Research Results
Impact of the IMYM Project on Grade 7 Pilot Teachers: A Follow-up Report
March 2000
Prepared by Distance Learning and Information Technologies Unit, Program Development Branch, Manitoba Education and Early Childhood Learning
2.0 "Think-Pair-Share" Self-Reflection
Pilot teachers used a "Think-Pair-Share" strategy to reflect on the following questions. The following illustrates how pilot teachers responded.
2.1 What skills did I develop this year, through piloting the Balance and Harmony interdisciplinary unit?
Technical Skills
- software application skills (concept-mapping, web page creation, electronic presentation, etc.)
- digital camera skills
- technology/computer skills
- file management skills
- troubleshooting/problem solving skills
- CD burning/electronic portfolio creation skills
Pedagogical Skills
- setting up learning centres/collaborative learning/different class structure(s)
- interdisciplinary instruction/teacher as facilitator skills
- skills in integrating technology into learning experiences
- action research skills
- learning how to build a problem solving environment
- skills in motivating students to recognize their strengths
- networking with other schools
2.2 How have I grown personally and/or professionally through piloting the Balance and Harmony interdisciplinary unit?
- increased ability to work collaboratively in a teaching team
- increased flexibility and willingness to take risks in teaching
- increased ability to transfer skills to other teachersul
- increased classroom organizational skills
- increased comfort in allowing students to act as teachers
- realization that using technology can be difficult for some students
- increased patience with myself as a learner
- increased comfort with higher noise levels in my classroom
- realization that spending one-on-one time with my students allowed me to establish a better rapport
- increased ability to reflect on how to improve the learning environment for next time
2.3 Other thoughts and connections…
Learning experiences
- learning experiences should include instructions for learning centres (learning centres may or may not need a computer)
- learning experiences should include an estimate of time required
- learning experiences should include sample BLMs/activities/group work ideas from other schools
- learning experience plans should be teacher friendly (e.g. have group rotation plans ready/specific things each group can be working on …)
- students felt that there was too much self-reflection and meta-cognition
- common planning time is needed to coordinate learning experiences with a teaching team
- learning experiences in the Balance & Harmony unit should be more specific to outcomes
- math component in the unit was difficult to integrate and so use of the TLE7 (The Learning Experience) should be emphasized more
Drawbacks
- giving technology-based homework was difficult since some students did not have a computer or an Internet connection at home
- difficulty finding a substitute teacher who can use the technology
Bonuses!
- reinforced belief in the benefits of collaborative learning and ICT integration/interdisciplinary instruction
- have gained a new understanding of students who don't understand new curricular concepts (now that I've experienced similar situations myself in having to work with so many new computer programs)
