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Assessment Of For As Learning

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PIDP 3320 Synchronous Collaboration Promo Video

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PIDP 3320 Intro Video

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Retention in the Classroom

PIDP 3250 Assignment 1: Reflective Writing #2

Objective

Elizabeth Barkley and Claire Major in their book Student Engagement Techniques state that “research on retention shows that the greatest loss of newly acquired information or a skill occurs within the first 18-24 hours”, and that “if a student can remember the information after 24 hours, there is a higher likelihood that it is now in long-term storage” (P. 38, 2020). I find this interesting because I think it is important as teachers to understand how the mind works and accepts knowledge to better serve our students. Further, I question how I can mould my lessons and strategies to help learners retain information in the hairstyling classroom.

  Reflective

In the hairstyling program, students currently spend a large portion of the course actively practicing skills on mannequins and models which I find helpful when it comes to information retention. As the teacher, it gives me the opportunity to reiterate information and content they have learned in the theory portion of their program and allows me to link that information to the practical skill they are working on. Thus, creating higher retention levels in my learners. Taking a deeper look at the theory portion of the program, I have focused lessons and strategies on discussions and study skills which do play a role in the learner’s retention of information, however, I have not put much thought into the specifics of how my learners retain that information.  

  Interpretive

Barkley and Major describe retention as “the process by which long-term memory preserves learning in such a way that it can be located, identified, and retrieved accurately in the future” (P.37, 2020). Further, there are many factors that can influence retention “but a critical factor is adequate time to process and reprocess information so that it can be transferred from short-term to long-term memory” (P.37, 2020). In understanding how the brain retains information over time, an article titled Active Learning to Improve Long-term Knowledge Retention published by ACADEMIA, outlines that “by means of verbal and visual reception, after two weeks we remember 10% of what we read, 20% of what we hear, 30% of what we see and 50% of what we see and hear”. However, “after two weeks with active involvement in which reception, participation, and performance are implied, we are still able to remember 70% of what we say and 90% of what we say and do” (Montero-Fleta & Perez-Sabater, 2011). Given that active involvement from the student provides a much higher retention level I think it is key to integrate active learning strategies into the classroom. Helen Colman, in her blog Learning Retention-How to make Information Stick, presents the Cone of Learning which was developed by the National Training Laboratory. “this model shows what types of study are most likely to be retained” (2022). It is broken down as follows:

Passive Teaching Methods Lecture 5% Reading 10% Audio-Visual 20% Demonstration 30%

Active Teaching Methods Group Discussion 50% Practice 75% Teaching Others 90%

Colman goes on to state that by applying this learning theory, teachers can help their students “learn new information well and be able to recall it easily in the future”. She also suggests that all these “training methods are good if they are applied properly” (2022). This article also suggests the following five tips on how to improve learning retention: 1. Use blended learning 2. Use a mix of content types 3. Sell the “why” behind your training 4. Leverage microlearning 5. Provide knowledge checks and assessments

These strategies “can help facilitate knowledge retention and slow down the process of forgetting” (Colman, 2022).

  Decisional

In reflecting on retention in learners and the above research, it has become much clearer to me the importance of active learning in the classroom and the weight it holds in setting learners up for success by enforcing knowledge retention. In my teaching, I look forward to planning strategies and activities for my learners based on the Cone of Learning. I think that structuring lessons to include at least two or three of the methods outlined will ensure a higher success rate of retention in my classroom. For example, in teaching how to mix different types of hair color, I could provide students with a short lecture in which learners would retain 5% of that information. If I then follow that lecture by asking them to mix the different types of hair color themselves (practice), it is likely that learners will retain the knowledge and skill up to 75%. I also think that Colman’s tips integrated into our teaching provides the framework to employ these methods successfully in the classroom. As educators, we need to understand how our learners learn and retain information so we can empower them to achieve higher results.

References

Barkley, E.F., Major, C.H., (2020). Student Engagement Techniques: Second Edition. John Wiley and Sons, Inc. Hoboken, NJ. USA.

