tag:blogger.com,1999:blog-54576771883474094462024-03-21T08:01:33.574-07:00Exploring 21st Century EducationBrock University Education BlogMiss Yateshttp://www.blogger.com/profile/13510686482515845838noreply@blogger.comBlogger10125tag:blogger.com,1999:blog-5457677188347409446.post-63591571779721521822015-03-28T21:49:00.002-07:002015-03-28T21:49:23.751-07:00Professional Development and Constant Reinvention <div class="MsoNormal" style="text-indent: 36.0pt;">
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<tr><td class="tr-caption" style="text-align: center;">http://techtechteach.com/page/4/</td></tr>
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<span lang="EN-US">As the semester
comes to a close, I am absolutely baffled by how fast it went. Not only do the
past 3 months seem to have flown but also the whole year seems like such a
blur. I am happy to say that this year I have gotten to immerse myself in a
variety of educational theories and experiences, leading to much excitement and
nervousness for the Faculty of Education next year. With all of this learning
in mind, my task with this blog is to somehow sum up exactly what I’ve learned
and reflect on the process of learning about 21<sup>st</sup> Century literacies
and skills. Hopefully in doing so I can also create a good reference for myself
in terms of resources that will benefit me in my future teaching endeavors. <o:p></o:p></span></div>
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<span lang="EN-US"><span style="mso-tab-count: 1;"> </span>As
a major part of our class blogging this semester we were asked to follow
different teacher blogs. In following these blogs there has been a great
personal capacity for learning and reflection. In seeing how other teachers
brand themselves, participate in a global discussion and share in the
development of a 21<sup>st</sup> Century identity I have been incredibly
fortunate to learn about the wide range of resources and support systems that are
in place to help teachers all over the world. I have specifically been
following three blogs over the later half of the semester, and will definitely
continue to do so in the future. Although my initial blogs unfortunately went
inactive, I was fortunate to come across three very distinctly different
resources. The first blog that I have been following is Larry Ferlazzo’s <a href="http://larryferlazzo.edublogs.org/" style="font-weight: bold;" target="_blank">Website of The Day</a><b>.</b>This blog is holds an
abundance of educational resources curated by Ferlazzo, aimed at teaching ELL,
ESL and EFL. Centered almost fully on web-based resources Ferlazzo makes it
very easy to find a new technological resource for your students. I think that
a lot of the time the digital world can be overwhelming, and knowing where to
start in your search can be daunting. I believe that this potentially could be
where a lot of push back comes from in terms of technology. It is great to
integrate technology and websites into your lessons but if you don't know where
to start it can be incredibly hard. I think that this is why Ferlazzo’s blog is
so wonderful. Ferlazzo fully embodies many 21<sup>st</sup> Century skills and
literacies in his blogging, tweeting and curating. With almost 45000 followers,
he opens the educational boundaries and pushes to share information in our
digital age. He looks to incorporate media literacy into the classroom for
students, but also makes it an accessible construct for teachers. By connecting
others so easily to the multitude of online resources, Ferlazzo reminds
teachers that BYOD and other
technological based educational lessons can be more rich than every imagined. If you don't know what BYOD is, check out this great informational video from the Peel District School Board. <o:p></o:p></span></div>
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<span lang="EN-US"><span style="mso-tab-count: 1;"> </span>The
next blogger that I followed throughout the semester is <b style="mso-bidi-font-weight: normal;"><a href="http://byodasap.blogspot.ca/" target="_blank">BYOD, ASAP</a>. </b><span style="mso-spacerun: yes;"> </span>Although this
blog isn’t updated as frequently as Ferlazzo’s, it offers valuable insight into
the process of integrating the BYOD movement into your classroom. This blog is
focused on a Secondary Math and Science classroom, where students are asked to
be metacognitive about their own learning. The blog is separated into project
ideas, teacher experiences and other thoughts and questions. Heather speaks
frequently about student centered learning, and how teacher understanding can
nurture this learning. Furthermore, this blogger is admittedly new to BYOD and
is “</span><span lang="EN-US" style="color: #1a1a1a; font-family: Arial; font-size: 15.0pt;"> </span><span lang="EN-US" style="mso-bidi-font-family: "Times New Roman";">convert[ing]
my classes over to BYOD, focusing on independent and proficiency-based learning”.
By sharing the process and journey with her followers, Heather is creating
accountability and transparency for the integration of 21<sup>st</sup> Century skills
into her classroom. As an experienced teacher followers watch her work with new
concepts and skills, and can see the ways in which students thrive in the BYOD
world. If you get a chance, I would really recommend reading <a href="http://byodasap.blogspot.ca/2015/03/pioneers.html" target="_blank">“</a><b style="mso-bidi-font-weight: normal;"><a href="http://byodasap.blogspot.ca/2015/03/pioneers.html" target="_blank">Pioneers”</a> </b>as it gives an incredible
amount of information surrounding teacher and student reactions to BYOD
integration. Heather contributes to the media and technological literacy of her
students, while showing other teachers her process. In showcasing this process,
I think that this blog shows that integrating technology isn’t the easiest or
most streamline process. However, if you work hard at it and do it properly,
the learning community that arises is absolutely incredible!<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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<span lang="EN-US" style="mso-bidi-font-family: "Times New Roman";"><span style="mso-tab-count: 1;"> </span>The last blogger that I followed
closely over the semester is <b style="mso-bidi-font-weight: normal;"><a href="http://www.heidisiwak.com/" target="_blank">Heidi Siwak(The Amaryllis).</a> </b>Siwak is a middle school teacher from Ontario who is
highly recognized for her teaching philosophy and strategy. She is a highly
metacognitive thinker, who constantly reflects on her own strategies and how to
foster similar understandings in her students. Her blogs are diverse in content
but offer great insight into the ways that she is always adapting and
developing herself as a teacher. Recently, Siwak has blogged about her
experiences of teaching students to recognize how negative feedback can be used
productively. She discusses how to take emotion out of the equation to
positively adjust projects for the most efficiency. Another set of blogs focus
on the projects that her students become immersed in, and how they are part of
the assessment and learning process. She also admits that she is sometimes
stuck on how to approach a concept or how to teach her students something in a
meaningful way. In approaching this as a learning opportunity Siwak also
discusses the importance of networking and learning from others. This
incredibly diverse blog touches on an incredibly amount of the 21<sup>st</sup>
Century skills and literacies. Student centered learning, project based
learning, moral education, collaboration and technological understanding are
just a few ideals that she grapples with in her classrooms.<span style="mso-spacerun: yes;"> </span>I also really appreciate her insight into the
Ontario classroom and seeing all the incredible learning she facilitates within
bounds of the Ontario curriculum. It is incredibly inspiring to see that she is
constantly bettering herself in the means of professional development, and
