Building A Community Among Educators

As 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.

https://pbs.twimg.com/profile_images/1432421299/logo_400x400.jpg

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 Cube For Teachers. 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.

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.

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. 

http://www.geekestateblog.com/wp-content/uploads/2012/01/online_community.jpg

A Day of Online Learning

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.

http://galleryhip.com/confused-smiley-face.html

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.

            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.

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!

http://www.hightechhigh.org/?show=schools 

http://www.inquiryhub.org

http://galileo.org

http://bie.org

Helping Students With Learning Disabilities

http://www.mnn.com/health/fitness-well-being/blogs/designer-recreates-alphabet-to-help-dyslexics-read

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. http://vimeo.com/85075132

http://themighty.com/2014/11/this-man-invented-a-font-to-help-people-with-dyslexia-read/

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.
              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.

The full article can be found on;
http://themighty.com/2014/11/this-man-invented-a-font-to-help-people-with-dyslexia-read/

Starting A New Chapter: 21st Century Literacy

http://www.hendersoncountypublicschoolsnc.org/instructional-technology/resources-by-topic/curriculum-resources/twenty-first-century-skills/

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.

http://www.edutopia.org/stw-financial-literacy-infographic

         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.

         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. 

Financial literacy itself can be defined as "“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" (Kezar & Yang 2010). To further understand how financial literacy can be integrated into the classroom, check out this youtube video that was located on Edutopia. 

https://www.youtube.com/watch?x-yt-ts=1421914688&x-yt-cl=84503534&v=RjufCz0j0PE

https://sites.google.com/site/sisathleticsandactivities/home/financial-literacy-through-games

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. 

        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. 

Finding Your Passion

http://aptaujucentrs.com/en/page/pakalpojumi/centrs-diskusijam-un-testiem/fokusa-grupu-diskusijas

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.

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.  

http://www.wholeheartedleaders.com/?p=528

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^st Century learning.

Through every exercise and assignment we have completed this semester in EDUC4P19, the focus on 21^st Century learning skills has been evident. These skills include following your passions, literacy in a variety of 21^st 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.

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^st Century learning skills we have been so focused on.  https://www.youtube.com/watch?v=iG9CE55wbtY

The "Merit" of It

                               The Brock Volunteer Group at CODE 2014 (Photo: Rory Vanderbrink)

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 choosing my teachable subjects I really 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.  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”.

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 Ontario Drama and Dance Educators ( See http://code.on.ca), 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.

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 “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.

http://imgkid.com/original-drama-faces.shtml

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! https://www.youtube.com/watch?v=q3DGHtpuV28

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. 

Process Versus Content: The ‘New Story’

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.

http://www.hackcollege.com/blog/2013/10/21/5-stress-management-techniques-that-work.html

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 Interweaving Curriculum and Classroom Assessment 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.

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.

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.

http://theinnovativeeducator.blogspot.ca/2011/07/connecting-school-life-to-real-life.html

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.