EduTopia: Articles Worth Reading

 

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Integrating Coding and Robotics Into ELA Classrooms Coding can help middle school students gain a deeper understanding of ELA concepts and build problem-solving and critical thinking skills.

 

 

A Project to Build a Sense of Safety and Connection  The nest project starts with teachers figuring out what they need to feel secure and bonded with their school community.

 

Building a Culture that Respects Teachers and Reduces Stress When teachers are given time to work closely with other teachers, and have achievable goals—school culture thrives.

 

4 Time-Saving AI Tools for Teachers New edtech tools are making it easier for teachers to complete tasks like generating lessons and providing differentiated texts, freeing up time for them to work with students.

 

 

Question: How Do You Make the Most of Teacher Prep Time? Share and learn from your colleagues!

 

 

Using Science News Events to Create Engaging Lessons Developing a bit of a mystery for students to explore when teaching new developments in science can really build engagement in learning.

Courtesy of Giuseppe@NUO (2024)

Teaching Critical Thinking Skills

The four-corners activity prompt, "critical thinking is applicable for ANY subject, including Math, Phys. Ed, etc," from the facilitating complex thinking seminar inspired a great classroom discussion. Critical thinking is one of the most important skills teachers teach their students. While students may not remember how to calculate the area of a circle or what the plot of a book was, they will have hopefully extended their critical thinking skills in doing so.  

I think critical thinking is applicable to any subject. Good critical thinking shouldn't require obvious thinking time, meaning you shouldn't be thinking to yourself, "I'm thinking critically right now." Once the skills are developed, you think critically without even realizing it. For example, when playing a strategic board game, you may want to think a few steps ahead of your opponent. You may have to strategize when the best time to make a good move is, and when you can catch your opponent off guard to do so. This is a great example of critical thinking, and most likely, the players are having fun while playing. I think this can similarly be applied to subjects that don't seem like critical thinking is applied, such as physical education. There are layers to the strategies applied in sports or other games played in gym class. These skills not only require critical thinking, but also pair it with collaboration, determination, and resilience. This is what helps student become well-rounded in their thinking abilities.

(Thadomal Shahani Centre For Management, 2021)

Critical thinking is arguably one of the most important skills developed in school. It improves decision-making, problem-solving skills, research abilities, creativity, and can stimulate curiosity. Each of these has significant applications outside of school. For example, in the digital age, having critical thinking skills are important to decipher whether something is true or not. Critical thinking skills can also help you determine why something like an ad is being shown to you. These applications can help people consider the information they have been given effectively and make the best decision with it.

In a subject like math or science, critical thinking skills can easily be found when applying yourself to challenging questions. However, critical thinking skills are not always built into the subjects automatically. In a subject like gym, activities that require less thinking such as rallying could be played, which do not challenge the students as much as other ways of practicing, like scrimmage games. When creating lessons or questions, considering how to challenge students to use their critical thinking skills is important. Practicing critical thinking helps them develop stronger, resulting in students being better prepared for their futures.

Reference - Thadomal Shahani Centre For Management. (2021, April 1). The benefits of Critical Thinking for Students. Critical Thinking Skills. Tscfm.org. https://tscfm.org/blogs/the-benefits-of-critical-thinking-for-students/

                                                                 NatalieM@OTU

Getting Students Motivated

One of the things I think will be a big challenge in my teaching is getting students motivated to learn and complete tasks and assignments of their own free will (not feeling "forced"). Being able to motivate students is something I would like to master, since I'm under the impression that students will learn better and retain information longer when they are motivated and excited to learn. Students have so many different interests so they wont always be interested in presented topics, while being very interested in others. The goal is to get students motivated to learn about and complete tasks even in subjects they don't love. One of the motivation types discussed in the seminar was situational motivation, which means motivation is activity/moment based, is in response to something "flashy" happening or coming from the teachers teaching style. 

To me this means that, to achieve my goal of being able to motivate students, I should be designing engaging and exciting activities, have appealing visuals and an engaging teaching style. I definitely think I have personally felt these work on me as a student too; if the teacher is lecturing at a slow pace with monotone voice and wordy simple slides, I end up dissociating and not feeling motivated to listen and learn, telling myself I'll just teach myself later. But If a teacher is very engaging and using more class discussion and thinking questions, telling us cool or interesting facts, showing videos and have good visual presentations, I'm much more motivated to listen and take notes and even show up to class in general. As a student with ADHD, I also find that motivation to do a task is imperative for me to get any work done. If I am disinterested in the task, I will not do it until the very last moment when the stress and panic of deadlines approaches and finally "motivates" me (not a great kind of motivation though). And then doing the task feels way more difficult than it actually is, almost torturous, and then I resent the teacher and subject for not being interesting. If I can feel this way as a student, then my students can surely feel this way too. As an aspiring science teacher who loves science and thinks its so fascinating and cool, I want to bring students who don't like science and think its hard and boring, up to my level, or at least somewhere close. Based on information given in the seminar, some ideas I have to achieve this include sharing cool facts, showing exciting videos, connecting content to student personal life, and having students be engaged with the lesson. Also doing as many labs and hands on work as possible, since that was always the most fun for me. 

