Creating High Performance Learning Environments

Third Grade Chinese Math

Academic expectations

Do you think the teacher holds high performance expectations for students in each of these scenarios? Why or why not?

In this video, students can be seen studying math in the traditional Chinese way. They are chanting rhymes in unison, working in unison as a group and following set procedures with precision and attention. This short clip shows a well-engaged, disciplined and organized classroom.  However, apart from observing student behavior, it is difficult to assess the content as all of the instruction is in Chinese and there are no subtitles. Based solely on student behavior and engagement, one can see the students are very engaged in the process.("3rd grade Chinese--math class.avi", 2011).

According to Kan Wei, the Chinese system of math education is based on repetition and routine practice. The system implements a series of rhymes, chants, and practices. The students study math usually about 15 hours a week including homework. The Chinese system also utilizes differentiation in the form of different levels of difficulty for problems. The students work to solve the problems in front of the class using previous mathematical concepts (Wei, 2014). The emphasis of a considerable amount of math hours per week and the social learning environment in which all of the students must be performing to high standard of both understanding and action, shows that the teacher sets very high performance expectations. The group rhymes and problem solving requires that the students be paying attention and working in tandem with one another.

If this class is indicative of mainstream Chinese culture and approach to math education where students are regularly expected to do homework until 10:30 at night ("Inside of Chinese High Schools - An Exclusive Interview (Uncut)", 2012). This combination of high standards, rigorous classroom work, and regular extra work communicates that there are very high standards.


Behavior expectations

Do you think behavior expectations are high for students in each scenario? Why or why not?

In this video of the third grade Chinese math, in order for it to function, behavior has to be impeccable. The students are all participating. There is no disrupting. No talking out of turn. Everyone in the class is performing their role and doing so with precision and attention to the task. The students seem excited and energized by the process. While it's not apparent in the video, it is clear that the teacher has spent a considerable amount of time establishing the proper behavior and classroom expectations. However, one can see certain behavioral expectations. During the video before the teacher asks questions the students must place their hands behind their backs and then raise their hands to answer. There is a clear set of standards between the chanting and the individual answering. The students must work in unison in the form and follow a set of behavioral procedures in the latter.

Norms and Procedures 

What are the norms and procedures in these scenarios that support high student performance?

The norms seem to follow a set procedure. First chanting Chinese math rhymes to work on rote learning and memorization. The group chant uses language, social learning, and good behavior to drill the mathematical concepts and figures into the students heads. After this the students transition into solving problems. The teacher use transitional chants and rhymes to end a chant, has the students clasp their hands behind their backs, and raise their hands to volunteer. Then the students work to solve the problems on the board with the teacher. This combination of group drilling, individual questions, and group answers keeps the class engaged and moving through the information. The expectations seem to be very clear.

Roller Coaster Physics

Academic expectations

Do you think the teacher holds high performance expectations for students in each of these scenarios? Why or why not?

During this project the fifth grade students use physics to create a roller coaster. The students are challenged to create a roller coaster that is both fun and safe. The teacher incorporates Newton's Laws, Kinetic and Potential Energy into the project. The project incorporates group work, individual work and student/teacher critiques. The students test their projects for safety making sure that the marble stays on track at all times. The students also are challenged to create the longest ride. The teacher also incorporates reflections and group planning. The various tasks, assessment tools, and learning engagements creates a learning environment in which the students are problem solvers. The de-centralization of knowledge in this classroom and the emphasis of student led learning, shifts the responsibility of problem solving from the teacher onto the students. This is an invaluable skill allowing them to collaborate, offer feedback and solver problems collectively. The learning uses multiple learning styles (interpersonal, kinesthetic, oral linguistic) making the classroom more engaging for all kinds of learners.

Behavior expectations

Do you think behavior expectations are high for students in each scenario? Why or why not?

The behavior expectations are very high in that students must be the directors of their own learning. If they are off task, disrupting, the students will not be able to function in this kind of environment. Also the variety of tasks and the student-led learning contributes to making an environment in which the students are engaged and not off-topic.

