are able to also manipulate information, you’re able to even yourself go into Wikipedia, right? It that’s something that I’ve done also with my students. Sometimes they go themselves or write it, not only to take it, but they go on, you know, log in the thing is that we need curious minds, we need critical minds, and we need people who are able to build us sustainable future.

Ilona (43m 11s): So that is something that is really, really, you know, school is, is an education is in a, kind of a critical role of what kind of a society and a world we are, we are building.

Ti-Fen (43m 22s): So if people wants to learn more about your work, how they can find you online,

Ilona (43m 29s): Well, they can find me, for example, is Helsinki education.com. So our website, and then my email is, is also Ilana dot time, a lot at, and education.com. So that’s very easy to, to then contact me or, you know, some people have also contact me through Twitter or Facebook messenger or different. So I’m in a different on LinkedIn. So, yeah.

Ti-Fen (43m 57s): Okay. I will make sure they are on including in the shirt show now, so people can find you and also go to your Helsinki education consulting group, to know more about the word shop around. Not only phenomenon based learning but other great materials. All right. Thank you so much. You will now thank you for listening. We will put the things mentioned in the interview to the show notes. If you enjoy our show, welcome to share and don’t forget to subscribe.

#15 現象為本與立體式學習 – 陳玟樺老師 (Phenomenon-based and Pop-ups Learning)

陳玟樺老師是臺灣師範大學課程與教學所博士, 也曾是新北市清水高中數學教師。 大家最熟知玟樺老師的作品就是《我在芬蘭中小學做研究的日子:芬蘭中小學教育現場課室親身觀摩365日》,這本書揭示玟樺老師親身在芬蘭的課堂觀摩經驗,芬蘭的新課綱目標、七大橫向能力、客製化的「一生一課表」等,為台灣現今推行新課綱提供借鑑。

玟樺老師的研究也受到許多肯定。她的博士論文「立體學習地景——芬蘭赫爾辛基一間學校的現象為本學習」,榮獲 108學年度賈馥茗教授教育基金會博士學位論文優良獎、108學年度田培林教授博士學位論文優良獎,是年度唯一雙料冠軍!

這集非常開心能與玟樺老師對談,讓聽眾進一步了解現象為本的學習和立體學習。

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本集大綱 Show Notes:

  • [01:45] 什麼現象為本學習?
  • [02:56] 芬蘭結合現象為本學習的例子。
  • [07:44] 與專題式學習 (Project-based learning) 異同處。
  • [09:23] 真實世界的案例或現象的結合的好處和實踐上的困難。
  • [12:28] 反思是學習的重要環節,常常也是真正學習的開始。書中提到的例子是,在現象為本的學習中,芬蘭老師問學生:你跨領域學習了嗎? 以引導學生思考。想問在您的觀察,芬蘭老師問學生的問題或方式有什麼不一樣之處?或甚至現象為本的學習有什麼不凡於一般的引領問法?
    • 四點量表
  • [16:57] 什麼是立體學習 (Pop-ups learning ),和老師創造這名詞的靈感。
  • [22:59] 學生享受這學習過程的例子。
  • [31:23] 台灣老師可以如何發展或培養立體學習?
  • [34:30] 老師曾經是高中數學教師,您經過這段精彩的研究歷程後,如果現在您再回去教您的高中數學,您會有什麼改變?或是您會有哪些建議對當時的您說?
  • [39:35] 結語

回顧我們的教學 Reflections:

  • 宏觀上來看,您希望您的學生在這階段需要學到的技能是什麼? 除了學術基礎之外,您有其他的教學主軸嗎?
  • 您如何引導孩子結合跨領域的知識?

改變的一小步 What can you do tomorrow:

  • 選擇一個現象,例如COVID-19或氣候變遷,結合在您的教學主題中,讓學生討論貼近他們生活的問題。
  • 保留時間讓學生有探索解決方式的空間,取代傳統教師直接講述過程。

音樂來源 Song Track Credits:

您在這集中有哪個最喜歡的點子嗎?歡迎在以下留言與我分享! What is your favorite idea from this episode? Please share with me in the comment section!

