Untangling Knots
Teaching is like a ball of yarn. In fact, I would even say that students are like a big ball of yarn. Sometimes they come to you all neatly coiled up and ready to be woven into something great, and other times they come into our classrooms tangled and as a teacher, you’re unsure of where to start untangling the knot. This is one of many important ideas I’ve learned through my studies in the MAED program at MSU. In a sense, I would even say that I came into the MAED program a bit tangled. I had many misconceptions about teaching and learning, though through this program, I feel as though I am now a much more neatly wound spool. While it may seem a bit strange that I’m comparing my adolescent students (and myself) to a ball of yarn, I’d like you to continue reading before you call me crazy.
While I’ve found most all of the courses in my MAED program to be beneficial to my growth as a teacher, there are a few which stick out as courses that have been practical, applicable and exciting. Coming into the MAED program, I had never taken an education course. I’d grown up in a family of educators- my father the head of an excellent private school and my mother a high school biology teacher- but outside the world of independent schools, I was lost and confused. I had never set foot in a public school as a student and I was about to as a teacher- having still not taken one education course. That first day was also the first day of my MAED program, though I think of it now as a first day of a new beginning. I’d like to highlight a few of these courses and some of the great ideas and concepts I’ve taken away from them (one being the yarn).
After taking courses at UVA and being somewhat unsuccessful in finding interest, one of my first courses through MSU was TE861B, Inquiry and the Nature of Science. True to what a science classroom should be, this course guided me through hands on, minds on activities in which I could put myself in the shoes of a student. Throughout the course, we completed various investigations of our own, where the goal was not only to find the results, but also to find the benefits and restraints to teaching an inquiry based lesson. It was through this course that I learned that hands on does not mean minds on, and vise versa, one of the many knots in my own ball of yarn. To me, this has been an important point of focus, as the curriculum I am teaching requires a lab per week. Initially, I thought this was fantastic, and taught more or less surrounding the labs though after taking TE861B, I have realized that just because students are going through the motions does not mean they are learning the concepts. I am now able to more easily recognize and react to students who may have completed the hands on activities but need additional minds on support. Still, relating one to the other is important as students build not only a basis of knowledge through their inquiry, but also an understanding.
Speaking of understanding, it was through my next course, TE861A Teaching Science for Understanding where I heard this idea of tangled yarn. This course opened my eyes to what the word understanding means, why it is important and how to improve understanding of subject matter, specifically in the science classroom. One of the knots in my ball of yarn before taking this class was that understanding meant that students could recognize pieces of information, assess whether or not they were true and give me some sort of superficial reason why. Through TE861A, I’ve realized the importance of not only being able to provide reason, but also to be able to use information. Here is where the yarn example came in; if a student has misconceptions, a knot, then using information will be difficult, confusing and not always easily recognizable. It is our jobs as teachers to find a meaningful way to assess background knowledge before building upon it. When background knowledge is assessed, it is important that we address any misconceptions, untangle the knot, before moving on. Once students are this neat ball of yarn, they are more readily able to weave in new information. Introducing new information into minds with misconceptions would only make the knot bigger and more difficult to untangle. When new information has been successfully introduced, it is then where we can begin to understand and use the information in a variety of contexts. While to me, this was the most relevant information in the course, a variety of other topics regarding understanding were addressed as well. The Mercedes Model was introduced as a way of thinking about assessments related to education. The Mercedes Model mentions four stages in teaching for understanding; building a base knowledge, understanding concepts, applying knowledge and continuous assessment. It is through this lesson in the course that I began to look at assessments truly as a benefit to me, and as a way to help students rather than grade them. Obviously, this is just touching the surface of 2 or 3 weeks in TE861A, Teaching Science for Understanding. I will be forever thankful for Dr. Dawnmarie Ezzo’s refreshing, practical course which truly helped me untangle many of the knots in my big ball of yarn.
Finally, an additional aspect of my MAED program which I found to be most beneficial was not a specific course, but the modeling of online learning practices by a few cutting edge professors. When I used to think about online learning, I would cringe at the idea of moving highschool students towards internet based courses. I was afraid they would lose the personal aspect of school and the interaction with adult role models. While, of course, there are still draw backs, I refer back to TE861A, Teaching Science for Understanding, as I gain a better understanding of what is possible in online courses. While this course required much reading, specifically in the text Teaching for Understand and Understanding by Design, I found much benefit to the way the course was set up as a ning website. Throughout the course, we wrote various reflections, planned lab activities based on understanding and took a close look at embedded assessments and posted them to the class site. Still, perhaps the most beneficial aspect of TE861A was the interaction with my classmates. Professor Dawnmarie Ezzo utilized the web to truly build a TE861A community rather than just an online course. With weekly skype sessions, online discussions, peer reviews, I looked critically at others’ work and had my work revised in detail. Having the opportunity to look so closely at others’ works allowed me to think in greater detail about how I could improve my own as well. The internet setting allowed my group (a participant in Michigan, one in Hawaii and myself in Virginia) to build a very close working relationship. Encouraged by Dr. Dawnmarie Ezzo, we found ourselves consistently helping one another, which truly made this course feel much more personal than a traditional online course. The consistency of group pairings allowed relationships to develop, which eases many of my concerns about more education moving to the World Wide Web! Having completed an entire Masters degree online has definitely changed my perspective on alternative education settings, but it was this course which really allowed me to realize the potential in online courses.
