Winter 2019 |
‘The more I read, the more I acquire, the more certain I am that I know nothing.’ ~ Voltaire
|
EEA 532 -Instructional Leadership: Curriculum, Instruction, and AssessmentThis course was a great opportunity to examine the current landscape of Education in BC as well as looking closely at my own practice. On the first day, Brenda, Jason, and I examined the curriculum through the lens of the different grades we currently were teaching (grades 3, 5, and 8). It was great to look at the similarities and the subtle differences. It is the subtle differences in the new curriculum where the 'sweet spot' for each grade lives. As educators, it is important for us to understand where students are coming from and where they are headed. It is our duty to understand the curriculum in its scope and sequence in order for us to properly do our jobs as educators.
I also appreciated the inclusion these articles: The Rich Seam and The Deeper Learning Dozen. It was also a great opportunity to look at my assessment practices and ground them back to research I was already aware of as well as new materials presented to us. |
"We will see that when teachers and students engage in deep learning, they partner with each other in more personal and transparent learning processes where high expectations are mutually negotiated and achieved through challenging deep learning tasks." ~ Fullan and Langworthy |
Co-created one-point rubrics are utilized in my classroom in three key ways:
Black and Wiliam (1998, 2009), Erkens, Schimmer, and Vagle (2017), Hattie (2012), and Hattie and Temperley (2007) all point out that timely, relevant formative feedback is one of the most effective ways to engage students in their learning process and that timely feedback helps students activate their own learning and moves all learners forward. |
Example of co-constructed
|
TCI 550 - Skills and Pedagogy in Industrial Arts and Applied DesignThe most rewarding part of this course was the opportunity to participate in an activity that many of my students complete. It has been a valuable experience to work through the process and develop empathy for an exploration that can be daunting/ overwhelming for some of them. My favourite part was when I went into the shop and worked alongside some of my students. It was great to relate with them through a different lens, as a true co-learner. Asking students for help gave me the strength to embrace my vulnerability in this new area. It also gave me permission to be a learner and not the expert in the room. Furthermore, a few times while I was in the shop, I found students turning to me for help as well, allowing me to take on a small role as teacher in the shop. These small moments were essential components of my growing confidence. |
I loved working with Brenda, and I found that we were able to bring out the best in each other, while providing the support each of us needed. Being the ‘worker bee’ was the best role I could have taken on for myself. Cutting the large cedar and the plywood was empowering, but I was most proud of myself when I confidently ripped the last few pieces of cedar to ¾ inch thick pieces with Jason’s support. I felt a remarkable shift in my self-awareness, realizing what I am capable of! |
“Our doubts are traitors and make us lose the good we oft might win by fearing to attempt.” ~ William Shakespeare from Measure to Measure “I can’t go back to yesterday because I was a different person then.” ~ Lewis Carroll from Alice in Wonderland |
|
During this course, as part of one of the assignments, I created a core competency reflection sheet for an assignment typically completed by Grade 8 in wordworking. This led to me making core competency reflection sheets with all of the Exploration teacher in the school, including a generic one that we could all use with the 6's and 7's. This led to some changes in the Explorations department - for there came empowerment through showcasing that the core competencies are very evident in all aspects of the Explorations department.
Core Competency Reflections for the Shop:
|
|
Extension: These were then used during the 2019/2020 school year, when a focus of our professional development as a staff was in the Explorations department and how the Core Competencies 'live here'.
Teacher's were working through a rotation of the Exploration departments, where we showcased the Core Competencies. We had teachers complete the Generic Form above as they finished - the one most of the Expos teachers now use with the 6's and 7's at our school.
Teacher's were working through a rotation of the Exploration departments, where we showcased the Core Competencies. We had teachers complete the Generic Form above as they finished - the one most of the Expos teachers now use with the 6's and 7's at our school.