EDBE-8F01 Teaching in the Ontario Context 👩🏽‍🏫🗣

🗓Date: August 31st, 2021

👩🏽‍🏫🧐 SELF as a Reflective Practitioner 

( define reflective practice in terms of own ability to reflect on an experience or prior knowledge, begin to determine if your reflections are surface, pedagogical, critical or self reflections, identify the OCT standards of practice and the Ethical Standards of Practice, Begin to familiar with the Third Path and how it related to teaching and learning, Discuss initial standpoint in terms of my past lived experiences) 

My Standpoint 

( My Visual Standpoint is an angel holding a book. This represents my authentic self, living life with purpose and knowledge. )

“I will learn, I will learn differently but I will still learn”

This is something that was always told to me by my father growing up. 

I have been spreading self-love and sparkles everywhere I go.

As a visual artist and teacher, I have a purpose and passion with my courageous heart, that drives myself to create and teach. I enjoy creating space through collaboration and focus on many ideas of transformation, growth and focusing on balancing these kinds of elements within creating an environment to spread the message of self-love, and teachings children that we have so much magic to create and learn. 

This motto helps me cultivate love and reminds me of my purpose of teaching and by teaching with love. My Visual Standpoint is an angel holding a book. This represents my authentic self, living life with purpose and knowledge. 

➖➖➖➖➖➖➖➖➖➖➖➖➖➖➖➖➖➖➖➖➖➖➖➖➖➖➖➖➖➖➖➖➖

oWhy do we recognize the land?

Land Acknowledgement 

[ To recognize the land is an expression of gratitude and appreciation to those whose territories you reside on and a web honouring the indigenous people who have been living and working on the land from time immemorial. ]

- To the land, provide background and history of the indigenous people and communities today 

Ex. At Brock University (at the beginning of all our classes) we recognize the land 

    “beginning to acknowledge that the land on which we gather is the traditional territory of the                 Haudenosaune and Anishiabbe. This territory is covered by the upper Canada treaties is within the         land protected by the dish with one spoon wampum agreement and is directly adjacent to Haldimand      Treaty territory”

Four Agreement Engagement of Learning 

 (adapted from conversations about race Glen Singleton)

1. Stay engaged- even if you don’t agree with what is being said, recognize of risk in this type of work - listening with your ears heart mind for lean body attention generosity not competitiveness, encouragement of others, openness to new ideas, compassion of kindness

2. Be OK with discomfort-understanding that I’m learning can be harder than you learning, embrace ambiguity separate and diverse truths can coexist

3. Speak your truth-we are all in different places in our learning, we need to be able to speak from where we are without fear of judgment, diversity to bring out contradictions to see separate truths in different positions, ownership speaking for yourself out of your own experiences

4. Except non-closure- things won’t get resolved here, take it away think reflect and be open to new insights, separate and diverse truths can take time to emerge

Learning Goals:

- We are learning to participate in the council process in order to understand the importance of getting to know our students as we develop a class environment, clarify the learning goals of the course by reviewing the syllabus and exploring Sakai, examine our lived experience, and create a visual representation of our individual standpoint 

The Following Quote has taken from learning for all the guides affective assessment instruction for all students, kindergarten to grade 12 page 34 

Always Start with the Student 

“When we believe that our students who are starting point for a unit and lesson planning, not the course content or textbook, we try to live that belief by getting to know our students learning needs and preferences and then responding to their knowledge to the opportunities we provide in our classrooms”

(Sharing Circles, and The Value of the Circle, Pass the feather)

( Sharing Circle, Importance,  From Pass the feather) 

💡Reflection: 

As we reflect on my own growth as a reflective practitioner, I understand that the needs of students are our number one priority. I can only image a classroom that is inclusive, welcoming and warm as can be, where all children are unique and sparkle inside and out. My goal in my own growth as a reflective practitioner is the intention of making adjustment and changes of the flow of the classroom environment by creating a universal classroom for all my students to learn together. There is something about seeing things grow and spout that is so magical and intriguing to me.  I was always a very curious little girl growing up, always intrigued by the world around me, the flowers blooming in my garden to the feel of clay in-between my hands. I have always dreamed about being a teacher from such a young age. As I grew up, I realized my purpose in life, was to be a teacher, to educate and help young curious children just like me, grow up and pursue any dreams and inspirations they had always wanted. 

