Garrett Swar - Blog 4

There were a number of ideas discussed in this chapter that I found relevant to my current roles of both student and teacher.

The “block release” model for vocational training where learning is “80 percent on-the-job training with 20 percent classroom teaching” seems like a interesting way to train teachers as well (p.118). While I find a great deal of value in different classes and subject areas, sometimes I feel that our actual time spent in the practicum classrooms can be too short. I find the application of the various theories, strategies and knowledge gained from university to be hard to do without the consistent time in the classroom. While the difference between 80 and 20 percent would be a bit extreme in terms of educating teachers, I often found during practicum (at least so far) that implementing my knowledge from university was difficult to do or not as practical in the “real world” as I had been expecting. By the conclusion of the first practicum block, I felt that I had learned so much, but was cut short from learning more of the practical/ day-to-day teaching knowledge that seems just as valuable as academic knowledge, due to time constraints.

Although I have no French background and I will probably never experience teaching in Quebec, I found it interesting that Quebec’s system of education is not only historically different, but different in terms of structure and practice as well.

One structural method that I found personally relevant was the idea of “cycles” instead of traditional grade levels (p.91). While it seemed radically different at first, I realized that the cross-curricular focus and focus on developing skills not attached to one single subject were both ideas that I’ve encountered in my multi-age classroom during practicum. Children have more time to develop at the pace that they may require and are exposed to the “development of skills that are not specific to any particular subject, such as problem-solving and planning projects” (p.91). I’ve seen this in my classroom, as Grade 1 students are exposed to collaborating with their Grade 2 & 3 peers, solving problems, creating projects together (enriching their learning), but also learning the reading, writing and math skills at their own pace, limiting the pressure of being ready “for next year”.

Discussion question: What was your experience growing up in terms of the style, organization and structure of your school? What benefits or negative experiences did you have as a result of these factors?