CEP822- Literature Review

Impact of SMART Boards on student engagement, behavior,
and self-confidence within a Section 22 Behavior classroom:

A Review of Literature

• Topic

Adolescence, the time of life between puberty and adulthood, is a transitional phase filled with highs and lows. With each year of development, new responsibilities are dictated and society’s social expectations increase. For most adolescents, the acquisition of these new behaviors is part of a natural progression that includes recognizing and mirroring social norms in their environment (Laursen & Collins, 1988).

Contrary to these norms, students with emotional behaviour disorder (E/BD) may not experience this natural growth process due to the nature of their disability. This difference is then magnified by their inability to fit in socially in the general school setting. Due to this social inadequacy, some of these students face isolation and rejection which can oftentimes lead to aggressive behaviour (Dunlap & Childs, 1996).

Since the introduction of special education in 1975, federal legislation has mandated that all students with special needs be educated in the least restrictive environment (Eber, Nelson, & Miles, 1997). Since the authors of this legislation failed to define the "least restrictive environment," the interpretation and implementation of the mandate has been left up to administrators, and parents. Typically, identified behavior students are placed in self-contained classrooms where they are given extra attention and support while developing coping skills and preparing for integration into mainstream educational settings.

Many identified behaviour students rely heavily on visual aids when studying for tests and when trying to recognize the relationship between ideas. A software program that allows these students to work in a hands-on manner with a visual aid could benefit them by helping them to stay organized, while also providing creative and fun ways to learn information and remember it (Murray, 2003). These students require training programs that enable them to appropriately interact with people outside of the special education setting (MacMillan, Gresham, & Forness, 1996). One of the primary goals of such a program is to help these students to build self-confidence, become actively engaged in their learning, and begin to interact appropriately with their peers in social situations.

The educational need or opportunity that SMART board software seeks to address is the need for many students to have a visual aid and actively participate when trying to learn and understand the information being presented to them in a variety of subject areas (Murray, 2003). Thus the question remains: How will implementing interactive SMART Boards software across the curriculum in a Section 22 Behavior classroom impact student engagement, behavior, and self-confidence?

• General overview of the literature

Assistive technology is any technology that allows one to increase, maintain, or improve the functional capabilities of an individual with special learning needs. Its applications and adaptations can help open doors to previously inaccessible learning opportunities for many students with special needs (Burrello, 2001).

According to Sue Murray’s article, “Mapping the Mind,” what we know about the way students learn started back in the early 1900s with Piaget’s model of development and the way children learn. Piaget recognized that the developing child builds cognitive structures such as mental maps, schemes, or networked concepts, for understanding and responding to physical experiences within their environment. Today we refer to these cognitive structures as Concept Mapping, or Mind Mapping (Murray, 2003). Recognizing this idea, many schools are now considering the use of SMART board software.

One potential limitation of such use might be that some teachers and students are intimidated by technology and may not be comfortable using the tool in an effective manner. There would definitely be a learning curve for most new users to overcome. Furthermore, some students may struggle to remain on- task and might lose valuable time playing with features instead of using the technology to complete assigned work. In addition, access to SMART boards is sometimes limited which could mean that certain groups of students have limited opportunities to employ the Smart board technology.

• Rationale

The following will be an overview of the literature considered while exploring SMART Board effects on the student engagement, behavior, and self-confidence within the Section 22 Behavior classroom. Findings will be presented in the order of the most recent publication examining:

I. the effectiveness of SMART boards as assistive technology and some potential pitfalls

II. characteristics of students with Emotional Behavior Disorder

• Kinds of work reviewed

SMART board as assistive technology and potential pitfalls

There are many features inherent in interactive whiteboards that have a statistically significant relationship with student achievement as was evident in Marzano’s study (2009). His study showed that interactive whiteboards such as SMART Boards have a great potential to enhance teaching practices and student achievement. This was evident in his results illustrating a 23% gain in student achievement in classrooms where these tools were used. Though these results were encouraging, the fact remains that this increase is only possible if teachers are given proper training on SMART board use and ways to effectively implement the technology into their curriculum to increase student engagement.

Similarly, Burkett’s research (2007) outlined that technology was one of the proven best practices that could assist in meeting the needs of diverse learners, especially those who tended to be divergent. Burkett defined divergent learners as those who characteristically disliked repetitive practices and could benefit from chunking larger amounts of information. For these reasons, he felt that technology use had been proven to be successful. Using SMART board technology was found to provide learners with a rich learning experience that appealed to their needs and allowed them to participate in hands-on instruction. Burkett’sresearch found that using a SMART board in the classroom assisted divergent math students in increasing their scores during a unit on division. Students were actively engaged at the SMART board, working on the problems created by the teacher as well as visiting additional websites for further explanation and practice.

By infusing technology into the daily lessons, divergent learners’ needs can evidently be met through hands-on application and creativity. Burkett’s research (2007) revealed that important strategies, like technology, helped to ensure that all students, especially divergent learners, were engaged in the classroom setting. In addition, an article written by Delaney (2007) provided further evidence to prove that students are actively engaged when at the SMART board, working on problems created by the teacher as well as having the opportunity to visit additional websites for further explanation and practice. This type of success was confirmed by a study conducted by the Smarter Kids Foundation.

According to Sue Murray (2003), the key to success is to teach in a way that is based upon what we already know about the way students learn best. The article discussed the benefits of supporting learning skills with mind and concept mapping techniques and thus, making use of ICT tools. Piaget’s model of child development and the way that children learn was of central focus since Piaget recognized that the developing child builds cognitive structures or mental ‘maps’ when trying to understand and respond to experiences within their environment. For this reason, SMART technologies such as the interactive SMART board were considered to be viable teaching and learning tools, provided they were used effectively.

The idea that providing assistive technology in educational settings could be seen as a positive educational intervention was reiterated by Smith (2000). However, he shed additional light on the reality that it is often difficult to measure assistive technology outcomes. This result could be due to interventions possessing multiple attributes, outcomes affecting numerous domains, and few measurement instruments being available. The paper reviewed relevant theory and the practical implications of measuring assistive technology outcomes.

Emotional Behavior Disorder

Moving away from assistive technology for a moment, the topic of self-efficacy was discussed by Bandura (1997) as something that has emerged during recent decades a highly effective predictor of students' motivation and learning. Self-efficacy was described as a performance-based measure of perceived capability and one that researchers have verified as being valid when predicting motivational outcomes, and emotional reactions. Self-efficacy beliefs have been found to be sensitive to subtle changes in students' performance context, to interact with self-regulated learning processes, and to mediate students' academic achievement.

Historically, educational programs for this student population have not been associated with generally positive outcomes. Eber and Nelson (1997) addressed the idea of trying to meet the complex needs of students with emotional and behavioral disabilities (EBD). Excessive dropout rates, high rates of academic failure and poor achievement test scores, low graduation rates have been noted consistently among students with EBD. A national study of school programs, indicated that lack of appropriate services, little coordination or integration with other provider agencies, and limited support for families contributed to these poor outcomes. On the one hand, the educational system bears the mandate to support programming under Individuals with Disabilities Education Act (IDEA) that enables students with disabilities to receive a free and appropriate education. On the other hand, education, mental health, social service, and other providers are struggling with lack of agreement on prioritized target populations, financial challenges, liability, and coordination of resources.

In an influential study conducted by Dunlop and Childs (1996),evidence does suggest that programs do exist that could support students with E/BD, not all research is conclusive. The study surveyed 12 journals in the field of emotional and behavior disorders to explore trends in five dimensions of research: (1) subject characteristics; (2) settings; (3) research design; (4) dependent variables; and (5) independent variables (interventions). Findings were of so little consequence as to warrant little or no attention regarding the trends found and few studies reported interventions that were individualized on the basis of assessment data.

