Author: htrombley Page 2 of 3

Although I missed the guest speaker presentation on Scratch programming and coding, I was fortunate enough to teach a Scratch lesson during my experiential practicum. Luckily, my coaching teacher used Scratch relatively once a week with her students so they could practice their coding skills with interactive stories, games and animations (Scratch). I immediately recognized the friendly yellow cat because Scratch was a program that I had been introduced to in grade 7 in my hometown elementary school. The Scratch lesson I chose to teach was a music lesson. Students could choose different instruments and sequences of said instruments to create a song. The number of choices and opportunities for producing music were endless. I had students who were mimicking current songs they enjoyed, and those who were producing original melodies. Students were then expected to post their creation to the group page and comment on the work of two other students. I spent little time on instruction because the students were already so intuitive with the program and with computer coding in general. It was more of a learning opportunity for me than for the students!

I think it is really important to teach these engaging and creative coding lessons to kids because so many careers these days involve design and technology. The B.C. curriculum has had a large shift towards teaching students how to adapt to a digital world, largely through Applied Design, Skills and Technology (ADST). It is important that what students are learning in the classroom will still be relevant skills they can use in life to help achieve a career. It is already apparent that many ‘good jobs’ present today will become automated or devalued in the years to come (Satell). A study conducted at the University of Oxford actually found that “47 percent of today’s jobs will be eliminated over the next 20 years” (Satell). So, is allowing students the time and resources to familiarize themselves with computers and coding at a young age in the classroom significant? Absolutely! By doing so, we are preparing students for the world to come. It is more relevant to teach kids how to ‘create’ with technology because there are so many unknowns that experts are still trying to discover. A platform like Scratch fosters this creativity. I encourage other teachers to try it out today and see what their students are capable of. You may be surprised and learn one or two things yourself. 

Sources

Applied Design, Skills and Technologies. (n.d.). B.C’s Curriculum. Retrieved March 19, 2021, from https://curriculum.gov.bc.ca/curriculum/adst

Scratch. (n.d.). Scratch- Imagine, Program, Share. Retrieved March 19, 2021, from https://scratch.mit.edu/

Satell, Greg. (2018, October 13). These are the Skills That Your Kids Will Need for the Future (Hint: It’s Not Coding). Inc. https://www.inc.com/greg-satell/here-are-skills-that-your-kids-will-need-for-future-hint-its-not-coding.html

This experiential practicum was an incredible experience and has largely restored my passion for becoming an educator. It was so nice to actually be in a classroom and practicing all the skills we have learned thus far in the program. I was initially very nervous about being placed in a 4/5 split class; however, I now have a preference for intermediate students. Being in front of 24 nine and ten year olds is quite the experience. I built up my confidence every day I was in front of those kids. My planning and preparation went really well. I was able to teach in almost every subject area, such as; English, Science, Math, Social Emotional Learning, Social Studies, and Physical Education. I pushed myself out of my comfort zone by teaching over 6 math lessons. Math is my weakest subject personally, and as an educator. The communication and relationship I built with my coaching teacher helped me feel more comfortable in the class and with the kids. I was also able to build good relationships with my students, even after three short weeks. My coaching teacher recognized that her students ‘liked’ me, as well as trusted and respected me. I was comfortable speaking to all the students as a class and one on one. In my opinion, everything went well because I was having fun and always learning. Even if my lessons went poorly or not as planned, I always had something positive to reflect on with the experience.

Some things I will continue to work on as the program progresses are my time management skills as well as my multi-modal and differentiated instruction for those with learning disabilities or impairments. I was fortunate enough to not have many strong behavioural issues in my classroom; however, I did have a few students with learning disabilities. It was challenging for me to differentiate their materials and expectations for the content I planned to teach. My biggest challenge was recognizing that how I planned to teach all 24 students wouldn’t work for them. I had to come up with creative ways to show my materials in different formats while modifying their worksheets. My coaching teacher had to remind me on more than one occasion that said students had learning disabilities and that was why I wasn’t seeing the work or progress that I wanted. I instead needed to turn my focus towards what they were doing well and celebrate those achievements. I sometimes let myself down and felt discouraged when things didn’t go the way I had planned. It was important for me to recognize that every day I had a new chance at re-teaching something that was unsuccessful and to realize that teachers make mistakes too. Even if I had an ‘off’ day, when I went to bed in the evening all I could think about was how excited I was to see those kids again tomorrow.

