Session 9 2019
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This document provides an agenda for a session that includes presentations, discussions of readings, and activities focused on ethics in teaching. There will be chronicle presentations, a parking lot discussion, a string game activity, a review of readings so far, discussions of LGBTQ2 issues and Indigenous peoples, and a gallery walk exploring the ethical standards of care, trust, integrity and respect through Indigenous art. The session aims to deepen understanding of ensuring inclusion and diversity in schools. Participants will prepare for next week's discussion on diversity in schools and communities.
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This document outlines an agenda for a teaching and learning session that focuses on assumptions of teaching and learning as well as mental health in the classroom. The agenda includes sharing experiences, reviewing theories of teaching and narrative inquiry, examining a classroom situation through different perspectives, and presenting on a topic of narrative inquiry. The session aims to help educators learn from each other's experiences and consider classroom situations in light of educational theories.
2020 bc session 6
This document contains the agenda and notes from an education class. The agenda includes topics like the relationship between living experiences and storytelling, biases that can be uncovered through re-telling stories, and a discussion of Summerhill School which takes a democratic approach. The notes provide more context on these topics, such as how re-telling experiences can help uncover biases and influence future retellings. They also discuss Dewey's views on freedom in education and the importance of reflection for teachers. The document aims to prepare students for upcoming observations by suggesting ideas for organizing their notes and reflecting on readings.
Bceduc8 p15 session 3 (1)
This document provides an agenda and notes for an education course. The agenda includes topics like constructivism, narrative inquiry, classroom management, and field placements. Notes cover ideas from various theorists and provide examples and activities to understand concepts like the four commonplaces of curriculum (teacher, learner, subject matter, milieu). It emphasizes using experiences and stories to make meaning and create broader understandings.
Copy of week 2 lesson notes creating insight (1)
This document outlines the agenda and content for a teacher education course on narrative inquiry. It discusses John Dewey's views on experience and education, and how those influence narrative inquiry. It also introduces the three commonplaces of narrative inquiry according to Connelly and Clandinin: temporality, sociality, and place. Temporality refers to the past, present and future context. Sociality considers relationships and norms. Place examines the impact of physical location. The document provides examples and activities to help understand applying these concepts.
Week 1 8 p15
This document provides an overview and agenda for an education course. It introduces the instructor and course coordinator and acknowledges the traditional lands where the university is located. The agenda includes welcoming remarks, introductions, and an outline of course expectations, assignments, and topics to be covered. Assignments include an oral chronicle, narrative of education paper, literacy narratives, and field placement reflection. Students are expected to attend regularly, participate actively, submit assignments on time, and respect others' views. The course aims to understand teaching through a narrative inquiry approach and explore what it means to be a teacher through sharing life experiences.
Bc session 2 8 p15
This document contains the agenda and notes for an education class. The agenda includes attendance, a lecture, student presentations, group work, and looking ahead. The notes cover topics like narrative inquiry, Dewey's views on experience and education, Connelly and Clandinin's three commonplaces of narrative inquiry (temporality, sociality, place), and constructivism. Readings discussed include works by Ciuffetelli Parker, Connelly, Clandinin, and Dewey. Students will present oral chronicles and work in literacy groups. The class aims to help students learn about creating insight through narrative inquiry.
Week 1 8 p15
This document provides an overview and outline for an education course called "Teaching and Learning: Schools and Communities". It introduces the course coordinator, instructor, and agenda. It outlines expectations for attendance, participation, assignments including an oral chronicle, narrative of education, literacy narratives, and field placement paper. Evaluation criteria and due dates are provided for assignments worth 100% of the grade. The document discusses narrative inquiry as a way to understand experiences through stories and shares ideas about what it means to be a teacher.
B cweek 12 slides
The document provides details for a lesson plan focused on creating blackout poems using a veteran's affairs newspaper. The objective is for students to use their word choice skills to develop creative visual poetry expressing their understanding of veteran experiences as part of a Remembrance Day unit. Expectations include reading comprehension, creative writing, and using word choice, sentence fluency and publishing skills. Students will read articles from provided mentor texts, select words to create poems or short narratives, and design visually appealing blackout poems. The teacher models the process before students work independently.