Evidence does exist though contradicting the position that "more restrictive" placements were never beneficial for students with Emotional Behavior Disorder. An article by MacMillian and Gresham (1996) examined empirical evidence and arguments for full inclusion of students with emotional and behavioral disorders. Their report mentioned a lack of empirical evidence supporting inclusion of this population and identified problems in the arguments of full inclusion proponents. McMahon, Wacker, Sasso, and Melloy (1994) evaluated multiple effects of a social skills intervention with three elementary-school children who had behavioral and learning disorders that resulted in increasing student acquisition of targeted social behaviours. This in turn led to lengthier peer interactions with some increases in non-targeted social responses demonstrated as well.

Adolescence can be seen as a pivotal transition phase, often recognized as one that includes both good times and bad. Laursen and Collins (1988) recognized that as developmental milestones and new responsibilities were met during adolescence that society’s social expectations increased. They stressed the reality that for most adolescents, the acquisition of new social behaviors was part of the natural growth process that included adaptation to the social milieu. This however, was not always the case for students with emotional behaviour disorder.

Self-efficacy refers to personal judgments of one's capability to organize and implement behaviors in specific situations. Schunk (1984) examined the idea that perceived self-efficacy was an important variable in understanding achievement behavior. Students gain information about their level of self-efficacy from self-performances, vicarious experiences, verbal persuasion, and physiological indices. In forming efficacy judgments, people take into account factors such as perceived ability, task difficulty, effort expenditure, performance aids, and outcome patterns. Even when students acquire efficacy information from self-performances, efficacy judgments are not mere reflections of those performances because educational practices differ in the type of information they convey about students' capabilities.

• How my work was informed by the work of others

Although the implementation of technology within classrooms continues to generate controversy, researchers have demonstrated over the past 25 years that technology, when used correctly, can lead to promising results. The question of whether or not proper implementation of SMART board technology into a Section 22 Behavior classroom will positively affect student behaviour, engagement and self-confidence remains. It was encouraging to examine the Marzano’s findings (2009) indicating that effective teacher training and subsequent implementation did have a significant impact on student achievement. Also of great value when seeking to examine the population of a self-contained E/BD classroom, were MacMillan et al. (1996), findings reporting a lack of empirical evidence supporting inclusion of this population and identifying problems in the arguments of full inclusion proponents.

References

1. Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York: Freeman
2. Burkett, Christopher. The Neglected Majority: Recognizing Divergent Learners in the Middle School Classroom. South Carolina Middle School Association Journal, Winter 2007
3. Bullis, M. & Davis, C. (1996). Further Examination of Job-Related Social Skills Measures forAdolescents and Young Adults with Emotional and Behavioral Disorders. Behavioral Disorders, 21 (2), p. 160-171.
4. Burrello, L. (2001). Educating All Students Together: How School Leaders Create Unified Systems. Thousand Oakes, California: Corwin Press.
5. ConnectAbility. (2008). Using Visuals. Retrieved July, 2010, from ConnectAbility Web site:
http://www.connectability.ca/connectability/library/documents/using_visuals
6. Delaney, M. (2000). Lines, curves, and graphs. Smarter Kids Foundation. Retrieved July, 2010 from http://smarterkids.org/research/librar y_subject.asp
7. Dunlop, G. & Childs, K. E. (1996). Intervention Research in Emotional and Behavioral Disorders: An Analysis of Studies from 1980-1993. Behavioral Disorders, 21 (2), 125-136.
8. Eber, L., Nelson, C. M., & Miles, P. (1997). School-based Wraparound for Students with
Emotional and Behavioral Challenges. Exceptional Children, 63 (4), 539-555.
9. Heacox, D. (2002). Differentiating instruction in the regular classroom. Minneapolis, MN: Free Spirit Publishing.
10. Laursen, B., & Collins, W. A. (1988). Conceptual Changes during Adolescence and Effects upon Parent-Child Relationships. Journal of Adolescent Research, 3 (2), 119-139.
11. MacMillan, D., Gresham, F. M., & Forness, S. R. (1996). Full Inclusion: An Empirical Perspective. Behavioral Disorders, 21 (2), 145-159.
12. Marzano, R.J. (2009). Teaching with interactive whiteboards. Educational Leadership, 67(3), 80.
13. McMahon, C.M., Wacker, D. P., Sasso, G. M., & Melloy, K. J. (1994). Evaluation of Multiple
Effects of a Social Skills Intervention. Behavioral Disorders, 20 (1), 35-50.
14. Murray, Sue. (2003, March/April) Mapping the Mind. InteracTIVE, 17-18.
15. Schunk, Dale. (1984, Winter). .Self-efficacy Perspective on Achievement Behavior. Educational Psychologist, 19 (1), 48-58.
16. Smith, Roger. (2000). Measuring Assistive Technology Outcomes in Education Assessment for Effective Intervention, 25: 273-290.

Annotated Bibliography

Research Question: How will implementing interactive SMART Boards software across the curriculum in a Section 22 Behavior classroom impact student engagement, behavior, and self-confidence?


1. Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York: Freeman

The topic of self-efficacy was discusses as something that has emerged during recent decades a highly effective predictor of students' motivation and learning. Self-efficacy was described as a performance-based measure of perceived capability and one that researchers have verified as being valid when predicting motivational outcomes, and emotional reactions. Self-efficacy beliefs have been found to be sensitive to subtle changes in students' performance context, to interact with self-regulated learning processes, and to mediate students' academic achievement.

2. Burkett, Christopher. The Neglected Majority: Recognizing Divergent Learners in the Middle School Classroom. South Carolina Middle School Association Journal, Winter 2007

This article outlined that technology was one of the proven best practices that could assist in meeting the needs of diverse learners, especially those who tended to be divergent. Readers were informed that divergent learners were characteristically those who disliked repetitive practices and could benefit from chunking larger amounts of information. For these reasons, technology use has been proven to be successful. Using SMART board technology was found to provide learners with a rich learning experience that appealed to their needs and allowed them to participate in hands-on instruction. Research found that using a SMART board in the classroom assisted divergent math students in increasing their scores during a unit on division. Students were actively engaged at the SMART board, working on the problems created by the teacher as well as visiting additional websites for further explanation and practice.
By infusing technology into the daily lessons, divergent learners’ needs are met through hands-on application and creativity. Important strategies, like technology, help ensure that all students, especially divergent learners, are engaged in the classroom setting.


3. Bullis, M. & Davis, C. (1996). Further Examination of Job-Related Social Skills Measures forAdolescents and Young Adults with Emotional and Behavioral Disorders. Behavioral Disorders,21 (2), p. 160-171.
This study conducted item reduction analyses on two measures of job-related social behavior for adolescents and young adults with emotional/behavioral disorders (Scale of Job-Related Social Skill Knowledge and Scale of Job-Related Social Skill Performance). The shortened measures contained 40 and 94 items, respectively. Two distinct groups were used and reliability was satisfactory.

4. Burrello, L. (2001). Educating All Students Together: How School Leaders Create Unified Systems. Thousand Oakes, California: Corwin Press.
In this book, Burrello focuses on student learning as the central goal of school administrators, and discusses ways to establish a plan for creating a truly integrated educational system that unifies the separate and parallel systems of special and general education. Burrello provides practical ways that administrators, school leaders, and the community can collaborate on decisions to implement personalized education plans, accountable curricular outcomes, and appropriate instructional adaptations. Readers are cautioned to end the authors call for an end to the piecemeal strategy of including students one classroom, one grade level, or one school at a time. Key concepts such as schools embracing special services personnel, the roles of the community and other stakeholders, program evaluation and incentives, adapting curriculum and instruction and reconceptualizing schools based on learner-centered principles were discussed.

5. ConnectAbility. (2008). Using Visuals. Retrieved July, 2010, from ConnectAbility Web site: http://www.connectability.ca/connectability/library/documents/using_visuals.pdf#search=%22visuals%22

This article discusses ways that visual supports make it easier for students to understand and communicate. Readers are reminded that visual cues are something that adults can take for granted but that using these visual cues in our environment allows us to plan, organize and ultimately be independent. Thus, visuals are also critical for young people to use because they are beginning to learn about the way their world works. Numerous visual aids are discussed as well as appropriate ways of integrating their use within the classroom.