Colman, H., (2022). Learning Retention – How to Make Information Stick. Ispring. Retrieved from: https://www.ispringsolutions.com/blog/learning-retention

Montero-Fleta, B., Perez-Sabater, C., (2011). Active learning to Improve Long-Term Knowledge Retention. ACADEMIA. Retrieved from: https://d1wqtxts1xzle7.cloudfront.net/28478571/Active_Learning_to_improve_long-term_knowledge_retention-with-cover-page-v2.pdf?Expires=1660442413&Signature=DS9IrfWNjRrnsVQ3kg67GSJ57GEdnBmFHqXz6qANHOBYV8CDYEOPLjFRjfBN1GN36qTcFQLn-RfRbSwGqYvOVziYKmr6rClF3me~JIBk~VwiGMI3IQRORgNrOsMQIsHr9JjH8jJZNaeDDZkr0W4j~eXjanHsDoynESX1VXgu9HO3WEaZCUWMqq3sYDhXWJqCavEulPlF6qSuAlCrMqHVq-KaQ1ffXsBEoEqyA5iU8Qm-nQYv5ZduscB5clny9yWBfYa2x-STemmInAKyvjIraa7vwJjZZD3TE85moNYQhUQ19F33Nr1rKOA-GOAIDHLkFTrliOliENL9LNFP~kRwng__&Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA  

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In-Class Portfolio: Student Engagement Technique

PIDP 3250 Assignment 4

      The In-Class Portfolio student engagement technique (SET), centers attention on the individual student’s notetaking, organization and comprehension of the course content and their learning. It “provides teachers with a mechanism to help students stay focused and attentive during face-to-face class sessions” (Barkley & Major, P.353). The In-Class Portfolio can be handed in as an assignment, or be completed as a digital assignment, for example, in the form of a blog, digital files uploaded through a cloud-sharing platform, or a website. The portfolio has the “potential to assess performance and outcomes such as attitudes and professionalism, that are difficult to assess using traditional instruments” and “the learners, depending on their reflective ability, may reflect on the learning experiences at three different cognitive levels: descriptive, analytical and evaluative” (Davis & Ponnamperuma, 2005).      This student engagement technique is typically employed by organized activities throughout instruction that involve problem-solving, writing and discussions to engage the students' active learning and study skills. “It is utilized to stimulate and monitor students’ professional development and to stimulate their ability to become lifelong learners” and further to “stimulate reflection among students” (Wesel & Prop, 2008). The teacher pre-determines the parameters of the student portfolio and provides learners with a detailed rubric outlining the portfolio expectations and evaluation standards. Students are required to provide entries to their portfolios’ that showcase their thought processes and understanding of topics covered during class. Teachers can require entries to be submitted on multiple due dates throughout the course or all together at the end of a course.

        The role of the teacher in this SET is to ensure that the In-Class Portfolio is focused and aligned with the learning outcomes of the curriculum. Margery Davis and Geominda Ponnamperuma, in their article titled Portfolio Assessment, outline that “the attraction of the portfolio is that it can include evidence of achievement of all the learning outcomes within its structure” (2005). Further that the portfolio assessment has five stages; 1. The collection of evidence of achievement of learning outcomes, 2. Reflection on learning, 3. Evaluation of evidence, 4. Defence of evidence, and 5. Assessment decision. Lastly, “portfolio assessment can be used for formative assessment or summative assessment, or both”, and “this makes the portfolio a flexible and robust assessment method” (Davis & Ponnamperuma, 2005). Another role of the teacher in implementing this technique is to continuously have open and ongoing communication with students to motivate cooperation in learners and to provide formative feedback to promote reflective and critical thinking within the assignment. “Collaboration between teacher and student, through the creation of a learning portfolio opens the way for information exchange and cooperation is established” (Ismatullayeva, 2021)       When we look at the role of the student in this technique, we see that it is important for the learner to take ownership of their learning and develop study skills that enable them to successfully reflect on the course content, their learning and developing skills. The learner will have higher success in building an In-Class Portfolio if they have a good understanding of the guidelines, take notes in class, and engage in class discussions and activities. “The evidence in portfolios is limited only by the degree of the designer’s creativity and effort” (Davis & Ponnamperuma, 2005).

