Blog #3: Passion Based Learning

25 ways to institute passion based learning in the classroom [Image]. (2013). Retrieved from http://www.opencolleges.edu.au/informed/features/25-ways-to-institute-passion-based-learning-in-the-classroom/

Passion. The quality that needs to be incorporated back into teaching and learning. In order to educate effectively in the 21^st century, it is vital that our students continue to have a passion for learning. Incorporating passion into the classroom promotes engagement and motivation to learn (Ramirez, 2013). Additionally, having passion for a topic allows students to have the perseverance to overcome obstacles in order to achieve a goal that is meaningful to them (Ramirez, 2013). To incorporate passion into the classroom, it is essential to begin by finding out what students are passionate about (Ramirez, 2013). As we have discussed in many other education courses, getting to know your students strengths and needs is necessary before it is possible to fully plan instruction. Getting to know your students passions while you are getting to know them will give you, as the teacher, more insight into their strengths and interests. This will ultimately help you to plan and understand how to differentiate instruction to best suit the students in the class. Ramirez (2013) also states that it is necessary to be a teacher that demonstrates passion for the topics that you are teaching and for teaching in general so that students may be influenced by this excitement.

The Schoenblog [Image]. (2016). Retrieved from http://www.aschoenbart.com/2016_02_01_archive.html

                Passion based learning is a way of encouraging students to learn more about topics that they are passionate about in the classroom. This type of learning stemmed from Google’s Genius Hour wherein students have the opportunity to take 20% of their work time in the classroom to dedicate it to a project that they are passionate about (L. Lane, personal communication, March 16, 2016). The idea behind passion based learning is to inspire students to love learning, while also facilitating the development of key skills, such as inquiry and metacognition (L. Lane, personal communication, March 16, 2016). Nussbaum-Beach (2014), one of the key advocators of passion based learning, states that this type of learning moves students from being extrinsically motivated to intrinsically motivated. Through passion based learning, students are motivated to learn more because they are fascinated and interested in the topic. It also empowers students because it gives them the agency to explore and learn about the topics that they are interested in, rather than being told what they need to learn in order to meet curricular standards. I am extremely interested in implementing this type of learning into my future classroom. This has motivated me to delve into the topic in more depth and understand how it can be used to teach 21^st century learners.  

The following video describes the concept of Genius Hour for those who are unfamiliar with it or for those who would like to learn more:

Genius Hour [Video]. (2014). Retrieved from https://www.youtube.com/watch?v=FEQzKH7v0-Q

Genius Hour is one of the main ways that teachers have chosen to implement passion based learning into their classrooms. Genius Hour allows students to have a choice in what they learn or what skills they master during a 60 minute session (L. Lane, personal communication, March 16, 2016). The three questions that can be asked of students to help them begin to think about the Genius Hour process are: What will I learn? What will I solve? What will I create? (Couros, 2015).

Genius hour: The first few weeks [Image]. (2015). Retrieved from http://www.thewritestuffteaching.blogspot.ca/2015/01/genius-hour-first-few-weeks.html

The wheel in the picture could help students get started. It could help guide them in thinking about their interests so that they may choose one worth pursuing and learning more about.

At first, students spend time researching their topic. They use this research to create a product that they can share (Kesler, 2013). Creativity, inquiry and problem solving are encouraged throughout the entire process.  At the end, students share what they have learned or mastered throughout the year with their peers (L. Lane, personal communication, March 16, 2016). By doing this, the other students in the class or in the school have an opportunity to learn from a classmate and see what they have been working on. They also may learn new things about their peers’ interests and talents. I think it would be extremely exciting to see what students could learn and the skills they could develop if they were given the opportunity and the time to do so. I think that children can be their most creative selves when given minimal guidelines and deadlines, but a large amount of time. Ultimately, the goal of education is to create students who are motivated to be lifelong learners. Genius hour helps move towards that goal (Kesler, 2013), as students are encouraged to learn new things each 60-minute session and to fully immerse themselves in the learning.