What I plan on doing next is really implementing the feedback I got from my coaching teacher and use it in my next practicum. I got some great ideas and suggestions for how I can make my lessons more multi-modal. This means that I give my students more opportunity to discuss with one another and have movement breaks during my teaching. Within my first week, I noticed I spent more time then I wanted giving instructions while everyone stayed seated. I also noticed that I was spending too much time discussing as a whole class, because only certain students were engaged and contributing (while many others zoned out). I started asking my students to talk to a neighbour or break into small groups. This had a positive impact on their engagement. I also plan to implement more behavioural strategies moving forward in the next practicum. My coaching teacher taught me that using students exhibiting good behaviour as exemplars motivates other students to behave better. That way, I am not constantly asking students to stop and using negative comments. Mostly what I want is to get back in the classroom and continue learning and teaching. I feel like the most learning I have had to date in this program was in those three short weeks implementing what I had learned. I cannot wait to get back in the classroom and continue to push myself out of my comfort zones. 

As defined by the Oxford Learners Dictionary, a digital footprint is “the information about a particular person that exists on the internet as a result of their online activity” (Oxford Learners Dictionary). Anything and everything a person ever does online, including search histories, posts and purchases, leaves a digital footprint that will always be there. This growing portrait we create of ourselves online is most likely more public and accessible than we presume it to be (Internet Society). If you have not already watched The Social Dilemma on Netflix, I would suggest that be a good place to start in order to educate yourself on healthy consumption and use of technology. It is important we recognize the trail we are leaving behind us online because it could potentially impede our successes in life, such as obtaining a job or acquiring a loan from a bank. At the end of this blog post is a link to a video explaining why you and your future students should care about your digital footprint to help you understand the impact it has on your identity and reputation.

Even if you have nothing to hide about yourself and your search history, it is still a good idea to protect your personal information, because it is invaluable. Only you should be able to decide how your personal information is shared and what happens with it. As a school district employee, it is very important to have clean and professional social media accounts. Making accounts private will benefit you towards the potential of being hacked or have photos of you reposted on other digital platforms that could harm or hinder your reputation. Whenever you spend any time online and, on the internet, it is important to think about what you are searching, typing, and revealing about yourself. Ask yourself if what you are sharing or doing could harm you in any way. It is so integral to teach students the significance their digital footprint can have for them in the future since younger generations are spending more and more time online. Allot of sites will not let you access them unless you allow them to use ‘cookies’, which enables the website to record your browsing history for future use. It is important one knows how to clear their ‘cookies’ when operating technological devices or navigating digital platforms.

Now, having a digital footprint has both pros and cons. It is important to know when your usage is appropriate or not and how to differentiate good and bad uses of the internet. You can find some of this information plus tips and tricks in my older blog posts about Digital Citizenship and Digital Literacy. There are ways to create a beautiful and professional digital footprint for yourself that could actually make you more hirable! How you advertise yourself online, matters. One way you could introduce the topic of digital footprints to your students is having them google their name on the internet to reveal the photos, websites and links that may pop up (McGuckin). Some students may have more active social media accounts and therefor have more information about themselves readily available to anyone online. Another thing you could do as their teacher is help them learn how to set up stricter privacy settings on their devices to help protect their information (McGuckin). Ultimately, you will not be able to help your students regarding their digital footprints if you do not fully understand the scope and dangers of your own. Get researching and be more mindful of your online activity! You never know who is keeping track or who is watching. Be a safe exemplar for your students.

Video : https://www.internetsociety.org/tutorials/your-digital-footprint-matter

Resources

Internet Society. (n.d.). Your Digital Footprint Matters. Internet Society. https://www. internetsociety.org/tutorials/your-digital-footprint-matters/

McGuckin, D. (2018, November 30). Teaching Students about their Digital Footprints. Faculty Focus. https://www.facultyfocus.com/articles/teaching-and-learning/teaching-students-digital-footprints/

Oxford Learner’s Dictionary. (n.d.). Digital Footprint. In OxfordLearners.com dictionary. Retrieved Janaury 23, 2021, from https://www.oxfordlearnersdictionaries.com/ definition/english/digital-footprint