constant learning. <o:p></o:p></span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEja0XxA0DmUUaMAbkqR1xV09JxtsgGFINkjWXCM5fZV5aZQjaWnoFL8QUdg9TSMwYxNPBbzt_zWQ23BARmviD4Rw3fDTc6cnVFNSSoPlYcsaTKQVkju5AQIlIQzExZ7IqVl65cNvUAoD74/s1600/Professional+Development.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEja0XxA0DmUUaMAbkqR1xV09JxtsgGFINkjWXCM5fZV5aZQjaWnoFL8QUdg9TSMwYxNPBbzt_zWQ23BARmviD4Rw3fDTc6cnVFNSSoPlYcsaTKQVkju5AQIlIQzExZ7IqVl65cNvUAoD74/s1600/Professional+Development.png" height="320" width="314" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">http://nowvoyagereducation.com/professional-development</td></tr>
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<span lang="EN-US" style="mso-bidi-font-family: "Times New Roman";"><span style="mso-tab-count: 1;"> </span>In following these blogs I have
learned a lot. To see how other teachers are constantly reinventing their
teaching techniques and strategies to benefit their students is incredibly
inspiring. In seeing how each of these bloggers puts an incredible amount of
thought and work into their own professional development, it really puts into
perspective the ever changing world we live in. If you had told me when I was
12 that classrooms would now be using smart boards, or even computers to do
complex projects I would have been baffled. And although I personally have some
understanding of the 21<sup>st</sup> Century Skills that this generation is
currently working with, I definitely need to continue in my own professional
development. These blogger/teachers do not rest on the knowledge and skills
they walked out of the faculty of education with, and I think that their transparency
in the process of understanding new expectations is a great example for new
incoming teachers. <o:p></o:p></span></div>
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<span lang="EN-US" style="mso-bidi-font-family: "Times New Roman";"><span style="mso-tab-count: 1;"> </span>So… you may ask what I will take
away from this semester of educational learning, and I can honestly say that I
have learned a lot. I really appreciate our discussion surrounding branding
yourself and creating an online footprint. Although I have been taught to be
wary of social media and the negative side of it, I wasn't very aware of the
positive aspects of these platforms. In creating your own footprint online, you
are also creating a professional brand that allows for connection with
educators all over the globe. As a class we have created our blogs and group <a href="https://www.pinterest.com/educ4p29/" target="_blank"><b>P</b><b style="mso-bidi-font-weight: normal;">interest</b></a> page while learning of the
positive implications of other resources like <a href="https://twitter.com/AEYates93" target="_blank"><b>T</b><b style="mso-bidi-font-weight: normal;">witter</b></a> and <b><a href="http://www.cubeforteachers.com/" target="_blank">C</a></b><b style="mso-bidi-font-weight: normal;"><a href="http://www.cubeforteachers.com/" target="_blank">ube for Teachers</a>. </b>In doing so, we have already begun to network with the ever
growing group of educational professionals that are out there. In doing so, we
have also learned that the educational world is a broad and welcoming
community, and in this community is a wide range of peers willing and ready to
help whenever needed. Personally, I think something that I have taken away from
this experience is the unbelievable depth to the resources available for
engaging and meaningful learning. In watching Susan Kwiecien create a QR code
of her voice recording,<span style="mso-spacerun: yes;"> </span>I had an
epiphany. I have not even scratched the surface of meaningful ways to engage
and identify with future students. The possibilities are limitless and I think
that it has been an eye opening experience seeing the ways that teachers have
to constantly adapt to new and developing students. <o:p></o:p></span></div>
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<span lang="EN-US" style="mso-bidi-font-family: "Times New Roman";"><span style="mso-tab-count: 1;"> </span>And with that, I end my final blog
for this course. Yet, I have a feeling that this wont be the end of this blog.
As I find myself entering another summer job within a primary classroom, and of
course the Faculty of Education next year I think that this will be a great
resource for reflection and understanding. I look forward to continuing my
experiences in the great online educational community, and can’t wait to see
where this global community takes me next. <o:p></o:p></span></div>
Miss Yateshttp://www.blogger.com/profile/13510686482515845838noreply@blogger.com3tag:blogger.com,1999:blog-5457677188347409446.post-5516917729799219502015-03-16T14:50:00.001-07:002015-03-16T15:37:55.663-07:00Building A Community Among EducatorsAs I come contemplate the ending of my undergraduate degree, I am becoming more and more aware of how nervous I am about teachers college. In the concurrent education program we are beginning to get more and more information about how teachers college will run, and with this I will admit that I have a fair amount of apprehension. I believe that this comes from a lack of practice with lesson planning, unit design and the understanding of curriculum documents. I am very thankful for the practice I have gotten through a few educational based classes; however, I do wish that I had even more practice. I am aware that a lot of my peers are also feeling the same way, but that doesn't stop a lot of my questioning surrounding my potential merits as a teacher.<br>
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Last week, our Education class was very fortunate to have a guest speaker come into our lecture. Susan Kwiecien (along with a business partner) discussed with us her personally created resource <a href="http://www.cubeforteachers.com/" target="_blank">Cube For Teachers</a>. This educational database invites teachers (working within the Ontario curriculum) to share resources with other teachers, broadening the database of activities, ideas and lessons available to the Ontario Teacher. What is so wonderful about this, is that all the sources are verified to be in line with the Ontario Curriculum guidelines, and allows for teachers to effectively find and manage their own resource base online. Honestly, I was so excited and thrilled to look deeper into "The Cube" and fully understand its capabilities. In the broad horizons of the 21st Century educational skills we have been studying in class I have been very focussed on how 21st Century skills and literacies can positively benefit a student yet, I failed to fully imagine how these tools and resources can also benefit a teacher.</div>
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As I continue to find myself unsure about my prospects in teachers college, finding resources like "The Cube" help to reassure me that we are not alone in our place within the educational system. Seeing the ways in which teachers from across the province (and country) can positively affect each other as well as their willingness to share is a very positive notion. Gone are the days of long Google searches where individuals were asked to find their own resources and situate them within a curriculum approved context. Instead comes an online community in which teachers help each other to situate these resources, where teachers themselves become the curators if their own online platform. In learning about these resources something hit me. That as teachers, we will not be alone in our work.<br>