                This could be a great video to show your class when you are getting started with Genius Hour. It provides an example of the wide variety of topics that students can choose to research in order to learn more and the products they can create to demonstrate their learning. The video demonstrates that there are no limitations and that students can shoot for the stars when completing this project. Additionally, showing this video could spark some ideas in your own students about what interests them and how they could go about exploring those interests to gain further insight on the topic:

2014 genius hour projects in 3.5 minutes [Video]. (2014). Retrieved from https://www.youtube.com/watch?v=fpCTRzP-9yg

I think that another way that passion based learning can be incorporated into the classroom is by finding out what the students in the class are interested in and using these interests to address curricular content. For example, if students are interested in amusement parks, I could ask them to create their own parks in a project-based learning style. This could incorporate math, as students would have to think about concepts such as measurement and money (financial literacy) in order to make the park successful. This could also incorporate subjects such as visual arts, as the students could be asked to draw sketches or make models of their amusement parks. Additionally, language arts would undoubtedly be put to use as students could explain in writing what their park features and could share orally with the class. Building an amusement park could also be related to science (and environmental literacy) if the teacher posed a problem wherein the students had to choose a location to build their park so that it did not ruin any animal habitats or cause harm to the environment. Students could provide a rationale as to why they chose to build their amusement park in that specific area and could conduct research (digital literacy) to best persuade me as to why this was the best choice. Finally, this project would allow students to develop problem solving and inquiry skills, as they would be consistently faced with new problems while creating their parks that they would have to overcome.  

Project-based learning: Ancient civilizations amusement park [Image]. (2013). Retrieved from https://www.sd43.bc.ca/Resources/StaffResources/BIG/Lists/Posts/Post.aspx?ID=79

      It is clear based on this fabricated example that students’ interests can be taught in such a way that curricular content is being covered and students are learning more about concepts that they are interested in. As demonstrated through the example, multiple 21^st century literacies can be incorporated and taught simultaneously with passion based learning so that students are continuing on their journey towards becoming 21^st century learners.

CBL: Connections-based learning [Image]. (2014). Retrieved from
http://seanrtech.blogspot.ca/2014/02/the-project-problem-inquiry-passion.html

Overall, including passion based learning into the classroom is a fascinating topic. I look forward to trying activities like Genius Hour in my future classroom, as well as incorporating my students’ interests into what I am teaching. I will conclude with a quote by Sir Ken Robinson that I feel best reflects the goal of passion based learning in the classroom. It states, “When students are motivated to learn, they naturally acquire the skills they need to get the work done.” Through passion based learning, we, as teachers, can motivate students to learn and to develop new skills that they never thought possible!

Passion as a catalyst [Image]. (2013). Retrieved from http://venspired.com/passion-as-a-catalyst/

References

Big Brain Academy. (2014, July 17). Genius hour [Video file]. Retrieved from

https://www.youtube.com/watch?v=FEQzKH7v0-Q

CBL: Connections-based learning [Image]. (2014). Retrieved from 

http://seanrtech.blogspot.ca/2014/02/the-project-problem-inquiry-passion.html

G. Couros. (2015, July 25). 3 questions to drive passion based learning [Blog]. Retrieved from

http://georgecouros.ca/blog/archives/5432

Genius hour: The first few weeks [Image]. (2015). Retrieved

from http://www.thewritestuffteaching.blogspot.ca/2015/01/genius-hour-first-few-weeks.html

Joy Kirr. (2014, July 7). 2014 genius hour projects in 3.5 minutes [Video file]. Retrieved from

https://www.youtube.com/watch?v=fpCTRzP-9yg

Kesler, C. (2013). What is genius hour? Retrieved from http://www.geniushour.com/what-is-genius

hour/

Nussbaum-Beach, S. Schooling for the 21^st century: Unleashing student passion [PowerPoint slides].

Retrieved from SlideShare website: http://www.slideshare.net/snbeach/schooling-for-the-21st-century-unleashing-student-passion-32312499  

Passion as a catalyst [Image]. (2013). Retrieved from http://venspired.com/passion-as-a-catalyst/

Project-based learning: Ancient civilizations amusement park [Image]. (2013). Retrieved

from https://www.sd43.bc.ca/Resources/StaffResources/BIG/Lists/Posts/Post.aspx?ID=79

Ramirez, A. (2013). Passion-based learning. Retrieved from http://www.edutopia.org/blog/passion

based-learning-ainissa-ramirez

The Schoenblog [Image]. (2016). Retrieved

from http://www.aschoenbart.com/2016_02_01_archive.html

25 ways to institute passion based learning in the classroom [Image]. (2013). Retrieved

from http://www.opencolleges.edu.au/informed/features/25-ways-to-institute-passion-based

learning-in-the-classroom/

The Importance of Mental Health Literacy in Elementary Schools

Mental Health Literacy is defined by the Canadian Mental Health Association (2016) as increasing knowledge and awareness of mental health issues, while simultaneously decreasing stigma and providing individuals with opportunities to learn. It has become vital to teach students of all ages about mental health issues, particularly because mental health disorders have become more prevalent in the 21^st century. In fact, 20% of Canadians experience a mental illness within their lifetime (Canadian Mental Health Association, 2016). Manion, Papadopoulos, and Short (n.d.) state that 19% of youth would not know if they had a mental health disorder and 12% stated that they would not know where to seek help. These statistics demonstrate why it is important to begin to teach students about mental health disorders so that children and youth can gain knowledge and awareness about what obstacles they may face. Decreasing stigma for children and youth is extremely important, as 63% of youth have noted that fear or embarrassment are the major barriers that make young people hesitant to seek help for mental health disorders (Manion et al., n.d.). Throughout the rest of this blog, I will provide you with some examples of how Mental Health Literacy could be incorporated into an elementary school classroom.