6. Delaney, M. (2000). Lines, curves, and graphs. Smarter Kids Foundation. Retrieved July, 2010 from http://smarterkids.org/research/librar y_subject.asp

This article provided evidence to prove that students are actively engaged when at the SMART board, working on problems created by the teacher as well as visiting additional websites for further explanation and practice. This type of success was confirmed by a study conducted by Smarter Kids Foundation. Delaney (2007) stated, “The SMART Board interactive whiteboard allowed eigth graders at Woodstown Middle School to use a hands-on approach to understanding linear, non-linear and exponential relationships. This opportunity to use the SMART Board interactive whiteboards increased the creativity and alertness of the students in my class” (p.16).

7. Dunlop, G. & Childs, K. E. (1996). Intervention Research in Emotional and Behavioral Disorders:
An Analysis of Studies from 1980-1993. Behavioral Disorders, 21 (2), 125-136.
This study surveyed 12 journals in the field of emotional and behavior disorders to explore trends in five dimensions of research: (1) subject characteristics; (2) settings; (3)research design; (4) dependent variables; and (5) independent variables (interventions). Findings were of so little consequence as to warrant little or no attention regarding the trend trends were found and few studies reported interventions that were individualized on the basis of assessment data.

8. Eber, L., Nelson, C. M., & Miles, P. (1997). School-based Wraparound for Students with
Emotional and Behavioral Challenges. Exceptional Children, 63 (4), 539-555.
The idea of trying to meet the complex needs of students with emotional and behavioral disabilities (EBD) was discussed. Historically, educational programs for this student population have not been associated with generally positive outcomes. Excessive dropout rates, high rates of academic failure and poor achievement test scores, low graduation rates have been noted consistently among students with EBD. A national study of school programs, indicated that lack of appropriate services, little coordination or integration with other provider agencies, and limited support for families contributed to these poor outcomes. On the one hand, the educational system bears the mandate to support programming under Individuals with Disabilities Education Act (IDEA) that enables students with disabilities to receive a free and appropriate education. On the other hand, education, mental health, social service, and other providers are struggling with lack of agreement on prioritized target populations, financial challenges, liability, and coordination of resources.

9. Heacox, D. (2002). Differentiating instruction in the regular classroom. Minneapolis, MN: Free Spirit Publishing.
This book shares a variety of strategies for differentiating instruction. It describes the diversity of learners in today’s classrooms and the implications of these differences for teaching. It describes differentiated instruction as a way of think about teaching and learning. Ways of integrating these new ideas and methods are discussed in an effort to ensure teachers that not all tactics will work in each classroom with every student.

10. MacMillan, D., Gresham, F. M., & Forness, S. R. (1996). Full Inclusion: An Empirical Perspective. Behavioral Disorders, 21 (2), 145-159.

This paper examines empirical evidence and arguments for full inclusion of students with emotional and behavioral disorders. It reports a lack of empirical evidence supporting inclusion of this population and identifies problems in the arguments of full inclusion proponents. The paper also summarizes evidence contradicting the position that "more restrictive" placements are never beneficial.

11. Marzano, R.J. (2009). Teaching with interactive whiteboards. Educational Leadership, 67(3), 80.
In this article, Marzano discusses the features inherent in interactive whiteboards that have a statistically significant relationship with student achievement. He also shares the potential pitfalls in using the technology, and how to use it more effectively. In addition, information is provided to explain what an interactive whiteboard is and how it works.

12. McMahon, C.M.,Wacker, D. P., Sasso, G. M., & Melloy, K. J. (1994). Evaluation of Multiple
Effects of a Social Skills Intervention. Behavioral Disorders, 20 (1), 35-50.
This article discussed how the implementation of a social skill training package with three elementary-school children who had behavioral and learning disorders resulted in increasing student acquisition of targeted social behaviors, which in turn led to lengthier peer interactions. Increases in nontargeted social responses were also demonstrated.

13. Murray, Sue. (2003, March/April) Mapping the Mind. InteracTIVE, 17-18.

In this article, Sue Murray discusses the benefits of supporting learning skills with mind and concept mapping techniques making use of ICT tools. Educators are reminded that the key to success is to teach in a way that is based upon what we already know about the way students learn best. Piaget’s model of child development and the way that children learn was discussed. Piaget recognized that the developing child builds cognitive structures or mental ‘maps’ when trying to understand and respond to experiences within their environment. SMART technologies like the interactive SMART board and SMART Ideas were discussed and their effectiveness was evaluated.

14. Schunk, Dale. (1984, Winter). .Self-efficacy Perspective on Achievement Behavior. Educational Psychologist, 19 (1), 48-58.

This article examines the idea that perceived self-efficacy is an important variable in understanding achievement behavior. Self-efficacy refers to personal judgments of one's capability to organize and implement behaviors in specific situations. Students gain information about their level of self-efficacy from self-performances, vicarious experiences, verbal persuasion, and physiological indices. In forming efficacy judgments, people take into account factors such as perceived ability, task difficulty, effort expenditure, performance aids, and outcome patterns. Even when students acquire efficacy information from self-performances, efficacy judgments are not mere reflections of those performances because educational practices differ in the type of information they convey about students' capabilities. Some experimental tests of these ideas are summarized along with their educational implications. The self-efficacy framework is compared with locus of control, attribution, and self-worth theories of achievement behavior.

15. Smith, Roger. (2000). Measuring Assistive Technology Outcomes in Education Assessment for Effective Intervention, 25: 273-290.

Providing assistive technology in educational settings could be seen as a positive educational intervention. However, the reality that it is often difficult to measure assistive technology outcomes was discussed. This could be the result because interventions possess many attributes, outcomes affect many domains, and few measurement instruments are available. The paper reviewed relevant theory and the practical implications of measuring assistive technology outcomes. Investigations and resources relating to assistive technology not often found in educational literature were also reviewed and future research directions were recommended.

Introduction and Background to Research Action Project

CEP822: Research Action Project

Overview

• Name of reviewer: Shannon McLean
• What are the effects of implementing SMART Ideas software across the curriculum in a Section 22 Behavior classroom?

Introduction to the problem of practice, background and setting

• The educational need or opportunity that this program seeks to address is the need for many students to have a visual aid when trying to learn and understand the information being presented to them in a variety of subject areas (Murray, 2003). Many of my identified behaviour students rely heavily on visual aids when studying for tests and when trying to recognize the relationship between ideas. A software program that allows students to create a variety of visual aids will benefit them by helping them to stay organized, while also providing creative and fun ways to learn information and remember it (Murray, 2003).

• Today, students are growing up in a far more technological world than their predecessors. SMART Ideas software empowers these students by enabling them to work in a hands-on manner with technology to create concept maps either individually, or as a group. They can incorporate words, pictures or symbols from various forms of media in whatever creative way speaks most to them. Students can create multi-layered concept maps and easily edit and combine their ideas. SMART Ideas technology is fast and user friendly and in this way, the pen and paper or chalk and black board have become obsolete methods for creating multi-layered, visually stimulating concept maps (Murray, 2003).

• I would know that the visual aids were a success if the students are able to communicate a better understanding of concepts taught through mapping exercises on future assignments, quizzes, tests and in class discussions. I would do a formative pre-test and compare the results with a post- test. This way, I could examine the results to see if the technological tool helped students to communicate a better understanding of the concepts being taught. I could also track results from the students from a first semester class to those in a second semester class to see if the results were consistent with various groups of students working at the same academic level in the same subject area. In addition, I’d compare the results to previous students who hadn’t used the program.

The Solution

SMART Ideas™ Concept-Mapping Software Basics

• SMART Ideas software lets you capture interconnected ideas as a concept map and share that map with others. Students are able to use words or images that resonate with them to clearly show connections between ideas and various concepts. The technological tool would enhance lessons by providing additional support for kinaesthetic and visual learners.

• One potential limitation might be that some students are intimidated by technology and may not be comfortable using the tool in an effective manner. There would definitely be a learning curve for most new users to overcome. Also, some students may struggle to remain on- task and might lose valuable time searching for the perfect picture from the clip-art gallery. Furthermore, access to computers is sometimes limited which could mean that a group of students would have to work together sharing their input on one computer which can sometimes lead to additional challenges when monitoring on-task behaviour.