The word I chose to represent my feelings going into block 2 of the education program is anticipation. I chose this word because it is exactly how I have been feeling in regard to our upcoming three-week practicum. I will finally be able to put my newfound skills and knowledge to good use! We will be teaching 25% of the day for three weeks straight this block. I can only anticipate everything I will learn and experience and the joyful memories and connections I will make. I anticipate my practicum placement as well. I would prefer starting this practicum in primary years, in case those years end up requiring more energy than I have to give. This way, I can move into intermediate grades for the longer practicums down the road in our program. This will be the perfect opportunity to test out what my limits, strengths, and weaknesses are. I look forward to the feedback I will receive from my coaching teacher and the resources I will gain and add to my ever-growing collection! Over the Christmas break, I got to sub for a few days in my home community of Hazelton, and boy was that eye opening and fun! It gave me some insight to what I can expect when teaching within my own classroom and meeting new students. It is difficult to develop strong relationships with students when you are only with them for one day. That is why I am so excited for this practicum because we will be with the same group for three weeks. I can finally experience what it’s like to begin those relationships with students and earn their trust and respect. I anticipate there will be some bumps along the road throughout this experience, but I plan on being gentle, patient and kind with myself. This will be my very first time teaching during this program and I hope to make it a very positive and memorable experience

Why did you want to go into Teaching?

I wanted to go into teaching because I realized quite recently that my passion involved working with and helping children. There is no better feeling than providing a child the tools to develop their skills and watch them succeed from their efforts. Who wouldn’t want to hang out with a bunch of brilliant young minds all day and teach them how to create a better future for themselves and our society? A teacher plays such a larger role than just curriculum instruction, they also teach students important life skills and social skills. If I can have even the smallest positive impact on a child that they carry with them throughout the rest of their adolescence, I’d consider myself accomplished and fulfilled. There are so many incredible and intriguing resources out there that I cannot wait to bring into my classroom. Considering I have been a post-secondary student for five years now, it is hard to believe that I am approaching the finish line from student to educator. However, the best part is, teachers continue to learn and challenge themselves throughout their careers. I never have to give up my own learning. I want to become a teacher who makes everyone in my classroom feel included, important, safe and valued. I want to motivate children to learn and feel happy to be in school because I know many students don’t leave elementary school with this experience. I want nothing more than to provide my students what they need to become the best versions of themselves. That is why I want to teach.

What provoked your thinking in Education 394?

Discussion topics that provoked my thinking in Education 394 included assessment and grading. We read an intriguing article by Alfie Kohn titled Degrading to De-Grading that explained how students could benefit from the elimination of grades in school. This reading not only provoked my thinking but also challenged my thinking. I had been raised in an education system that always had grades. Throughout my post-secondary undergrad, I worked hard to achieve good grades instead of working hard at really understanding the material. I did what was necessary to get good grades. When I did exceptionally well, I was always excited and proud to share the grades I received on assignments with family and friends. This was a huge change coming into the education program because we are assessed by a pass or fail system. I no longer have percentages to worry about or letter grades to motivate my learning. Instead, I am constantly motivated to do the best I can and represent my learning in various ways because I do not know what the assignment is truly worth. That assignment could be worth everything, and therefore it deserves my best effort to make sense of the material. After reading Alfie Kohn’s article, I now understand how damaging and debilitating grades can be for students. I didn’t consider that although grades highly motivate some, they discourage others. Grades can actually reduce a student’s interest to learn, which is the exact opposite of a teacher’s desired outcome. You don’t want your students to choose the easiest routes to get the best grades, because they will never challenge their thinking or develop a growth mindset. Education 394 made me reassess the way I will approach assessment and grading in the future.

What challenged your thinking in other courses in Block 1?

Another aspect that challenged my thinking in Block 1 included how heavily the curriculum has incorporated Indigenous content and ways of knowing within the classroom. As a post-secondary student, I was aware of this shift towards incorporation of Indigenous worldview in curriculum; however, I was unprepared for how heavily it was being embedded into curriculum and teacher standards and expectations. To be quite honest, at first, I was feeling very overwhelmed with the land acknowledgements, the First People’s Principles of Learning (FPPL) and other Indigenous resources we were expected to add to our teaching toolkits. However, after multiple discussions about the significance of Indigenous knowledge and ways of knowing, I now see its true relevance within our education system. The FPPL contains values I already hold deep within myself that I was unable to recognize beforehand. I now have awareness of these values and will be able to implement them into my practice and pedagogical philosophy. I needed to change my lens to better understand that Indigenous values, traditions and ways of knowing speak not only to Indigenous persons but also non-Indigenous persons. They contain valuable approaches to life and nature that can resonate with all students. It was indeed a challenge at first to try and incorporate Indigenous worldview within my assignments; however, I learned quickly that it was only difficult because I saw it as something I needed to ‘add’ to my practice instead of something I could find already there within my practice. It was difficult to overcome the barrier in my brain that believed trying to include so much Indigenous content would disengage the other learners in the classroom. Throughout the observational practicum, I had seen so many students take to Indigenous worldview and immerse themselves into another culture willingly and excitedly. The courses within Block 1 helped open my mind towards the incorporation of Indigenous knowledge in my pedagogical philosophy and made me even prouder to be a future Indigenous educator.