When giving tasks and assignments, leaving space for students to add their own personal opinions and experiences may make them more motivated, since students aren't just repeating facts or information but are sharing their own thoughts and ideas (also less likely to use AI). Also allowing them to choose how they want to present the assignment, like through classic writing, visual posters, videos, songs/poems, drawings… allows them to mix something they are already motivated to do with the content I presented, which will also hopefully increase their motivation, participation and positive experience. Another term that was talked about many times in class was "flow", which is a state students can enter when the given task closely matches their abilities. Not meaning that the task is easy, it's challenging but accomplishable with effort. The idea here is that students will be able to become so engrossed in their task that they wont be thinking of the outcome, they are actually enjoying the process. I feel like this state is a good display of successfully motivating students, and I really hope to get my students to this state.

                                                                  RebeccaD@OTU

EduTopia Articles (Rewind)

 

Using Storyboards in the Classroom

Here’s how to turn these visual representations of film sequences into a valuable teaching tool across content and grades.

 

8 Ways to Infuse Movement into Math Class   These research-backed, teacher-approved activities can help early math learners engage physically with abstract concepts.

 

What Conflict Leadership Style Do You Use? Whether a leader is avoidant or aggressive or addresses conflict constructively can have a major impact on a school’s ability to navigate tough challenges.

 

A Protocol for Collaborative Problem-Solving Some issues that educators face can be solved in a short time if school leaders use a collaborative protocol to improve staff dynamics.

Shane@NUO

Memorization vs Thinking in Classrooms

As teachers who were also once students, it's very easy to focus on memorization and their ability to give us information to get a good grade. When we spoke about this in the key learning workshop on choice, it really resonated with me. We always talk about how for students the marks don't matter and the students should focus more on the learning and critical thinking skills instead of a grade. But how can we say that when we once as students also cared about how to get the grades? When I was a student throughout high school and university I also did just memorize for the sake of the "A" more times than I can count, but in reality, any of that information I would just immediately forget and I gained nothing from that topic. 

The only reason I tried to break out of that and focus on developing skills was because of my dad talking about people going into his job with degrees not being able to think their way out of a box. This was something that I really wanted to make sure I didn't fall into that category, and this is something that is super important to instill in our students. Trying to teach them that they can care about the grade but they don't really benefit from memorization but instead gaining critical thinking skills and rationalizion skills. A good start to encouraging this type of thinking is to give assessments, projects, and ask questions that are abstract to inspire actual learning and understanding of the content to take place. This responsibility falls on us as teachers, to instead of encouraging the box, allow them to develop the skills to move around the box and problem solve, because no matter the subject or where they go in life, students will always need the ability to critically think and problem solve.

ErikaW@OTU

The Contagious Energy of Learning

One of the most powerful things I've learned in this program is that learning isn't just something that happens to us, it spreads through us. I resonated with Learning Key 7; Love of Learning is Contagious that describes how learning, much like a "benign plague," spreads from person to person when curiosity and enthusiasm are visible. The idea that a teacher's genuine excitement can "infect" students reinforces how I want my own presence in the classroom to be.

I've already seen this idea play out in subtle ways during my observation week. When my AT's tone carried genuine curiosity, asking things like, "I wonder what would happen if…" instead of giving an answer, students started mirroring that same curiosity. Even small moments, like him pausing to celebrate a student's creative approach to a problem, seemed to ripple across the room. That spark of interest became a social currency; it makes learning feel relevant and worth sharing. Seifert and Sutton (2017) explain that students' ways of thinking, whether critical, creative or problem-solving, depend heavily on the environment teachers create. A classroom where questions are encouraged and mistakes are treated as opportunities invites students to take intellectual risks. In other words, curiosity doesn't just exist in students, it's modeled by teachers.

The contagion of learning also connects deeply to motivation. When learners see others engaged, they feel a sense of social and emotional energy that pulls them in (Seifert & Sutton, 2017). It's not unlike Learning Key 4's reminder that "failure is feedback." A teacher's openness about their own learning and willingness to fail makes students feel safe to do the same. This emotional transparency helps establish what I think of as classroom "psychological immunity", an environment where curiosity, effort and resilience can spread instead of fear or disengagement.