#14 如何打造學生為中心的教室 -Maarit Rossi

Maarit Rossi曾是芬蘭數學老師兼校長。她是 2016年全球教師獎十大決賽入圍者之一。 Maarit相信數學不是無聊的而是令人興奮的和有意義的。她的學生經常在課堂外學習,採用創新的方法解決現實生活中的問題。

她撰寫了九本《數學》教科書,幾篇教學文章和出版物。

除了為世界各地的老師講課和培訓外,她還是“數學之路”的CEO。 “路徑到數學”是一個電子學習數學的材料,幫助教師建立一個創新的,具有挑戰性的和以學生為中心的學習環境,為年級6到9 

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本集大綱

回顧我們的教學

  • 您有什麼利用生活例子結合教學的活動嗎? 例如請學生計算每天自己的廢物量。
  • 您在課堂上有進行的任何活動使學生能夠移動和交談嗎?

改變的一小步

  • 請您的學生畫您所教的科目課,從此了解他們對您的授課感受?
  • 如果您的學生有學習檔案,試著與他們進行1-1對話以更深入地了解他們的學習。例如,可以問學生最喜歡的項目是什麼且為什麼? 

#14 Create a Student-Centered and Stimulating Math Class with Maarit Rossi (如何打造學生為中心的教室)

中文讀者歡迎到此頁,閱讀其中文版喔!

Maarit Rossi was a Finnish Math teacher and principal.  She is one of the top 10 finalists in Global Teacher Prize 2016.  Maarit is driven to prove that math is not boring but stimulating and meaningful; Her students often learn outside the classroom by taking unconventional approaches to real-life problems.

She has authored nine Math text books, several pedagogic articles and publications.

Besides lecturing and training teachers around the world,  she is also the CEO of Paths to Math. “Paths to Math” is an e-Learning Math material that helps teachers to build an innovative, challenging and student centered learning environment for the grades 6 to 9. 

Connect with Maarit Rossi:
Facebook | Twitter | Website | Youbute

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Show Notes with Selected Links

  • [1:37] What is the difference between these two Math class drawings? One is you first took over their math class and  the other one is after 3 years you taught them. What is the reason or motivation behind that you want them to  draw a math class?
  • [5:07] What do you think the key components for building a student-centered learning environment?
  • [8:20] An example how Maarit guides students to discuss and talk in the classroom. 
  • [12:30] Social interaction is important for more active learning. Any tips you would give teachers to facilitate social learning?
  • [14:35] When you were teaching, how do you find the ideas from real world that you can incorporate in your math class? 
  • [17:50] How should assessment change?
  • [21:32] How did you see a student’s learning progression in their portfolio and 1-1 conversation?
  • [24:00] Now it is Covid-19 , how can teachers make math interesting and engaging in distance learning?
  • [27:40] What drove you to build this Path to Math?
  • [30:54] Examples about how a teacher can plan their personalized learning course with Path to Math
  • [33:33] Any books that changed your thinking a lot in the past few years
  • [36:28] For a baby teacher, what is the one piece of advice you would give to them?
  • [37:34] Parting thoughts

Reflection

  • Any real life examples you can think of to incorporate in your class like waste management? (In math class, ask student to calculate their waste daily. )
  • Any activities you did in the class that made your students to move and talk.

What can you do tomorrow

  • Ask your students to draw the subject class you teach in to learn how they think of the class. Is it engaging?
  • If your student has learning profolio, have a 1-1 conversation with them to understand their learning deeper. For example, we can ask students what is the project they enjoyed the most and why.

Transcript

Please go to here. [TBD]

What is your favorite idea from this episode? Please let me know in the comment section! 您在這集中有哪個最喜歡的點子嗎?歡迎在以下留言與我分享!