What are your strengths that you will bring to Teaching?

I believe three strengths I will bring to teaching include my passion for physical literacy, my Indigenous identity, and my compassionate characteristics. Before pursuing my undergrad in English and Psychology, I graduated from CNC with my diploma of Kinesiology. I have always been very passionate about sports and have remained active throughout my life. I was chosen to play with senior girls’ volleyball in grade 9 and was captain of my volleyball team in grade 12. I also took part in the North American Indigenous Games and won a gold medal for team B.C in volleyball. I plan on incorporating many fun games and activities during my physical education classes and involving myself in school sports. If the school I end up in does not have any team sports, that it is something I will try to change. There are many teachers who fear P.E class but fitness and physical well-being are things I am passionate about. I want to provide opportunities for my future students, Indigenous and non-Indigenous, and encourage them to participate and try new things. It is difficult for students to sit still and learn all day so I will be taking full advantage of body and brain breaks within my classroom. I also identify as an Indigenous person and believe that will make me more approachable to Indigenous students that need additional support or guidance. Throughout my experiences in school, I had seen the repercussions of many young Indigenous individuals who had taken their lives and those who struggled with bullying, substance misuse, and oppression. It is because of these experiences I want to teach and provide a safe and caring space for those facing adversities or living through trauma. I believe I will connect with many students on a deeper level because I am approachable and understanding. I have always been a very sensitive, caring and giving person. People have often told me that being sensitive is a weakness; however, I see it as one of my greatest strengths. I want my students to feel comfortable enough to approach me about any of their struggles, fears or concerns so I can help and support them the best I can. Being empathetic has its setbacks, yet I believe these characteristics will help me provide students with second chances they deserve. I want to be able to truly see my students and develop strong relationships with them so that we both enjoy their educative experience in my classroom.

What do you wonder about?

Something I have been wondering a great deal about towards the end of block 1 is how I will acquire the time management skills that all teachers seem to magically possess. I have observed such flexible teachers who are able to think quickly on their feet and provide useful time filling activities when lessons do not go according to plan. I fear that some of my initial lessons will take half as long as I anticipate and my students will be sitting there bored and disengaged. I do not want to become a teacher who relies on doing a ‘quiet activity’ if they finish earlier than I anticipated. I want to begin filling my toolbox with quick, easy and fun time filling activities that still benefit my students learning and keep them motivated and engaged. I wonder what it will feel like to finally have the practicum experiences in this program and learn how to use a daybook. I consider myself a very organized individual who does not thrive well in chaotic or spontaneous environment. I am sure these are some skills I will need to develop and acquire along the way because not everything I do will go according to plan. I wonder how lesson planning differs from division to division and what my experiences as an uncertified teacher on call (TTUC) with school district 57 will add to my toolkit. Ultimately, I wonder what it truly feels like to teach. So far, we have only observed other educators as teacher candidates. Next block, we will be teaching 25% of the time and there is nothing that stresses and excites me more at the same time! I look forward to figuring out time management techniques and to get in there hands on and teach some students!

Essential or Guiding Question for next Block

An essential question I have for next block is how teachers are able to separate themselves from their work when they go home. Are teachers constantly thinking about lesson planning and continuously coming up with lessons on the weekend? Or do teachers actually have time to rest and enjoy other activities with their families and friends? I want to be able to develop skills to separate myself from a teaching role outside the classroom and recognize when there is nothing more I can do for certain students. I want to know how teachers are able to simply ‘let things go’ when they encounter a very sad experience with a student and how teachers combat jumping into the students personal and private life to make beneficial and necessary changes that are not in the hands of the teacher. Essentially, what I am asking is how teachers cope with heartbreaking students that you want to take home with you and parent yourself. Where do you draw the line and when do you turn your empathy off? I hope to learn these skills myself through experience and discussion with other educators and my peer’s next block.