As a future teacher, I want my classroom to be one where enthusiasm and discovery pass from one learner to another until everyone feels part of something bigger than themselves. If the love of learning is truly contagious, then every moment of joy and wonder we share can multiply far beyond the walls of a single classroom.

ColeK@OTU

EduTopia: What Works in Education (Article & Links)

 

A Desk Layout Alternative to Rows and Circles

Arranging desks in L-shaped groups has advantages for both the students and the teacher.

 

How Living History Projects Build Wisdom, Understanding, and Listening Skills StoryCorps interviews with grandparents and community elders can bridge divides and build the kinds of listening and communication skills our students need to thrive.

 

Building Relationships With Students on Positive Words and High Expectations By affirming students and maintaining high expectations, teachers can solidify good relationships.

 

Social and Emotional Learning on the Walls The messages found on school and classroom walls should reflect the values that staff and administrators hold dear.

 

Preparing Students With Disabilities for the Transition to College There are important differences between disability accommodations in the K–12 and postsecondary settings, and teachers can help students understand them.

 

Using Slack to Improve Your Internal Communications In-the-moment communication across teaching teams can make for a stronger school culture.

 

Brought to you by Noah@NUO-2023

More EDUTOPIA SITES for You

Simplifying Classroom Management for New Teachers From brain breaks to simple surveys, here’s a toolkit of teacher-tested classroom management strategies designed for novice educators.

Reimagining Study Hall to Promote Student Goal-Setting Teaching executive functioning strategies and offering students choices helps foster their sense of ownership of their learning.

Team Quizzes: A Low-Risk, High-Yield Strategy Quizzes in small groups can be a low-risk, high-yield learning strategy that also fosters collaboration skills in high school students.

A Middle School’s Yearlong Focus on Empathy Leaders at a Maryland school have made showing empathy for students, parents, and colleagues their focus this year.

Poetry as a Tool for Students’ Personal Growth A short writing activity can help elementary students reflect on their personal hopes and allow teachers to assess literacy skills.

Supporting Student Development With Role-Playing Games Playing imaginative games like D&D can help learners acquire skills that are essential in the classroom and beyond.

Essential Components of Adolescent Literacy The heart of language instruction involves students engaging in a synthesis of reading, writing, and sharing ideas. Shared by Tomas@OISE

Improving the Science Classroom

In the school system, science is often a topic that teachers shy away from teaching. It can be difficult, especially if they did not specialize in it during their teacher education. Science has many nuanced details, some of which are changing constantly. It also is one of the only subjects that incorporates labs -- something that is unlike any other teaching strategy. 

Science is the explanation of our life. Biology observes the cell, chemistry describes the interactions, and physics ties math into these concepts. We have learned that students are born curious - toddlers never stop asking questions. They ask us "Why?" after every sentence, burning to know more.

Our job as educators is to feed that curiosity and keep it alive. Science is in our lives all over, and we should strive to stay curious in this field. I know in the classroom as a student, I have felt the impact it makes to have a teacher who knows and LOVES their content. When we are thinking about the grade we want to teach, we may want to go to Grade 11/12 because the content is more interesting, or maybe classroom management will be 'easier'. We need to remember, though, that we need to help get students hooked on science from a younger age. We need to be those passionate Grade 7 and 8 science teachers who instill the love of the subject into our students.

We cannot have any more teachers failing the science curriculum because it is different or they lack interest. We need to help students to see the love and beauty in science, and show them the paths into science careers. This program so far has only further ignited my passion for science and the desire to share that love and joy with students!

IsabellaA@OTU

The Art of Teaching, the Science of Learning

If there is one thing I have learned from teachers college so far, it's that teaching does not equal learning. Learning is structured, first you read, observe, or listen. Next you try to do "it", usually you fail. But then you try to do "it" again, maybe you still fail. Maybe you fail harder and faster than the first time. However, eventually you do, and after you do "it" whatever it is you've learned. Learning is a behaviour or skill or thought that sticks with you, it's yours now, forever. Although if you don't use it, you may lose it, next time you try to learn "it" it'll be easier.

Teaching on the other hand is an art made up of many talents. It involves leading, guiding, helping, encouraging, talking, presenting, accessing, and even learning. Learning does not require a philosophy like teaching does. To truly teach and teach well you must first understand how to learn. To learn to lead you must learn to follow.

