Students as Researchers and Spiritual Communities

Students as Researchers

The Students as Researchers initiative is an important component of student voice.  It's an opportunity for students to learn research and critical thinking skills. Student research projects evolve from students' questions and theories about what they think will improve their education and their school communities. Students do not work entirely alone in their inquiries. They are assisted by teachers, and in the case of the Ottawa Catholic School Board, by research officers.

Prior to participating in a provincial Students as Researchers forum in Toronto, students from several high schools in the Ottawa Catholic School Board had the opportunity on April 15 to come together during the Board Forum to profile their research projects. 

Grade 10 Mother Teresa HS students' research project:
How are iPads useful in learning? 

I was able to attend the Students as Researchers Board Forum during the sharing carousel.  I was intrigued with the topics the students selected for their inquiries and impressed with their ability to explain the research methodologies they used.

Wordle to depict how grade 9 students use iPads for learning

The students also spoke about both the successes and the challenges they experienced during their inquiries, and most importantly, they reflected on what they learned in the process.

  

Notre Dame High School students' interesting research project

Watch students from Mother Teresa High School present their research project in Toronto on iPad use among grade 9 students:

https://www.youtube.com/watch?v=bw0KBioXtJo

Book Review: The Spirituality of Community

           Adele Gonsalez begins The Spirituality of Community by defining spirituality as “our life in the Spirit”. (17)  She states that we live out our spirituality through 4 relationships: with God, ourselves, our neigbours, and creation.

Our first relationship is one of transcendence, while the others, are ones of immanence, although these two core relationships are not mutually exclusive: “Christians believe that God is both within and beyond the universe, capable of being found in everything and everyone and yet surpassing everything and everyone.” (19). Indeed, one cannot claim to have a healthy relationship with God unless one has a healthy relationship with him/herself and those around him/her.  Gonsalez quotes Dorothy Day on this important point: “Your love for God is only as great as the love you have for the person you love the least.” (21) 

In the opening chapter, Gonzalez also contends that our notion of spirituality needs to be both “liberated” and expanded so that it is not limited to trying to live “as otherworldly, flawlessly perfect eccentrics”, but rather “affirm{s} the voices of simple, ordinary Christians whose stories and spiritual journeys are not recorded in our history books”, but are nonetheless meaningful and authentic. (27)  She also stresses that our belief in the Incarnation dictates that “there is no place where God is not” (41), including “the dark places” (43).  Hence, Christians view creation as essentially good and have a hope-filled outlook that “both human beings and the world can be healed” (22)

In Chapter 2, Gonzalez deals with three specific aspects of spirituality.  First, since God is love, and God’s relationship with us is as Lover to beloved, spirituality is passionate.  Secondly, it is communal: “To be human is to be on a journey, and to be a Christian means that we never journey alone.” (51)  The author reminds us that the Greek word ekklesia, from which the English word church evolved, designates “a gathering of people”.  Lastly, spirituality is contextual: “Our interpretation of the experience of God needs to take into consideration the context in which it happens and the specific perspectives of those who are interpreting it.” (56)

Chapter 3 deals with key elements that comprise a Christian community.  Gonzalez writes that we should examine the New Testament stories of the early Christian church in order to discover these elements.  In Acts, we learn that the early Christian communities were marked by a “spirit of generous giving”. (67)  St. Paul used the analogy of the different parts of the body working together to emphasize that a Christian community consists of a unity of people working together and sharing a diversity of gifts, that is, unity without uniformity.  A Christian community is also “grounded in the proclamation of the Good News of Jesus Christ”. (71)  As well, celebration of the

Eucharist is at the centre of a Christian community.  The final element is service.  On this point, Gonzalez is eloquent, “No community deserves to be known as Christian if their praying sharing, celebrating, and proclaiming are not wrapped in a blanket of active service to each other and to the world.” (78)

More characteristics and beliefs of a Christian community are explored in Chapter 4.  Acceptance and inclusivity are important qualities: “The measure of the quality of a Christian community is the way in which its weakest members are treated and the willingness to welcome everyone as an important part of the Body of Christ.” (90)  Christian communities are always on a journey of hope, and within them there is a belief that every member is a “beloved of God”. (93)  Finally, there is a shared belief in the revelatory power of experiences as each of us finds God in our unique and ordinary experiences. 