If there is anything the COVID-19 pandemic has provided me while being a university student, it is familiarizing myself and improving my skills and knowledge within the digital world. I reflect quite often on the digital footprint I am leaving behind, especially on social media as an emerging young professional. The amount of time I spend on my computer these days definitely makes me feel like a proper digital citizen. Digital citizenship has been defined as “the quality of habits, actions, and consumption patterns that impact the ecology of digital content and communities” (Heick, “The Definition of Digital”, 2020). In simpler terms, being a digital citizen means you engage and use digital mediums or consume them through viewing or reading. Nowadays, it is very unfamiliar to come across a young student who does not know their way around a cellphone or I-pad device. Throughout my observations this semester, I have seen kids as young as kindergarten entertain themselves with I-pad lessons in the classroom. Digital citizenship plays an important role in most of our lives and is an important subject to discuss and question with students.

Like most things, there are good sides and bad sides to the digital world. On the positive side, digital platforms foster communication, resourcefulness, creativity and persistence (Heick, “63 Things Every Student”, 2018). How true this is depends on the individual using and consuming mediums within the digital world and what their purpose and intent is. It will be important for me to discuss with my students what we would define as a ‘good’ digital citizen, and a ‘bad’ digital citizen. Some examples of a ‘good ‘digital citizen would be members who contribute to research, provide meaningful feedback, and support one another online. Examples of a ‘bad’ digital citizen could include individuals who engage in cyberbullying, those who seek out and exploit private information and those who take advantage of others online, especially minors. These are important conversations to have with all students. Other ways to incorporate safety and awareness of digital citizenship could include inviting a local RCMP officer in to discuss charges laid for cyberbullying, since that is the most common occurrence of negative digital use among students.

Overall, it is important to recognize the importance of students being connected to the digital world and how to navigate and use it appropriately. Digital information provides us with opportunity to distinguish fact from fiction, create opinions, find information as well as think critically and carefully about that information (Heick, “63 Things Every Student”, 2018). Being a digital citizen “applies to [all] who use the internet regularly and effectively”, not just computer technicians. As a teacher candidate it will be my responsibility to model myself as a ‘good’ digital citizen who “engages young students and shows them how to connect with one another, empathize with each other, and create lasting relationships through digital tools” (Zook, 2019). There are many resources available online providing teachers with the right tools to teach students digital citizenship that I plan to incorporate into my future classrooms. I want to create happy, successful human beings but also humans who can safely navigate all the worm holes the digital world contains.

References

Heick, T. (2020, September 8). The Definition of Digital Citizenship. Teach Thought; We Grow Teachers. https://www.teachthought.com/the-future-of-learning/the-definition-of-digital-citzenship

Heick, T. (2018, August 12). 63 Things Every Student Should Know in a Digital World. Teach Thought; We Grow Teachers. https://www.teachthought.com/the-future-of-learning/63-things-every-student-should-know-in-a-digital-world/

Zook, C. (2019, December 10). What is Digital Citizenship & How do you Teach it?. Applied Educational Systems. https://www.aeseducation.com/blog/what-is-digital-citizenship

This week in education 394 we were fortunate to join the UVIC edcamp professional development day via zoom. It was really nice to discuss, brainstorm and collaborate with other teacher candidates from the UVIC teacher education program. We are all feeling relatively overwhelmed at this point with what we have learned about B.C’s education system thus far; however, we are all excited and up to the challenges we will eventually face in our own classrooms. It is comforting to know none of us are alone along this journey and that doubting one’s ability to become a ‘good’ educator is normal. I had always heard good things about the education program at UVIC and could not wait to hear what everyone had to share. The most informative and engaging discussion room I popped into was talking about how to use group work in the classroom in an effective way.

I had not initially started in this zoom room, so I did not catch the beginning of the conversation. When I arrived, my peers were discussing the importance of learning to work together with other people. When presenting group projects to students for the first time, it is essential they understand why they need to learn how to cooperate and function as a team. Many future career opportunities will involve, at some point, working with coworkers to present, create or solve problems and ideas. Even as a future educator, I am certain I will encounter forms of ‘group work’ with other staff members as well as other school districts. A school functions best as a unit with common goals in mind for their students and this is largely executed through the teamwork of staff. Team skills apply to everyday life and are important skills to have in order to function and contribute to our society.