#13 張淑瑜老師:解開教育科技與數位學習的迷思- Elucidate Integrating Edtech in the Classroom.

張淑瑜老師是中崙高中老師,曾榮獲臺北市 「百大菁英資訊科技應用 人才教育獎」、「2019年蘋果傑出教育工作者」及「Google教育家認證」。淑瑜老師也是台北酷課雲網路教室講師之一,台北酷課雲是一個數位學習平台。主張以學生為中心的學習。 由於在數位教學的經驗豐富,淑瑜老師常受邀於教師進修工作访中,教導如何融合科技於教學上。本集淑瑜老師與我們分享她如何結合教育科技於地理學科和破除數位學習的迷思。

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本集大綱 Show Notes:

您在這集中有哪個最喜歡的點子嗎?歡迎在以下留言與我分享! What is your favorite idea from this episode? Please share with me in the comment section!

Transcript #12 Rebecca Chambers: Unlearning Journey and Social Change Makers

Ti-Fen: Hi everyone welcome to compass teachers show. I’m your host Ti-Fen. My job is to interview teachers around the world and tease out their teaching tactics and education research work. Hopefully this show can offers ideas for you to experiments in your classroom.

Ti-Fen: Today our amazing guests is Rebecca Chambers. Rebecca is a high school teacher in Ottawa, Ontario Canada. Her goal as a teacher was to make the classroom a place where students could feel good about who they were gained self confidence and you know why she cared about them. She also wanted to make it a place where students were engaging to get out of their seats to learn the material. She is the founder of unlearning academy an online community connecting schools for the next generation of social change makers. Today I’m really excited to talk with Rebecca and learng more her unlearning journey.

Ti-Fen: Rebecca, thank you for coming to our show.

Rebecca: Thank you so much for having me.

Ti-Fen: So I learned that when you started teaching you followed very traditional ways of teaching. In 2011, Sir Ken Robinson’s really popular ted talk “Do schools kill creativity” changed you. Why and how the Sir Ken Robinson’s talk inspired you?

Rebecca: That’s a really good question and it is a question I get a lot. And I’ve kind of gone through and really thought about this this question. I have to say that definitely. In the beginning teaching in a very traditional manner I started in 2003 and I got into teaching I think for for different reasons and some teachers I was not a fantastic student and I did not one of my high school experience there were things about it that I did log but but looking back I’ll win this looking at the school part. I always you know I did okay I did fine. But I always kind of wanted to do things my own way and that just never really fit in the box it was that’s nice that’s a great idea but that’s not what we’re looking for. So I also I think as I went through high school I struggled a little bit and never really felt as though I was smart and I I’m doing air quotes because you know what we define as smart in traditional school is not my definition of smart anymore. Anyway so when I got into teaching I really felt as though right from the get go I wanted to change things for students like myself/. I want like it says in my right up there I really wanted to focus on you know that relationship peace and confidence building because my philosophy at the beginning was if I can make somebody feel good about who they are and what they bring to the world. Then I think I’ve done my job but but I did I did really I deliver my material in a very traditional way because that’s that’s what I knew when I when I went through teachers college that’s what I you know prepared. Anyway so I try to make things a little bit more entertaining and to like it says get get us out of our seats and moving around but then I did see Sir Ken Robinson’s Ted talk and it really was I I would have to say my aha moment where it was the first time that somebody was saying out loud I think everything that I had been feeling but didn’t even realize it. And when I saw it I just said all right you know what enough is enough what I’m doing right now is is really not helping the students not preparing them as as I’m supposed to be for for the world but they’re going to live in and so it was at that point it was a huge pivot. I started to do all kinds of research you know look into obviously Sir Ken Robinson and it just kind of snowballed from there and and I just found so many amazing progressive educators from around the world I joined Twitter which was was transformative gave me the opportunity to connect with people from all over the world and see what they were doing and then I just started to change the way that that I did things in my classroom.