The Setting

• The important characteristics of Smart Ideas can be divided into four areas: The Teacher, The Learner, Subject Matter, and The Setting.

1. Teacher

Smart Ideas supports differentiated instruction and learning in any and all subject areas. It offers teachers a great way to illustrate ideas in a timely fashion that captivates attention. It provides a very high quality finished product and is an excellent way of assessing student understanding of the concepts being taught. Additionally, Smart Ideas is available on all the computers in my board and is very easy, for both teacher and student, to navigate. I have found that this software can be quite beneficial for students who have difficulties organizing their thoughts and ideas for projects or extended pieces of written work such as essays or reports.

Mapping can be used for several purposes:
• to generate ideas (brainstorming, etc.);
• to design a complex structure (long texts, hypermedia, large websites, etc.);
• to communicate complex ideas;
• to aid learning by explicitly integrating new and old knowledge;
• to assess understanding or diagnose misunderstanding


Whatever the purpose, applications such as SMART Ideas can save teachers’ time by using the software’s built-in templates to create lessons and add visual interest to diagrams using the extensive clipart gallery. For teachers, mapping is increasingly recognized as an enormously useful tool in curriculum planning. The maps represent in a concise manner the key concepts and principles to be taught. Having a whole picture of the term’s curriculum can give students both structure and confidence (Murray, 2003).

The software features:
• a clip-art gallery of 2,000 curriculum based images
• can be copied to Word or PowerPoint or converted to html to be published as web pages
• automatically generates a text-based outline view and outline view makes it very easy to add information to an existing concept map or rearrange the way information is displayed
• more advanced users can create complicated, multi-layered maps linked to other documents, pictures, websites, and video clips
• create graphic organizers such as VENN Diagrams, Family Trees, Mind Maps, templates, charts, timelines, models, etc.


2. The Learner

Smart Ideas offers students the opportunity to work to create visual aids that have the potential to help organize their thoughts, and increase understanding of concepts being taught. The visual aids may also help students to see patterns, and recognize the connectivity of certain concepts and issues. The graphic organizers offer students the opportunity to see the information that they are working with clearly and arrange it in a way that makes sense to them. The program offers a versatile and interesting way in which to motivate the learner to interact and collaborate to produce maps and diagrams relevant to their level of development. Mapping is often used with gifted children, and has also been found to help dyslexic children to write and to achieve high marks both at school and university.

3. The Subject Matter

SMART Ideas is a Mind and Concept Mapping application that can be used across the Curriculum and at a variety of levels. The program can be easily adapted for Special Education Needs students. Teachers and students can create unlimited sublevels, expand simple maps and move quickly between levels. Live web links, audio clips, photos, images, clipart, documents, movie clips, and presentations can be easily attached to notes, making the software useful for tracking and studying anything from primary school concepts up to complex projects. Mapping enhances and supports the teaching and the learning.

4. The Setting

• SMART Ideas can be used in every classroom. It is compatible for Windows XP or Vista operating systems as well as for MAC OS X (version 10.3 or 10.4). All of the computers in my school with Algoma District School Board have SMART Ideas. In this case, it will be used specifically in a behaviour classroom.

Technology-Integrated Solution

Smart Ideas software delivers the power of visual learning to your classroom. Students can better analyze and understand complex ideas by building multilevel interactive maps using this fun, colourful software. Multilevel maps take students through concepts one level at a time for greater clarity, and easily convert into a multipage website for everyone to share.

• Engage students with multiple views
Present information from a variety of perspectives using diagram, outline, global or presentation views.

• Encourage creative thinking in the classroom
Use interactive clip art, connectors, patterns and images to bring ideas to life.

• Enhance lessons using multilevel maps and multimedia
Go deeper into ideas with multilevel maps and dynamic multimedia tools.

Assistive technology is any technology that allows one to increase, maintain, or improve the functional capabilities of an individual with special learning needs. Its applications and adaptations can help open doors to previously inaccessible learning opportunities for many children with special needs (Burrello, 2001).

“Access to computer technology in today’s classroom can provide teachers with such a wide range of tools to make inclusion possible and easier” (Heacox, 2002).

It has been my personal experience that all students, especially those with special needs, benefit from the use of visual aids. SMART Ideas software is a great way to help teachers to integrate technology into their classes. It is easy to learn and implement. Through research I discovered quotes from other teachers who felt that this program was an extremely valuable teaching tool.
“SMART Ideas allows students to explore topics while understanding the direct relationship of the previous level. The visual connections have been a great support to the special education students”(http://www2.smarttech.com/st/en-US/Products/SMART+Ideas/Testimonials.htm).
Laura Wong, Technology Tools
Liberty Middle School, Fairfax County, VA
“My students think SMART Ideas software is great. We can capture an entire chapter of material on one map with neat graphics and pictures. This makes it easier for students to grasp concepts and ideas while having fun doing it. The more time I invest in this software, the more ideas I come up with for how to use it in class”(http://www2.smarttech.com/st/en-US/Products/SMART+Ideas/Testimonials.htm).
Larry Garcia, Counselor and Assistant Professor
St. Philip’s College, San Antonio, TX

SMART Ideas has been installed on every computer at Elliot Lake Secondary School. Some useful resources for teachers contemplating the use of SMART Ideas are as follows:
Download a free trial of the program at:
http://www2.smarttech.com/st/en-US/Products/SMART+Ideas/

Online tutorial:
http://www.nipissingu.ca/iteachsupport/Howto/SMART%20Ideas/smart_ideas_intro.html

Examples of Smart Ideas Lessons
http://education.smarttech.com/ste/en-US/Ed+Resource/Lesson+activities/SMARTIdeasActivities/USA/

Sample Mind Maps
http://www2.smarttech.com/st/en-US/Products/SMART+Ideas/Sample+maps.htm

OSAPAC – lists of expectations covered by use Smart Ideas
http://www.osapac.org/dbOESS/ResourceBrowse.asp?Mode=TopDownloads


Key Findings

According to Sue Murray’s article, “Mapping the Mind,” what we know about the way students learn started back in the early 1900s with Piaget’s model of development and the way children learn. Piaget recognized that the developing child builds cognitive structures such as mental maps, schemes, or networked concepts, for understanding and responding to physical experiences within their environment. Today we refer to these cognitive structures as Concept Mapping, or Mind Mapping (Murray, 2003).

Mapping encourages students to brainstorm, which appeals to pupils with different learning styles. Mapping is a route achieving very high levels of cognitive performance, as it can be used to chart the way a group of participants perceive complex subject matter. For this reason, mapping is often used with gifted children, and has also been found to help dyslexic children to write and to achieve high marks both at school and university (Murray, 2003).

I believe this research is valid, as I know of many schools and teachers that successfully incorporate numerous mapping techniques created by SMART Ideas. Colleagues of mine have noted an increased participation from their students during discussions and higher levels of retention and comprehension in terms of the information taught through mapping techniques.

Implications

As mentioned above, all learners benefit from having visual aids while trying to process new information and make connections to new curriculum material. After downloading the 30 day free trial, I can easily state that that SMART Ideas is a highly effective and affordable tool for all educators to have. It was time efficient and easy to use.


Research Resources

Burrello, L. (2001). Educating All Students Together: How School Leaders Create Unified Systems. Thousand Oakes, California: Corwin Press.