Carey week 11 visual literacy
This document provides an agenda and resources for a week-long professional learning community (PLC) focusing on visual literacy. The agenda includes discussions on using visual resources in the classroom, visual perception, discovering visual literacy resources, and an integrated strands scavenger hunt involving visual representation. It also presents examples of optical illusions and the power of captions to change how images are perceived. Resources on visual literacy from the National Film Board and Brock University library are shared. The document concludes with details on next week, which will not include PLCs or Sakai posts.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
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Session 9 2019
- 1. SESSION 9
- 2. AGENDA •CHRONICLE PRESENTATIONS 04- Mercedes • 02- Amber and Spencer •PARKING LOT •STRING GAME •REVIEW READINGS TO DATE •LGBQ2 •INDIGENOUS PEOPLES with focus on ANISHINAABE AND HAUDENOSAUNEE
- 3. Maslow’s Hierarchy of Needs The Ethical Standards for the Teaching Profession are: Care Trust Integrity Respect
- 4. Care The ethical standard of Care includes compassion, acceptance, interest and insight for developing students' potential. Members express their commitment to students' well-being and learning through positive influence, professional judgment and empathy in practice. Where does ‘care’ fit into Maslow’s hierarchy of needs?
- 5. Trust The ethical standard of Trust embodies fairness, openness and honesty. Members' professional relationships with students, colleagues, parents, guardians and the public are based on trust. Where does ‘trust’ fit into Maslow’s hierarchy of needs?
- 6. Integrity Honesty, reliability and moral action are embodied in the ethical standard of Integrity. Continual reflection assists members in exercising integrity in their professional commitments and responsibilities. Where does ‘integrity’ fit into Maslow’s hierarchy of needs?
- 7. Respect Intrinsic to the ethical standard of Respect are trust and fair-mindedness. Members honour human dignity, emotional wellness and cognitive development. In their professional practice, they model respect for spiritual and cultural values, social justice, confidentiality, freedom, democracy and the environment. Where does ‘respect’ fit into Maslow’s hierarchy of needs?
- 9. PARKING LOT • Maslow’s Hierarchy and connection to TRIC • How some problems are solved- which stories? • Students with issues at home – how to help (for example-lack of sleep)
- 10. STRING GAME
- 11. Take a Break!
- 12. Teaching with PRIDE! Pop and Olly https://youtu.be/OpxVs7UebyM
- 13. LGBTQ2 in your Classroom
- 14. HOW TO WE ENSURE ALL STUDENTS FEEL INCLUDED • Jot down your thoughts and ideas on the white boards in the room, or use your computer to record your brainstorming, whatever works best for you and your group. • Each group will choose a picture book from the front of the room and read it together. • Can you add to the ideas you’ve generated? • Whole group sharing • There are now AQ courses at many universities and through ETFO. Why is this important? How do Schwab’s ideas connect to the concept of inclusion?
- 15. What do we know? What don’t we know?
- 16. HAUDENOSAUNEE
- 17. ANISHINAABE
- 18. Gallery Walk • We’ll need 4 people to set up their computers around the room, each showcasing the art for a different Ethical Standard. • We’ll circulate through the 4 different stations at 5 minute intervals, first exploring the images to make our own connections between the art and the concept it represents, then sharing the artists reflection to see whether, or how, your understanding of the image is deepened or altered. • Finally, we’ll come back together, as a group, to share our ideas and perceptions.
- 19. CARE
- 20. • Identify new insights and ethical understanding you gained from exploring the artist’s expression of the ethic of care.
- 21. RESPECT
- 22. Explore the role and significance of the Elder and the eagle for fostering the ethic of Respect.
- 23. TRUST
- 24. Explore the significance of the the teacher’s “ongoing quest for knowledge and understanding of the culture within the community” for your own ethical professional practice.
- 25. INTEGRITY
- 26. Reflect on the significance of the seven teachings within the Anishinaabe culture as described by the artist.
- 27. Preparing for next week……. Diversity in Schools and Community Reveal, Revelation, Reformation A curriculum of parents, equity in schools and communities Readings: • Equity and Inclusive Education • Pushor & Ciuffetelli Parker • Chronicle Presentation. 04- Hailey