Research Results

Impact of the IMYM Project on Grade 7 Pilot Teachers: A Follow-up Report

March 2000

Prepared by Distance Learning and Information Technologies Unit, Program Development Branch, Manitoba Education and Training

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2.0 "Think-Pair-Share" Self-Reflection

Pilot teachers used a "Think-Pair-Share" strategy to reflect on the following questions. The following illustrates how pilot teachers responded.

2.1 What skills did I develop this year, through piloting the Balance and Harmony interdisciplinary unit?

Technical Skills

  • software application skills (concept-mapping, web page creation, electronic presentation, etc.)
  • digital camera skills
  • technology/computer skills
  • file management skills
  • troubleshooting/problem solving skills
  • CD burning/electronic portfolio creation skills

Pedagogical Skills

  • setting up learning centres/collaborative learning/different class structure(s)
  • interdisciplinary instruction/teacher as facilitator skills
  • skills in integrating technology into learning experiences
  • action research skills
  • learning how to build a problem solving environment
  • skills in motivating students to recognize their strengths
  • networking with other schools

2.2 How have I grown personally and/or professionally through piloting the Balance and Harmony interdisciplinary unit?

  • increased ability to work collaboratively in a teaching team
  • increased flexibility and willingness to take risks in teaching
  • increased ability to transfer skills to other teachersul
  • increased classroom organizational skills
  • increased comfort in allowing students to act as teachers
  • realization that using technology can be difficult for some students
  • increased patience with myself as a learner
  • increased comfort with higher noise levels in my classroom
  • realization that spending one-on-one time with my students allowed me to establish a better rapport
  • increased ability to reflect on how to improve the learning environment for next time

2.3 Other thoughts and connections…

Learning experiences

  • learning experiences should include instructions for learning centres (learning centres may or may not need a computer)
  • learning experiences should include an estimate of time required
  • learning experiences should include sample BLMs/activities/group work ideas from other schools
  • learning experience plans should be teacher friendly (e.g. have group rotation plans ready/specific things each group can be working on …)
  • students felt that there was too much self-reflection and meta-cognition
  • common planning time is needed to coordinate learning experiences with a teaching team
  • learning experiences in the Balance & Harmony unit should be more specific to outcomes
  • math component in the unit was difficult to integrate and so use of the TLE7 (The Learning Experience) should be emphasized more


  • giving technology-based homework was difficult since some students did not have a computer or an Internet connection at home
  • difficulty finding a substitute teacher who can use the technology


  • reinforced belief in the benefits of collaborative learning and ICT integration/interdisciplinary instruction
  • have gained a new understanding of students who don't understand new curricular concepts (now that I've experienced similar situations myself in having to work with so many new computer programs)