𑁋𑁋𑁋𑁋𑁋𑁋𑁋𑁋𑁋𑁋𑁋𑁋𑁋𑁋𑁋𑁋𑁋𑁋𑁋𑁋𑁋𑁋𑁋𑁋𑁋𑁋𑁋𑁋𑁋𑁋𑁋𑁋𑁋𑁋𑁋𑁋𑁋𑁋𑁋𑁋𑁋𑁋

🗓Date: September 7th, 2021

👩🏽‍🏫🧐 SELF as a Reflective Practitioner 

( define reflective practice in terms of own ability to reflect on an experience or prior knowledge, begin to determine if your reflections are surface, pedagogical, critical or self reflections, identify the OCT standards of practice and the Ethical Standards of Practice, Begin to familiar with the Third Path and how it related to teaching and learning, Discuss initial standpoint in terms of my past lived experiences) 

Land Acknowledgement: 

(Story Time with Audrey: Hiawatha and the PeaceMaker) 

Session 2: Learning Goals

-Understand the role of self-reflection in teaching and learning

-Understand the theoretical underpinning of reflection 

-Begin to Connect Today's learning to the OCT Standards of Practice

🏘Developing a Class Profile 

( Learning For All, Developing a Class Profile, P. 34) 

The class profile is an information-gathering tool, a reference tool, and a tracking tool, all in one. It helpsThe class profile is an information-gathering tool, a reference tool, and a tracking tool, all in one. It helps teachers plan effective assessment and instruction for all the students in the class, monitor student progress, and provide timely interventions when needed. 

A vision for Equality 

( Stand for Equality and Inclusiveness) 

" All children, regardless of their background and ability, deserve opportunities to learn and to grow, both cognitively and socially.To develop the right learning conditions, for each  child, we must allow for a variety of cultural experiences  and multiple perspectives, so that all children feel valued in the classroom"(Learning for All)

( Teacher Guide: 8 Questions to think aloud as your prepare lessons)

Video of inspiration (using a Social Justice Lens) 

( What does Social Justice Mean to You?) 

💡Reflection:

🏘🧐🗓💡"Rationale, why am i teaching this lesson..."

"The aim of this assessment tool is to provide a way to gauge how a prospective or practicing teacher is progressing as a reflective practitioner to serve as a vehicle for facilitating the development of structures to mediate higher order reflection." 

( Barbara Larrivee (2008) Development of a tool to assess teachers’ level of reflective practice, Reflective Practice, 9:3, 341-360, DOI: 10.1080/14623940802207451)

💡✅Task Today: 

(Using Larrive Situation/ Responce)

💡Reflection: Demonstrate a Critical Level of Reflection within the Global Pandemic :

Using Larrivv’s situation image has helped me construct my reflection relating to the Covid 19 pandemic.  During the Covid 19 Pandemic, the world changed dramatically. 

Within a Social justice lens, the pandemic was a battlefield within the social movement in the covid-19 lockdown. For example, the killing of George Floyd and the way the media showed the graphic events. Which resulted in the nationwide protests against police brutality and upraise of black lives matter.  For example, The unmarked graves of former residential schools, and the Every child matters movement. 

The way we work, learn and interact has pushed us into a more virtual existence both personally and professionally In our daily lives. This pandemic triggered a wave of mental health issues for many students and educators.  For most people, they had it has a negative impact on them, because it uprooted their regular routine in life, to drastic restrictions and changes in our society. 

A lot of students could not attend in person learning at school. As a result, they lost the ability to socialize and resulted in mental health issues like anxiety and exclusion. Many students lost the ability to interact, with their peers and have fallen behind in their learning development and skill building. 