ConnectAbility. (2008). Using Visuals. Retrieved May 12, 2009, from ConnectAbility Web site: http://www.connectability.ca/connectability/library/documents/using_visuals.pdf#search=%22visuals%22

Heacox, D. (2002). Differentiating instruction in the regular classroom. Minneapolis, MN: Free Spirit Publishing.
(2009). Spectronics-Inclusive Learning Technologies. Retrieved May 12, 2009, from Spectronics Web site: http://www.spectronics.co.nz/
http://www2.smarttech.com/st/en-US/Products/SMART+Ideas/

http://www.teachsmart.org/smart_ideas.php

http://r21.ccems.pt/LinkClick.aspx?fileticket=M9CzfUjfuJ4%3D&tabid=101&mid=1085&language=pt-PT (brochure online)

http://www.tvdsb.on.ca/saunders/Saunders%20Virtual%20LIbrary/Smart%20Ideas%20Tutorial.htm

http://education.smarttech.com/ste/en-US/Ed+Resource/Lesson+activities/SMARTIdeasActivities/Canada/
(examples of web suited to Canadian curriculum)

http://blogs.wsd1.org/etr/files/smart20ideas20quick20guide.pdf
(guide)

http://www2.smarttech.com/NR/rdonlyres/7828652C-3F5B-4C96-90EF-67C440CA1F2D/0/mappingthemind.pdf

Final Synthesis

It has been meaningful for me to recognize and to create "analogical bridges" between the work of art of teachers and the work of art of experts in photography, film & television, architecture & interior design, music, and fashion. I’ll admit that I did struggle at times with demonstrating my own creative ideas while using certain technology for the first time. Despite this, I found that the different projects served as excellent opportunities to begin experimenting with new ideas.

During the first week, we read and discussed two articles that left me feeling inspired and energized. Both Dewey and Jackson highlighted the important place that art holds in our experience of the world around us. Dewey delved more into what was considered art; the essence of art. I loved that he viewed art as something that we all create and participate in. We are all creators with the ability to engage even while doing what some might consider being mundane activities. Dewey felt that it was vital for people to recognize the art in everyday activities and appreciate the process. This is something that I strive to do as a teacher. I have found that it is incredibly easy to get caught up in rigid timelines and focus solely on the final product. Teachers are constantly juggling varied curriculum demands and it is often difficult to remember in those hectic moments that it is the process that counts.

Photography

I really enjoyed this first module. When looking at the work of art present in photography, I came to realize that there is more to the art of photography than just having an 'eye' for detail. Whether it is the art of composition, perspective lighting or framing; each has the potential to create immense impact and tell an original story. Taking all these elements into consideration, I found myself reflecting on the multiple 'tweaks' necessary to accommodate the varied learning styles of each student in any one of my classes. These adjustments are very similar to the Board mandated push for the use of Differentiated Instruction within the classroom. Furthermore the idea of straying from your comfort zone when experimenting with photography, reminded me of the courage necessary for teachers to adapt to new technology and take the time to learn and have fun with the tools available to them. It is very easy to get stuck in one's ways and fear change; instead of viewing a lesson or 'subject' from a new perspective.
Teaching, like photography, is not solely about technique but rather about communicating something.

Film and Television

This was a really fun module for me. It was interesting having the opportunity to watch some of the Super bowl commercials. I have to admit that I wasn't completely drawn to any of them, but after reading the articles available, I could appreciate the intended nature and design elements of them all. I personally found that the story behind each one was what determined my connection and reaction to the commercial. I could quickly judge whether I cared or not. I'd imagine students are no more forgiving in the short span of time it takes them to decide how committed they are to listening during a lesson in class.

Having to create my own video made me think about the anxiety my students feel when asked to create a story of their own. I now see that it is crucial to encourage them to give themselves permission to start with an abstract idea and then begin distilling the essence.

Architecture/ Interior Design

I also found this module to be quite enjoyable. I love interior design and have always been amazed by people who seem to have a knack for creating really compelling spaces. I was impressed by Susanka's ideas about how architecture and design affect our experiences. I found this to be true as I observed both Tim Horton's and Starbucks from a customer's perspective fotr our weekly discussion. I could quickly see that when selling education, I need to take a closer look at my packaging and delivery methods to help create a more compelling experience for my students. Susanka’s article made me reconsider the importance of the actual physical classroom environment. I now recognize that students need a sacred space as well and that it is therefore critical that the layout of a classroom be conducive to learning.

Music

Though I am not innately talented musically, I feel as though I have always appreciated and loved music. Therefore, examining the work of art in music was something that interested me. It was interesting learning about a musical ‘hook’ and relating this to teaching. Educators can only really be effective once they have hooked their audience. A good lesson plan is reliant upon the initial hook that acts as the bait to draw in the attention of the students. Then it is our hope that the rhythm of what we are explaining will develop momentum and that the students will become engaged and contribute actively to their own learning. Good songs generally have a consistent rhythm that allows listens to find comfort in the beat and caught up in the motion of the melody. Teachers also rely heavily on repetition when trying to reinforce central ideas for students.

Fashion

One thing I did learn from this module’s project was the importance of avoiding generalities and getting as specific as possible. I seemed to gravitate to stereotypes and ended up with a rather vague final product for my project that I wasn’t very proud of. Despite my end product, I found that it was easy to recognize the various ways that the elements of design could be applied to a “What Not to Teach” episode. Like fashion, education has many trends and a fluidity that evolves over time and lead to varying degrees of compelling experiences. It is not difficult to find yurself stuck in a rut. We all have our own unique teaching style in as much as students have their own individual learning style. As a teacher, I know that I have to respect these differences among my students and accommodate for them through the use of differentiated instruction and consideration of multiple intelligences. I am often trying to appeal to the wide array of tastes within my classroom and to appreciate the uniqueness of each of my students, allowing them enough room to express themselves in their own way, with their own design. I have discovered that I need to be willing to take the steps to really look at what is actually working in my closet of instructional techniques and be willing to purge outdated ideas in an effort to make room for new ones. If the primary goal of teaching is to relate the curriculum in a compelling way to students, then I believe that Wong and Henriksen made a critical point by stating that "we should begin by first looking at the kinds of situations in which students seem to be naturally deeply engaged."

My final Work of Art project was a lot of fun to do! I was quite nervous about using certain aspects of technology, but was pleased in the end with my final product. In retrospect, I’d have taken a different perspective. I think I would have explored the project from the makeup artist’s perspective instead. This was a great final culminating activity to really delve into the nature and design of something I have always appreciated. Despite the heavy demands of this course, it dealt with a content that I truly value and the process was exhilarating!

The Work of Art in Theatrical Makeup

This week I found myself questioning what exactly is the compelling experience I'm investigating? After some thought, I decided that it is compelling being able to see a transformation from a natural human face into something magical and quite out of the ordinary. It is a physical change that adds depth to the actors character and enriches my experience as an audience member.

When I looked at exactly whose experience I was focussing on, I decided that I am investigating my experience as an audience member. I am planning to view the project mainly through the lens of myself as the beholder. There are some close-ups of the many hands working on the actor's face and a few that show a wider shot of the people applying the make-up. The main focus of my camera is on the face watching the transformation and then later documenting the experience I am having while watching it. The actor is present but not keenly observing the transformation through a mirror, so it more myself as the audience who gets to enjoy the process, despite the fact that the actor will be the one embodying the character.

I plan to discuss the way that the anticipation of the final look creates a compelling experience. Watching the process, like a ritual, makes the experience as well as the final product compelling. I feel excited and curious about the final results. There is a giddiness that arises as the character begins to take form.

My girlfriends are working together to create the work of art. Three of them are applying the makeup and the fourth is acting as the model being transformed into a fairy. The way that they are working together adds to my experience in that there is a fluidity present with all of the hands coming together to create. It is easy to become caught up in the creative flow of brush strokes.

I plan on filming my friends while they transform a face into that of a fairy. I'll be examining why the experience is compelling for me as an audience member waiting in anticipation for the final 'look.' The design will be examined starting at the beginning from the concept of the face make up to the application. I'll be highlighting the many hands it takes to transform a face into a dynamic mask that enhances character and adds a magical quality to the theatre experience.

What Not to Teach

When looking at the episodes of “What Not To Wear,” it was easy to think of the various ways that the elements of design could be applied to a “What Not To Teach” episode. Like fashion, education has many trends and a fluidity that evolves over time and lead to varying degrees of compelling experiences. It is very easy to get stuck in a rut. You have the ‘fad’ teaching techniques and the classics, or soon to be classics.

At one time, calculators were seen as a fad, but now they have become a staple; a classic if you will. Similarly, the effective use of technology is quickly becoming a classic daily choice in most classrooms. The old days of assigning textbook work and questions or pure memorization and repetition exercises should be over. I say should because, like all elements of fashion, not everyone is willing to change and sometimes an intervention is necessary. We all have our own unique teaching style in as much as students have their own individual learning style. As a teacher, I know that I have to respect these differences among my students and accommodate for them through the use of differentiated instruction and consideration of multiple intelligences.