The next thing we discussed was how we felt about students choosing their own groups or teacher assigned work groups. A great deal of teacher candidates sided with teacher chosen groups because they had previous experience being left out during their elementary and secondary years. It is very important that all students feel valued and included. It is pretty easy for a teacher to pick out the ‘clicks’ or groups of friends within the classroom who will always choose one another. Having a teacher assign groups combats students feeling left out or anxious that no one will choose them. However, I also brought up the point that I was the type of student who preferred choosing my own group because I did not want to be paired with individuals who would not put in as much effort as me. I honestly detested group work because I usually ended up doing most of the work myself.

It is important to strike a balance between students choosing their own groups as well as teachers putting groups together. Allowing students to have a choice can increase autonomy and independence; whereas, choosing the groups as a teacher encourages students to collaborate with other classmates and creating new friendships. When a teacher creates groups, they can also place strong academic students with those who are struggling. During this group discussion, we came up with two really good solutions. A teacher can make pre-assigned groups for students and switch them up throughout the year so that on occasion, friends are together. Another idea was having students choose one partner, and then adding two and two together to create a group. This way, two friends who are comfortable with one another can collaborate with two other students. It is important to decide for the project or lesson what the intention of the group work is. Is the group work meant to foster teamwork, or simply have multiple minds tackling a large subject? In the end, it is important to provide opportunity for choice, as well as outlining the intentions of group work.

Lastly, we discussed what students should do when there is a member within the group who is not participating or contributing. I suggested that before the school year begin, and group work is underway that the teacher outline this scenario with students. The teacher needs to decide how they want their students to approach him or her on this subject. Does the teacher simply suggest they figure it out themselves, or ask students in that group to let them know what is going on so they can step in. I personally believe that I would tell my students they needed to let me know sooner rather than later if one individual student was not contributing to the group work. The group members who informed me would not be penalized and could remain anonymous. I would then discuss with said student in private why they were not contributing to the work or project in case something bigger was going on. Of course, these discussions come with time and the development of strong relationships with my students.

Brainstorming with my peers was extremely helpful, and I now have allot to think about when I introduce group work to my future students. I will keep what my peers have shared in mind as well as apply it to my practice in this program. I have had to do a great deal of group work within my education journey and recognize how it has benefitted me as a young adult. I will instill these values in my future classroom and cater to both the introverts and extroverts within my student body.

My initial understanding of learning progressions was that student learning is scaffolded. Students are unable to progress their learning if they do not understand the foundation that they have been taught presented in the previous division, unit or grade. I have learned from our readings that “more and more education authorities are now identifying learning progressions as a potent way to help teachers plan and monitor their instruction” (Popham, 2007, para. 1). This in turn enhances student learning (para. 1). Learning progressions are a tool meant to help teachers and students achieve learning success and ensure learners are adding onto their acquired knowledge. These learning progressions have been defined as a “carefully sequenced set of building blocks that students must master en route to mastering a more distant curricular aim” (para. 1). In simpler terms, you must learn to crawl before you can walk and walk before you can run. Everything happens in a sequence of steps and understanding one thing will allow you to understand another more complex version.

These progressions are important because we would not have an educative system without them. If progressions were not necessary, we would all be able to master skills without taking the time to ‘get better’ at them. Learning progressions are like grade divisions, you cannot proceed from grade two to three without understanding curricular requirements in grade two. Of course, the funny thing with the BC educative system is that you can proceed to the next grade without meeting requirements. This just means more work for the teacher to attempt to level their understanding with the rest of the students in that division. Learning progressions are reflected in the natural world; therefore, it makes sense to approach teaching in the same way, because it works. Learning happens through trial and error, and those mistakes create a basis of knowledge. These learning progressions prevent students from being overwhelmed and overloaded with information. When more difficult questions or criteria are presented to the students, they are ready for it because they have mastered the previous steps or goals. With progressions, it is easier to pinpoint where the student is having difficulty and how to address their confusions quickly and seamlessly.