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It sounds silly, but in my trepidation surrounding my future career, it never occurred to me that there is a very prevalent social support system within the education world. Not only will we have our peers and professors during teachers college, but every placement and volunteer opportunity can potentially lead to the creation and development of ones social network. Furthermore, with the emergence of online communities such as OSSEMOOC or Cube For Teachers, educators and teacher candidates are invited into a conversation with a broad and welcoming network of peers. In the 21st Century context, educators are asked and able to integrate technology into their classrooms. In the BYOD generation, where most students have some sort of technology teachers are asked to make learning come alive with technology. Teachers; however, forget about the capacity for professional development as a result of online resources and communities. In seeing Cube For Teachers I think it is plain to see that the capacity for technological learning does not stop with our student, and instead extends into the pedagogical approaches and support for ourselves as well. </div>
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Miss Yateshttp://www.blogger.com/profile/13510686482515845838noreply@blogger.com7tag:blogger.com,1999:blog-5457677188347409446.post-84409394523789079082015-03-02T15:30:00.002-08:002015-03-02T15:30:54.268-08:00A Day of Online Learning<div class="MsoNormal">
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<span lang="EN-US">In my University career, I have only a few
times come up against assignments and projects that were open ended. In these
open ended projects many a times we have been given very basic outlines (for
example use at least 3 drama conventions) to create a sort of assignment that
fits your own learning style and personal story. Every time I get these project
outlines, I automatically find myself in a panic. When given the freedom to
define my own learning and look for content that fits me in the context, I find
the possibility of finding something that is “good enough” to be incredibly
overwhelming. I am finding this right now in one of my English classes, where
we have been asked to create our own presentation about anything to do with a
specific genre. I think what I am having such a hard time with is the open
ended nature of the assignment, and the possibility of not fully being able to
find what really interests me in terms of this genre.<o:p></o:p></span></div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgqLUW9NNlDWUKE2yoJ1b6GGe1eU2Q516FgBqSdzQ3gJqPUUUl6zs3ik2TlKpicwsRml7xz-36ia49KkQtmhv75CI67HQt0guFASfgVTdiCLlKqN4c9CGRy9vi3pyMca0N7mLtho5Em7D0/s1600/images.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgqLUW9NNlDWUKE2yoJ1b6GGe1eU2Q516FgBqSdzQ3gJqPUUUl6zs3ik2TlKpicwsRml7xz-36ia49KkQtmhv75CI67HQt0guFASfgVTdiCLlKqN4c9CGRy9vi3pyMca0N7mLtho5Em7D0/s1600/images.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">http://galleryhip.com/confused-smiley-face.html</td></tr>
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<span lang="EN-US">How does this
relate to education? Well this past week our education class was asked to
access a variety of online educational resources that better showcased some of
the front-runners in educational development. In doing so, I was pleasantly
surprised to find so many great videos and blogs from educators and policy
makers surrounding new and inventive fashions to engage students. One major
aspect of a lot of these websites was “Project Based Learning”. In this kind of
learning students are asked to ask questions and investigate an authentic area
of discovery. An example of this approach can be found at the “Inquiry Hub”
website, where students are asked to frame their learning within 1 of 3 themes
or streams of study. These are Community and Global Issues, environmental
sustainability, and media arts and technology. Furthermore, instead of having a
“old story” lecture style set up, students are given the ability to inquire
through workshop and collaborative practice. It is in this new distinct style
of schooling that students are able to base their understanding in authentic
open ended questions, with complex and ever changing answers.</span></div>
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<span lang="EN-US"><span style="mso-tab-count: 1;"> </span>Looking
at all the incredible resources in terms of Project Based Learning in sighted a
questioning for me. Why at the University level do I so dramatically reject the
notion of authentic learning, and the ability to decide my own questioning? I
remember first coming to University and being very thrown off by the
possibility of making my own choices in regards to educational discipline and
assessment. Was I trained in the “old story” to only follow directions, and
engage in unauthentic educational possibilities? And if so, did my ability to
critically think and work through complex issues become dejected? Personally I
think that it takes practice, but eventually we as “old story” learners will be
able to develop into the “new story” and away from inauthentic education. <o:p></o:p></span></div>
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<span lang="EN-US">As a future
educator, I can really see the merit in authentic and inquiry based learning. When
looking at how students can engage so deeply in their inquiry based projects,
it is amazing that many of these models are not more fully integrated into the
curriculum. I really am excited to attempt to use some of these great ideas
with my own future classes. Check out these great resources!</span></div>
<div class="MsoNormal" style="text-indent: 36.0pt;">
<span lang="EN-US"><a href="http://www.hightechhigh.org/?show=schools" target="_blank">http://www.hightechhigh.org/?show=schools </a></span></div>
<div class="MsoNormal" style="text-indent: 36.0pt;">
<a href="http://www.inquiryhub.org/" target="_blank">http://www.inquiryhub.org</a></div>
<div class="MsoNormal" style="text-indent: 36.0pt;">
<a href="http://galileo.org/" target="_blank">http://galileo.org</a></div>
<div class="MsoNormal" style="text-indent: 36.0pt;">
<a href="http://bie.org/" target="_blank">http://bie.org</a></div>
Miss Yateshttp://www.blogger.com/profile/13510686482515845838noreply@blogger.com1tag:blogger.com,1999:blog-5457677188347409446.post-47804221615974351592015-02-08T16:25:00.002-08:002015-02-08T16:26:01.528-08:00Helping Students With Learning Disabilities <br />
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEivtgyau11Wwvw0t7RKQOFiGaHTb0TlaClJYj86uX80FkbzJjtee9ASDSwlF9_IxjOt71dcARESRLBV_JbVJBm5pVkD-FyPjvqVMWyHwq1QCOiW-ajxPro_NyQ0VbWVuowpc3cmRrsG8-Y/s1600/Dyslexie+2.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEivtgyau11Wwvw0t7RKQOFiGaHTb0TlaClJYj86uX80FkbzJjtee9ASDSwlF9_IxjOt71dcARESRLBV_JbVJBm5pVkD-FyPjvqVMWyHwq1QCOiW-ajxPro_NyQ0VbWVuowpc3cmRrsG8-Y/s1600/Dyslexie+2.jpg" height="319" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">http://www.mnn.com/health/fitness-well-being/blogs/designer-recreates-alphabet-to-help-dyslexics-read</td></tr>
</tbody></table>
This past week I was perusing the internet to find some fun activities for a few of the children that I tutor, and came across an incredibly interesting article. The article is about a Dutch graphic designer who created a new typeface called "Dyslexie". This new font hopes to help individuals (like himself) with dyslexia. If you are interested, this is a great video fully explaining the scope of the font, and how it works for individuals with dyslexia. <a href="http://vimeo.com/85075132" target="_blank">http://vimeo.com/85075132</a><br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgyLv8jYIdDfp56ioTKF8pBQjj2FBPJkBOBWIy9UErnQpMFApl6WueSlU-NbAKL-ZQSJylYn_zAU9ip8MpYbiBROvDY3vEzxVOB7Ikrgj8fBY2TK-YvHUkOOE6YjqgaiBXG9Qhzahdk688/s1600/Dyslexie.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgyLv8jYIdDfp56ioTKF8pBQjj2FBPJkBOBWIy9UErnQpMFApl6WueSlU-NbAKL-ZQSJylYn_zAU9ip8MpYbiBROvDY3vEzxVOB7Ikrgj8fBY2TK-YvHUkOOE6YjqgaiBXG9Qhzahdk688/s1600/Dyslexie.png" height="426" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">http://themighty.com/2014/11/this-man-invented-a-font-to-help-people-with-dyslexia-read/</td></tr>
</tbody></table>
As you can see above, the way that the "p", "b" and "d" are created are slightly different; however, for an individual with dyslexia they can make a huge difference in the way that one can read. Furthermore, in having a new accessible typeface students will hopefully develop a higher sense of confidence and self esteem in regards to their reading and academic abilities.<br />