      Advantages of utilizing the In-Class Portfolio SET include the promotion of reflective and critical thinking in learners, students taking ownership of their learning, and a collaborative classroom atmosphere, it provides evidence of student progression towards learning outcomes as well as information for the teacher to help learners improve performance. Further, the In-Class Portfolio can be used as a tool for professional development and the learner's future career goals. The main disadvantage of this SET is time management. As this is typically a large assignment with multiple entries required, the teacher may struggle with evaluating the portfolio, especially if class sizes are large. To combat this issue, a teacher can request students to peer review fellow classmates’ portfolios as well as require students to provide self-assessments on their work. In an example provided by Barkley and Major, “using per review helps ensure portfolios are read and evaluated thoughtfully but in a way that does not add significantly to his workload” (2020, P. 354). Further disadvantages include that the portfolio can take a long time for students to complete therefore time management is vital, when using digital form all students may not have access to the technology required, and privacy and confidentiality issues may arise when conducting peer reviews.        I think that the In-Class Portfolio SET would fit very well into the hairstyling classroom. It would be beneficial to hair instructors to ensure learners are understanding the concepts and skills needed to be prosperous hairstylists. I find that it is very flexible and because most stylists have some form of a portfolio to showcase their work, this gives the teacher the ability to set students up for success in their professional careers. Further, I appreciate that this student engagement technique can be adjusted for the hair classroom. For example, in the hair industry stylists typically utilize social media like Instagram to showcase their work. As an instructor, I could require the students to post images of hair they have done after setting up a professional Instagram account to submit as part of a portfolio assignment. I could also have them create a blog that encompasses entries of reflection on their learning as well as photos of their work and other media sources. I am looking forward to employing this student engagement technique in my classroom because I think it would be a great benefit to my learners, open up more teacher-student conversations, provide more opportunities for feedback, and aid in a positive learning environment in my classroom.

References Barkley, E.F., Major, C.H., (2020). Student Engagement Techniques: Second Edition. John Wiley and Sons, Inc. Hoboken, NJ. USA.

Davis, M.H., Ponnamperuma, G.G., (2005). Portfolio Assessment. University of Toronto Press: AAVMC. Retrieved from: https://jvme.utpjournals.press/doi/pdf/10.3138/jvme.32.3.279

Ismatullayeva, N.R., (2021). On the Introduction of E-Learning Portfolio in the Educational Process. Current Research Journal of Pedagogics. Retrieved from: https://masterjournals.com/index.php/crjp/article/view/296/257

Wesel, M.V., Props, A., (2008). The Influence of Portfolio Media on Student Perceptions and Learning Outcomes. Maastricht University, The Netherlands. Retrieved from: https://www.researchgate.net/publication/237081680_The_Influence_of_Portfolio_Me dia_on_Student_Perceptions_and_Learning_Outcomes

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PIDP 3250 Classroom Management Case Study

Assignment 3

      As educators and leaders of our classrooms, it is important for us to understand what microaggression is and what its driving factors are. Microaggression is defined as “brief and commonplace daily verbal, behavioral and environmental indignities, weather intentional or unintentional, that communicate hostile, derogatory or negative racial slights and insults that potentially have harmful or unpleasant psychological impact on the target person or group.” (Portman, Bui, Ogaz & Trevino, 2013) The driving factors and behaviors associated with microaggression include but are not limited to, racism, diversity, ethnic differences, individual prejudice, ignorance, mental health, and religious beliefs. It is also important to note that “microaggressions are often committed by well-intentioned, good people not meaning to hurt anyone”, but “nevertheless, the outcome of microaggressions is anger, frustration, and withdrawal by those who are the recipients of intensive comments and actions”. (Portman, Bui, Ogaz & Trevino, 2013)       As inclusion in the classroom is a widely examined topic and directly linked to preventing microaggression, many theorists, professionals and practitioners present their views and concepts on the topic. There are numerous methods and strategies for educators to contest the effects of microaggression in the classroom. One article titled Microaggression in the Classroom by Portman, Bui, Ogaz and Trevino from the Center for Multicultural Excellence and the University of Denver, suggests that addressing and preventing microaggression can be done in the following ways: 1. Do not expect students to be experts on any experiences beyond their own and do not make them speak for their entire group (or others) 2. Do not assume that the groups that you are talking about are not represented in the classroom. 3. Set high expectations for all students (believe in all students’ ability to learn). 4. Do not assume that all students in your class have good command of the English language or have intimate knowledge of western culture. 5. Be aware of your body language when studying and discussing different group identities, culture, and issues as to not single out individual learners. 6. Work to create a safe environment for all identities in the classroom. 7. Distinguish between debates and dialogues (establish rules and set context for activities) 8. Understand that expression of political opinion creates risk of silencing students who do not agree with the same views. 9. Balance perspectives. (Example: multiple guest speakers rather than just one) 10. Use appropriate humor that does not target or degrade anyone or a group. 11. Be aware that microaggression can come from the educator and the learners. 12. Be approachable and available for students to express concerns.