For students in the primary grades, teachers could use flowers to help students explore and talk about emotions in concrete ways. 

Smell the flowers and promote emotional literacy [Image]. (2013). Retrieved from https://kristinamarcelli.wordpress.com/2013/06/22/smell-the-flowers-and-promote-emotional-literacy/

Teachers could take the students outside and have a discussion with them about which flowers look happy and which look sad. Depending on their developmental level, students may also be able to identify colours that remind them of different emotions. Teachers could expand on this topic and have students relate this discussion on emotions to their own feelings. This provides the teacher and students with an opportunity to talk about the various feelings that people experience each day and that each feeling is okay to have. The students could discuss how they would like their own garden of feelings to look and set goals for the day and the week. Additionally, they could create a garden using a drawing or a collage and write about each flower and what it represents in terms of their own emotions.

Additionally, there are a variety of YouTube videos that describe mental wellness and illness in kid-friendly ways. 

I had a black dog, his name was depression [Video]. (2012). Retrieved from https://www.youtube.com/watch?v=XiCrniLQGYc

This is a great video that could be shown to students in elementary school, as it explains depression in a way that would help students understand mental health issues. The video encourages viewers to seek help if they are feeling depressed and it discusses the benefits of a variety of resources that people who are struggling with mental health problems can reach out to. I particularly like that the video emphasizes that there is no magical medication that will cure individuals and that no one therapy will work for everyone. However, with that said, the video does stress that depression can get better overtime if individuals ask for help, which is important, as it gives a sense of hope.

            Another idea that could be implemented into the classroom at any age, is positive self-image poetry. It is extremely important, particularly now that mental issues are at their most prevalent, to help children have positive self-images of their bodies and their abilities. This project stems from a book called The Best Part of Me by Wendy Ewald. After reading the book, students are encouraged to choose a part of themselves that they love. After they have done this, the teacher can photograph the part that each student chose in black and white film. Using the photos and the book as inspiration, students write descriptive poems about the part of themselves that they like best. In the end, the project would look something like this.

The best part of me: Positive self-image poetry [Image]. (2013). Retrieved from
http://www.scholastic.com/teachers/top-teaching/2013/03/best-part-me-positive-self-image-poetry

This project would work to promote positive self-image and positive mental health in students, while also incorporating mental health literacy into the already existing curriculum. For more information about this project, you can visit this link, which looks at one teacher's experience with it: 

http://www.scholastic.com/teachers/top-teaching/2013/03/best-part-me-positive-self-image-poetry

        Additionally, teachers could use books in the classroom to help guide discussions about difficult topics like mental health. For example, a book called Can I Catch It Like a Cold would be an excellent choice when beginning to discuss mental health disorders like depression. The book was written by the Centre for Addiction and Mental Health and uses simple language in order to explain depression to children (Scholastic, 2009). The book is about a young boy named Alex who has difficulty understanding why his father stays at home and does not go to work or attend Alex’s soccer games. With help, Alex is able to learn more about his father’s depression and feels less confused, as a result (Centre for Addiction and Mental Health, 2012). It also discusses how depression can be treated and the resources that children and youth can go to when they or their loved ones are faced with mental health issues (Scholastic, 2009). Something that the book addresses that is extremely important when educating children and youth about mental health is that it lets children know that they are not alone (Scholastic, 2009).   

Play therapy supply [Image]. (n.d.). Retrieved from
https://www.playtherapysupply.com/books/can-i-catch-it-like-a-cold--coping-with-a-parents-depression

         Finally, it is extremely important to provide students with resources so that they are able to seek help if they need it. These resources could be provided to students when topics of mental health are taught in class or teachers could keep them on hand for the times when students come to them with a problem that they need help with. 

