Field Study # 3
Focus and Rationale:
My rational for this field study is to learn more about the ways constructionist learning, play-based pedagogy, and the application of multimodal tools, methods, and strategies can support the growth of literacy abilities, creative thinking, innovation, and introspection. Throughout this field study I plan to investigate how different technologies, materials, and tools can be used to enhance creativity, innovation, and reflective thinking. I also intend to discover new ways to incorporate peer feedback into the learning process to help students develop the skills necessary to assess and critique others and think critically both during and after the learning process. My aim is to determine whether or not embedding peer feedback and novel technologies, tools, and materials in playful ways enhances students' abilities in critical and reflective thinking, communication, collaboration, and creativity.
Inquiry Questions Pursued:
How can I incorporate a pedagogy of play and multimodal tools, methods, and strategies in my practice to support playful learning? How can I use a pedagogy of play to foster the development of literacy skills, creative processes, innovation, and reflective thinking? How can playful learning facilitate conversations and build knowledge and skills? How can play be used to explore complex issues and problems? How can I build a culture of collaborative learning and a culture of feedback? What multimodal tools can I use to get my students to engage in meaningful peer assessments? Does embedding opportunities for peer assessment further the learning process and enhance student learning? In what ways can feedback improve creativity, communication, collaboration, and critical and reflective thinking?
Reference Material
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Kappan, 80 (2), 139-148. Retrieved from http://www.jstor.org.proxy.lib.sfu.ca/stable20439383pqorigsite=summon&seq=1#page_scan_tab_contents
British Columbia Ministry of Education (n.d.) Assessment and reporting. From Building student success: BC’s new curriculum. Retrieved from https://curriculum.gov.bc.ca/classroom-assessment
BC Ministry of Education. Core Competencies. Retrieved January 2024 from https://curriculum.gov.bc.ca/competencies
British Columbia Ministry of Education (2012). Enabling innovation: Transforming curriculum and assessment. Retrieved from https://www.bced.gov.bc.ca/irp/docs/ca_transformation.pdf
Chang, S. (2018). Assessing learning in maker education. edutopia: Retrieved from: https://www.edutopia.org/article/assessing-learning-maker-education
Diamond, A. (2010). The Evidence Base for Improving School Outcomes by Addressing the Whole Child and by
Addressing Skills and Attitudes, Not Just Content. Early Education and Development 21(5), 780-793, Retrieved from http://www.tandfonline.com.proxy.lib.sfu.ca/doi/full/10.1080/10409289.2010.514522?scroll=to p&needAccess=true
Flores, C. (2017, January 25). The role of Peer Assessment in a maker classroom: Fractus learning |. Fractus Learning. https://www.fractuslearning.com/peer-assessment-maker-classroom/
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487
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Lucas, B., Claxton G., & Spencer, E. (2013). Progression in student creativity in school: First steps toward new forms of formative assessments. OCED Education Working Papers, 86. Retrieved from http://www.oecd-ilibrary.org/education/progression-in-student-creativity-inschool_5k4dp59msdwk-en
Mardell, B., Ryan, J., Krechevsky, M., Baker, M., Schulz, S., & Liu Constant, Y. (2023). A Pedagogy of Play Supporting Playful Learning in Classrooms and Schools . Project Zero.
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http://www.yrdsb.ca/Programs/PLT/Quest/Documents/2012PlancheArticle.pdf
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Teach4Learning. (n.d.). Creating a 21st Century Classroom-Combining the 3R’s and the 4C’s. San Diego, CA. https://www.tech4learning.com/files/Creating_a_21st_Century_Classroom.pdf?submissionGuid=386b917e-09bc-4052-8bc2-fc6a1e9005ef
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Van Hoorn, J., Monighan Nourot, P., Scales, B., Rodriguez Alward, K. (2011). Play at the Center of the Curriculum 5th Ed. Upper Saddle River, NJ: Pearson Education Inc.
Instructor Feedback
I just discovered this today and thought you might be interested in learning about an new type of Lego called Lego Braille Blocks: https://www.futurelearn.com/courses/learning-braille-through-play-with-lego-braille-bricks/1/steps/1255287 This might be an interesting aspect of your field study, if you decide to add it.
Ann Pimentel, SFU Faculty Associate, January 26, 2024
Field Study Written Submission
Mentor Feedback:
Crystal, centering 'play' for your final field study has brought together many themes that you have been exploring. Beyond this , you created an experience that will be remembered by your students with a sense of accomplishment and deep personal connection. The videos are absolutely incredible: Ally Ship, Anti-racism, and Pride are some very relevant topics. When I read your student's feedback it is clear that they got a lot out of this assignment and had a very sophisticated way of reflecting on their experience. Fun was also mentioned numerous times. Also to share their projects with other classes demonstrates the safe and respectful community you have created. This project was inclusive as well through the variety of choices they were given. The playful feedback cards and colour wheels were also a fun way of reflecting through words and visuals. It was a very interesting study Crystal, I wonder what surprised you the most? I am also curious about whether you also created a song parody? Or how did you model the process?Fantastic work Crystal
Kelly Kent , March 17, 2024
My Response:
Thanks so much for your feedback. To teach this process I showed them a previous song parody I created with my Grade 2/3’s on kindness, respect, and responsibility . We then chose a song and practiced rewriting a stanza and chorus so they could get the hang of identifying and rhyming schemes and learn how to count out the syllables per line. This taught them the process and gave them the basic skills they needed to get started. We also reviewed how to use the different types of technology for creating the final digital versions of their parody. Student leaders who were more comfortable using the technology were also appointed as technology assistants to help others. All in all it was such a fun experience and the kids produced some amazing song parodies.
Crystal Smith, March 18, 2024