      In examining Wlodkowski’s integrated levels of adult motivation, Merriam and Bierema note that “establishing inclusion involves creating an atmosphere that promotes a learning community so that everyone feels respected and connected”(2014, P.156) Further the framework for growing an inclusive classroom includes: introduction activities that build “opportunities for multidimensional sharing”, teacher availability that takes “ the fear out of learning”, sharing something of value, “collaborative and cooperative learning: clearly communicating learning goals and objectives, and connecting what’s being learned to learners’ personal lives and experience”, promoting positive attitudes by “providing physically and psychologically positive conditions”, and creating meaning “through challenging and engaging experiences that value the learners viewpoints and values”. (2014, P. 156-157)       In the case study Micro – aggressive Mania, we see that the teacher is becoming concerned with the rise of microaggression and its effects on the students and their learning if it continues in his/her classroom. We can see that the teacher began the class by conducting a ‘getting to know you’ icebreaker that revealed the ethnic diversity in the classroom which I think is a great way to create awareness and inclusion. However, it may have been helpful to follow that activity with clear expectations of conduct, respect, and objectives for the duration of the course as proposed by the levels of adult motivation.   I would suggest that the first step for this teacher to take is to analyze and critically reflect on the behaviors and actions being displayed in the classroom and understand the driving factors for this specific situation. Further, consulting with a colleague or another professional in education can aid in a mindful approach to thinking. In this case the microaggression is driven by diversity, ethnic differences, and prejudice. Based on that the second step I would recommend would be to address expectations with the class, and to focus on inclusivity by utilizing appropriate strategies mentioned like working to create a safe learning environment and being available for the learners to address issues privately to eliminate fear. I think that the educator must be prepared and focused on correcting undesirable behavior, specifically in this case, interruptions while others are speaking. Casey Brown in her article 8 Ways to use PBIS Strategies in the Classroom, outlines that “teachers need to intervene with brief and specific corrections” and that they “should state the observed behavior and then tell what the student should do in the future” (2019). This should be done respectfully, as to not single out the student.       Once those methods have been exercised, I would recommend employing activities in conjunction with learning that further promote inclusion. For example, in Singhal and Gulati’s framework on strategies, its suggested that activities should “respect and reinforce student culture” (2020), and can include sharing and listening, integrating guest speakers, videos, and other materials that reflect the diversity of the classroom, and opportunities for learners to share feelings, beliefs, values and perspectives.       Due to the nature of microaggression and how it emotionally effects learners, teachers must be careful that in their efforts to counteract this issue in the classroom not to make the specific instances greater than what they are. In this case study, it does not seem like the students are aware of their actions and are ill-intentioned. Therefore, the teacher most likely does not want to single out students but rather direct his/her lessons and classroom atmosphere into a more inclusive and safe territory for learners.       In reviewing this case study on microaggression and the recourses, the strategies I found most interesting were the Five Essential Strategies to Embrace Culturally Responsive Teaching as they align very closely with Merriam and Bierema’s take on the levels of adult motivation. In detail, the tips on knowing your students, transforming curriculum, and reinforcing student culture helped me approach this case study critically.       I think that microaggressions’ presence in the classroom is inevitable no matter what the subject may be. In terms of proactive and reactive strategies, after analyzing this case study it is apparent that educators must be prepared to face these issues and utilize proactive strategies to create a positive, empowering, and safe atmosphere in their classrooms. As negative emotions in learners are a direct result of microaggression relying only on reactive strategies, although necessary in the moment, does not set a classroom up for success.  

References

Brown, C., (2019). 8 Ways to use PBIS Strategies in the Classroom. Classcraft Blog: Recourse Hub for Schools and Districts. Retrieved from: https://www.classcraft.com/blog/pbis-strategies/

Merriam, S.B., Bierema, L.L. (2014). Adult learning, Linking Theory and Practice. John Wiley & Sons, Inc. San Francisco, CA. USA.

Portman. J., Bui.T.T., Ogaz. J., Trevino. J. (2013). Microaggressions in the Classroom. Center for Multicultural Excellence. University of Denver, USA. Retrieved From: https://otl.du.edu/wp-content/uploads/2013/03/MicroAggressionsInClassroom- DUCME.pdf

Singhal, M., Gulati, S. (2020). Five Essential Strategies to Enhance Culturally Responsive Teaching. Faculty Focus. Retrieved from: https://www.facultyfocus.com/articles/equality-inclusion-and-diversity/five-essential- strategies-to-embrace-culturally-responsive-teaching/

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Motivation Report: Promote Student Autonomy