I finish my MAED degree program feeling as though I am a nicely coiled ball of yarn. While this in no way completes my path to enhancing student learning, it allows me to more efficiently weave together purposeful lesson plans and build on a solid foundation. I am ready to take my yarn and make it into a nice, colorful, fuzzy sweater, if you will.
While I’ve found most all of the courses in my MAED program to be beneficial to my growth as a teacher, there are a few which stick out as courses that have been practical, applicable and exciting. Coming into the MAED program, I had never taken an education course. I’d grown up in a family of educators- my father the head of an excellent private school and my mother a high school biology teacher- but outside the world of independent schools, I was lost and confused. I had never set foot in a public school as a student and I was about to as a teacher- having still not taken one education course. That first day was also the first day of my MAED program, though I think of it now as a first day of a new beginning. I’d like to highlight a few of these courses and some of the great ideas and concepts I’ve taken away from them (one being the yarn).
After taking courses at UVA and being somewhat unsuccessful in finding interest, one of my first courses through MSU was TE861B, Inquiry and the Nature of Science. True to what a science classroom should be, this course guided me through hands on, minds on activities in which I could put myself in the shoes of a student. Throughout the course, we completed various investigations of our own, where the goal was not only to find the results, but also to find the benefits and restraints to teaching an inquiry based lesson. It was through this course that I learned that hands on does not mean minds on, and vise versa, one of the many knots in my own ball of yarn. To me, this has been an important point of focus, as the curriculum I am teaching requires a lab per week. Initially, I thought this was fantastic, and taught more or less surrounding the labs though after taking TE861B, I have realized that just because students are going through the motions does not mean they are learning the concepts. I am now able to more easily recognize and react to students who may have completed the hands on activities but need additional minds on support. Still, relating one to the other is important as students build not only a basis of knowledge through their inquiry, but also an understanding.
Speaking of understanding, it was through my next course, TE861A Teaching Science for Understanding where I heard this idea of tangled yarn. This course opened my eyes to what the word understanding means, why it is important and how to improve understanding of subject matter, specifically in the science classroom. One of the knots in my ball of yarn before taking this class was that understanding meant that students could recognize pieces of information, assess whether or not they were true and give me some sort of superficial reason why. Through TE861A, I’ve realized the importance of not only being able to provide reason, but also to be able to use information. Here is where the yarn example came in; if a student has misconceptions, a knot, then using information will be difficult, confusing and not always easily recognizable. It is our jobs as teachers to find a meaningful way to assess background knowledge before building upon it. When background knowledge is assessed, it is important that we address any misconceptions, untangle the knot, before moving on. Once students are this neat ball of yarn, they are more readily able to weave in new information. Introducing new information into minds with misconceptions would only make the knot bigger and more difficult to untangle. When new information has been successfully introduced, it is then where we can begin to understand and use the information in a variety of contexts. While to me, this was the most relevant information in the course, a variety of other topics regarding understanding were addressed as well. The Mercedes Model was introduced as a way of thinking about assessments related to education. The Mercedes Model mentions four stages in teaching for understanding; building a base knowledge, understanding concepts, applying knowledge and continuous assessment. It is through this lesson in the course that I began to look at assessments truly as a benefit to me, and as a way to help students rather than grade them. Obviously, this is just touching the surface of 2 or 3 weeks in TE861A, Teaching Science for Understanding. I will be forever thankful for Dr. Dawnmarie Ezzo’s refreshing, practical course which truly helped me untangle many of the knots in my big ball of yarn.
Finally, an additional aspect of my MAED program which I found to be most beneficial was not a specific course, but the modeling of online learning practices by a few cutting edge professors. When I used to think about online learning, I would cringe at the idea of moving highschool students towards internet based courses. I was afraid they would lose the personal aspect of school and the interaction with adult role models. While, of course, there are still draw backs, I refer back to TE861A, Teaching Science for Understanding, as I gain a better understanding of what is possible in online courses. While this course required much reading, specifically in the text Teaching for Understand and Understanding by Design, I found much benefit to the way the course was set up as a ning website. Throughout the course, we wrote various reflections, planned lab activities based on understanding and took a close look at embedded assessments and posted them to the class site. Still, perhaps the most beneficial aspect of TE861A was the interaction with my classmates. Professor Dawnmarie Ezzo utilized the web to truly build a TE861A community rather than just an online course. With weekly skype sessions, online discussions, peer reviews, I looked critically at others’ work and had my work revised in detail. Having the opportunity to look so closely at others’ works allowed me to think in greater detail about how I could improve my own as well. The internet setting allowed my group (a participant in Michigan, one in Hawaii and myself in Virginia) to build a very close working relationship. Encouraged by Dr. Dawnmarie Ezzo, we found ourselves consistently helping one another, which truly made this course feel much more personal than a traditional online course. The consistency of group pairings allowed relationships to develop, which eases many of my concerns about more education moving to the World Wide Web! Having completed an entire Masters degree online has definitely changed my perspective on alternative education settings, but it was this course which really allowed me to realize the potential in online courses.
I finish my MAED degree program feeling as though I am a nicely coiled ball of yarn. While this in no way completes my path to enhancing student learning, it allows me to more efficiently weave together purposeful lesson plans and build on a solid foundation. I am ready to take my yarn and make it into a nice, colorful, fuzzy sweater, if you will.