My philosophy of teaching is deeply shaped by my own journey as a lifelong student. From K–12 to a four-year university degree and later a master's program, I experienced a wide range of assessments that often brought unnecessary stress into my life. Those memories inform the kind of teacher I aspire to be: one whose students don't walk into class weighed down by anxiety about the next assignment, but instead arrive eager to participate, knowing that if they engage meaningfully, the grades will follow.

As teacher candidates, we carry years of schooling with us, and with that comes an insider's perspective on the challenges our students will face. We know firsthand the pressures of exams, deadlines, and academic expectations. This "bird's-eye view" gives us a responsibility to not only prepare students for their next step—whether that's the next grade level, college, a trade, or university—but also to guide them with empathy.

Assessments should challenge students, yes, but only when we as teachers have equipped them with the tools, practice, and confidence to succeed. Thus, as an educator I will always remember what it means to be a student. I will remember the long days and nights of studying for a subject you may never touch again, I will remember the feeling of waking up stressed each morning to do well in class, and I will remember the anxiety that comes along with going into an assessment that I do not feel fully prepared for because I was too busy to study for it. As teachers we must remember who we were as students and who we wish we had as teachers then. 

Mak.M@OTU

Managing the Classroom

When I first came into this program, I fully expected to be a "lion" of a teacher – something we talked about early on in Foundations. When one of my coworkers asked me if I would be a "chill" teacher, before I could even open my mouth to answer – a few of my other coworkers said "NO!" in unison! I did some self-reflection when this happened … do I really rule with an iron fist? I continued that reflection when we were introduced to the lion and the lamb theory, and I quickly restructured my opinion on how I would manage my classroom. That is, not with the iron fist I (apparently) usually rule with. This opened my reflection to thinking about the other strategies of classroom management I would take on as my own. 

Since the first week of this program, the topic of classroom management has been at the forefront of our brains, and the Week 7 seminar group in Learning and Development did a great job in consolidating a lot of classroom management strategies into one presentation. Not only did they talk about dealing with student misbehaviour, but how to prevent it in the first place. It is one thing to be able to diffuse situations and help students be more engaged with their learning, which all teachers should be prepared to do, but it is a whole different skill to be able to prevent this behaviour before it even happens. This is where I think I formed my idea of being a "lion" teacher – I figured being stern and "scary" would make students less inclined to act out. However, the courses in the BEd program and especially this seminar have showed me that this is not the best approach. 

Instead of being a "lion," the group highlighted the importance of problem ownership and determining who is responsible for solving the problem at hand. This is something I never thought of before – I always figured it is the teacher's job to solve all the problems in the classroom, but students must be held accountable as well. They also talked about using "I" messages and communicating with the student(s) about how their misbehaviour is making you and other students feel. It is important to encourage students to reflect on how their actions can affect others, and this is a skill students will take with them for the rest of their lives. Furthermore, the group brought up the strategy of negotiating solutions with students, so they are taking more accountability for their actions. This way, you are working on a solution that you and the student agree to, which can help foster a positive student-teacher relationship more than imposing whatever solution you want would. 

In this program, I feel we focus a lot on the ideal situations in classrooms with reminders here and there that things won't always go to plan. However, it is imperative that we remember classrooms are unpredictable, and being equipped with as many classroom management strategies as possible will help us tremendously in making our stressful career a little less stressful. After learning these strategies, I feel more confident in the type of teacher I will be when I enter a classroom of my own. 

ZoeM@OTU

Facing Fears and Building Competence

In the "Confidence" presentation, the group asked the class if any of us had ever avoided a task because we were afraid of failing. Every person raised their hand. With the increase in automation, we have so much more time to overthink everything. I imagine cavemen were terrified before hunting a mammoth, but it was either bring sharpened sticks to fight a massive beast or starve. Now, we get nervous about calling to order pizza. 

The less we use a skill the more daunting it becomes. Lots of students are terrified of presenting. It is a critical skill for careers, but how do we bring students from fear to excitement? A quote that has stuck with me is "thinking will not overcome fear but action will" (William Clement Stone, 1902-2002). When we face our fears, we build competence. We don't have to start at the highest level. When I learned how to drive, I started in a parking lot and it was still scary, but if I had started on the highway it would have been impossible.

When we know what students are scared of, we can build them up. If they are scared of presenting, start with getting them to answer questions in front of the class and praise those that make the effort. We can then move towards presenting within small groups and work up to presenting in front of the class. We praise those small victories until facing a big fear feels more like driving in a parking lot rather than a highway. The more fears we help them face, through supported activities, the more competent and confident our students will be, so that one day when someone asks our students if they've ever avoided a task because they were afraid to fail, no one will raise their hand.

TaraC@OTU