    

This brief book concludes with some challenges faced by Christian communities.  The growth and transformation of individuals within a community are specific to the individuals themselves, and sometimes, very different.  These differences inevitably lead to conflict.   Accepting and respecting these differences and occasional conflicts is essential.  As Gonzalez writes, “Unless we learn to dance together with different steps, Christian community will not happen.” (106)    

Learning Walks

Engaging Teachers in Classroom Walkthroughs

by Donald S. Kachur, Judith A. Stout,& Claudia L. Edwards

The authors of Engaging Teachers in Classroom Walkthroughs begin by outlining the benefits of classroom walkthroughs.  They believe that walkthroughs are a great way for teachers to take responsibility for their own professional learning.  As well, they allow teachers to observe best practices, and hence, lead to greater consistency in effective instructional practices and, invariably, improved student achievement.  According to the authors, classroom walkthroughs “transform the school into a learning community.” (4)

The insights into best practices in classroom walkthroughs they identify in this book are taken from a two-year study they conducted involving 40 schools from 17 states and 6 schools from the Edmonton Public School District.

In Chapter 2, the key features of a school’s culture that need to be in place for walkthroughs to be accepted and valued are discussed.  These features are as follows:

·        A principal who is a lead learner – that is, one who not only creates conditions that allow for classroom walkthroughs and arranges time for teachers to meet to reflect on what they have observed but as well, “walks with teachers” (17);

·        Shared leadership such that teachers help create the vision for walkthroughs;

·        A trusting and safe school environment;

·        A student-focused staff;

·        A community of learning; and

·        A focus on collaborative inquiry.

The focus of Chapter 3 is the five components of walkthroughs.  Component 1 is protocols regarding frequency of walkthroughs and the length of observations – the when of walkthroughs.  The authors’ research suggests that, typically, walkthroughs are around 10 minutes in length and conducted about 4 times a year.  Component 2 is the who of walkthroughs, with research suggesting that teams of teachers leading teachers is the best recipe for success.  The what of walkthroughs is captured by the third component – what areas of instruction are observed.   Teachers are encouraged to select a focus question that is open-ended and data-generating.  Look-fors should then be determined from the focus question.  Component 4, the how of walkthroughs, is the method of gathering data.  Methods can range from look-for checklists to open spaces for anecdotal comments.  Walkthrough follow-up practices, including specific feedback to teachers and whole-staff feedback form the fifth component.

The authors emphasize that all steps of the professional learning cycle should be followed with respect to walkthroughs: plan, act, monitor, and review.  Next steps from the review of walkthroughs may include some or all of the following:

·        Professional development in specific areas of instruction;

·        Coaching of teachers;

·        Identification of new focus areas for walkthroughs; and

·        Individual teachers making commitments to improve particular skills or practices.

Chapter 4 provides 10 strategies for involving teachers in walkthroughs.  One strategy recommended is that the purpose of walkthroughs is clearly defined and communicated.  A second involves careful planning and gradual introduction of walkthroughs, including first visiting other schools to observe how they conduct walkthroughs.  A particularly important strategy is to ensure all aspects of the walkthroughs are transparent so that teachers know that “classroom walkthroughs are not a ‘gotcha’ activity.” (72) 

Establishing clear norms both during and after walkthroughs is another strategy discussed by the authors.  For instance, during a walkthrough, visiting teachers and administrators should leave clipboards and other materials outside classrooms, be quiet and unobtrusive (never interrupting the teaching-learning process), record only what they see (not what is not seen), and have “open, nonjudgmental body language”. (74)  Administrators should prepare schedules that give teachers time to conduct walkthroughs with strategies like combining classes to free up teachers and early release days.  Starting with teachers who volunteer for walkthroughs is also suggested.

           Some additional issues pertaining to walkthroughs are discussed in Chapter 5.  One of the most important topics is strategies for engaging reluctant teachers.  The authors suggest anonymous surveys of teacher to provide staff with a safe way to express their concerns.  They also recommend inviting reluctant teachers to participate in walkthroughs at another school where the process has been successful and to simply “walk with their peers”. (92)  Celebrating at staff meetings successful walkthrough experiences is also a good idea.  To prevent teacher union issues, the authors stress that walkthroughs should be voluntary, non-evaluative, and not conducted during prep time.  As well, teacher ownership of the process is paramount. 

  

The authors also state that “It is critical that the walkthrough initiative include a built-in evaluation process” (105) of the implementation of the protocols, teacher attitudes towards walkthroughs, ways to increase their value, and their impact on instruction and learning.  Either focus groups or surveys can be used to gather feedback.   

Check out this link: Seven Things to Remember About Classroom Feedback http://ht.ly/vrTR5