Project RATIoNALE design
Rationale for Project:
As we see various learner needs in our respective grade levels, we want to explore the use of mentorship and collaboration between the different ages to increase engagement at the high school level by using their mentorship to assist with creating self regulation awareness in Kindergarten. It is not a surprise that “As children move from preschool or home-based care into a more structured kindergarten environment, they face increasing demands on their social and self-regulation skills, in addition to literacy, numeracy, and writing skills” (McClelland, M. and Cameron, C, 2012). It is important to look not only at curriculum, but at ways that high school “classrooms could become more significant sources of mentoring if schools were restructured. Large class sizes, strictly prescribed curricula, high-stakes testing, and other forces have left teachers with little time for the kinds of informal interactions that give rise to caring relationships and mentoring” (Hamilton, S., Hamilton, Hirsch, B., Hughes, J., King, J., & Maton, K. 2006, p. 742).
As Zepke and Leach (2005) found, one of their ten proposals for improving student engagement is “creat[ing] learning that is active, collaborative and fosters learning relationships” (p. 171). We also know that engagement is increased by “students making a personal investment in learning..enhanced by relationships, rigor, and relevance in our classrooms” (National Research Council and the Institute of Medicine[NRC] 2004). It is clear that ‘both academic and social aspects of school life are integral for student success”(Christenson, Reschly, Appleton, Berman-Young, Spanjers, Varro, 2008, p. 1101).
We will explore how collaboration between high school students and kindergarten students allows for development of relationships that will foster greater motivation and engagement while providing opportunities for younger students while encouraging self-reflection. We are going to attempt to show the benefits of mentoring for the high school students will increase their engagement. Beltman & Schaeben (2012) stated “The experience of mentoring contributed to the mentors' emotional and personal growth as they gained confidence, taking pride in their role as a mentor and being a role model for their mentees" (p. 40). Studies have shown personal outcomes such as a sense of satisfaction and achievement through helping others (Shrestha, May, Edirisingha, Burke & Linsey, 2009), and increased self-awareness and confidence (Heirdsfield, Walker, Walsh & Wilss, 2008). Social outcomes have included an enhanced sense of connectedness (Terrion, Philion & Leonard, 2007), and inter-cultural friendships (Devereux, 2004)” (p.34).
Project Design:
We are also attempting to demonstrate how “Alberta students demonstrate leadership in their personal lives and in their communities. They seek to provide guidance, inspire others to action and direct or influence others to achieve a shared purpose or vision” Alberta Education (2011). And how working together we can promote inquiry as “Schools ought to be places of robust inquiry that: engage students in meaningful, purposeful, worthy work. Work that is authentic, intellectually and emotionally engaging” (http://galileo.org/teachers/designing-learning/articles/why-inquiry/)
Once a week for 10 weeks the high school students will accompany the kindergarten students on a photography excursion. Each session will begin with an ice breaker type activity based on a self-regulation (some examples can be found here). While out the high school students will journal the behaviour and actions of the students while pictures are being taken, asking specific questions, such as why are you taking that picture, how does it make you feel, etc.
As part of the training for the high school students to be mentors we will be requiring the high school students to investigate solutions to 3 possible difficult solutions (refusal to participate, goofy/silly behaviour, and inability to keep their attention on the required task) prior to the commencement of working with the students. They will also receive training in how to interact with the kindergarten students, possible topics of conversation, what to expect when out with the students, what acceptable behaviour is for both themselves and their kindergarten student, and safety considerations when out of the school.
Procedure for project:
References:
Alberta Education (2011). Framework for Student Learning Competencies for Engaged
Beltman, S., & Schaeben, M. (2012). Institution-wide peer mentoring: Benefits for mentors. The International Journal of the First Year in Higher Education,3(2), 33-44. http://espace.library.curtin.edu.au/cgi-bin/espace.pdf?file=/2013/03/12/file_1/189919\
Christenson, S. L., Reschly, A. L., Appleton, J. J., Berman, S., Spangers, D., & Varro, P. (2008). Best practices in fostering student engagement. In A.Thomas & J.Grimes (Eds.), Best Practices in School Psychology V (pp. 1099–1120). Washington, DC: National Association of School Psychologists.Retrieved from: http://ell-bilingual.ahsd25.wikispaces.net/file/view/
Hamilton, S., Hamilton, Hirsch, B., Hughes, J., King, J., & Maton, K. (2006). Community contexts for mentoring. Journal of Community Psychology, 34(6), 727-746. doi: 10.1002/jcop.20126
National Research Council and the Institute of Medicine[NRC] (2004).
Zepke, N. & Leach, L. (2005).Improving student engagement: Ten proposals for action. Active Learning in Higher Education, 11(3), 167-177. doi: 10.1177/1469787410379680
As we see various learner needs in our respective grade levels, we want to explore the use of mentorship and collaboration between the different ages to increase engagement at the high school level by using their mentorship to assist with creating self regulation awareness in Kindergarten. It is not a surprise that “As children move from preschool or home-based care into a more structured kindergarten environment, they face increasing demands on their social and self-regulation skills, in addition to literacy, numeracy, and writing skills” (McClelland, M. and Cameron, C, 2012). It is important to look not only at curriculum, but at ways that high school “classrooms could become more significant sources of mentoring if schools were restructured. Large class sizes, strictly prescribed curricula, high-stakes testing, and other forces have left teachers with little time for the kinds of informal interactions that give rise to caring relationships and mentoring” (Hamilton, S., Hamilton, Hirsch, B., Hughes, J., King, J., & Maton, K. 2006, p. 742).
