Tag: education

EdCamp UVic

On November 11, 2020

In Education, Reflections, Uncategorised

On November 6, 2020, I had the honour of attending and participating in one of the most interesting and captivating conferences I have witnessed. I speak, of course, about the EdcampUVic, 2020. Prior to beginning the conference, I had no idea what shape it would take. In lecture, our professor let us know that these conferences take on more of a discussion-type of theme. I was intrigued. Teachers and teacher candidates would be running the show? And we would all be answering the many questions bubbling in our minds? How could we possibly find out the answers that (seemingly) only experts would have?!

I had the pleasure of attending the “How to Use Group Work in the Classroom in an Effective Way” group. Luckily for us, many people joined our breakout room. At one point, it was the most populated breakout room. I took on the (sometimes shared) role as recorder, taking notes for the topic on the provided Google Doc. I really enjoy having a more active role in the group conversations, and note-taking keeps me focused and on-task. I was able to multitask, as I was leading some of the discussions in the group. It was wonderful hearing the opinions and perspectives from (new to me) peers.

We posed questions, commented on our thoughts and responses, then looked forward to new, related questions about group work. I really appreciated the level of discussion and engagement with the topic. Some of our prompting questions included:

Question 1: Issues with group work from your past/experiences?
Question 2: Is group work something you are interested in doing in your teaching?
Question 3: What do you do when you are in a group and you have someone that claims they want to do something but is not actually interested in working?
Question 4: Do you prefer students choose groups or are assigned groups?
Question 5: Giving students the option of group work/individual work? – and should any of it be mandatory?

Again, I was pleasantly surprised by the level of response to these important, thought-provoking inquiries. Our discussion group came to the conclusion that all these answers to the above questions are situation-specific. We all agreed on the merits and drawbacks of group work (for example, the lack of inclusivity when students create their own groups, but the ability to have autonomy in their learning). We all agreed that we have had both positive and negative experiences for ourselves in group work. We all agreed, most importantly, that group work (like most things in life) should be approached in moderation. It is a great tool, and definitely an approach that should be introduced early in life, but it is to be used strategically. Independence and autonomy are also important to learners, and striking a balance of group vs. individual work is the key in promoting a healthy learning environment.

Unfortunately, there was little on-topic discussion in the “Diversification in the Classroom to Reach All Learners” group. Sometimes that would happen, as less and less people stayed online after 1pm. Despite the hiccups in the other breakout groups, I found the experience in my group work breakout room thoroughly enjoyable and enlightening.

It turns out that, as future educators, we have the power to answer many of our own questions within the confines of our peers. That’s right. Our peers were the ones answering our burning questions. It was a fascinating and quite liberating experience. We have the power to move forward and become the teachers we always dreamed we would be. Sure, there is certainly more to learn in the Education Program before any of us can become certified teachers, but it is comforting to know that we are on our way. Together.

Learning Progressions

by berryk

On November 4, 2020

In ePortfolio

What are learning progressions? Why are they important? What did you learn from today’s learning activity?

Learning progressions are the continuum of learning of skills/content that are age appropriate, which are built upon towards more complex goals.

Learning progressions are a way of scaffolding a skill/learning outcome for learners, and for teachers to plan how to teach the specific skill/learning outcome. I found a quote from my readings that really helped to clarify what learning progressions are: “Although standards and curricula are often prioritized in educational documentation, it is the progress toward the standards and meeting curricular goals that is important. This “progress” can be seen as a roadmap which supports instructional planning” (Kim and Care, 2018).

Have you ever tried to write a lengthy essay without an outline? How about trying to find a new address without the help of a map or GPS? Trying to teach a complicated set of curricula without a roadmap to guide you is far more difficult than is necessary. Learning progressions allow the teacher to plan, guide, and reflect on their teaching of a new skill/concept.