Here are some additional resources that teachers can provide to their students: 

·         https://www.ontario.ca/page/mental-health-services-children-and-youth

·         http://www.mentalhealthhelpline.ca/

·         http://www.kidsmentalhealth.ca/

·         http://mindyourmind.ca/

·         http://www.kidshelpphone.ca

References 

Canadian Mental Health Association (2016). Fast facts about mental illness. Retrieved from http://www.cmha.ca/media/fast-facts-about-mental-illness/#.Vv7nGuIrK00

Canadian Mental Health Association (2016). Mental health literacy. Retrieved from http://peel.cmha.ca/programs_services/mental-health-literacy/#.Vv7cuOIrK00

Centre for Addiction and Mental Health (2012). Can I catch it like a cold? Coping with a parent’s depression. Retrieved from http://www.camh.ca/en/hospital/health_information/for_children_youth/Pages/catch_like_cold.aspx

Manion, Papadopoulos, and Short (n.d.). Mental health literacy [Powerpoint slides]. Retrieved from http://www.kidsmentalhealth.ca/documents/Res_TA1_MH_Literacy_Overview_Advisory_Council.pdf

Play therapy supply [Image]. (n.d.). Retrieved from https://www.playtherapysupply.com/books/can-i-catch-it-like-a-cold--coping-with-a-parents-depression

Scholastic (2009). Can I catch it like a cold? Coping with a parent’s depression. Retrieved from http://store.scholastic.com/Books/Hardcover-Books/Can-I-Catch-It-Like-a-Cold-Coping-With-a-Parents-Depression

Smell the flowers and promote emotional literacy [Image]. (2013). Retrieved from https://kristinamarcelli.wordpress.com/2013/06/22/smell-the-flowers-and-promote-emotional-literacy/

The best part of me: Positive self-image poetry [Image]. (2013). Retrieved from 
http://www.scholastic.com/teachers/top-teaching/2013/03/best-part-me-positive-self-image-poetry

World Health Organization. (2012, October 2). I had a black dog, his name was depression [Video file]. Retrieved from https://www.youtube.com/watch?v=XiCrniLQGYc

    

The Importance of Differentiated Instruction and Assessment

In one of my second semester classes called 21^st Century Literacies across the Primary/Junior Curriculum, we have begun to discuss ten of the new literacies that we will be focusing on throughout the semester. For example, we will be learning more about critical literacy, mental health literacy, and environmental literacy (just to name a few). I am very interested to learn more about these topics as 21^st century skills will be important for me to teach my future students.

One of the class discussions that really resonated with me was our conversation about things that we had learned within the past month. We ended up using knitting as an example to emphasize the different ways in which individuals can learn. Several students were asked how they learned to knit and it became clear that each student had learned to knit in different ways, whether it was through the Wikihow site, through a YouTube video, or from a family member or friend. We discussed how each of us could likely learn to knit a scarf, but that we would all learn how to knit in a way that was most suited to us as learners. This example highlighted for me that every individual learns in a different way, and that no way is better than another.

This class discussion relates strongly to my philosophy of teaching. I believe that this example relates to students and how they learn within the classroom. It is important to me, as a future educator, to differentiate instruction and teach my classes using the strategies that are best for them so that each student has an equal opportunity to learn. I think that it would be important to assess the ways in which students learn best at the beginning of the year so that each lesson accommodates the students’ learning styles. For example, this may include giving instructions for tasks both visually on a worksheet for those students who are visual learners and by speaking the instructions out loud for those students who are auditory learners.

Differentiated instruction in the classroom [Video]. (2013). Retrieved from 

https://www.youtube.com/watch?v=OfdeBhzI3NI

This video demonstrates just some of the ways that differentiated instruction can be used in the classroom. It offers suggestions like Jigsaw learning, the use of technology, and collaborating with peers in order to teach students in ways in which they will learn most effectively.  

Additionally, giving students the opportunity to choose how to show their learning based on what is most effective for them, would be an excellent way to differentiate assessment. Through my time in the Concurrent Education program, I have learned that tests are not the best way for many students to show their learning. By letting my students choose the ways in which they show what they have learned, it would give me an opportunity to see the knowledge that they have gained in a way that suits them best. I do wonder, however, what some of the problems with assessing children on student-chosen activities are. 

Assessment [Image]. (2013). Retrieved from
http://thinkedu.net/blog/tag/assessment/

           This image demonstrates why differentiated assessment is so important. It is vital that teachers accommodate children and assess them in the ways that they can be most successful so that assessment is fair, rather than testing each student in the exact same way.

For more information on assessing students in different ways, you can visit the link below, which provides a great explanation of differentiated assessment. 

https://classroom-assessment-theory-into-practice.wikispaces.com/Assessment+Strategies+for+Differentiated+Learning

References

Assessment [Image]. (2013). Retrieved from http://thinkedu.net/blog/tag/assessment/

Cheryl Dick [Cheryl Dick]. (2013, December 2). Differentiated instruction in the classroom [Video file]. Retrieved from https://www.youtube.com/watch?v=OfdeBhzI3NI