To me, I think that this new design really seems to fall into the realm of 21st Century educational skills as well as 21st Century advances. I think that it is incredible, that we live in a world where something as simple as a font size can so drastically change the life of a student or person with dyslexia. As we often discuss in education classes, making accommodations for students (while not always easy) is so incredibly beneficial to their own education and outlook on education. With so many new technologies, and understandings in terms of learning disabilities and other exceptionalities this font is just one example of the strides being made towards an inclusive and beneficial system of schooling for all.<br />
<br />
The full article can be found on;<br />
<a href="http://themighty.com/2014/11/this-man-invented-a-font-to-help-people-with-dyslexia-read/" target="_blank">http://themighty.com/2014/11/this-man-invented-a-font-to-help-people-with-dyslexia-read/</a>Miss Yateshttp://www.blogger.com/profile/13510686482515845838noreply@blogger.com3tag:blogger.com,1999:blog-5457677188347409446.post-83412533594201694002015-01-26T14:16:00.003-08:002015-01-26T14:17:25.429-08:00Starting A New Chapter: 21st Century Literacy<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhWC-wH8CaJwHFKqGFtxBFtK719oTxZUWo4VdGz1zogssy6snTc_jb5FU4CG-UAhW6atkARIuW6fmtjz-lMRc-OQgbHlAeemaFDJ9EaRLzKJy5cafFzWOheQpJXeUJDWCOxSTWAa-gSZuE/s1600/21st+Century+Learning.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><span style="color: black;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhWC-wH8CaJwHFKqGFtxBFtK719oTxZUWo4VdGz1zogssy6snTc_jb5FU4CG-UAhW6atkARIuW6fmtjz-lMRc-OQgbHlAeemaFDJ9EaRLzKJy5cafFzWOheQpJXeUJDWCOxSTWAa-gSZuE/s1600/21st+Century+Learning.png" height="210" width="400" /></span></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: xx-small;">http://www.hendersoncountypublicschoolsnc.org/instructional-technology/resources-by-topic/curriculum-resources/twenty-first-century-skills/</span></td></tr>
</tbody></table>
Im back! I will admit that at the end of last term I was contemplating the idea of continuing this blog; however, life got a little busy and I but it on the back burner. Therefore, I am quite happy to be writing blogs again for another education class at Brock University. This next set of blogs will be more focused on concepts I am learning relating to 21st Century Literacies and the different ways that we can integrate them into our own teachings. To start off I will admit that I didn't know very much about 21st Century Literacies when I signed up for this course. I originally thought that it would maybe deal with English literacy, and somehow relate to my teachable subjects English and Drama. Although I was quite wrong on the English side, I do now realize that all the different literacies we will be examining throughout the term have broad implications for every teachable subject and every learner.<br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjP1ZUUEZQoWTlyryGUtocYWhckfbJfAhQ5UpeulDL9Q-i9uQb0T0Iw_FJxfnAhFFE8G_9-ZDvYzb2AqNi5oZcXespP6hAZ2Zay6JHOUXNYBO5hcxy7BSCQqZ0bWhF9ZAH_xGK3jspDIBk/s1600/stw-ariel-infographic.gif" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><span style="color: black;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjP1ZUUEZQoWTlyryGUtocYWhckfbJfAhQ5UpeulDL9Q-i9uQb0T0Iw_FJxfnAhFFE8G_9-ZDvYzb2AqNi5oZcXespP6hAZ2Zay6JHOUXNYBO5hcxy7BSCQqZ0bWhF9ZAH_xGK3jspDIBk/s1600/stw-ariel-infographic.gif" height="640" width="334" /></span></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">http://www.edutopia.org/stw-financial-literacy-infographic</td></tr>
</tbody></table>
This week, I was asked to prepare a presentation surrounding financial literacy. Now when I chose this topic, I didn't really put much thought into it and upon further reading I realize that my breadth of knowledge in this specific literacy is very limited. Furthermore, there was a very poignant example in an article by Adrianna Kezar and Hannah Yang entitled "The Importance of Financial Literacy" that centred around a fictional University student and the financial problems he found himself in. In this article Kezar & Yang discuss "James" a student who eventually drops out of his University as a result of financial hardships. Kezar and Yang cite poor budgeting, understanding of economy and ultimately poor financial literacy for James' problems. Although the article continues to discuss procedural adjustments useful to University and College students already at school, we can also look at financial literacy and education as important starting as early as grade 1. Financial literacy is more than a ideal to financial problems, but rather the purpose of financial literacy is to act in a preemptive, preventative fashion, saving students from issues later on in life.<br />
<div style="text-align: right;">
Here is an info graphic that outlines the current American economic status, especially in young people. As you can see, by factoring in the current trends and problems with finances (especially in young people and their habits) it is important to develop financially literate citizens to foster a more positive financial economy. At this point in our economic states, it seems as if financial literacy is more important than ever. </div>
<div style="text-align: left;">
Financial literacy itself can be defined as "<span style="text-align: center; text-indent: 0in;"><span style="font-family: inherit;">“The improved understanding of financial
products, services and concepts so students are empowered to make informed
choices, avoid pitfalls, know where to go for help and take other actions to
improve their present and long term financial wellbeing" (</span></span><span style="font-family: inherit; text-align: right; text-indent: 0in;">Kezar</span><span style="font-family: inherit; text-align: right; text-indent: 0in;"> </span><span style="font-family: inherit; text-align: right; text-indent: 0in;">& Yang 2010). To further understand how financial literacy can be integrated into the classroom, check out this youtube video that was located on Edutopia. </span></div>
<div style="text-align: center;">
<span style="font-family: inherit; text-align: right; text-indent: 0in;"><a href="https://www.youtube.com/watch?x-yt-ts=1421914688&x-yt-cl=84503534&v=RjufCz0j0PE">https://www.youtube.com/watch?x-yt-ts=1421914688&x-yt-cl=84503534&v=RjufCz0j0PE</a></span></div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjPsn6xqfIbY8KXMCwREmFJ7Vqco0gkTfgRk_jIYlK3SNQHTpieAC4ZyAKZg4Ys5UmWJJe32-5mJCaYmdEzrSQ6WerdsR_FQ4Bz-lnTxNl3p7O8n1j9l1wdYWSBv7FEtPaMq3v4F4KLi-I/s1600/piggy+bank.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><span style="color: black;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjPsn6xqfIbY8KXMCwREmFJ7Vqco0gkTfgRk_jIYlK3SNQHTpieAC4ZyAKZg4Ys5UmWJJe32-5mJCaYmdEzrSQ6WerdsR_FQ4Bz-lnTxNl3p7O8n1j9l1wdYWSBv7FEtPaMq3v4F4KLi-I/s1600/piggy+bank.jpg" height="170" width="400" /></span></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">https://sites.google.com/site/sisathleticsandactivities/home/financial-literacy-through-games</td></tr>
</tbody></table>
<div style="text-align: left;">
I bet you're wondering why I have gone into so much detail about financial literacy! Well firstly, it is fresh in my mind and something that I really wanted to talk about. But secondly, financial literacy in itself is something that was lacking from my education. I am not sure if I missed out because I took more fine arts and social science based courses in high school (although the Ontario Ministry of Education outlines how to integrate financial literacy into all areas of learning) or simply it wasn't taught. But this is something that I know I struggle with now, and something that I wish my education had centred around. Budgeting, financing and bank loans are all areas in which I struggle to understand and excel in. Furthermore, at this point I personally feel very behind compared to my peers in understanding economy and how to keep finances in check. Just like all the other literacies we have studied so far, I would argue that financial literacy is an integral life skill, and that not being aware of the aspects of financial literacy can have a detrimental effect to overall quality of life. </div>