Norms and Procedures 

What are the norms and procedures in these scenarios that support high student performance?

The class uses small tasks such as group sketches of designs, building tracks, group reflections, and discussions. The teacher facilitates the timing of these learning engagements by giving instructions and time periods to complete them in. The students after testing their designs use written reflections to analyze how their track worked. These norms and procedures keep the students engaged in the processes and tasks. The individual groups also have individual roles such as the organizer, recorder, and accountant.  A recorder records ideas and modifications to the track as they progress. The students use their learning styles. Whereas the accountant tracks the budget that they must work with(Migdol).

Whole Brain Teachers

Academic expectations

Do you think the teacher holds high performance expectations for students in each of these scenarios? Why or why not?

The Whole Brain Teaching in this classroom has a similar approach as the Chinese math teacher. Chants and hand gestures are used to transition the class, focus behavior, and reiterate rules and expectations. Like the students in the Chinese math class, the students seem to be enjoying the chants in unison the work using hand gestures in tandem with talking. However, the education model is still textbook based, top down instruction, but with chanting and hand gestures added on top. The technique as a whole claims to activate different parts of the brain and create an environment of active classroom learning. However, the learning engagements visible in this video do not show a classroom that is producing learning engagements that are at all remarkable. Rather it seems to be a complex behavioral management system without the phenomenal pedagogy.

Behavior expectations

Do you think behavior expectations are high for students in each scenario? Why or why not?

The behavior in this is excellent. The students are all working in tandem, following rules (that they know by heart), and consistently on task. The use of prescribed rituals and a high energy classroom keeps the students engaged.  

Norms and Procedures 

What are the norms and procedures in these scenarios that support high student performance?

The teacher uses attention getters, call and response, reciting rules and student rituals for certain actions such as calling out the page they are meant to turn to turn in unison as they open their books. The use of hand-gestures, attention getters, and student rituals cements the procedures in an active and energetic set of norms.

Summary

• Compare how you would create learning environments for your students that are similar or in contrast to the three teaching situations illustrated in the above videos. 
• Provide a brief context for your summary in terms of grade level and background of your students.

In terms of the learning engagements that I found most compelling in this group, I would have to say the Roller Coaster Physics project appealed to me the most. The Chinese method I found two teacher centered, and the procedures of the whole brain learning class I found to be unnatural, too regimented, and stifling. As an art teacher, my hope is to have a classroom that is creative, fun, and engaging. In order for that to happen it needs to engage the students using multiple learning styles, a variety of group roles and activities. My art classes are already project-based, but I want to adapt the use of reflections integrated into the weekly schedule as well as group roles and responsibilities. My students are from 4th grade up to 12th grade. In upper primary, fourth and fifth, the students have transitioned from a smaller gender integrated campus in third grade to a larger boys only campus in 4-12th. The students are all Muslims, Arabs, and mostly Saudis. For the upper primary, I would organize them into groups like this with responsibility for supplies, materials, and reflections. The whole brain classroom and the Chinese math have interesting models for behavior and routine, but the one that fits my situation the most is the project based learning.

Works Cited:

T. (2011, June 13). 3rd grade Chinese--math class.avi. Retrieved November 11, 2016, from http://www.youtube.com/watch?v=h7LseF6Db5g

Wei, K. (2014, March 25). Explainer: What makes Chinese maths lessons so good? Retrieved November 11, 2016, from http://theconversation.com/explainer-what-makes-chinese-maths-lessons-so-good-24380

Inside of Chinese High Schools - An Exclusive Interview (Uncut). (2012, May 25). Retrieved November 11, 2016, from https://www.youtube.com/watch?v=PdcJeshbB-4&feature=youtu.be

Migdol, D. (n.d.). Roller Coaster Physics: STEM in Action. Retrieved November 11, 2016, from https://www.teachingchannel.org/videos/teaching-stem-strategies

Shayne, R. (2011, May 31). Whole Brain Teaching Richwood High - The Basics. Retrieved November 11, 2016, from https://www.youtube.com/watch?v=8iXTtR7lfWU&feature=youtu.be