TEACHING PRACTICE
PEDAGOGY
Journals & Research Notebooks
Students at all levels can benefit from journal keeping to record information, make connections, and develop more critical and abstract thinking. I support Visual Research Notebooks/Journals that allow multi-modal expression and exploratory freedom. As students advance in school they are typically given less freedom to explore and be creative, and this type of journaling gives them an opportunity to continue to develop in these areas. They can work in ways that are most helpful and useful to them as individuals. Some teachers resist the VRN because the added freedom adds complexity for the teacher in interpreting the information and responding to the student. Ultimately, excellent teachers want what is best for the student, not what is best for the teacher.
Double Entry Journals allow students to logistically grasp the difference between writing down found facts, and then putting it through their own filter to make connections between the topic and their own lives, the topic and the lives of others, and the topic and other topics. It strengthens students in asking their own questions. It encourages them to think more critically about the information that they do find. This skill is important in today’s culture of mass internet information. The Double Entry Journal allows students to organize their thoughts and information in a way that makes sense to them and to others that read the entries. Teachers typically love this last part.
I see the benefits in allowing students to combine these journaling modes in one journal place, rather than separating them. It brings together the best of both approaches.
Rationale: This is not a full lesson plan, but is a suggested integrated activity linking aboriginal studies and visual art. This supports diversity and aboriginal perspectives. While recommended for grade 5, it could easily be modified into a lesson for older students.
Thought: An increase in teaching First Nation/Metis/Inuit perspectives is a good thing. Bringing in an Elder or someone with in-depth knowledge is best. However, I feel that we do the best we can with what we have available. The key is being respectful of another's beliefs and culture. I have resisted the idea that I am using appropriation when I include FNMI ideas into my classroom.
Rationale: Students are diverse and according to Gardner's Theory of Multiple Intellegences, they have varied learning styles. Advocating for differentiated instruction, I give three suggestions on how this might be accomplished in a classroom.
Rationale: Both organization and flexibility are necessary for a safe, positive place to learn. Here, I give 8 suggestions for establishing an organized and dynamic learning environment for the Junior classroom.
Rationale: Character Education is about learning life-skills to be an ethical and productive citizen. These characteristics and skills are important enough to be modelled and taught in school. Here, I offer two teaching ideas that help to support and develop Character Education.
Curriculum & Lesson Planning
Rationale: Curriculum, unit and lesson development requires careful planning and consideration of the learner. A share of some of what I have done in this area.
ASSESSMENT
Rationale: There are many positives to the structure of Ontario report cards. I share a few that I have noticed here. I often wonder why the Arts are listed last. What implicit message does this send?
Rationale: Parents and Teachers are partners in the education of students. I prepared this brochure as one possible way to inform parents and invite them to assist in their child's learning.
TECHNOLOGY
RESOURCES
Rationale: To promote and support diversity I make some suggestions of books for the Junior learner.
Rationale: To promote integration between subjects that are more engaging to students, this chart summarizes the big ideas in each subject covered in the junior grades. It then allows teachers to find links across the curriculum that could be developed into integrated units or lessons.