The most beautiful part of learning progressions is that there is “no one single, universally accepted and absolutely correct learning progression underlying any given high-level curricular aim” (Popham, 2007, para. 6). This goes for both teachers and educators. All teachers have their own ideas when it comes to creating steps to learn within a lesson plan just like all students will and learn and internalize those steps differently. Learning progression still leave the door open for imagination and creativity. Some teachers will need to readjust their progressions because it is not working for their student body. This open-endedness was visible when our cohort completed the learning progressions Jamboard assignment. Despite some groups choosing the same topic of interest like an English lesson or music lesson, the learning progressions were vastly different. It has been stated that “well-intentioned educators can undertake task analyses for an identical curricular outcome yet end up with a strikingly different learning progressions” (para. 6). I look forward to collaborating with future teachers and discussing our different approaches to teaching a similar lesson. We all typically understand things better when they are broken down into clearer steps, and that is exactly what learning progressions are. They are smaller pieces that make up the bigger picture. This is something I will always keep in mind with my future students and acknowledge that those learning progressions are fluid and adaptable.

Reference

Popham, W. J. (2007). All About Accountability: The Lowdown on Learning Progressions. Educational Leadership, 64(7), 83-84. http://www.ascd.org/ publications/educational-leadership/apr07/vol64/num07/The-Lowdown-on-Learning-Progressions.aspx

For this blog post entry, I have been asked to reflect on my thoughts thus far regarding curriculum and assessment in Education 394. Firstly, I’d like to acknowledge the changes the BC curriculum has endured to get to where it is today. I am thankful that I will be entering my teaching career with a streamline curriculum that is accessible online and incorporates Indigenous worldviews. The redesigned curriculum highlights core competencies within each subject area in order to facilitate deeper learning within the educated citizen (Curriculum Overview, para. 13). All areas of learning within the BC curriculum follow a ‘know-do-understand’ framework in order to support a “concept-based competency-driven approach to learning” (para. 17). This approach is easy to follow because the content is what the students will know, the curricular competencies are what the students will ‘do’ or perform, and the big ideas are what the students take away and understand (para. 17). This is significant because the curriculum has shifted towards a more personalized, flexible and individualized approach to teaching students at various levels within the education system (para. 17). Students learn better through the act of ‘doing’ instead of listening and regurgitating facts. By being actively engaged in their learning, students have a more meaningful and authentic experience with the task at hand and are able to connect it to the real world (para. 17). This shift towards a new curriculum has promoted place-based learning, outdoor learning, as well as the inclusion of Indigenous worldviews and ways of knowing within all lesson plans. The new curriculum is able to support a more diverse student body through integration and inclusion. I think all of these changes will have a positive impact on my teaching career and the way I educate my students.

As for assessment, my initial feelings towards traditional grading was neutral. I am a student who has been given numerical or letter grades my entire life. I find normalcy and comfort by receiving grades and allotted percentages to my assignments. I was thrown through a loop when starting this program because none of our assignments are graded, and we are given a ‘pass’ or ‘fail’ at the end of each block. My entire motivation towards getting work done has shifted. I used to call up my parents when I received a ‘B’ or ‘A’ on an assignment instead of telling them how excited I was to learn that subject. Now, I tell my parents stories about what I am learning because I no longer feel pressure to meet certain expectations. I still put my best effort into assigned tasks, yet, I feel a sense of freedom when doing them. I am able to produce into words exactly how it makes sense in my mind. Eliminating grades and percentages has forced me to treat every assignment as if it’s worth 100%. Before, if I was doing really well in one specific course, the effort I would put into my learning was very minimal. I became easily detached and disengaged with the material once I knew the assignment requirements. Most students today are still being graded and assessed on their assignments; however, there is so much more effort on the teacher’s part towards engaging the students in the material. Teachers are really trying to have the content relate to students in a meaningful way in order to create connections. This approach to teaching makes the learning more of an adventure and less of a chore. Reading Alfie Kohn’s article From degrading to de-grading compelled me to reassess my feelings and thoughts towards traditional grading and assessment even more. Grading is similar to a factory approach to instruction and student learning (Kohn, 1999, para. 35). By solely focusing on grades, the learning of students is hurt (para. 36). It is imperative to allow students to show you ‘what’ and ‘how’ they have come to know what you have taught them in as many creative ways as possible. We are all different and unique human beings who take the same information and digest it in many different ways. Why do we expect everyone to come up with the same answers or representations of their knowing? Eliminating grades is not going to happen overnight; however, as a future educator I plan on using formative assessment in the least amount possible. Summative assessment attempts to capture a snapshot at what the student has learned overall. This will look different for everyone. It will be important for me to foster my student’s creativity and imagination towards showing me what they have learned. I do not want my students to tackle their assignments with the belief they need to show me what I want them to know. I want my students to care about what they are learning, and I look forward to how my feelings and thoughts will continue to change throughout this program regarding curriculum and assessment. Like my students, I will always be learning, especially about myself and my pedagogical values.

