Fall 2018 - The Journey Begins! |
“If you dare nothing, then when the day is over, nothing is all you will have gained.” ~ Neil Gaiman, The Graveyard Book |
ECC 509 - Preparation for Professional GrowthMy current educational foundation has been built upon three pillars: the cultivation of relationships, creative, inclusive lesson planning, and consistency in reflective practice.
No matter what course we teach, teachers need to be lead learners, wanting to push to provide the best and newest opportunities for all of our students. Building relationships is the key, no matter what field you are teaching in and this is what grounds my firm belief that you need to build relationships with students and colleagues. |
My Why for entering this program:
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I would not define myself as impulsive, but I would say that I am instinctual, and I am often a person ruled by my ‘gut decisions’. Sinek’s connection of how, when we are clear in why we make the decisions we make, ‘gut decisions’ make sense (Sinek, p. 79). At the end of the day, my choice to embark on this journey was partially a ‘gut feeling’, that ‘it’ felt right. I was drawn to it, because my ’why’ for teaching was aligned with ‘what’ the program hopes to be. |
A large area of growth for me will be accepting vulnerability. Brene Brown (2012) states in Daring Greatly, “we have to be vulnerable if we want more courage; if we want to dare greatly (p.63).” I need to let go of some of my perfectionist tendencies, for as Brown (2012) points out “perfectionism is self-destructive simply because perfectionism does not exist. It’s an unattainable goal (p.130).” As I embark on this journey, I need to embrace vulnerability, and not be my own worst critic. |
ECC 510 - Technology Tools and Information Literacy |
Mendeley & City University Library = my spiral down the Design Thinking in Education Rabbit Hole |
First Ideas around area of study: How can I weave the ADST (Applied Design, Skills, and Technology) language through my practice, utilizing it as a lens through which I motivate students and colleagues to pursue their passions and enhance their learning experiences? How do the core competencies as outlined in the BC curriculum complement the ADST curriculum and how can the two combined enhance student’s engagement in learning tasks? How can I help students access multiple modalities and opportunities through cross-curricular activities that incorporate Industrial Arts and ADST components? |