<div style="text-align: left;">
I really look forward to learning more about the different 21st Century literacies, and how to integrate them into our future unit and lesson plans. Although these concepts are very new to me, I think that because they are so rooted in life skills with real life connections they will become incredibly important to our education as future teachers. </div>
Miss Yateshttp://www.blogger.com/profile/13510686482515845838noreply@blogger.com1tag:blogger.com,1999:blog-5457677188347409446.post-45663923889255501652014-11-25T08:34:00.002-08:002014-11-25T08:36:51.604-08:00Finding Your Passion <div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhNiHMmS1hS1zmY4MN-DrMk4cOePxdd2SeCpYFYgyLWziI-mwpGfXlY_kvgUHVL0tJ5QuoUcquxWVMMzKpIPpqFrO4xE-Plza46JDdsPpGOkgVhTmL8OAqvjBzehfan-MryXzhYQCEtIJ8/s1600/group.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhNiHMmS1hS1zmY4MN-DrMk4cOePxdd2SeCpYFYgyLWziI-mwpGfXlY_kvgUHVL0tJ5QuoUcquxWVMMzKpIPpqFrO4xE-Plza46JDdsPpGOkgVhTmL8OAqvjBzehfan-MryXzhYQCEtIJ8/s1600/group.jpg" /></a></div>
<div class="separator" style="clear: both; text-align: center;">
<span style="font-size: xx-small;">http://aptaujucentrs.com/en/page/pakalpojumi/centrs-diskusijam-un-testiem/fokusa-grupu-diskusijas</span></div>
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<span lang="EN-US"><br /></span></div>
<div class="MsoNormal" style="text-indent: 36.0pt;">
<span lang="EN-US">Wow, I can’t
believe how fast this semester has flown by. As we come to the end of this
semester we also come to the end of our blog entries. Throughout this
experience I feel like I have been able to learn so much, not just from my
personal understandings as a result of reflection, but also from the
discussions had between my blog group members. I am so happy that we were able
to get together and discuss our blogs in detail, allowing for further
understanding throughout the semester. Furthermore, because of this discussion
time I feel as though I really have been able to grow in my understanding of
different facets of education. As each of our group members comes to the table
with different perspectives, experiences and goals it becomes evident through
reflection that there is so much more to the process of education than I ever
dreamed.</span><br />
<span lang="EN-US"><br /></span>
<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi2lX-VB67ZfPd7-DCdBed1LILZT3v9IbdvPUD9T7gpIKbfCOmVFVGRyN5yl3Tu4DEpRZMBtVfgp-1gPSF77pDSkjgSC7yViEeax2InuO4Ux6cgBTO62n18UeGJE3ussznZVRx4Cu4zlqc/s1600/Genius+Hour.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi2lX-VB67ZfPd7-DCdBed1LILZT3v9IbdvPUD9T7gpIKbfCOmVFVGRyN5yl3Tu4DEpRZMBtVfgp-1gPSF77pDSkjgSC7yViEeax2InuO4Ux6cgBTO62n18UeGJE3ussznZVRx4Cu4zlqc/s1600/Genius+Hour.jpg" height="101" width="320" /></a></div>
<span lang="EN-US"><br /></span>
<span lang="EN-US" style="text-align: center;">Last week as a
class, we were asked to participate in genius hour (a period of time where
students were allowed to research and explore anything within the educational
filed that interested them). We were then tasked to present these findings to
the class in smaller groups. Although I will admit I was skeptical about the
use of my class time for collaboration I was so pleasantly surprised by the
presentations that we got to see. Just as our blog groups allowed for further
understanding in a variety of different subjects, perspectives and focuses so
too did this genius hour. By getting to just enjoy some of the research that
other class members did, we were able to really immerse ourselves in the
learning, understanding and work that everyone brought forth. Furthermore, we
got to see what really interested our classmates and where their passions lie.</span><span style="text-align: center;"> </span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgpDzLFDLF-zYnvKjya5qxHSgWgo4YYjqlme9HGQ_TSnPDBHq_iMccJiy9vBvPavqNIQPgPJMGOevH34xpMbbkywznm4bHyCncq6M39rN0UmUgcL0uxHyJdVZ3vyiNyXvllmJaTle4Vtjg/s1600/passion.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgpDzLFDLF-zYnvKjya5qxHSgWgo4YYjqlme9HGQ_TSnPDBHq_iMccJiy9vBvPavqNIQPgPJMGOevH34xpMbbkywznm4bHyCncq6M39rN0UmUgcL0uxHyJdVZ3vyiNyXvllmJaTle4Vtjg/s1600/passion.png" /></a></div>
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<span style="font-size: xx-small;">http://www.wholeheartedleaders.com/?p=528</span></div>
<span style="text-indent: 36pt;">After reviewing
my own blog from this semester I think this idea of passion is what is evident
throughout. I don’t think I fully realized how much I enjoy and love dramatic
arts, and how much they really have make an impact on my educational
philosophy. In the past, I only thought that drama was useful in a performative
aspect; however, in my experiences this semester (both in my drama class and in
this education class) I have been happy to realize the other uses for these
conventions. Drama truly has become a passion that far exceeds my expectations,
and I think this is a large part of 21</span><sup style="text-indent: 36pt;">st</sup><span style="text-indent: 36pt;"> Century learning.</span></div>
<div class="MsoNormal" style="text-indent: 36.0pt;">
<span lang="EN-US">Through every exercise
and assignment we have completed this semester in EDUC4P19, the focus on 21<sup>st</sup>
Century learning skills has been evident. These skills include following your
passions, literacy in a variety of 21<sup>st</sup> Century technologies and
techniques, and finally the shift from the new to the old story in education. I
think that for me, one of the main take aways from this class will be how to
make learning fun and how to find the balance between the strict confines of
the curriculum and the needs of the student.</span></div>
<div class="MsoNormal" style="text-indent: 36.0pt;">
<span lang="EN-US"><o:p></o:p></span>To end I will include the Ted Talk by Sir Ken Robinson that catapulted my Genius hour last week. This talk focuses on creativity, schools and most of all some of those 21<sup>st</sup> Century learning skills we have been so focused on. <a href="https://www.youtube.com/watch?v=iG9CE55wbtY" style="text-indent: 36pt;">https://www.youtube.com/watch?v=iG9CE55wbtY</a></div>
Miss Yateshttp://www.blogger.com/profile/13510686482515845838noreply@blogger.com1tag:blogger.com,1999:blog-5457677188347409446.post-68006114391567904802014-11-03T14:55:00.004-08:002014-11-03T14:55:52.202-08:00The "Merit" of It <div class="separator" style="clear: both; text-align: center;">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiJKHNh0Th6c7sRv8LZwm5ILA1fqd1piiNEmNIOVgwwSH40Z61kbEs_6ZTSkDbzdv7iSDkoWvFQLerP-jJw6Mqda23-GVvVX2bqZNfd1eFivKdZxHDr0LBZnarcllVG2JS9pR8gf4zYpsY/s1600/12768_10205070800627845_4462679738357544999_n.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiJKHNh0Th6c7sRv8LZwm5ILA1fqd1piiNEmNIOVgwwSH40Z61kbEs_6ZTSkDbzdv7iSDkoWvFQLerP-jJw6Mqda23-GVvVX2bqZNfd1eFivKdZxHDr0LBZnarcllVG2JS9pR8gf4zYpsY/s1600/12768_10205070800627845_4462679738357544999_n.jpg" height="240" width="320" /></a></div>
<div class="MsoNormal" style="text-indent: 36.0pt;">
<span lang="EN-US" style="font-family: "Times New Roman";"><span style="font-size: x-small; text-align: center;"> The Brock Volunteer Group at CODE 2014 (Photo: Rory Vanderbrink)</span></span></div>
<div class="MsoNormal" style="text-indent: 36.0pt;">
<span lang="EN-US" style="font-family: "Times New Roman";"><br />As we come closer and closer to
graduation and in extension teachers college, I find myself constantly
bombarded with two central questions. The number one thing that I am asked when
I tell someone I am becoming a teacher is “you know there are no jobs in
teaching right?” with the second most common being “why did you pick Drama?
