My Reflective Observations From Practicum

“We learn more by looking for the answer to a question and not finding it, than we do from learning the answer itself." – Lloyd Alexander

This week’s post consists of my reflective observations from practicum and builds on my understanding of the ‘communities of inquiry’ and the ‘adaptive  expert’ model. This feedback loop of planning, implementation, and analysis of practice helped me develop my skills as an adaptive expert and provided a context for my professional personal inquiry.

I have decided to divide my reflection into two main components. In the first one, titled ‘Student Portfolios’, I will discuss how using student portfolios guides evidence-based practice and how it allowed me to experiment with assessment as, for, and of learning. In the second component, titled ‘Badges of Honours’, I will reflect on the use of both extrinsic and intrinsic reward systems as classroom management strategies for an inclusive pedagogy.

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Student Portfolios: A Powerful Assessment Tool

Can student portfolios be used as a tool that allows learners to develop metacognitive regulations, better autonomy and better self-esteem? As a pre-service teacher, it has not been possible for me to assess the long-term repercussions of such an educational tool.

However, what I do know is that student portfolios are a great alternative to traditional forms of summative assessment. If used consistently, I believe that student portfolios have the potential to combat academic failure and help students who experience learning difficulties become more confident learners.

Student portfolios are a great way to implement Ontario’s three types of assessment (as, for, and of learning). According to Growing Success, “Because students are asked to actively reflect on their learning in order to choose the samples that will go into the portfolio, a portfolio is an especially powerful self-assessment tool.” (Ministry of Education, 2010). In my opinion, its use seems to be an excellent way to teach students self-regulation and self-assessment. It can also help them operate the regulations necessary for learning while transferring these skills into real life experience.

As we know, metacognition is an essential component of the learning process. This is where students learn if they are motivated by processing information, by using strategies and by interacting with their peers and the teacher. Therefore, my role is to generate intentional learning; to take into account the achievements of my students by helping them make connections and organize their work.

It is by taking into account metacognition as a learning process that I considered the use of student portfolios during practicum. The use of inquiry-based learning and portfolios in my teaching practice is essentially due to the fact that I want my students to become independent and reflective learners all the while gathering evidence of their learning.

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Badges of Honours: Intrinsic and Extrinsic Reward Systems for an Inclusive Pedagogy

Last year, I used a badge of honour system in my practicum classroom. My students received badges that they could collect (in a zip-lock bag, and keep in their desks) and eventually exchange for small prizes. These badges were given frequently and throughout the year. They could get a badge when:

• They accomplished their goals;

• Applied themselves and demonstrated resilience;

• Made efforts to self-regulate;

• Demonstrated and promoted core values.

I believe that the implementation of a badge of honour system in our classroom can help students become more motivated and serve as a tool for the development of intrinsic motivation. At first glance, it looks like a pure extrinsic reward system where students perform actions for the sole purpose of getting something in return. However, I think that it is important to use the badges of honour as a tool that promotes both intrinsic and extrinsic motivation. Meldrum, Venn & Kutcher highlight that teachers are in a unique position to make a difference in their students’ lives by creating a positive classroom environment that promotes inclusion (2009). Badges of honour can be used to help our students know that everyone learns and thinks differently. Giving out badges for different skills, different values, and different behaviours, show students that everyone has a chance to be successful in our classroom because difference is valued and encouraged.

I also believe that there is a strong connection between intrinsic motivation and resilience. If students “bounce back” and return to good mental health after a challenging experience, I think that it will be easier for them to see that it is okay to make mistakes. In my opinion, finding new strategies to reach their goal and get what they want is ‘the oil’ of the intrinsic motivation ‘machine’. The Capacity Building Series monograph on Bolstering Resilience in Students (Hurlington, 2010), provides educators with seven strategies for creating an environment that foster resilience. These strategies all focus on affirming relationships and setting high expectations for our students. The badge of honour system can be integrated into the implementation of these seven strategies. Indeed, I think that giving these badges both helps us understand our students’ strengths and assists us in building cooperatively the parameters of our learning environment.

Before I identify different types of learners, I want to mention that badges of honour are for everyone. They are given for different learning outcomes, challenges, and behaviours, and all students can get them. Sometimes they could be given publicly in front of everyone (depending on the learner), and sometimes I could simply put a badge on a student’s desk without making a big show out of it.

A student with ADHD who struggles with paying attention in class could receive badges of honour when they apply strategies that help them improve their learning (i.e. changing learning space by themselves when they notice that they are getting distracted). They could also get a badge just for holding the door for their friend when coming back from recess. The key here is that we don’t reward them based on their ‘learning type’ but because of the positive things that we see them doing.

A student with developmental delay might struggle with reading at grade level. If I notice that this student is trying hard to use their CAFE literacy goals (Comprehension, Accuracy, Fluency, Expand Vocabulary) (Boushey & Moser, 2009) or seeks help with their 4 B’s before T (Brain, Books, Board, Buddy, Teacher), chances are that I will take notice and reward that student with a badge of honour.

It is important that we keep track of who we give badges to. If we want to ensure that all our students feel that they are valued members and contributors of our classroom, we need to be fair and make sure that they all get badges every once in a while. I would also often remind students that they won’t get badges for everything that they do and that it is okay! The badges are ‘the spice’ in the meal and not the meal itself! They are given sparsely, fairly and at the discretion of the teacher. Asking for a badge won’t get you one and doing nice actions only to get a badge is not the right approach. I would insist on the importance of doing the right thing for the sake of doing it and for the pleasure that it gives them and the others around them (intrinsic motivation).

Again, I believe that using badges of honour as an extrinsic reward system that supports and guides students all the while helping them develop fundamental intrinsic motivation skills is key to student success. When students identify and label what they want, develop a plan that will help them get there, and see what hard work gets them. We can see how a well-balanced combination of both extrinsic and intrinsic reward systems contribute to the support and benefit of all students in their learning.

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References:

Boushey, G., & Moser, J. (2009). The CAFE book. Portland, ME: Stenhouse.

Hurlington, K. (2010). Bolstering resilience in student teachers as protective factors. Research

into Practice. Capacity Building Series.

Meldrum, L., Venn, D., & Kutcher, S. (2009). Mental Health in schools: How teachers have the

power to make a difference. Health & Learning Magazine, 8, 3-5.

Ontario., & Ontario. (2010). Growing success: Assessment, evaluation and reporting in

Ontario schools : covering grades 1 to 12. Toronto: Ministry of Education.