References 

Kohn, Alfie. (1999, March). From Degrading to De-grading. Alfie Kohn.     https://www.alfie kohn.org/article/degrading-de-grading/.

Curriculum Overview. (n.d.). BC’s New Curriculum. Retrieved October 24, 2020, from https://curriculum.gov.bc.ca/curriculum/overview.

For the professional development day on October 23^rd, I chose to register myself for the C2C conference (classrooms 2 communities) hosted in Prince George. Although we had the choice of attending any conference, I believe the presentation content in the C2C conference would be most relevant to my future career in Northern BC. The Pro-D day celebrated many inspiring approaches to place-based and experiential education and one specific presentation I attended stood out to me the most. This presentation was called ‘Northern Lessons- Outdoor Kindergarten’ by Mrs. TM, an instructor for school district 54 in Houston BC. I was drawn to this lecture because of the title. I grew up in Northern BC and was very intrigued how you could teach Kindergarten outdoors, especially during the cold winter months. Any teacher who attempts to take students out of their desks and chairs for a few hours a day have my full support and respect. Helping students discover the value of community, and the place in which they live was exactly what Mrs. TM strove to provide her students. She believed that all the tools and resources required for teaching are available to you and your students outside. Her goal was to have her students make meaningful connections to the land every day. She suggested to her audience that we allow the students to do the asking. It is important to have a set plan in mind before taking students outside; however, the best teachable moments arise from students asking the questions. Mrs. TM could structure an entire week’s worth of teaching just by one student asking a question about honeybees. The students could study their life cycle, they could find flowers in which bees pollinated, or they could study the patterns of honeycombs. The opportunities were endless! She would also tell her students to use their ‘scientist eyes’ while outside on a walk which encouraged them to ask questions and make discoveries or notice changes. For example, they would set the intention for the day as focusing on how the rain last night affected the plant material outdoors. Upon arrival to their designated area for the day, Mrs. TM also had students meditate on their own. This was shocking news to me because how do you expect Kindergarteners to settle themselves for roughly 5 minutes outside? It sounded like an impossible feat, yet, Mrs. TM said they loved it. Students were asked to pay attention to the noises they heard, the smells, and textures around them. They were then able to share their experiences afterwards with the teacher and class. Eventually, Mrs. TM said her students were able to meditate for approximately 20 minutes on their own and they looked forward to it. By going outside every day, students are able to organize themselves and create a sense of routine in their lives. They arrive to school prepared to go outdoors because they know they will be going outside at some point every single day. The kids are able to drive lesson building through local and authentic resources. Mrs. TM stressed that outdoor education doesn’t require chairs and gazebo’s where students can sit and write. Students are not brought outside to sit and learn, they learn by moving, discovering and questioning. This is such a significant approach to education because the walls between outside and inside the classroom need to be transparent. Spending approximately 2-3 hours every day outside is a reasonable feat almost every teacher can accomplish, even if they do not have easy access to greenspace. Students could spend time identifying road signs in nearby laneways and create language boards or figure out how many sides a hectogon has. Each question that arose during this presentation was answered, specifically questions about the costs of outdoor education. Mrs. TM stated that you do not need to spend hardly anything in order to teach lessons outside. It can be as simple as asking a local tire shop for spare tires to fill with dirt and create a compost or garden. Practicing outdoor education promotes community involvement as well as family involvement. She told a story about how some of the kid’s grandparents took them all ice fishing once on a local lake! This presentation was extremely valuable because it dissolves the fear of taking students outside. Hearing it all firsthand from someone who takes their students outside every day shows us that it can be done, even with 20 kindergarten students. I cannot wait until I have my own classroom and can create student autonomy and provoke their interest by taking them outside. I will definitely be keeping in contact with Mrs. TM and attempt to take my classroom outside once a day to connect them to the land and support place-based learning because student happiness is easy to achieve this way. Learning does not stop when you leave the classroom, it continues outside and flows through our interactions with nature.

“Nature is a tool to get children to experience not just the wider world, but themselves”

-Stephen Moss