M4U3A2- Creating High Performance Learning Environments

Creating High Performance Learning Environments

1. Academic expectations

The Roller Coaster is a project-based lesson which can be considered as a benchmark of high expectations academically and behaviorally. 

In this scenario, fifth graders learn to be good engineers in a real life  like process which includes all 21st century skills. Students learned and moved orderly through an engineering process from mastering concepts to individual designing, then selling ideas to the group, then simulating on computer, finally testing and recording. The real life similarity applied when students were asked to deal with value of materials used in their design. This aspect equipped them to have a sense of budget control and a link between what was paid and received. 

Through a team project, students learn how to communicate, work together in a respectful manner. Each comes up with a design, then sells ideas to the group and challenges each other to reach the final goal which is the most safety and challenge Roller Coaster design. Role design and responsibility is an effective way to engage each member in a group. There are many applications used throughout the project. Material constraints and budget limit stimulate critical thinking and problem solving. Money calculation allows students to use math skills. 

This scenario reminds me about a team building training I had with my previous company. Teacher here plays a role of a facilitator and a coach rather than a teacher. The key goal of the lesson is to connect students with a real engineering job where problems and challenges happen all the time. To solve challenges, students need to use tool kits, Math, and Science skills.

The Chinese grade 3 Math demonstrates a typical way of teaching in China. The class will begin with class chanting to review multiplication facts. Chanting in a large group is a teaching method to memorize multiplication tables and to help engaging slow students in a class oral chanting. The teacher then gave an example on the board and demonstrated steps to solve a multiplication problem. The video ends shortly and does not release the independent practice and drill, which definitely must be followed. The academic expectation here is students will use rote memory in solving multiplication problems. 

The Whole Brain Teaching grade 9 is short clip which clearly shows the teacher expects students to replicate what is taught, then turn to the partner and teach what was learned. Then came the independent reading session. I guess, the high expectation is that students are able to teach peers using skills and knowledge learnt.

2. Behavior expectations:

The Roller Coast group project demands extremely high behavioral expectations, individually and in group. Chiming is an adult-like meeting style which demands listening carefully to learn from others and participate respectfully and constructively in the class discussion. Role assignment and job execution prove students are engaged and on track. Individual idea and contribution are the key for a group success. Ultimate these are high expectations, I believe, not for students but also for adults.

The repetition of the chant in Chinese Math shows young learners are engaging in chanting and recalling previous knowledge in group. Learning is expected to begin in a large group. The behavioral expectations in the third video are clearly interwoven into the norms and procedures. The WBT video looks more of a classroom management than instructional tool. 

3. Norms and Procedures

Students in the Roller Coast project understand that individual contribution, group discussion, experiment and role assignment play an instrumental role in a engineering process and for a group shared success. Both individuality and community meet in a balance way.

The Chinese Math time indicates that students need to follow the chanting and will apply the instructional steps the teacher demonstrated on the board. Traditionally, students will recall what teachers teach in ways of solving problems. Lisewise the WBT, students are expected to follow or repeat what teacher taught, then practice with peers. It seems that rules and procedures are emphasized in this class, which maybe strengthen the academic learning. In these two videos, there is no individuality emphasized in learning.

4. Personal Perspective

The ultimate purpose of teaching and learning is to help student to reach their goals. Different students from different cultures, different learning styles, and of course, different goals. Expectations will also be different from different goals, cultures, and mentality. 

Chinese Math may show no individuality in this short clip. However, general speaking, Chinese or Asian students often show high Math scores comparing with their counter partners. Why? Is it relating to teaching strategy or expectation? Look at the current trend! Many Math programs in some Asia countries, Korea, Singapore, Chinese are recognized and adopted in many schools. Many transformations have been shown in the recent Math textbooks of these countries switching focus on theory to critical thinking and problem solving.

Teaching students to be a global citizen requires not only high academic expectations but also a growth mindset. Learners, no matter what age they are, will learn better and deeper when they find their learning interest, personal, and meaningful. Personally, the Roller Coaster project is best of the best among three videos. It includes all a 21st century students need to be equipped for their future, both skills and behaviors. However, all three videos show a highly engaging learning environment where students follow instructions in order. This is the basic foundation to set high academic expectations for all.