learning – Kathryn Berry e-Portfolio

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.

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.

Learning to Teach by Learning to Learn

Tag: learning

One Month In… B.Ed Program at UNBC

Mrs. Lam and the Hourglass of Learning