As Zepke and Leach (2005) found, one of their ten proposals for improving student engagement is “creat[ing] learning that is active, collaborative and fosters learning relationships” (p. 171). We also know that engagement is increased by “students making a personal investment in learning..enhanced by relationships, rigor, and relevance in our classrooms” (National Research Council and the Institute of Medicine[NRC] 2004). It is clear that ‘both academic and social aspects of school life are integral for student success”(Christenson, Reschly, Appleton, Berman-Young, Spanjers, Varro, 2008, p. 1101).
We will explore how collaboration between high school students and kindergarten students allows for development of relationships that will foster greater motivation and engagement while providing opportunities for younger students while encouraging self-reflection. We are going to attempt to show the benefits of mentoring for the high school students will increase their engagement. Beltman & Schaeben (2012) stated “The experience of mentoring contributed to the mentors' emotional and personal growth as they gained confidence, taking pride in their role as a mentor and being a role model for their mentees" (p. 40). Studies have shown personal outcomes such as a sense of satisfaction and achievement through helping others (Shrestha, May, Edirisingha, Burke & Linsey, 2009), and increased self-awareness and confidence (Heirdsfield, Walker, Walsh & Wilss, 2008). Social outcomes have included an enhanced sense of connectedness (Terrion, Philion & Leonard, 2007), and inter-cultural friendships (Devereux, 2004)” (p.34).
Project Design:
We are also attempting to demonstrate how “Alberta students demonstrate leadership in their personal lives and in their communities. They seek to provide guidance, inspire others to action and direct or influence others to achieve a shared purpose or vision” Alberta Education (2011). And how working together we can promote inquiry as “Schools ought to be places of robust inquiry that: engage students in meaningful, purposeful, worthy work. Work that is authentic, intellectually and emotionally engaging” (http://galileo.org/teachers/designing-learning/articles/why-inquiry/)
Once a week for 10 weeks the high school students will accompany the kindergarten students on a photography excursion. Each session will begin with an ice breaker type activity based on a self-regulation (some examples can be found here). While out the high school students will journal the behaviour and actions of the students while pictures are being taken, asking specific questions, such as why are you taking that picture, how does it make you feel, etc.
As part of the training for the high school students to be mentors we will be requiring the high school students to investigate solutions to 3 possible difficult solutions (refusal to participate, goofy/silly behaviour, and inability to keep their attention on the required task) prior to the commencement of working with the students. They will also receive training in how to interact with the kindergarten students, possible topics of conversation, what to expect when out with the students, what acceptable behaviour is for both themselves and their kindergarten student, and safety considerations when out of the school.
Procedure for project:
- Kindergarten students will focus on their inquiry project looking at perspective through the lens of photography. The high school students will act as mentors and collaborators in the weekly photo walks and interact with the children to bring awareness and implement some strategies to increase self regulation.
- High school students will target/comparison study comparing the feelings/emotions of students while taking pictures to their description of the picture, in addition to the actual picture. High school students will do a reflection/survey after each day to record if any targeted behaviours were observed, and if so, how they were dealt with.
- We also intend to have the high school students keep a journal of how their observations of the kindergarten students behaviours and responses to their researched problem solving solutions. In addition, we will also ask students to reflect upon their work as mentors, which can be kept in a variety of methods: blog, written, video log, etc. and we will use guiding questions they can pick from and reflect upon.
References:
Alberta Education (2011). Framework for Student Learning Competencies for Engaged
Beltman, S., & Schaeben, M. (2012). Institution-wide peer mentoring: Benefits for mentors. The International Journal of the First Year in Higher Education,3(2), 33-44. http://espace.library.curtin.edu.au/cgi-bin/espace.pdf?file=/2013/03/12/file_1/189919\
Christenson, S. L., Reschly, A. L., Appleton, J. J., Berman, S., Spangers, D., & Varro, P. (2008). Best practices in fostering student engagement. In A.Thomas & J.Grimes (Eds.), Best Practices in School Psychology V (pp. 1099–1120). Washington, DC: National Association of School Psychologists.Retrieved from: http://ell-bilingual.ahsd25.wikispaces.net/file/view/
Hamilton, S., Hamilton, Hirsch, B., Hughes, J., King, J., & Maton, K. (2006). Community contexts for mentoring. Journal of Community Psychology, 34(6), 727-746. doi: 10.1002/jcop.20126
National Research Council and the Institute of Medicine[NRC] (2004).
Zepke, N. & Leach, L. (2005).Improving student engagement: Ten proposals for action. Active Learning in Higher Education, 11(3), 167-177. doi: 10.1177/1469787410379680