Author: berryk

C2C PSA Day 2020

On October 23, 2020

I began the third session of the day with the statement, “Good morning – I have the honour to live and work in the traditional unceded territory of the Lheidli T’enneh First Nation (Prince George). I am an Elementary Teacher Candidate in SD#57.” Little did I know, the presenters had intended to ask us as participants to share our local stories of self. Place is as important to one’s development as family. Not only are we influenced by the people around us, our character is built upon the ground we stand on. Our experiences, interests, means of expression and reflection, and our paths in life are greatly influenced by our place.

We were asked to participate in breakout groups, sharing our stories of place and what resonated with us from our own K-12 education. Honestly, I am unsure if I was just desperate for human interaction (COVID-19 has taken a toll on many of us), or if I was just high on caffeine, but I loved every second of the session. I loved hearing the stories, seeing the flash of youthful energy in my peers’ eyes as they recalled their favourite places and spaces. It was a wonderful way to connect the topic to our own lives and experiences.

But I fear I may have jumped too far ahead. The morning began with an important welcome and update from Teri Mooring, BCTF. She informed us that she had just had her first meeting with Dr. Bonnie Henry, Provincial Health Officer, yesterday. Yesterday! I was shocked by this news. It was surprising to me that the BCTF had not been consulted at any time during the planning and implementation of the 2020 Restart Plan. Despite this, it is hopeful that continued discussion is planned for the future.

I learned about so much during the day’s sessions. From the value of place to the importance of mental fitness, I was truly impressed with the quality of the presentations. I learned about myself as a person, educator, and learner. Never have I had so much self-exploration as I have in the past few weeks. I truly am honoured by the opportunities created by the School of Education at UNBC.

September 25, 2020 – Pro-D Day

by berryk

On October 15, 2020

In Uncategorised

On September 25, 2020, we had the opportunity to attend both the POPEY and Indigenous Day of Learning talks. These incredibly informative conference-style talks were part of our professional development. I would like to share some of the themes and concepts from these two conferences.

My morning began with the POPEY conference. The theme was literacy in primary grade levels. One of the most striking concepts under discussion was the idea of diversity. We, as both learners and human beings, learn and think in unique ways. For instance, some of us are more visual learners, while others rely on oral stories, or perhaps hands-on approaches. We tend to teach what we know best, and visual learners will often teach using more visuals. Unfortunately, this approach means that students with other strengths may be overlooked. A good way to promote inclusivity in the classroom is to teach in diverse ways, using a variety of visuals, oral, and hands-on approaches.

We then discussed ways in which we can incorporate literacy into the classroom. We talked about the concept of teaching word families (such as the -at word family). Teaching word families makes it easier for students to start to recognize word sounds and sight words.

We also discussed how to include every student, and how students can be encouraged to open up and discuss their feelings. One interesting concept that was introduced is known as the Hand of Knowledge. This is a tool that can be used in the classroom to promote sharing, discussion, and relationship-building. It is important for students to feel connected with their peers, as well as their teachers.

Overall, the POPEY conference was incredibly eye-opening to me as both a learner and educator. The group sessions and concepts introduced during the conference were especially enlightening. The material presented was geared towards primary grades, something that is of great interest to me as an educator.

After the POPEY morning was complete, it was time for the Indigenous Day of Learning. Unfortunately, I had missed the majority of the presentations by the time I was finished at POPEY. I was able to catch part of the Systemic Racism presentation, which was informative and eye-opening for me. Although I realize that racism is still an issue in today’s society, I was shocked to learn to what extent it is still happening. The speaker described how he has felt marginalized throughout his lifetime, to the point where he shared the common racist terms he has heard over the years. It is something I can never fully understand, as a person of the Caucasian majority. I do, however, deeply empathize with the struggles of marginalized groups. I cannot even begin to imagine what life is like for the speaker, and I want to be a part of the solution to this systemic problem. We, as educators, must work to promote equality, inclusivity, and diverse learning approaches.

One Month In… B.Ed Program at UNBC

by berryk

On October 7, 2020

In Uncategorised

To say that this has been a whirlwind of a first month in the Education Program is an understatement. My self-development, learning, and teaching goals have been solidified, along with my understanding of the education system in place today.

Some of my biggest learning thus far has been about myself, and the history and cultural implications of the education system. We have explored some of the acts of reconciliation in terms of the First Peoples Principles of Learning (FPPL) and the Professional Standards for BC Educators. Delving deep into these concepts has been absolutely eye-opening for me as both a learner and a teacher.

One unexpected, and welcome, piece of learning this past month has been my own understanding of my learning style, my self-discipline, and self-guided learning. I will discuss this in more detail below.

I have always embraced diversity. At least I thought I did. I like to think of myself as a capable teacher, but I admit that I have had a narrow-minded approach in the past. I am highly visual, and I suspect that the majority of my teaching techniques are also visual. Seeing the teachers in action at my first day of practicum, I was amazed at their ability to incorporate visual, oral, hands-on, and reflexive learning techniques.

We are getting practice teaching by doing presentations, especially in EDUC346 and EDUC446. We are getting the opportunity to work with other Teacher Candidates in order to more effectively convey information to learners (our peers).