Ti-Fen: Great yeah I really love how do you get your learnings into actions. So since then you started the unlearning with us movement. I’m curious about how a unlearning process look like your own journey ?

Rebecca: Yeah so that’s where I would start talking about. There is it really opened my eyes to the fact that I can no longer stand at the front and be the keeper of all knowledge. So that was in 2011 and obviously you know technology has changed dramatically you know from when I was in high school but even in my own career you know when I started 2003 I remember using web quests and they were really cool. Like the kids could go on and you know all these different things online and and took you through this quest and that was cool but that was kind of the technology that that was there and just how everything progressed so quickly. I too needed to sort of really dive into what what kind of way can I progress in my own classroom and I came across educators like Alan November. He was kind of in the beginning. I also had a an amazing not but he was my superintendent and time but I had had the opportunity to attend the conference within our board called lead the way. And Peter Gamwell was a superintendent in our board. And he spoke and it really resonated with me and his focus he’s written a book in the last little while called the Wonderwall and it’s all about you know finding the brilliance and every child and and helping them just pursue what they want to be learning and and using not brilliance. So yeah so it was just this it was it was bouncing from one educator to the next to the next looking at you know progressive schools around the world there was something I came across in Massachusetts I was called the independent school where the kids had read a school within a school. And so I really jumped into that night tried some things out in my classroom and I Max out worlds I came across another school called Iowa big and really loved what they were doing. I visited a private school here in in Ottawa called blue sky high school and another educator from our board who had kind of branched out and decided to open up her own school and really got a lot of information out through what she was doing. And yeah and every time I kind of came across someone I would you know contact them and have conversations and then I would come back and I mean there’s a group of students who now are in their second year out of high school and it definitely call them my Guinea pigs because they never knew what was coming next. We were always experimenting with something some new way of learning and some new way of connecting with community and and I’m all those things and it was just so the I’m learning process for me was the reading and that the gradual release of what are you under understood school to be armed and real really reimagining what I wanted it to look like by you know taking snippets from all these different people that I had come across.

Ti-Fen: I see that sounds lots of effort. t I think we can get deeper to know how the teacher can start. but before we doing that I’m curious about what did you see the transformation in your students before and after the unlearning process? If there’s a story that you can share that will be great as you can give us a deeper understanding of that.

Rebecca:  Yeah I think so for people to understand what it is that I do is I moved away from we’re all going to do this too what do you want to do and how can I support you individually and so seeing that shift our I mean one of the biggest things was you know when you’re teaching thirty kids I can pick out whatever I think is the most interesting thing from that the curriculum and as I teach those different sort of snippets in in the curriculum you know.   You might have for five kids out of that thirty that are really interested in that particular topic and then you move on to another one and then maybe have a different or five that are interested in that specific topic and so then you have like three quarters of your class there just kind of going through the motions. So making that transformation for more about personalized learning experience not that I would say that everyone was a hundred percent engaged in my classes when I made the switch but it was kind of the first time ever where they were all getting the opportunity to really dive into things that that they really were more interested in in the curriculum while you know maybe I’m learning you know.   I taught grade ten history and maybe I’m really into warfare and I want to dive really deep into that but maybe the person beside me really wants to learn about women’s rights and then the person beside that wants to look at other social justice movements and you know it was just it was really interesting to sit to watch them really get to have the opportunity to to learn the curriculum but in a way that are they were more engaged because they wanted to dive further into a specific topic.   I may still have the opportunity to also learn the other stuff that I would’ve taught because the person beside them was doing something and there were a lot of great conversations about curriculum that I as the teacher wasn’t expert anymore.  There were different people in the room who became the experts and they would share different things.   Yeah I mean I do are you I have lots of different examples of kids.  One specifically how I don’t even know which one to pick.  One students  really didn’t yeah one student really didn’t love school and I had the opportunity to teach him first three years in a row and I when I work with my students in the beginning they’re very confused at you know when I asked the man green can you know okay well what is it that you want to learn it what are you passionate about what do you care about.   And often it’s just like wow I don’t know I’ve never been asked that I had and just tell me what I should be learning.  So I teach the social sciences and so this this boy for his entire three years studying he was with me he really delve deeper into the education system  and so it didn’t matter what course he was he was taking he was a huge advocate for the fact that you know you could be learning in so many different places. But unfortunately we don’t value all types of learning. He was a self taught hobby mechanic and there are between the ages of grade ten to grade twelve. He bought and sold cars, dirt bikes and snowmobiles side by side that he would go on YouTube and learn how to fix some and data and then sell them.   And he was making money doing that and you know often he was holding classes that he wasn’t a great student and you know he wouldn’t be going anywhere and I mean I saw this young man who loves learning  but just in a totally different way in using different scales.  But one of the coolest things for for him was that I was asked to speak at our a PD day  for all the English teachers in our in our board and he came and was so passionate about this topic and had done so much research on that he came and beat he was my co presenter  and he spoke to you know a couple hundred English teachers and and gave his perspective and really opened up the eyes of a lot of people thought was really cool to watch this kid who had kind of been deemed a really bad students are getting up in front of all of these people and and data sharing his knowledge and his experience.   