French or Math would have been so much more marketable.” After almost four
years of having to answer about why this profession drew me in, and why I
followed my own passions in terms of </span><span style="font-family: 'Times New Roman'; text-indent: 36pt;">choosing my teachable subjects I really </span><span style="font-family: 'Times New Roman'; text-indent: 36pt;">felt like I had had enough. So often am I reminded of the distinction between
“academic” and “easy” courses, with this even linking back to my own High
School Education? So often was I told by many of my friends that I wasn't
taking anything “hard” or “real” when I was following my passions in the fine
arts, in the social sciences and in the English Language. </span><span style="font-family: 'Times New Roman'; text-indent: 36pt;"> </span><span style="font-family: 'Times New Roman'; text-indent: 36pt;">But what constitutes a “real” path in
education? What gives one course of field of study merit over another? And how
do students end up in this mindset of one area of expertise being more
important than another? Too often I myself have fallen into doubts in terms of
my own educational abilities, all as a result of the girl that once told me
drama “didn't matter”.</span></div>
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<span style="font-family: 'Times New Roman'; text-indent: 36pt;"><br /></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiKCqXieW7K_CtPzhu-xdCve5iKmsF_u_jkZwEOYA4SytuH2YTyjAzpub5KA6BW9xrnAjNVPMCwci5Ww-vlENRBVECEg_22vRIYXpZ7qjrzZh9544EaqZI0eYgEscDQ7POz33iNRdWeQdk/s1600/Mirrors+Logo+.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiKCqXieW7K_CtPzhu-xdCve5iKmsF_u_jkZwEOYA4SytuH2YTyjAzpub5KA6BW9xrnAjNVPMCwci5Ww-vlENRBVECEg_22vRIYXpZ7qjrzZh9544EaqZI0eYgEscDQ7POz33iNRdWeQdk/s1600/Mirrors+Logo+.jpg" /></a><span lang="EN-US" style="font-family: "Times New Roman";">On the weekend of October 17-18 I was
given the incredible opportunity (along with a few other class members) to
attend the CODE 2014 conference in Ottawa. CODE is the Council of <span style="mso-bidi-font-weight: bold;">Ontario Drama and Dance Educators ( See </span></span><a href="http://code.on.ca/">http://code.on.ca</a>)<span style="font-family: 'Times New Roman'; text-indent: 36pt;">,</span><b style="font-family: 'Times New Roman'; text-indent: 36pt;"> </b><span style="font-family: 'Times New Roman'; text-indent: 36pt;">who
organize conferences to discuss methods, merits and technologies to enhance a student’s
engagement and learning through dramatic and dance conventions. The conference
this year, entitled “Mirrors: A Journey to Identities” featured a variety of
workshops, performances and round table discussions that discussed diversity,
identity and the place of drama and dance in the Ontario curriculum and beyond.
By volunteering at the conference, I was lucky enough to attend a variety of
workshops that allowed me also to meet a variety of educators from across the
province. In meeting these teachers, I really experienced a moment of epiphany.
These teachers full heartedly believed in the merit of their craft, answering
to all of those kids in high school “why are you taking only easy courses?” –
well because they aren’t as easy as you think! Drama and dance have the
possibility for true epiphany and for true learning that goes far beyond a classroom.
They do not seek to demerit one field of study but rather promote the positive
things about theirs. Furthermore, they acknowledged that sometimes their place
in a school may be lonely, but there is really a purpose for them being there.</span></div>
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<span lang="EN-US" style="font-family: "Times New Roman"; mso-bidi-font-weight: bold;">Now I promise
that this blog does connect to 4P19, and this is in the discussion surrounding
integrated curriculum. One of the round table discussions that I attended was
called “</span><span lang="EN-US" style="color: #262626; font-family: "Times New Roman";">Drama and Dance Initial Teacher Education – Challenges and
Possibilities” Led by Michael Wilson. In this discussion, there were a variety
of drama and dance educators (both at the University and High School level) who
all came together to discuss the 2-year expansion of teacher training, and its
relation to Drama and Dance in the curriculum. In this discussion, the notion
of integrated curriculum came up in terms of integrating drama and dance into
other classes (this was more geared at the P/J and J/I educators). It was
discussed that in this capacity, although Drama and Dance are being integrated
into Language Arts or French (for example), they are not being integrated
adequately. By doing a play in one French class, or one day of dance in Gym
many of the speakers feared that this constituted the whole terms grade in
respect to these art forms. Furthermore, in doing this many teachers were not
feeling prepared or confident to teach drama or dance in their classrooms.
Without much support for the arts from administration, it becomes a problem to
get any sort of proper arts integration into the classroom as many times these
subjects are seen as superlative and not necessary. <o:p></o:p></span></div>
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<div class="MsoNormal" style="text-align: center; text-indent: 36pt;">
<span lang="EN-US" style="color: #262626; font-family: "Times New Roman";"><span style="font-size: xx-small;">http://imgkid.com/original-drama-faces.shtml</span></span></div>
<div class="MsoNormal" style="text-align: center; text-indent: 36pt;">
<span lang="EN-US" style="color: #262626; font-family: "Times New Roman";"><span style="font-size: xx-small;"><br /></span></span></div>
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<span lang="EN-US" style="color: #262626; font-family: "Times New Roman";">I know that I am biased
because I am passionate about drama, but I think that there is a lot more merit
to the arts than many give them credit for. The arts have the possibility to
transform, allowing students to play, try different roles and explore empathy
and compassion in a safe, distanced environment. In drama you can explore
leadership, power, feelings etc all through a distanced and therefore safe context.
I have sen this in my own experiences in drama- even this year. There was a
moment a few weeks ago that I was truly able to leave my own context and enter
the world of the drama. In exploring an especially difficult topic (in this
case it was domestic violence) through the dramatic lenses, our class was
safely able to explore power dynamics and roles through a dramatic convention. I
have never felt so moved in my life by the roles that were being explored.