What I know and understand about my tastes today will ultimately change over time. I strive to reach for the classics, appreciate and evaluate the trends and continue learning and imitating those teachers who I know have definite style!

In Fashion . . . .

I'll admit that I do watch What Not to Wear from time to time. There's definitely something compelling for me about Stacey and Clinton's process and subsequent transformations. I do find that I question some design aspects though when I consider the whole 'reality television' set up. I have a friend who is a producer for a reality television program and he claims that there is very little reality involved and that the majority of reality television is heavily scripted and planned. But, it is refreshing to see some 'real' people on T.V. who, despite their fashion mishaps, are somewhat easy to relate to.

I like the way that the show focuses first on the exterior fashion being worn by the person at the present moment. The idea of purging old habit s and clothing is something that many of us have the impulse to do from time to time. Once this phase is complete and the person has recovered from the quality time with the trash bin, it then seems to transition to an examination of the purpose of the clothing that will be worn and then a look at the best styles for the individual's body and practical uses. Clinton and Stacey provide clear examples of looks that will flatter the person's body and work in their daily lives. They share simple rules that work as guidelines and a foundation for all future fashion decisions. But, what makes the show compelling is that the people all seem to discover far more than a fashion sense. There is a deeper transformation that occurs simultaneously below the surface. Clinton and Stacey bring personality, abundant energy and a wealth of knowledge that they deliver with sassy flare.

I don't find it difficult, after viewing the readings for this week, to relate fashion with education. Learning, like fashion, is a very personal experience that varies from one individual to the next. Teachers and students alike have their own preferences and learning styles and therefore respond differently to various approaches. As an educator, I am often trying to appeal to the wide array of tastes within my classroom and to appreciate the uniqueness of each of my students, allowing them enough room to express themselves in their own way, with their own design. Fashion, like education, should be a fluid process that allows room for transitioning from one stage of development to new areas of interest as the seasons of life change. Teachers need to be willing to take the steps to really look at what is actually working in their closet of techniques and lessons and be willing to purge those outdated ideas in an effort to make room for new ones. They should see their students as a mirror documenting areas of progress and offering insight to areas that perhaps need a little over haul.

In, If Ideas Were Fashion by David Wong & Danah Henriksen, the experience of fashion was observed as being characterized by intense imagination, motivation, emotion, and thought. I agree that it would be great to find ways to captivate my students to the degree that their own fashion trends seem to occupy their minds. I loved the way that Wong and Henriksen observe that fashion is a deep inclination, and it's exciting to see it as we propose having "the potential to be the basis for creating powerful educational experiences." If the primary goal of teaching is to relate the curriculum in a compelling way to students, then I believe that Wong and Henriksen made a critical point by stating that "we should begin by first looking at the kinds of situations in which students seem to be naturally deeply engaged." Fashion, like music, is one area that offers a door way of potential insight into ways of taking teaching and learning and creating a compelling process and over all experience.

an educational beat

Though I am not innately talented musically, I feel as though I have always appreciated and loved music. For me, music holds energy that has the ability to affect my mood. It was interesting learning about a musical ‘hook’ and relating this to teaching. Educators can only really be effective once they have hooked their audience. A good lesson plan is reliant upon the initial hook that acts as the bait to draw in the attention of the students. Then it is our hope that the rhythm of what we are explaining will develop momentum and that the students will become engaged and contribute actively to their own learning. Good songs generally have a consistent rhythm that allows listens to find comfort in the beat and caught up in the motion of the melody. Teachers also rely heavily on repetition when trying to reinforce central ideas for students.

Aaron Copland mentioned that, “one of the main concerns in the making of music, either as a creator or as interpreter, is the question of how it will sound.” Often teachers struggle with communicating effective lessons that provide ample opportunities for their students to engage on multiple levels. We struggle to teach higher order thinking skills. It is our hope that we can convey clearly what the curriculum is demanding but at the same time, avoid spoon feeding students so that they can also learn to interpret and synthesize and look critically at the material and find ways of applying it to their world on a larger scale.

Copland commented in, Music and Imagination, that “one of the quickest ways to recognize talent in the youthful composer is to note the natural effectiveness as sound of even the most casual combination of tone colors. It is a sign of inborn musicality.” This made me think of those teachers who despite their lack of actual teaching experience, seem to have what is commonly referred to as the ‘gift of the gab.’ They are able to speak naturally and eloquently in a passionate way that somehow draws in the student and makes the lesson they are about to learn feel more like a treat than a chore.

Furthermore, Copland stated that, “yes composers struggle with their instruments- and not infrequently with their instrumentalists. Yet despite restrictions imposed by necessity, they do not view this entirely as a hardship. In fact, in certain circumstances the discipline enforced by the limitations of an instrument or a performer acts as a spur to the composer’s imagination.” I believe that this is often true for many teachers who struggle with various time constraints and curriculum demands as well as administrative guidelines; all of which call for innovative and creative solutions. Sometimes sufficient pressure activates the process of thinking outside of the box.

"If music be the food of love, play on!" ~William Shakespeare

I really enjoyed listening to On Point this week with Tom Ashbrook and his guest Robert Kapilow. Despite having very little musical background, it was fascinatinating to hear the way that Robert Kapilow was able to examine a piece of music and the experience it created for the listener. After listening to the Grammy Award winning songs listed this week, I found myself noticing for the first time the subtle variations created by the artists and their effect on me. I see now that it is the design aspect of the song that really adds to my experience.

Kapilow analysed the iconic song, "America the Beautiful" and through his analysis, listeners were able to then come to understand that the combination of each technique is greater than the sum of it's parts. The idea that “repetition creates a sense of belonging greater than us” was also discussed. I'd agree that there is a security and comfort in that lies within the same pattern. Ashbrook felt that Kapilow had an uncanny ability to "make connections between rhythm and the gymnastics of notes that turn them into templates for fundamental emotions or spiritual compass readings." I'd have to agree. Kapilow was able to articulate and identify these processes clearly.

As a teacher, I have seen the way that patterns and rhythm effect my students. While teaching behavior students, it is imperative that my classroom expectations and routines be clear. Through these patterns, my students do feel comfort and security. They are able to function better when the routines are in place and the expectations are clearly visable.

Music is such a powerful tool. We all share the same experiences and despite differences in time and place, Kapilow is right when he says we express these experiences through the universal language of our time; music. I enjoyed looking at similarities in music. For example the exploration of what beneath the surface phrases of Beethovan's 5th is the same? The idea of paring down the music and looking at the surface, but finding the core similarities, appealed to me. I think as teachers, we need to remember that each student is unique, but underneath everything, they are still kids; young and impressionable.

I also loved Kapilow's observation about the creator of valcrow. He felt that this man was open and looking for it and therefore able to visualize the possibility of such a creation. Kapilow went on to say that music therefore, is a lesson in how to pay attention. This idea translates to my teaching in numerous ways. For one, I feel that most times tachers focus on contrasting ideas instead of having students become aware of the similarities between ideas and people and the common fabric holding each of us together, despite our differences. I couldn't agree more with Kapilow who quoted Stravinsky saying that,“all of composition essentially comes down to a balance of unity and variety.”

Aesthetic Modes of Knowing

Eisner’s article this week was fascinating to read. It was interesting to begin looking further at knowledge within the aesthetic mode; two distinct types of knowledge. First was knowledge of the world toward which the aesthetic qualities of form point and secondly, knowledge of the aesthetic in its own right, for no other purpose than to simply undergo an experience. Through Tuchman’s writing, we were able to see the many forms that professional writers employ; whether it was the use of rhythm, figurative language, literary devices, or diction and syntax. I agree that we have a deep- seated need for stimulation and to give order to our world. It was clear when the analogy was given that humans seek to put things in order and create harmony, as seen in science where theory is the result of our desire to create a world that we can understand (Eisner, 1985, p.29). Through this week's reading and discussion, I have now come to recognize that for these reasons, aesthetics play an important role in all disciplines.