Ti-Fen: So if a teacher wants to start an unlearning journey, how can they take the first step ? And I believe that you have lots of stumbles before in your experience.  What advice would you give teachers so that they can start out more smoothly?

Rebecca: Yeah I think there’s two big things like the first is that you have to have an open mind.  You have to and this isn’t going to happen overnight.  That’s definitely something that you need to understand because even myself, somebody who got into teaching already knowing that they wanted to change things.  It still took me a while to move away from where we really were. There was this ingrained feeling that if I don’t give a task then I’m not a good teacher.   So I think it’s sort of having that open mind finding those other people who are doing things differently and and lifting and listening  often educators are not necessarily open to listening to new ways of doing things so that would be sort of my first advice.   The second thing is kind of going back to that this isn’t going to happen overnight  my learning journey I think I you know I’ve been teaching for seventeen years I think it’s been ongoing since day one and I think it’s going to continue until I’m mall arcade I see myself as a lifelong learner.   So I think it’s going to continue for a long time  but just try something you know you don’t have to overnight. This teacher where you know you’re doing a hundred percent passion based are individualized projects because that is extremely overwhelming.   But the way I did it with each year it just kind of I got inspiration and I tried one thing out around on all the other stuff that I knew that I was comfortable with.   And it’s also for the kids too because you can’t just throw it at them right away because they’re so used to sort of the traditional way  but if you can take one thing and try it out that to me would be thirty years your starting point  and as you as you go through it I understand and be okay with failure  because it’s not all going to work.  It’s not all going to be perfect  but you won’t know unless you try.

Ti-Fen: So Rebecca.  I believe you have tried lots of different teaching methods but so what are the few of the ways you try that you found really useful

Rebecca:. Like I said the traditional sort of deliver material all the students do you know a project or task I do lessons  and that I mean that is what teachers know how to do  but I revolved into this  I guess you could say a 100%  passion based project  classroom and it has again been trial and error on how to because this is so different.   I don’t collect thirty papers or thirty tests or thirty assignments and then go home and marked down and then hand them back you know because that was kind of the routine that’s what what I know.   And that’s what most teachers now so now I’m more of a project manager and I’ve had to have conversations with friends of mine who are actual project managers and  you know the government and so  it’s it’s been a learning process and it’s not finished  but I’ve found ways effective ways to give feedback are using Google forms.   You know the one on one conversations are so valuable  but you still have to be able to document stuff and  making this transition to at home learning in the online learning the hacks really really helped for me because I could record our sessions and then I would have a feedback.   But yeah it’s I don’t know that like with what I’m doing I don’t have an easy answer.