For myself this pandemic took gradual shift in my life, healing and mindfulness.  

It reminded me that I now have the time to heal and remind myself of the growth that I have already reached in my life.  This pandemic has enlightened me about how much healing this world needs. While introducing myself  into a digital learning environment. 

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🗓Date: September 13th, 2021

( Bridge together, Article: December 21st, 2018) 

Learning Goals: 

- Clarify the success criteria for collaborative conversation

- understand current theories and best practises for diversity and inclusion in schools and classrooms (culturally responsive teaching)

- explore the conditions of the third path ( meaning, safety, identity)

- years current events to explore anti-racism and anti-oppression making connections to our goal as educators

-Foster a classroom environment that is caring and civil

Minds on:

- purpose of a minds on activity is to:

1. Describe how the lesson will engage, activate learning to create a positive learning environment.

2. Connect to prior learning, 

3. Set the context of learning what will the students

4.  Teacher be doing ( Brock instructional planning framework)

" Hands in Harmony" (Talking Diversity) 

Culturally Responsive and Relevant Pedagogy: The Foundation and Core Components:

- recognize and address through our actions 

think about it within all equality areas

- created the text, 

how are we building our knowledge?

(exploring digital literacy practice in an inclusive classroom) 

This article explores how students in a diverse inclusive classroom engage in 21st-century literacies. The authors provide an overview of digital literacy practices that foster collaboration and civic engagement

Notes From Class after reading  The Third Path:

Under Construction: 🛠🚜🔨

💡Reflection: where are you on the diversity awareness and developmental continuum? How will become an culturally responsible influence our rationale/teaching lens??

The Intercultural Development Continuum (IDC TM) describes a set of knowledge/attitude/skill sets or orientations toward cultural difference and commonality that are arrayed along a continuum from the more monocultural mindsets of Denial and Polarization through the transitional orientation of Minimization to the intercultural or global mindsets of Acceptance and Adaptation. The capability of deeply shifting cultural perspective and bridging behavior across cultural differences is most fully achieved when one maintains an Adaptation perspective. This continuum is adapted from the Developmental Model of Intercultural Sensitivity originally proposed by Milton Bennett.

Bennett.

https://idiinventory.com/generalinformation/the-intercultural-development-continuum-idc/

1. Acceptance 

-Acceptance and Adaptation are intercultural/global mindsets. With an Acceptance orientation, individuals recognize and appreciate patterns of cultural difference and commonality in their own and other cultures. An Acceptance orientation is curious to learn how a cultural pattern of behavior makes sense within different cultural communities. This involves contrastive self-reflection between one’s own culturally learned perceptions and behaviors and perceptions and practices of different cultural groups. While curious, individuals with an Acceptance mindset are not fully able to appropriately adapt to cultural difference. Someone with an Acceptance orientation may be challenged as well to make ethical or moral decisions across cultural groups. While a person within Acceptance embraces a deeper understanding of cultural differences, this can lead to the individual struggling with reconciling behavior in another cultural group that the person considers unethical or immoral from his or her own cultural viewpoint. When Acceptance is present in organizations and educational institutions, diversity feels “understood.”

• An Adaptation orientation consists of both Cognitive Frame-Shifting (shifting one’s cultural perspective) and Behavioral Code-Shifting (changing behavior in authentic and culturally appropriate ways). Adaptation enables deep cultural bridging across diverse communities using an increased repertoire of cultural frameworks and practices in navigating cultural commonalities and differences. An Adaptation mindset sees adaptation in performance (behavior). While people with an Adaptation mindset typically focus on learning adaptive strategies, problems can arise when people with Adaptation mindsets express little tolerance toward people who engage diversity from other developmental orientations. This can result in people with Adaptive capabilities being marginalized in their workplace. When an Adaptation mindset is present in the workplace, diversity feels “valued and involved.”

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🗓Date: September 21th, 2021

Self as a Leader/Learner