PIDP 3250 Assignment 2

      “The notion of learner autonomy was first developed out of practice-that the teacher researchers at the Center de Recherches et d’Applications Pedagogiques en Langues (CARPEL), University of Nancy, France, in the early 1970’s. According to the former Director of CARPEL, Henri Holec, the need for a term to describe people’s ability to take charge of their own learning arose for practical, though idealistic reasons”. (Smith, 2008) In the ELT Journal, volume 62, published by Oxford Academic, Richard Smith, associate professor at the University of Warwick, notes that “in the interests of widening access to education and promoting lifelong learning, CARPLE began to offer adults opportunity to learn… free from teacher direction. However, it soon became clear that participants did not necessarily have the full capacity (competence) to take charge of decision-making in all areas normally determined by an institution, teacher, or textbook, namely: objectives, content and materials, syllabus, methods and techniques, pace time and place, and evaluation procedures” (2008). Due to this the “CARPEL put into place various kinds of support measures, including learner counselling and training, to assist in the development of learners’ abilities to work more effectively in a self-directed fashion” (Smith, 2008).       Merriam and Bierema define autonomy as “the yearning to direct our own lives, or in other words to control tasks, time, team, and technique” and is “synonymous with self-directedness”. (2014. P.147) The promotion of student autonomy motivational technique, focuses on the fact that “self-determination is the basic human need to have control over one’s life” and that “students are more motivated to engage in meaningful learning if they are acting of their own volition.” (Barkley & Major, 2020. P.74)       Barkley and Major outline in chapter five of their book Student Engagement Techniques, “tips and strategies for creating classroom conditions that enhance student motivation” (2020. P.65) After reviewing the thirteen motivational strategies, promotion of student autonomy stands out as a benchmark technique for adult education, fostering lifelong learning and a method to build other motivational techniques into fluent strong tools for educators to enhance their classroom learning. I think that in my classroom this strategy will fit well, as engaging, and guiding students to self-direct their learning will enhance lifelong learning attributes that are key, and students can continue to utilize throughout their careers as successful hairstylists.

         Autonomy in the classroom can be present on different levels of learning from simplistic research and development skills to more complex self-guided studies. With its strong links to lifelong learning, teachers employing autonomous strategies, can integrate autonomy methods in any classroom from formal to adult education, self-directed and online learning. Due to the large capacity of this strategy, I think it is important for educators to understand their role and the role of their learners when utilizing this technique in their classrooms, and the impact on both their teaching methods and their learners’. Considering the role of the teacher in the autonomous classroom, Khem Raj Joshi in the Journal of NELTA, states that “generally, a teacher in such learning is a facilitator, an organizer, a resource person providing learners with feedback and encouragement, and a creator of learning atmosphere and space. In other words, a teacher works as a guide, a co-operative, and an initiator rather than an authority” (2011). When referring to the learner’s role Joshi states that the learner “is the one, who accepts that his/her own efforts are crucial for effective learning and co-operates with the teachers monitoring own progress through the use of opportunities available” (2011).      In any classroom nothing is perfect, but we must be aware of the disadvantages of techniques and strategies we employ as teachers so we can be prepared to assist our students learning as well as adjust our methods to meet the desired outcomes and objectives of our classrooms. The promotion of autonomy for motivation strategy does not fall short of that fact and is clear that its disadvantages lie in resistance of learners and educators unwilling to become facilitators over authoritative figures. On the other side of that, I think that this strategies’ advantages far outweigh the negative impacts which can be overcome. In utilizing autonomy for motivation teachers gain the ability to have clarity in student progress, have a closer student teacher relationship, accelerate lifelong learning attributes, gain time management in their classrooms, have better understanding of learners’ goals, evaluation becomes collaborative, teachers become better role models and recourses for their students and more. Barkley and Major (2020, P.74) outline ten general strategies for promoting autonomy. They are as follows:

1. Provide students with meaningful rationales that enable them to understand the purpose and personal importance of course activities. 2. Acknowledge student’s feelings when it is necessary to require them to do something they don’t want to do 3. Give students choices among several learning activities that meet the same objective, and be clear about how the choices meet objectives. 4. Allow students options in deciding how to implement classroom procedures. 5. Allow students to decide when, where, and in what order to complete assignments. 6. Encourage students to manage on their own when possible. 7. Encourage students to define, monitor, and achieve self-determined goals individually. 8. Help students to use self-assessment procedures that monitor progress as well as identify personal strengths and potential barriers. 9. Provide opportunities for students to assist in determining evaluation activities. 10. Avoid making students right, wrong, good, or bad based on their choices but instead emphasize accountability.