How are learning progressions formed? “Typically, learning progressions are constructed on the basis of some sort of backward analysis. An educator first identifies a significant curricular aim and then asks, “What does a student need to know or be able to do to master this aim?”” (Ascd, n.d.). In other words, it is a sort of backwards chaining/scaffolding method. Conveniently, this is something I used to use and develop daily as a behaviour interventionist. It also reminds me of the acronym S.M.A.R.T. goals: you want to make sure the skill is specific, measurable, attainable, relevant, and done in a specified amount of time.

We completed a really interesting activity in class on October 30, 2020, wherein our groups had the task of creating a simple learning progression. It was difficult to do in such a short time, and even more difficult because we had to first decide on what skill/concept to progress towards. My team chose the skill of floor hockey, something I have always enjoyed, but honestly never excelled at myself. My group began by asking the question: “what are the basic skills you’d want to teach? At what age should teaching begin?” – and off we went. We decided to theoretically begin teaching the set of skills for floor hockey in Kindergarten, and progress through to grade 9 level. It was fascinating breaking up something as complex as floor hockey into the basic skills of the sport, and sportsmanship itself. We learned a lot about how we view sports in general, and realized that much of what we planned to teach would be transferable to other school-led sports activities. We also learned that there would have to be a significant level of flexibility for both the teachers and the students learning this skill. Some learners will naturally excel at sports, while others (like myself) may struggle. The key here is to have peer-support and comradery taught at the early stages, along with good sportsmanship and a basic understanding of the game itself.

All in all, we found this exercise especially enlightening… we all agreed that we could have used more time for discussions and theoretical planning, but we quickly understood that that was the lesson. Learning does take patience and time.

References:

Ascd. (n.d.). All About Accountability / The Lowdown on Learning Progressions. Retrieved November 04, 2020, from http://www.ascd.org/publications/educational-leadership/apr07/vol64/num07/The-Lowdown-on-Learning-Progressions.aspx

Kim, H., & Care, E. (2018, March 27). Learning progressions: Pathways for 21st century teaching and learning. Retrieved November 04, 2020, from https://www.brookings.edu/blog/education-plus-development/2018/03/27/learning-progressions-pathways-for-21st-century-teaching-and-learning/amp/

Kurt, S. (2020, August 18). Vygotsky’s Zone of Proximal Development and Scaffolding. Retrieved November 04, 2020, from https://educationaltechnology.net/vygotskys-zone-of-proximal-development-and-scaffolding/

Learning Progression Definition. (2013, August 29). Retrieved November 04, 2020, from https://www.edglossary.org/learning-progression/

Curriculum and Assessment

by berryk

On October 25, 2020

In Uncategorised

In my opinion, BC’s curriculum is a praxis. It is the thing that defines the practice of teaching. As educators, we need a set of guidelines and plans to follow in order to teach children. We use curriculum as a syllabus, a product, and a process of teaching and learning. BC’s curriculum has undergone some alterations in recent years. Although BC’s curriculum is still a guideline to follow, teachers have more autonomy to teach in various methods.

Assessment is an important part of teaching and learning. Teachers need to know how students are doing in order to better plan and design curriculum to suit those students. Assessments can be in for the form of summative or formative assessments. There is great value in both forms of assessment, as summative assessments are a one-way evaluation of the end of the learning process, and formative assessments are more inclusive, incorporating two-way conversations between student and teacher. Furthermore, formative assessments are on-going, while summative assessments are utilized at the end of the learning process. Our personal pedagogies are not necessarily static, instead, they are more fluid in nature. The use of assessments can help to inform and reshape our pedagogies, and develop our curriculum.

Assessments were always a huge motivator for me as a learner. The inner sense of accomplishment and the praise of my parents were the things that motivated me. I also wanted recognition from my teacher and the school in general. I do not recall specific lessons from my elementary years, but I know I retained the information necessary to excel in my high school career. I had built upon the many significant learning moments in elementary and high school… and assessments drove my motivation for learning. There were very few formative assessments that I was aware of in the elementary and high school days. Perhaps these assessments were taking place without my realization.

I think that much has changed since my days in public school as a learner. I am hopeful and very interested in learning more about myself, my personal pedagogy, and the BC curriculum. My passion for learning and teaching is only growing stronger as my time in the Education Program continues.

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.

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.