For example,in photography, forms are created through the use of lighting, framing and various methods of composition in an effort to create a photo that tells a story. Similarly, television and film makers strive to tell their own stories and evoke emotion through a combination or lighting, motion pictures and sound. The use of color, camera angles and sound effects all contribute to the experience being created. As Eisner stated, “we seek to use our capacities to activate our sensory systems, to vary our experiences.”

In architecture and interior design, again we saw the elements of light and space working together to create design. In Susanka’s introduction to Home by Design, she said, “Light is the great animator of space” (Susanka, 2004, p. 9). She described the best way to use space and lighting to personalize our homes. We were given the opportunity to examine the experience and feeling that certain designs and lighting choices evoked. In “From House to Home,” Susanka discussed the basic principles defining this elusive quality of a home.

Eisner highlighted an excellent point when he stated that educators needed to figure out how these aesthetic values could be purposely introduced to students. I too wondered how this notion would relate to curriculum design and teaching. How, as an English teacher could I help my students to experience the aesthetic aspects of language? Eisner raised a key question when he asked, what kind of work would students be given if we gave the aesthetic aspects of writing and reading a significant priority in the teaching of English? I had never given this idea much thought. But now I see that, in assessing prior knowledge that teachers sometimes forget to teach students some of the things that we ourselves innately do. For example, as Eisner suggested, teaching students that it is necessary to hear the melodies of language in order to use language in useful and informative ways as Barbara Tuchman obviously did.

Curriculum design would certainly change if teachers focused on the role of aesthetics in ecah particular field of study. I completely agree with Eisner that education has become fragmented and as a result, students find it difficult to see how each piece fits together as part of a whole. Our focus is on the short term and perhaps by taking the time to appeal to their need for stimulation, we can find ways of using our limited time to create more compelling, hands-on experiences that will be internalized by our students on a deeper level and later applied in a cross-curricular fashion.

Module 3-Week 2

This has definitely been the week of opposites; moving quickly from perfect health to suffering with the Norwalk virus to peeking at two very differnt retail stores, to analyzing the compelling nature of various television show sets.

I enjoyed Susanka's readings about how architecture and design effect our experiences. I found this to be true as I observed both Tim Horton's and Starbucks from a customer's perspective. Each left me with a very different feeling and overall experience. The effect of lighting and the placement of furniture greatly changed the way I experienced both locations. I found that harsh florescent light made me feel like I was in a more sterile room and almost motivated me to grab and go as opposed to when the lighting was more intimate and I was tempted to linger. Susan was right; spaces definitely have a feeling. I can see how my students are effected by the spaces within our school. Those that are left blank have an almost institutional feel that drive students out the door as quickly as possible. Whereas classrooms that have wall decorations and a lot of natural light and unique seating plans, motivate both students and teachers to interact with one another. The energy seems to flow in a totally different way within these settings. It's important to remember the emelments that draw us to either Starbucks and Tim Horton's, since both sell coffee. When seeling education, I will take a closer look at my packaging and delivery methods to help create a more compelling experience for my students.

Module 3 (Week 1): The Work of Art of Architecture and Interior Design

I thoroughly enjoyed perusing the readings this week. Sarah Susanka's ideas are fantastic and make so much sense to me on both a personal and professional level. In her book A Sacred Space, she discussed the need for adults to have a space of their own for self discovery. I can understand the notion of needing to have a place to think and experiment and feel safe to explore ideas. When I relate this to my students, the importance of the actual physical classroom environment becomes obvious. Students need sacred space as well. It is critical that the layout of a classroom be conducive to learning. I've seen classrooms where the desks are too small to be shared by large adolescents and where there is no visual stimuli on the walls. These two factors, combined with institutional paint colors and harsh florescent lighting, create anything but a sacred space.

Sarah also mentioned the habit that many people have of including multiple unused spaces in their homes. I personally hate wasted space and environments that lack personality. I believe that we should tailor homes and classrooms to our specific needs and that bigger areas are not necessarily better. I was able to tie this idea into my teaching practices in various ways as well. On a physical plane, I hate the idea of clutter, whether it be crowded seating that is rarely used or overloaded book shelves and window ledges. I'll admit that in an actual classroom, space is generally a comodity and used to the fullest. Unfortunately, this is not always the case for the school building as a whole. We have many rooms that are not fully utilized. Additionally, on an intellectual plane, I feel that as an educator, it my responsibility to distill the information and relay it to my students in a clear and concise manner. Furthermore, there is a need to take advantage of the many resources available but to use them in meaningful ways, and not just as a filler of sorts. Afterall, as Susanka stated, "it's the details that delight."

Stories that connect . . .

I love that my life has been made up of little stories that intersect with other people’s stories. Our society has always been focussed on story-telling, even from the earliest recordings of cave men illustrating famous tales on a rock wall. Whether they are spoken, written or visual stories, their purpose and impact cannot be questioned. As an English teacher, storytelling plays a large role in my daily classroom activities. I often read to my students and guide their study of various characters and plot lines. When I think about it, much of my life has been spent recounting my own or enjoying someone else’s story.

It was interesting having the opportunity to watch some of teh Superbowl commercials. I have to admit that I wasn't completely drawn to any of them, but after reading teh articles available, I could appreciate the intended nature and design elements of them all. I personally found that the story behind each one was what determined my connection adn reaction to the commercial. I could quickly judge whether I cared or not. I's imagine students are no more forgiving in the short span of time it takes them to decide how committed they are to listening during a lesson in class.

Having to create my own video this week has made me think about the anxiety my students feel when asked to create a story of their own. I now see that it is crucial to encourage them to give themselves permission to start with an abstract idea and then begin distilling the essence. I often focus my attention on their writing skills and editing skills, without highlighting the importance of allowing ideas to roam freely as Katalina Groh's advised. This concept changes the way I see the art and design of teaching as well as the experience of learning.

One of the articles focussed on the need to answer the question, “so what?” Many times I have heard students question the purpose of what they are learning in school. I think that it is vital to make their learning experiences relatable to the world in which they live. Students, like any audience, cannot be expected to care about something that in no way intersects with their experiences. I know that my school board has recently been pushing teachers to integrate curriculum into real life situations and draw examples from the world that students are living in.

Similarly, having an emotional punch line of some kind allows students to connect on a deeper lesson to what they are learning. When they are engaged, they will contribute, collaborate, and retain more. I know that I need to find innovative ways to keep my student’s attention. It can be difficult to get an adolescent audience to care about something, but if I can find a way to connect my story with theirs on some level, then it will eventually resonate with them. I liked the idea of being able to tell your story in two sentences. Perhaps if teachers used a more direct approach to teaching and learning, students would see a clear direction and hop on board earlier in the game.

Week 2: Film and Televison as a Compelling Experience

I thoroughly enjoyed this weeks reading and radio broadcast. I found Katalina Groh's advice in, The Film Maker as a Storyteller to start with an absurd idea, very interesting. I think as an educator, I need to be open to all new ideas. I need to encourage myself, as well as my students, to think outside of the box. To start with an idea, no matter how absurd and to then begin 'distilling the essence'. When teaching creative writing, I often have to help my students to edit their work and be okay with having many drafts before their final product is complete. I encourage them to have a clear purpose, but I hadn't thought of emphasizing the importance of having an emotional punchline. And yet, what better way exists when attempting to make your ideas effective?

I also really enjoyed the Katalina Groh's discussion of the importance of having a single protagonist. As an English teacher, literature read in class often centers on the story of the protagonist and the obstacles that they face. I had never considered that it is perhaps a stronger choice for a writer to include one primary Protagonist. I thought it was a compelling argument raised by Stalin who once said, "The death of one person is a tragedy. The death of a million people is a statistic." I think that this is true in many ways. The death or story of one person, is more personal and as Vastfjall, Peters and Slovic proved through their study with Swedish students, more sympathy and support is shown to individuals as opposed to a group. This idea is one that I could use when discussing world issues and writing with my students. We often talk about how the news almost desensitizes people with teh vast number of tragedies covered each hour.