I think that these ten tips give any educator a roadmap to successful engagement of student autonomy strategies in their classroom and should be considered when developing programs, courses, and lessons. In the hairstyling classroom I can see how these tips can be utilized in different ways to employ this strategy. For example, tip number three can be used to give students the choice of how they submit assignments, like videos, essays, or presentation boards that best suit their abilities, where implementation of tip number one will define the requirements and standards to which those assignments will be held. Therefore, students assume ownership of how they are learning within the guidelines of the course objectives.      As mentioned previously, in my classroom, promotion of autonomy is a strategy that will not only be advantageous to my classroom and students’ learning process, but it also provides students with the lifelong learning skills necessary for mastery of hairstyling. The hair industry is ever changing and growing with continuous science and product advancements, a rapid turnover of trends and a large focus on technique development. Hairstyling as a trade, is a career that must be advanced parallel to these industry progressions with continued education and self-driven professionals at the forefront of the industry.       In conclusion, “How we teach students is critical to their development of authority, autonomy, and authorship” (Major & Barkley, 2020, P.74) With that, autonomy of learners in today’s world is proven to be beneficial in education and for society. More specifically, teaching hairstylists to be autonomous lifelong learners by utilizing the promotion of autonomy strategy sets students up for success in the hair industry and advances mastery of their craft. As Merriam and Bierema note, “Mastery is the compulsion to progress and improve around things that matter” (2014, P.147).

References

Barkley, E.F., Major, C.H. (2020). Student Engagement Techniques, A Handbook for College Faculty: Second Edition. John Wiley & Sons, Inc. Hoboken, NJ. USA.

Joshi, K.R. (2011). Learner Perceptions and Teacher Beliefs about Learner Autonomy in Language Learning: Journal of NELTA, Volume 16, No. 1-2. Nepal Journals Online. Retrieved from: https://www.nepjol.info/index.php/NELTA/issue/view/410

Merriam, S.B., Bierema, L.L. (2014). Adult Learning, Linking Theory and Practice. John Wiley & Sons, Inc. San Francisco, CA. USA.

Smith, R. (2008). Learner Autonomy: ELT Journal, Volume 62, Issue 4. Oxford Academic. Retrieved from: https://academic.oup.com/eltj/article/62/4/395/408953

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PIDP 3250 Active Learning

Assignment 1 Reflective Writing 

Objective Active learning methods and techniques have been directly linked to promoting student engagement in the classroom. Elizabeth Barkley and Claire Major in their book Student Engagement Techniques, state that “students take information or a concept and make it their own by connecting it to their existing knowledge and experience that is critical to student engagement”. Further that “an engaged student actively examines, questions, and relates new ideas to old, thereby achieving the kind of deep learning that lasts” (P.9, 2020). In my research of this concept, I find myself questioning how I can utilize active learning strategies to enhance active learning and to fuel engagement in my classroom.

Reflective “Active learning suggests that the mind is actively engaged” (Barkley & Major. P.8, 2020). In reflecting on this, I think of my classroom and realize that due to the nature of learning hairstyling, that active learning is a major part of how my students learn. Hair school students actively practice their skills on mannequins and models, critiquing their own work and analyzing how they can improve their technique with the aid of feedback from the instructor and their peers. On the flip side, there are theory topics that must be covered in the hairstyling program for learners to satisfy industry standards as hairstylists and they tend to be a little less stimulating for my learners. These topics include disinfection and sanitization, anatomy, salon business, and diseases of the hair and scalp. As an instructor, I have struggled with invoking engagement in my learners with this content and continuously seek ways to improve my teaching of these topics.  

Interpretive Barley and Major suggest that “active learning techniques are the particular tasks teachers use to promote active learning among students” (P.15, 2020). In an article titled Opportunities to create Active Learning in the Classroom by Danielle Camacho and Jill Legare, it is noted that “incorporating active learning strategies into the classroom produces a more effective learning environment and increased student participation and engagement”. Further stating that “by incorporating active learning methods into the classroom, instructors can create opportunities for learning instead of allowing students to sit passively and learn by absorbing information passed on by the instructor” (2015). Some of the key active learning strategies and techniques that this article suggests are:

  • Asking students thought-provoking questions that require students to reflect and analyze. • Writing assignments and group work which allows students to process and synthesize information. • Presentations that require students to research and teach their peers on a particular topic. • Class discussions to reinforce learning and comprehension. • Allowing students to be creative in problem solving and assignments to produce diverse approaches to learning.