Ti-Fen:  Yes I hear some key components there’s more frequent feedback from Google doc you know one to one conversation and then there’s an online they’re needed for home learning. So that’s really great.  And then you have a program called social change maker.  Would you mind telling us more about how you came up with this program and what kids do through these programs ?

Rebecca: Sure I’m up to very excited about it  so when we we hear in our while we were told that we would be going back to school in March  I have a daughter who is twelve and a daughter who is eight and die out you know we started the at home learning and her teacher although both of their teachers are phenomenal and we’re sending stuff home  and they had the meetings  but my kids were just really not engaged and so  I had actually thought about offering the social change maker program  right in our local community center sort of been face to face  before this all happens  so obviously the face to face couldn’t happen and just in talking to some friends and my sister you know she’s got young kids and whatever I said you know what happened I did this you know online what if I offered an online but anybody and be interested and so it just kind of started from there and we ran a ten week program are from April to June  where I had kids from Ontario come back and  England and Scotland in the program we had twenty one kids and the whole concept behind the social change maker program is very similar to what I’ve done in the past I’ve created what I call the social change maker model  where are the kids learn about their strength there are what motivate some  what they’re passionate about are you introduce them to the United Nations sustainable development goals where we sort of Delvin and look at different issues that are you know throughout the world but also  it right here in our own communities we invite people who are trying to do things to help with their their Esty jeans  so we have a lot of not for profit to come in and share what they’re doing  and die and tell us all about that and then from there the kids are connect with  not for profit organizations or come up with their passion about and we learn to create solutions that we take action  so  right now so we finished that first what program it with ten weeks and right now we’re just kind of coming to the tail end of the second program  and we have to move really really cool projects happening we’ve got two different video series that go on one of the mental health one about the LGBTQ plus community  and then we have two other projects that are really dealing with anti racism  one where boys are using minecraft where they’re gonna hold a virtual March  and  people are gonna March part by different historical protest  no relating to civil right and then there are another group of girls who are hockey players are trying to get a a movement going where  they look at racism in hockey  so it’s really really exciting were you know connected to lots of different people in the community and  like I said they work with not for profit organizations  yeah and the kids the kids in the program are that I’m working with are between the ages of eleven and fourteen  but then we also offer a program for younger kids my youngest daughter is in it  and that’s ages seven to nine are where they’re not working on quite as big projects they have a theme each week and they do a little action by the end of the week to help that particular team R. as a group  and so yeah so what’s going on and  in the fall  I know that that you had said I was the founder of on learning how to me but we’re just right now going through  a a re brands and yeah yeah and Donald we are now called the rise academy and are we I’m going to be offering high school credits are for Ontario students in September.

Ti-Fen:  That’s great I am curious about you mentioned lots of great projects that the kids can do in social change maker  so how do you help them to define the outcome they want because I feel like it’s a big problem and that they want to solve social issues and it might be hard to get for it so I’m curious how did you guide throughout this process?

Rebecca:  Yes so this is where  how do you know what it is like a backwards sort of model of of of providing instructions for for students right so in a traditional classroom you know teachers create assignments and then it says you know goal tasks are maybe there’s the rubric all that sort of thing and they handed to the kids in the your your stop this is what you have to do so  are what happens in our social Changemaker program is  all right we go through the whole process of you know what do you care about what are you good at  and what motivates you and from there we look at I’m not an issue and we think okay well how can we pair those things together so like I said I have this group of boys who love mine crafting and they’re great at it and died so then from there and then we say okay well what issue do you want to tackle and they they were really you know upset about everything happening are in the media  and and in our world related to racism  and so then we connected with  a gentleman by the name of James Delaney who is on the board of an organization called block by block are they use minecraft to help  it’s different our places in the world that have  poverty and they don’t have green space and anyway long story short they used minecraft to rebuild these areas and so  we we set up meetings with the kids and with these people and we brainstorm and we come up with okay what do you want to do how do you want to do it what is your end goal and so from there as we do that I as the teacher sit down and I take my notes and I listen to what they say and you know give suggestions and then we together co create their to do lists and each week we meet up at least once if not twice the sort of check in when you get done what do we do like what our next steps do we need another meeting  and so it’s just sort of like planning an event but we do it together and and I provide them with instructions that like you said I was a kid they may not think of certain things or they may not  I know exactly what to do or where to go and that’s my job is to meet with them and to make sure that they they know what to do.