Another reading that resonated with me was the radio broadcast done by NPR "Behind the Scenes with Film Editor Walter Murch". I have always admired the work done in highly effective movies, but hadn't realized the extent to which they pay close attention to the details. I loved the discussion on the use of silence and how to manipulate the effect by including the tiniest of sounds. The idea of working with no sound initially and then turning it on after the images are in place was also very compelling. The tedious work put in while viewing hours of film and then assembling the film second by second is truly amazing. I wonder if I could make better use of silence and pauses when discussing various elements in my own classes. I already know that viual stimulation can create incredible impact for my students but perhaps now I will try harder to find the most effective stimuli to use when emphasizing a point.

Week 2: Film and Television- My Best Friend's Wedding

This week I had the opportunity to examine a scene from a movie that I really enjoyed watching. I am very familiar with the scene chosen from "My Best Friend's Wedding". Though I thoroughly enjoyed the movie,I found the scene a little annoying as I watched it a few times closely. In regards to the nature of my experience, I noticed that I was leaning in while watching it, and I did feel somewhat anxious as I watched Julianne cringe as each facticious detail of her supposed relationship was revealled. It was quite entertaining to watch the delight on Rupert Everette's face as he improvised every detail, relishing the attention he was getting from everyone at the table.

The song was definitely both unexpected and catchy. I found myself remembering the segment in the article "Percussive editing" that speaks about the difference between theatre and film. In theatre audiences are willing to suspend their disbelief, whereas in film, people constantly judge what they are seeing against their perception of reality. I found that I could suspend my disbelief but I bet others found the scene difficult to digest and too unbelieveable in a sense to enjoy. I do think that it's a somewhat 'cheesy' element of the movie, but I was able to accept it when it was introduced by Rupert Everette's character. He seemed to possess enough 'flare' to make it work!

As for the design aspects, I think that they cast the characters beautifully. Each one had a distinct personality and commitment during the scene that really allowed me as a viewer to feel like I was a part of the conversation. The quick camera cuts showing each character's expressions were fantastic! They really added to the comedic energy and anxiety building beneath the surface for some of the characters. It was like watching a ping-pong tournament of reactions that kept a steady rhythm right up until Rupert's dramatic pause, followed by the first verse! I couldn't help but be reminded of Walter Murch's use of silence in the movie Jar Head. Having only the faint hum of movement in the background, really emphasized how quiet everyone at the table had become while waiting breathlessly for Dion's apparent comment. This technique really worked to elevate the tension and seemed to give reason to let yourself get carried away in the liveliness of the song that followed.

In addition, the lighting and costuming were both bright and cheerful and coaxed the audience to get swept up in the momentum. The writers definitely created a compelling script that offered the actors a lot to play with. The camera angles varied from close-ups to wide angle shots that allowed the viewer to watch how infectious the song had become and the way that even static characters in the background were suddenly involved in the song. It is definitely a compelling and memorable scene, despite the fact that it might not be appealing to all viewers.

I enjoyed my group's debate over whether something that is memorable is therefore, compelling. For me compelling idicates a more intense expereince than simply something I'd find memorable. It would be something that engaged me on multiple levels; some sensory, others intellectual. It is for me be an experience that I'd expect to be more involved with on some levels other than passively observing. In any case, it's interesting to think about. The dictionary defines compelling as 'arousing strong interest.' With this definition in mind, the scene would be compelling to some but others may not have felt engaged by it to the same extent.

Week 2 Photo Assignment (also posted FB)

I took this photo recently and really enjoyed working on it. After reading the articles available this week, I could quickly see how my initial picture could be improved. I chose to photograph this man because I loved the peacefulness I saw in his posture juxtaposed to the business happening all around him. I feel that the photograph tells an interesting story and evokes emotion. I loved his vulnerability.

In order to "tweak" my initial photograph I decided first to change it to a black and white photo. For me, this seemed to increase the impact by encapsulating the man in what feels like a memory. Black and white shots always give me that feeling. Next, I decided to crop the photo so that my man was the central subject and the extraneous background materials were removed. Though I initially liked having the man perched on the latter above my subject, in the end I felt like he pulled focus. I decided that it wasn't necessary to try to make the latter work and to include all of the wares being sold and decided to adjust my frame. I also increased the contrast between light and dark and paid closer attention to the rule of thirds. I was drawn to the textures and shapes in the scene and the unguarded moment I was witnessing. In the end, though I believe that my photo is still a touch out of focus, I am pleased with the impact that these changes created.

Week 1 Photo Assignment

This is a photo that I took recently that I absolutely loved working on. I hoped to capture the juxtaposition of stillness amidst the hustle and bustle of everyday life. In it, the vendor is lost in thought during the mundane activities of his seemingly regular day, while surrounded by people. Self-reflection and our... 'inner lives' is something that has always appealed to me. The idea that one can be consumed by a memory or thought and yet the external world surrounding them, continues unfazed, is something that I often recognize. I set up this photo from far enough away that I was able to sneak in a few shots, unnoticed. The first attempt I made was in color and was taken from a wide angle that was more to the rear of the vendor. It wasn't nearly as interesting as the final photo which I decided to shoot in black and white with the vendor in the center. This final angle allowed me to take in the people in the background, as well as the vendor, clearly lost in thought while smoking a cigarrette. In order to add to the overall effect of this photo, I increased the contrast between light and darkness and also darkened the perimeter. The initial picture included more of the city walls and some plants off to the side. I felt that this wider shot left my eye wondering where to look. In order to remove these 'distractions', I cropped my photo so that the vendor was the central focus.

The Art of Photography

Over the past two weeks I have had the opportunity to learn more about the art of photography and the elements that come together to create a compelling photograph. I have always loved and appreciated photography as an art form. Though I haven't participated much in the actual execution of 'artful' photographs, I have been drawn to them and surround myself with images that truly speak to me on a deeper level. I am often amazed at the work produced by those who I consider to possess an incredible 'eye' for detail and composition. Now that I have read, "How to Make Great Photographs," "Five Elements of Great Photography" "Landscape Photography Composition," and "The Photographic Technique as a Learning Experience," I have come to realize that there is more to the art of photography than just having an 'eye' for detail. These readings have given me the language necessary to finally articulate the measures taken to create a compelling photograph. I can now see the vast number of decisions that are made in order to create a particular effect. Whether it is the art of composition, perspective lighting or framing; each has the potential to create immense impact and tell an original story.

Taking all these elements into consideration, I found myself reflecting on the multiple 'tweaks' necessary to accommodate the varied learning styles of each student in any one of my classes. These adjustments are very similar to the Board mandated push for the use of Differentiated Instruction within the classroom. Furthermore the idea of straying from your comfort zone when experimenting with photography, reminded me of the courage necessary for teachers to adapt to new technology and take the time to learn and have fun with the tools available to them. It is very easy to get stuck in one's ways and fear change; instead of viewing a lesson or 'subject' from a new perspective.

I agree that photography is art and that it is something that is abstract. I needed to be reminded that I should pay more attention to the images and less to my camera. i now see that my camera is merely a vehicle to creating a but has very little to do with making great photographs. Photography, like teaching involves a learning curve and progress is made in increments with practice over time. Once again the idea of having patience is highlighted for me. After all, "brilliance doesn't work on a schedule!" This is something that I have to keep in mind when I am inflexible with time lines placed on myself in terms of curriculum delivery or on my students striving to meet their own deadlines.

The concept of paying attention to photo opportunities can easily be related to the idea of seeking out learning opportunities or teaching opportunities. Photography, like teaching, should be about "communicating passion and sparking excitement in the mind and body of another person. If you don't care about the subject then the results won't go beyond the basics. Care deeply and incredible things can happen. Don't care and you are quickly forgotten." This again is true for both photography and teaching. We have all had teachers whose enthusiasm has been infectious. They take the time to guide learning in a compelling way. Teaching, like photography, is not solely about technique but rather about communicating something. As a relatively new teacher, I can see that I can be guided by those who have more experience and whom I feel are effective, but that I must be willing to play with my own ideas, experiment often and step outside of my comfort zone in order to really begin creating artful lessons, as well as photographs.