Charles Bonwell and James Eison from the George Washington University in Washington D.C note that “while many faculty agree that true learning requires active participation” they also “describe why they do not make greater use of strategies promoting active learning in their classrooms” (1991). This education report goes on to outline that these obstacles include that, instructors cannot cover as much content in the time available, devising active learning strategies takes too much preparation, large class sizes prevent implementation of such strategies, and materials or equipment may not be available to support the activities. Although these obstacles present challenges for educators, the value of active learning in the classroom far outweighs its difficulties for both the instructor and students. “Active learning is fundamental to and underlies all aspects of student engagement.” (Barkley & Major. P.9, 2020)

  Decisional

As instructors, it is our main goal to have our learners understand and meet the expectations of the course’s outcomes and goals. To achieve this goal, our lessons must be well thought out, planned, and showcase steps we will take to aid in our student’s success. It is evident that challenges exist in employing active learning strategies however, with strong planning, time management, and choice of activities in relation to the content, the obstacles can be overcome to benefit the classroom. I think that Camacho and Legare’s article provides some excellent suggestions and methods for active learning in the classroom that I will use with my learners. More specifically in the previous mentioned topics I struggle with as an instructor, I will employ these methods by dynamically working them into my lesson plans for student success. For example, with the topic of anatomy I could ask students to create flash cards of definitions to then utilize in studying on their own or with their peers. The act of writing this information down and quizzing each other will actively help learners with their cognitive understanding, recall and relationships with other peers. “Students who become comfortable learning from other classmates may be more likely to look to those peers for future guidance” (Camacho & Legare, 2015). Thus, not only promoting active learning but a learning environment where my students are engaged in learning together. I think that in teaching we need to overcome challenges and strive for this type of engagement of learning for our students to be successful on their path. It is evident that “to learn well and deeply, students need to be active participants in that process” (Barkley & Major. P.86, 2020). Active learning methods in the classroom hold the key in providing our learners with higher quality education.

References

Barkley, E.F., Major, C.H. (2020). Student Engagement Techniques, A Handbook for College Faculty: Second Edition. John Wiley & Sons, Inc. Hoboken NJ, USA.

Bonwell, C., Eison, J. (1991) Active Learning, Creating Excitement in the Classroom. School Of Education and Human Development, George Washington University, Washington D.C. Retrieved from: https://files.eric.ed.gov/fulltext/ED336049.pdf

Camacho, D.J., Legare, J.M. (2015). Opportunities to Create Active Learning Techniques in the Classroom: Journal of Instructional Research, Volume 4. Retrieved from: https://files.eric.ed.gov/fulltext/EJ1127696.pdf

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Continuing Education 

PIDP 3260 Assignment 5 Week 8

In the world of hairstyling, it is important for educators to keep up to date with the latest trends and techniques to better serve their students. As a hairstyling educator myself, I hold this as one of my highest standards in teaching. The hair industry changes so fast from year to year and keeping myself updated to teach my students provides a much easier and direct path to success in the mastery of their skills. 

After I complete this PIDP Program I will continue to invest in my career not only as a stylist but as an educator as well. More specifically, technique classes in styling and colour application.  I would also like to attend professional development classes in education. As I am going to be taking the online teaching courses offered in the PIDP program I would also like to further my computer skills and strategies that surround online learning. 

I think it is important to model lifelong learning to our students for the continued growth of their careers and society.

[thestylistapproach]

Becoming As Ethical As We Think We Are 

PIDP 3260 Assignment 5 Week 7

In this Ted Talk, Morgan Hamel, an ethics specialist argues that ethical decisions are not black and white and as humans, our morals, self-interest and motivations define our ability to make ethical decisions. She outlines two key results that morals and self-interests create when dealing with ethical decision-making. They are:

1. That we don't see the ethical aspects of our decisions.

2. We don't make the decision that we thought we would. 

It is in our human nature to modify our morals for our own interests and in the decision-making process we don't always live up to our own ethical standards. 

When we look at education theories, strategies, processes, classroom management, and more, we see that teachers must make decisions at every turn in their profession, managing their classes, lessons and students. As educators, I think it is important to understand our own personal morals and self-interest to better serve the ethical decisions we are faced with in our classrooms and teaching. Hamel goes on to outline that It is important for us to acknowledge the tension between ethics and self-interest in order to explore and understand the grey. 

[thestylistapproach]

SMART Goal Setting

If you read my previous post titled Turning Goals Into Achievement, this video outlines the SMART method of goal setting. 

Enjoy!