Ti-Fen:  Wonderful so last few questions is there any groups that influenced a lot around you’re thinking ? It doesn’t need to be any books that are relevant to teaching but just in general that affect your own thinking process ?

Rebecca: Yeah I where do I begin so  I’ve got a I’ve got a bookshelf of these but I would say  I mentioned Peter down while he’s written the Wonderwall I he’s he’s written not specifically for  you know for educators but also for business  I haven’t meant mentioned this gentleman yet who has really really shaped a lot of what I’ve done but his name is don what track and he is in Indiana  he’s written a book called pure genius and at I mean it’s it’s worth my road map to to sort of where I am today  anything by Seth Godin  I love his books there shortened to the point and  I follow his blog very very  very good  there some other authors here like I said there’s a local author her name is Jennifer kasa Todd  and she’s written a book called social media because that is something else that are a huge part of what what I do is are teaching the kids how to connect and to use social media in a in a positive and a professional way  dot has really influenced and you know what I mean I’ve definitely jumped on the grenade brown bandwagon our anything that she has to say I love  all about you know taking risks and and being vulnerable and  I think that’s really really important as an educator who’s willing to to make changes is that they need to be ready to be vulnerable and open themselves up and letting people know that I’m trying this I’m not perfect  that’s true yeah yeah I guess I could there’s so many different yeah that’s L.

Ti-Fen: Yeah I think that should be a really great list for now so before we close up,  do you have any other thoughts, programs or workshops you want to share with our listeners ?

Rebecca:  I think that when you when you had sent me the questions one of the questions with advice for new teachers  and I would I would love I would love for new teachers zero and I know it’s scary going in but try like right from the beginning try something new try something that scares you  and and for  you know a veteran teacher same thing I I write a blog which I haven’t written in awhile what are I have taken an Eleanor Roosevelt quote unquote and it’s sad do one thing every day that scares you.

Ti-Fen: And I think that’s really really good advice to live by that’s really really great so if people want to learn more about your work how they can find you online? 

Rebecca: Yeah I saw on Twitter online Mrs R. chambers and I just started up our rise academy  social media so you can find us on our Twitter and Instagram and its rise academy twenty twenty  if they want to hear more about  the different programs that we have that’s great as I know there’s a social change maker program any other programs that  you want to bring up are just E. R. in September were it’s it’s going to be our rights academy the high school level  it doesn’t have a special name maybe I should give her a special ring I’m there’s their commercial change makers to but there are there different courses our social science courses from  the Ontario curriculum so they can get credits that go towards their Ontario secondary school diploma  but then that will be I’m just we’re just about  we’re close to launching our website and  we ride the county dot CA they can call as they are.

Ti-Fen: Yeah thank you so much Rebekah for sharing your great were with us today.

Rebecca: Thank you so much for having me really appreciate it.

Ti-Fen: Thank you for listening we will put the things mentioned interfere to the show notes if you enjoy our show will come to share thank you

#12 Rebecca Chambers: Unlearning Journey and Social Change Makers

Rebecca Chambers is a  high school teacher in Ottawa, Ontario, Canada. Her goal as a teacher was to make a classroom a place where students could feel good about who they were, gain self-confidence and to know that she cared about them.  She also wanted to make it a place where students were engaged and could get out of their seats to learn the material.

She is the founder of RISE Academy, an online community connected school for the next generation of social change-makers. To learn more about Rebecca teaching philosophy, check out the CBC article done on her classroom in May 2018 How an Ottawa teacher is helping students unlearn learning.

Connect with Rebecca:
Website | Blogs | Facebook | Twitter

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