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Chelsey Sharpe

Education breeds confidence. Confidence breeds hope. Hope breeds peace. -Confucius

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ECS 301

Tech Presentation

My group did a presentation on Aurasma check it out on Pinterest.  I will definitely be using this technology in my classroom.

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Backwards by Design, Learning to Work Together.

We were given the task to rewrite a lesson plan in our ECS 301 class this week. I find that the learning to make a lesson plans have been very frustrating to me. I think that this is because I do not have the experience that my colleagues have.  I have been learning quickly and trying out different templates to see what I like best. I have found that I like the 5 E’s template works well for Science classes since they incorporate the lab report style of writing, which for me is second nature.

Since I have been introduced to the backwards by design method of lesson planning the hours that is was taking to create a lesson has decreased (Thank goodness). Before this template was introduced to me, I was thinking who the heck has time to create a useful plan. Since the whole idea of backwards by design is to work from the assessment forward, life has gotten a lot easier.

This assignment was to get us to meet with our colleagues and work together to make a okay lesson great.  This exercise was good, I like to collaborate with my colleagues to see what they are thinking, since we all have different Ideas. But I feel as a university student we are always collaborating, I would love to do some assignments on my own. Do teachers really collaborate as much as we do?

Through this process I did have a “ah ha” moment. There are different forms of formative assessments. Who Knew? I did not know until we started this assignment that there is informal and formal formative assessment. This blew my mind, so when I ask my students questions that is informal assessment and when I take in their journals that is formal. However, after this was explained to me and I finally understood what was going on another instructor through a wrench in my thinking.  He says that summative assessment can come after a lesson. Isn’t that where the formal formative happens. To me this is very confusing but I think I am going to continue with my knowledge of informal and formal formative assessment, and leave the summative until the end of a unit.  Maybe this will come more clear next semester when we finally take a assessment course.

After all this being said I do believe that our lesson is a lot better then what was given to us to begin with. My goal is now to figure out assessment now that I have the planning under control.

 

 

 

Field Trip to the Royal Saskatchewan Museum

Last week we went on a field trip to the Royal Saskatchewan Museum, this was a very informative experience for me. Although we did not take any students with us. I came up with a “uh ah” moment when going through. This moment came as everyone was racing to fill out the worksheet that the museum provides. Students are like adults we RACE to fill out worksheets when the worksheet is like a scavenger hunt. Nothing is learned  because you are looking for the answer to the questions and not taking the time to look at every artifact.  I think that worksheets make the museum experience fun but that is not why we go to these places for field trips. We go to learn… Right?

I read a few articles on taking your students out on field trips. I do agree with Jay P. Greene, Brian Kisida and Daniel H. Bowen authors of The educational value of field trips: taking students to an art museum improves critical thinking skills, and more on the fact that museums have seen a decline in school trips. I feel that I was disappointed with my experience at Royal Saskatchewan museum, the last few times that I have went with my students as an educational assistant. The exhibits are out dated and not much details are provided with the artifacts. However, this being said I would take my students there as a teacher but with one key change I would make up my own worksheet that lead to inquiry project after the museum visit.

I have also read the article called Transforming a Field Trip Into an Expedition Supporting Active Research and Science Content Through a Museum Visit by Rebecca Morris. She states that she found the same thing happened with students that I have mentioned earlier. Since students are not in their usual routines during the field trip experience, many of them do not retain much information. However Rebecca has also come up in an great strategy for taking student on field trips. Make it an expedition instead (Oh here is the learning). Having students research at a museum is like an inquiry project outside of the classroom. Perfect! Students lead their own learning while looking into artifacts that they find interesting. This is such an amazing concept.

Well lets see if this will work going to the Royal Saskatchewan Museum (Note I’m using this museum since I was just there). To start we as a class would have a discussion on  what being a critical thinker looks like. Thats way they know that there maybe biases in the museum and that it is ok to question these  the bias.  Next, I think I would make up a choice board so that the students know that there are some expectations on what they are to be doing. Now this is were the inquiry happens, instead of having the students race around the museum looking for answers to a worksheet, they have to find a topic that interests them. They have to seek out everything that the museum has to offer on the topic and fill out a worksheet that has open questions. This would lead to a research assignment when we got back to class. This assignment could be researching the different views of the topic or how the views of one source can be different then the views of another. My students will then make a social action plan that can better education themselves and the others in their class.

I would love to do this with a class now. It would be interesting to know what they take out of learning to be critical thinkers. This experience for me was definitely eye opening. My students may not like the fact that they will have to learn something when we go on field trips.

Treaty Education Workshop

I had the pleasure of going to a Treaty Education Workshop held at the University of Regina.  This workshop was offered to all elementary education pre-internship students. The workshop was a way that my fellow students and I could get our heads around the concept of teaching treaty education.

During the last two days, we learned about what Treaties mean not only to the First Nation people but to of all Saskatchewan and Canada. I learned so much that I can not possibly mention everything.

The first thing I learned was that not all residential school survivors had the same horrible experiences that we hear about.  That there were abuses, that went on but not only from the authority figures but also from students onto other students.  One of the Elders stated that she asked the punishments that she got because back then that was how schools disciplined its students.

I also learned that collaboration with your colleges is very valuable.  We had group discussions to help us understand treaty learning. We also worked together to create a lesson plan that we could use in the classroom. During this exercise, I figured out how easy it is to fit Treaty Essential Learnings in to the rest of the Saskatchewan Curriculum. By the way the Office of the Treaty Commissioner has plenty of teacher resources. If you would like to get your hands on some here is the website http://www.otc.ca, all you have to do is sign up (P.s. it is free to sign up)

I would like to Thank the Elders that came to speak to us, to the facilitators from the Office of the Treaty Commissioner and the Faculty of Education for hosting the event.  I have not only walked away more knowledgeable about the history of Treaties, but I am now able to be confident that I can teach treaty education in a classroom.

Just remember that here in saskatchewan “We Are All Treaty People”.

Decrypting Outcomes

Don’t we all wish that outcomes are already decrypted for us.  Well I looked at a outcome in the saskatchewan curriculum to try to decrypt want the ministry wants taught.  The outcome was Health USC5.1:  Analyze personal eating practices.  I believe this means to examine (or look at) what people are eating (vegetarian, vegan, etc..) and how much food they are consuming.

From this I have come up with some activities we could do as a class.  We as class can keep food journals.  We could also learn how to read food labels and nutrition facts ( by filling in worksheets).  Then we could compare and contrast different foods by looking at news paper/magazine ads. I could assess this by having the students make posters, taking quizzes and filling out worksheets. I could also work on indicator number 9, which looks at this differences of consuming processed food versus non-processed foods.

Close Reading Analysis of Taylor Mali’s “What Teachers Make”

Taylor Mali is trying to sell his audience on what a teacher makes. He makes himself seem authoritative, demanding and under appreciated.  But he makes a good point that teachers have to be this for their students.  That being a teacher makes you the person that students will look up to.  He goes on to say that a teachers make students better all around people by making them question the world around them.

Do I agree with him? Yes and no, I feel that teachers do have the unique job of teaching children to be critical to the world around them.  However, I do not agree with his methodology.  As a teacher, you need to rise that child up and not cut them down.  This can be done in many different ways. Being respectful is one of those ways.  Respecting your students goes a long way, and in turn they will respect you. Teaching is a demanding job, but we did not choice to teach because it was easy. We chose to teach, to build the relationships that helps a person grow.

If you would like to watch the video. I have provided it here.

 

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