I am learning about myself throughout this first month of learning at the UNBC Education Program. I am a very social person. This is nothing new to me, as I recognize my own social needs. What is new to me, however, is the essential nature of these social connections. Connecting with our peers on a personal and professional level will lead to better success in this program. Furthermore, knowing our own needs and learning style will help us to become competent teachers.

Digital Literacy

by berryk

On September 20, 2020

In Uncategorised

I struggled to find a simple definition of digital literacy. In theory, it is simple. It is literacy in a digital environment. Despite my simplistic definition, it is actually more complicated.

Digital literacy is the ability to read, write, and evaluate information on various digital platforms. Digital literacy is especially important today. In most countries around the world, students, teachers, and the general public are exposed to forms of literature on a daily basis, whether it is digital media, or simply a newspaper. Much of our work and play occurs online these days. Our ability to review and evaluate the information provided to us greatly determines our success in school, work, and business. As most of the information that we are accessing today is digital, our digital literacy is more important than ever (Mcclurken et al., 2013).

Students are now required to be able to do research online, compose papers, and evaluate others’ research on school subjects/topics. We are faced with multiple forms of media throughout each day. Whether it is advertisements, literature, or art (music, poetry, news), we must constantly assess and digest information. “Increasingly, information is being offered in a new way: instead of black letters printed on a white page, the new format blends words with recorded sounds and images into a rich and volatile mixture” (Lanham, 1995, p.1). Truly, the way we access and interact with literature has changed.

Students are not only communicating with each other and information on the internet. “In addition to their peers, students can communicate with members of government, professionals in various fields, and online mentors” (Faigley, 1999, p.132). This concept is especially important to highlight, as information is not only more freely accessible, but now interactive. Being able to distinguish a credible source from an untrustworthy one is especially important for learners.

Personally, I would like to help my students navigate the digital platform, accessing, investigating, and digesting the information they interact with. I think creating a (private) blog would be beneficial to learners in the classroom. Blogging is a great way to convey personal opinions, compose well-researched written pieces, and to get a sense of contribution to the online community. Today, especially in light of COVID-19, online learning is becoming the new “normal.” I want to help my students by introducing them to the wonders of digital literacy in a safe, healthy environment.

There are many potential consequences of online education and developing digital literacy in the classroom. Safety and personal security of information is important to maintain. There are potential risks involved in blogging students’ stories and personal thoughts. There are, however, endless positive consequences of accessing digital literacy at a young age (for instance, in elementary school). Children are being exposed to online communities at younger and younger ages. Creating digital literacy at a young age, in a safe, healthy manner may actually help students to stay safe in their own forays into the online world at home.

https://mediasmarts.ca/digital-media-literacy/general-information/digital-media-literacy-fundamentals/digital-literacy-fundamentals

References List

Faigley, L. (1999). Beyond Imagination: The Internet and Global Digital Literacy. In HAWISHER G. & SELFE C. (Eds.), Passions Pedagogies and 21st Century Technologies (pp. 129-139). University Press of Colorado. doi:10.2307/j.ctt46nrfk.10

Lanham, R. (1995). Digital Literacy. Scientific American, 273(3), 198-200. Retrieved September 18, 2020, from http://www.jstor.org/stable/24981795

Mcclurken, J., Boggs, J., Wadewitz, A., Geller, A., & Beasley-murray, J. (2013). Digital Literacy and the Undergraduate Curriculum. In Cohen D. & Scheinfeldt T. (Eds.), Hacking the Academy: New Approaches to Scholarship and Teaching from Digital Humanities (pp. 80-86). Ann Arbor: University of Michigan Press. Retrieved September 18, 2020, from http://www.jstor.org/stable/j.ctv65swj3.20

Mrs. Lam and the Hourglass of Learning

by berryk

On September 14, 2020

In Uncategorised

One of my most influential teachers was my grade4/5 teacher, Mrs. Lam. Mrs. Lam met me when I was 9 years old. She really encouraged me to tap into my love of learning and comprehension. She challenged me and strongly suggested that I focus on being more present in class, to actively participate in my learning. Mrs. Lam once told my mother that I would really blossom in the next year (grade 5), and she was correct. I started really diving deep into the class assignments and homework. I wanted to improve my grades, but also my deeper understanding of the material. Mrs. Lam once described my brain as an hourglass-shaped funnel. I never really appreciated her description until pursuing my Bachelor of Science at the University of Northern British Columbia. I really connected with the concept of a funnel or hourglass when it comes to learning new concepts, writing an essay, or doing research.

Metaphor for teaching and learning: the hourglass.

When learning a new concept, you gather all of the information and funnel it into a deeper understanding of the specific topic. Once you have mastered this deeper understanding, you can then extrapolate it and begin to grasp more general information, and other related concepts. Students are continually learning and observing. They are constantly funneling new concepts into specific pieces of information, or facts. These learned facts then can help them to understand deeper, wider, and more general concepts about the world around them. In a sense, it is a lot like writing an essay. You begin with a general introduction to a topic, then move into specific points (the body of the essay), and eventually broaden your points to relate to the concept itself (conclusion).

In learning and teaching, you begin with the general information, develop a deeper appreciation and understanding of the facts, then synthesize new or related information from the research.