[thestylistapproach]

Turning Goals Into Achievement 

PIDP 3260 Assignment 5 Week 6

Setting professional goals has been an important part of how I have achieved success as a professional stylist, business owner, mentor, and educator. I have always been one to dream big, and as a result, dreams, goals, and future achievements are the driving force behind my own personal motivation for success. As I reflect on my journey participating in the PIDP program at VCC, my current professional goals are clear. My main goal is to obtain a lead hair instructor position within an institution that allows me to build and grow the current hair program and will provide hairstyling students with a superior education that advances the mastery of their craft. In order to successfully achieve this, there are some action goals I can focus on over the next five years. They are:

1. To complete the PIDP program successfully obtaining the skills and credentials necessary for a lead hair instructor position. (to be completed within 7 to 8 months’ time) 2. To obtain full-time employment as a hair instructor or assistant hair instructor to gain further experience teaching. (Within 8 months to a year) 3. To participate in continued education, in particular, curriculum development courses and other professional development to advance my skill and mastery of teaching. (2 to 4 year’s time)

I think goal setting is a very important aspect of anyone’s professional career and as educators, it is also important to model this for our students who are on their own path of advancing their profession. The ways I have done this in the classroom are, hosting a workshop teaching students how to create an action plan for their goals (using the SMART outline), helping students to monitor their achievements, and creating vision boards. As teachers, helping our students on their professional path is the essence of education and goal setting is one of the ways we can not only help our professional success but our learner’s success as well.  

[thestylistapproach]

I found this article on working with adult learners interesting. 

Let me know your thoughts in the comments.

Enjoy!

[thestylistapproach]

Understanding Students’ Resistance to Learning

PIDP 3260 Assignment 5 Week 5

Understanding students’ resistance to learning is helpful to us as educators to grasp the reality of what our students feel, think, and comprehend in being a member of our classrooms and our teaching. Brookfield notes his realization that “resistance to learning is not something that can be removed from the classroom” and that at times “it’s caused by factors totally out of our sphere of control” (2015, P.213). In his book The Skillful Teacher, he goes on to outline the factors that intersect in the “multilayered and complex phenomenon” (Brookfield, 2015, P. 219) that is resistance in the classroom. These factors include: - Poor self-image - Fear of the unknown - Normal rhythm of learning - Disjunction of learning and teaching styles - Apparent irrelevance of the learning activity - Level of required learning is inappropriate - Fear of looking foolish in public - Cultural suicide - Lack of clarity in teaching instructions - Students’ dislike of teachers - Going too far to fast

It is important for us to approach resistance in our classroom with a critical and understanding mind, allowing ourselves to change and redirect our good intentions to benefit our learners. However, as teachers, we also must understand that resistance is unavoidable and to not allow ourselves to get caught in a trap of conversional obsession - “ what happens when you become obsessed with converting a small and easily identifiable minority of hardcore, resistant students into becoming enthusiastic advocates for learning” (Brookfield, 2015, P.215).

References 

Brookfield, S.D. (2015). The Skillful Teacher: Third Edition. John Wiley & Sons    Inc. San Francisco, CA. USA.

[thestylistapproach]

The Power of a Teacher

PIDP 3260

I found this ted talk interesting and inspiring. We really don't know until we have experienced. 

What do you think? Let me know in the comments.

Enjoy!

Video link: https://youtu.be/AyogyD7vXbw 

[thestylistapproach]

Exercising Teacher Power Responsibly

PIDP 3260 Assignment 5 Week 4

Chapter 18 of Stephen Brookfield’s, The Skillful Teacher, examines the positive and negative aspects of the power we hold as teachers in our classrooms. He states that “power can be experienced as empowering and liberating, as well as repressive and authoritarian.” Further that “you can use teacher power to inspire, guide, and encourage, just as much as to punish, diminish, or massage your ego” (2015, P. 240). I think it is important as professional educators to be aware of how the power we possess can affect our classrooms and ultimately our students learning.

 Brookfield continues that our students also wield power with which they can “amplify or disable your intentions, the power to take learning in a new direction, and the power to make you feel powerful or powerless” (2015, P.241) He goes on to describe that transparency, responsiveness, and being consistently fair with our learners are key methods to justify our use of power and authority as teachers. I think that these methods make sense in helping our students view the power placement in the classroom in a positive and healthy way that improves learning and ultimately our classroom objectives and goals.

References 

Brookfield, S.D. (2015). The Skillful Teacher: Third Edition. John Wiley & Sons                   Inc. San Francisco, CA. USA.

[thestylistapproach]

Great Teachers Eat Apples

PIDP 3260 

I thought that this video was interesting in relation to my previous post (reflective writing assignment) on Characteristics of a Good Teacher.

Please let me know what your thought are in the comments! 

Enjoy!

Carmen

Link to Video: https://youtu.be/vrU6YJle6Q4