Never before have I been so into a dramatic play, and seeing how much this one
moved me, I then fully understood the ways that Drama can move someone, make
someone think or make someone feel. If you are interested in learning about more "Transferable skills" or the ways that Dramatic Arts can inform you in the real world check this out! </span><a href="https://www.youtube.com/watch?v=q3DGHtpuV28" style="font-family: 'Times New Roman'; text-indent: 36pt;">https://www.youtube.com/watch?v=q3DGHtpuV28</a></div>
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<div class="MsoNormal" style="text-indent: 36.0pt;">
<span lang="EN-US" style="color: #262626; font-family: "Times New Roman";">So as I come to the end of
this blog, I want to call all of those that told me drama “doesn't matter” and
let them know, that it has more possibilities than one can even fathom. It is
in this “easy” class that a real amount of learning can happen. </span></div>
<div class="MsoNormal" style="text-indent: 36.0pt;">
<span lang="EN-US" style="color: #262626; font-family: "Times New Roman";"><br /></span></div>
<div class="MsoNormal" style="text-indent: 36.0pt;">
<span lang="EN-US" style="color: #262626; font-family: "Times New Roman";"><br /></span></div>
Miss Yateshttp://www.blogger.com/profile/13510686482515845838noreply@blogger.com3tag:blogger.com,1999:blog-5457677188347409446.post-10529586050888061742014-10-09T09:34:00.000-07:002014-10-09T09:34:42.660-07:00Process Versus Content: The ‘New Story’ <div class="MsoNormal" style="text-indent: 36.0pt;">
<span lang="EN-US">For most
University students, this week has been filled with papers, tests and very
heavy academic assessments. After 3 years of this routine, I finally feel as
though I “get it” understanding exactly how much time I need to complete
assignments, the importance of keeping a healthy body and mind, and in turn the
importance of sleep. This; however, has taken me 3 years of late nights,
caffeine boosts and stress break downs to learn. Speaking to a few of my first
year friends about their midterms, stress and feelings towards the first set of
assessments I can really see the confusion and different schools of thought in
terms of how to accurately prepare. <o:p></o:p></span><br />
<span lang="EN-US"><br /></span></div>
<div class="MsoNormal" style="text-indent: 36.0pt;">
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjb2M9huHMsllkHhOllyOkRGh8Xr9uaht_EuA41aMIviPPhs0DC19uEGv00oQYcKHFYczhRrmkJg79ywAbloD3vbK5SRndP8fVWoexDifGJ8OrK7Ne80IPZoTJ9_KDFuYqvGTfs-ua2BG4/s1600/Stressed.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjb2M9huHMsllkHhOllyOkRGh8Xr9uaht_EuA41aMIviPPhs0DC19uEGv00oQYcKHFYczhRrmkJg79ywAbloD3vbK5SRndP8fVWoexDifGJ8OrK7Ne80IPZoTJ9_KDFuYqvGTfs-ua2BG4/s1600/Stressed.jpg" height="180" width="320" /></a></div>
<div style="text-align: center;">
<span lang="EN-US" style="font-size: xx-small;">http://www.hackcollege.com/blog/2013/10/21/5-stress-management-techniques-that-work.html</span></div>
<div style="text-align: center;">
<span lang="EN-US" style="font-size: xx-small;"><br /></span></div>
</div>
<div class="MsoNormal" style="text-indent: 36.0pt;">
<span lang="EN-US">Now you may be
thinking, “what does this have to do with EDUC4P19?” but I promise that there
is a connection. Looking at how prepared or unprepared students are for these
big assessments, I am realizing the strong importance of “big picture”
“lifelong” skills that are coming out of the “New Story of Education.” This week
we were asked to read a chapter of <i style="mso-bidi-font-style: normal;">Interweaving
Curriculum and Classroom Assessment </i>that focuses on “Exploring Inquiry and
Interdisciplinary Models” of education. I was impressed with the different
models of inquiry that made it possible for students to be central in their own
learning. I’ve always been aware of very different schools, in which; for
instance, there are no lessons and rather students become their own teachers on
their own terms. But these schools are so drastically different from the “Old
Story” that I was brought up in. Looking at the Inquiry learning model and
interdisciplinary model that are so central to the narrative of this textbook,
it is so wonderful to see how you can integrate student centered learning into
a classroom at a generic school. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-indent: 36.0pt;">
<span lang="EN-US">The focus of the
“new story” Inquiry learning model is to “go where the kids interests are”
(Drake et al. 97). In doing so, students are working with concepts and ideas
that are interesting to them. By doing something they are passionate about students
begin to enjoy learning in ways that many would have never dreamed. By starting
learning with major research questions that are multifaceted in their “answers”
and therefore they have the capability to become the expert, lead their own
education and act as an “expert” in their field. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-indent: 36.0pt;">
<span lang="EN-US">In this “New
Story” of education, I am interested in not only HOW students learn, but also
WHAT they are learning. In terms of content learned this goes way beyond the
math equations, literary devices or scientific processes. WHAT students are
learning is more than that. Students are learning how to guide their own
education and learning skills that should follow them throughout the rest of
their life. In creating portfolios for example in their Inquiry based learning projects,
students set deadlines, topics of interest, organizational techniques and many
other life skills that; in my opinion, are far more important than the content
of the subjects. If students learn life skills, organizational skills, how to
regulate themselves etc, they will be set up to succeed in “real life” when
they have to be self sufficient and lead their own inquiry. <o:p></o:p></span><br />
<span lang="EN-US"><br /></span>
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh9v35UggIdUlAm0jSq3lyBur0dMMdC9T5UXYIYgIvJWVkCxpSVTDmD-1jiP7fYtPNpAQToDOStvRpbouJOSYJx4Zd0V6LDe1zlt9FZCrPPMeGcCMuLhSoL9ZGo3ETRviHfbmM9N581y0g/s1600/School+Life.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh9v35UggIdUlAm0jSq3lyBur0dMMdC9T5UXYIYgIvJWVkCxpSVTDmD-1jiP7fYtPNpAQToDOStvRpbouJOSYJx4Zd0V6LDe1zlt9FZCrPPMeGcCMuLhSoL9ZGo3ETRviHfbmM9N581y0g/s1600/School+Life.png" height="366" width="400" /></a><span style="font-size: xx-small; text-indent: 36pt;">http://theinnovativeeducator.blogspot.ca/2011/07/connecting-school-life-to-real-life.html</span></div>
<div class="separator" style="clear: both; text-align: center;">
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<span lang="EN-US">Connection time!
Remember those stressed out students I talked about at the beginning of my
blog? My question is this, did their education thus far allow for self
sufficient, developed learning? Did their “story” of education fall into the
new or old? Did they get to learn life skills from their experiences, or was it
just content that they may have already forgotten? There is so much more to
school than just classes. There is so much potential for life learning,
experimentation and the ability to succeed and fail in a controlled and
nurturing environment. If a student has been able to experience, and learn
about themselves during this time I believe that as they grow and develop,
entering the “real world” will not be as much of a shock. As teachers are we
educating our students only on the teachable that we have mastered? In my mind
education is so much more than English, Math, Science or Geography. It is
development for life, for success and for the student. <o:p></o:p></span><br />
<span lang="EN-US"><br /></span>
<span lang="EN-US"><br /></span></div>
Miss Yateshttp://www.blogger.com/profile/13510686482515845838noreply@blogger.com1tag:blogger.com,1999:blog-5457677188347409446.post-53926162164360629672014-09-25T09:41:00.000-07:002014-09-25T09:41:03.561-07:00An Arts Based Approach<div class="MsoNormal">
<span lang="EN-US">This year, I decided to enroll in a cross
listed course that crosses the disciplines of English Language and Literature,
Women and Gender Studies and Intercultural Studies. In my 4<sup> </sup>years at
Brock University I have not yet come across a course that crosses so many
disciplines and also incorporates aspects of History and Political Science. The
reason, that this course is cross listed across so many faculties is the wide
scope of knowledge that comes from each topic, event or reading. Not only are
we currently learning the historical information of political warfare in Latin
America, we are reading first hand accounts and narratives of women who escaped
their countries with very little family and cultural heritage to claim as their
own. <o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-US"><span style="mso-tab-count: 1;"> </span>In
reading this weeks chapter in <i style="mso-bidi-font-style: normal;">Interweaving
Curriculum and Classroom Assessment: Engaging the 21<sup>st</sup> Century
Learner </i>there was a large focus on rich assessment tasks, and using
curriculum to educate across disciplines and grade levels.<span style="mso-spacerun: yes;"> </span>I believe that integrating different subjects
for a more holistic education is going to benefit our 21<sup>st</sup> Century
learners in the long run. When it comes to learning, with a holistic design,
students are more immersed in all the subjects that they are accustomed to. But
instead of splitting up English, Drama, Music and History (for example), if we
can integrate classes to build off of each other and explore how they can
inform the other, students will have a more seamless education. I believe there
is a lot to be learned from different areas of expertise and that with a
community of teachers working together, the students will thrive. Just as my
University course is allowing for an understanding of everything from women’s
rights to literature and from the history of Latin America to the political
unrest still there toady, I believe adolescent education can follow suit. <o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-US"><span style="mso-tab-count: 1;"> </span>Another
aspect of the Brock University course that I enjoy so much is our discussions
of interdisciplinary education. This also comes in the form of research methods
and the move of academia to include all aspects of culture in its constraints.
We discussed; for example, arts based research. This research uses “artistic
processes and forms in one or more stages of the research process” (University
of Alberta). In this framework, a painting could be used in demonstration of
cultural significance in which ones research may be following. In another, the
play used by a researcher could become the framework for discovery, using it as
a jumping off point. Below I have attached the outline for arts based graduate
research at the University of Alberta for you to take a look. <o:p></o:p></span></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<span lang="EN-US"><a href="http://www.secondaryed.ualberta.ca:82/en/GraduatePrograms/AreasOfStudyOrientationsAndResearchTraditions/ArtsBasedResearchAndParticipatoryResearch.aspx">http://www.secondaryed.ualberta.ca:82/en/GraduatePrograms/AreasOfStudyOrientationsAndResearchTraditions/ArtsBasedResearchAndParticipatoryResearch.aspx</a><o:p></o:p></span></div>
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<span lang="EN-US">I think why this
research perspective struck me is because of its inclusion of a variety of
disciplines for one common goal. But why do we not use this in our
undergraduate studies? Would this be applicable in the high school setting?
Could we ask students to use and interpret art forms for their own
understanding of a specific topic? I think yes. I hope that as we continue in
our educational journey as perspective teachers we will be exposed to more
methods of integrating other disciplines into our teachable. Personally I am a
strong believer in the importance of drama and music being integrated into all
aspects of academia. In this thought; however, I hope that other disciplines
can teach me on how to integrate their learning objectives into my own
classroom. <o:p></o:p></span></div>
Miss Yateshttp://www.blogger.com/profile/13510686482515845838noreply@blogger.com1tag:blogger.com,1999:blog-5457677188347409446.post-91889090840725069392014-09-11T09:40:00.003-07:002014-09-11T09:40:46.591-07:00The Teacher As Expert: The 21st Century Shift From Traditional To Constructivist Teaching<div class="MsoNormal" style="text-indent: 36.0pt;">
<span lang="EN-US">The trajectory
of education has substantially shifted throughout the 21<sup>st</sup> century.
As reflected in the first chapter of <i style="mso-bidi-font-style: normal;">Interweaving
Curriculum and Classroom Management </i>(Drake et al.) the movement from the
“old” to “new story” of education has been important for forging the grounds
for student centered learning. No longer do teachers focus solely on tests and
grades for recognition of student achievement. By incorporating the models of
both “assessment as learning” (in which the progress of learning is made
evident to student and teachers throughout the unit) as well as “Assessment as
learning” (developing self assessment and having students monitor their own
individual learning) teachers and students begin to develop a more symbiotic
relationship in which both are champions of student development. <span style="mso-spacerun: yes;"> </span>Students come to school with different
experiences, interests, skills and advancements and as a result, the model of
schooling and curriculum has had to make major adjustments to allow for
students to thrive in these environments. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-indent: 36.0pt;">
<span lang="EN-US">Within this
chapter the examples “BYOD” was given to demonstrate 21<sup>st</sup> century
adaptations of technology and assessment. Instead of fighting the emergence of
technology, schools have acknowledged the presence of devices with their
students and therefore are developing interesting ways to use them within the
classroom. It is futile to fight against the inevitable and using advances to
the advantage of the students can create an environment of interest and
understanding. For instance using phones in the classroom will help students to
feel as if their teachers are attuned to their interests and learning styles. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-indent: 36.0pt;">
<span lang="EN-US">Another thing
within the chapter that I really liked was the use of “exit cards” as a tool of
assessment. In my work with a school last summer I was able to see the use of
“exit cards” in a tangible and successful fashion. The student teacher who was
teaching almost 100% of the lessons within a certain class designed an exit
ticket that was not only visually appealing and exciting to the students, but
helped her to understand how the class was understanding her lessons. In the
use of exit cards she included three sections, in which students recorded their
favorite part of the lesson, things they were confused about and an answer to a
trivia question. The student teacher worked very hard to go through these and
assess how she as an educator could improve her lessons. In this way, students
become a master of their own learning and tech their educators about what they
respond well to. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-indent: 36.0pt;">
<span lang="EN-US">The importance
of a drastic shift in the education model is clear as a result of new a diverse
learners; however, I wonder how this shift will affect students who have had a
predominately traditional based learning experience. I remember when I was in
Grade 10 history, my teacher asked us to not memorize information and rather to
understand it. Although now that seems pretty standard in terms of educational
philosophy, I was really thrown off. Furthermore, when told that we would be
tested not on dates and factual information, but rather we would have to
discuss comparisons of different historical events I was very confused as how
to go about this. Being brought up in a pretty standard model of education
(memorize your multiplication tables, testing on dates, specific information)
etc, this new teacher who was trying to teach to a constructivist model
completely threw our class off. We didn't like her teaching style very much. I
understand that if a learner is brought up in this understanding then it may be
easier for them to go through a “new story” of education, but for those of us
who weren’t the change may be too drastic. Therefore, in changing diverse
societies, how can we mirror the change of our education seamlessly to make it useful
to students, to ensure the best learning possible? <o:p></o:p></span></div>
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