ERDG 310 Reflective Practice Week 11

During my pre-internship, I was only able to go to the library a few times. The library in the school where I was placed was a small library, but it was colourful and had different chairs, such as plastic chairs, wiggle chairs, and bean bags, where students could sit and read. Since it was women’s month, the librarian created a display of books by and about women and women of colour. They also used the library as a place to watch videos and movies. It created an environment where students wanted to go to the library to study and read. There were many times when students, with their teacher’s permission, asked if they could go to the library to work on homework.

In the ELA class, the teacher used “Barren Grounds” by David Robertson as their novel study. It is written by an Indigious-Canadian and is about Indigenous kids.  I was not able to see what books there were in the shelves, I saw some bilgiugal books on the tables in the staff room.

ERDG 310 Reflective Practice Week 7

Personally reflect on your semester and your journey to promoting a love of reading.

  1. Where do you feel most confident in promoting literacy?

Teaching new literacy, particularly the new forms of literacy made possible by digital technology, Since I grew up with the internet, I’ve learned the unspoken rules of the online world. Make sure you fact-check your information. Don’t believe everything you see and read, especially on social media. I also took EDTC 300 and EDTC 400. In EDTC 300, using technology and media in teaching and learning, as well as the transformational implications that emergent digital tools and networks have on schools and society, my classmates and I investigated how technology and media are used to enhance learning. In addition, the course provided a hands-on approach to learning about technology integration. The course encouraged me to critically think about the consequences of living in a digital world and how it affects the classroom. While EDTC 400 taught me advanced techniques for integrating technology into teaching and learning, as well as an in-depth examination of the effects of developing technologies and media on students, teachers, and society at large,In this course, my classmates and I participated in critical conversations about technology and how it connects to classroom practise in the settings of the province, the country, and the world at large.

  1. How do you personally interpret “Reading for a Better World”?

Reading for a Better World means analyzing texts that develop self-awareness and texts that create empathy with others. It is about reading stories about people who have a totally different lifestyle and then learning how to empathize with their experiences. It is about reading books about people’s different beliefs and understanding why they believe what they believe, even if their beliefs are different from yours.

  1. Where are you feeling a bit nervous or unsure? How will you address this?

Picking out books that are age-appropriate I loved reading as a child, and I would actively read books that challenged me and books that had graphic content. I am nervous that the texts I pick are too far above the reading levels of my students. Also, I worried that the content in the books I chose is too mature for the students to handle. I need to have people I can ask if the books I pick are age-appropriate for my students. They can recommend other books that may be more suited to the books I pick.

ERDG 310 Reflective Practice Week 6

According to Frances Christie learning the genres of one’s own community is a crucial component of acquiring knowledge of its culture and meanings. All of this implies, among other things, that a genre is not to be interpreted as an empty slot ‘filled with’ material or, alternately, ‘imposed on’ content, even if you sometimes hint that one or the other is the case. Primary or fundamental education genres are very strong because they reflect canonical means of generating meaning and accomplishing major personal, family, communal, and societal objectives in any society. Every culture has its unique genre for example America has Western and China has Xianxia and wuxia.

Specifically, Christie states that in the English- speaking culture the basic text types are narratives, recounts, procedures, explanations, expositions and discussions. In my high school ELA classes, our English teacher taught us that there were three purposes of writing – to inform, entertain, and recount. Procedures, explanations, and discussions are all informative. Narratives are entertainment and recounts are recounts. But genre can overlap. For example, narrative can also be information and recounts are entertainment. As a student categorizing text into genres helped me format my writing and it helped focus the content of my writing because it helped me to know what the purpose of my paper would be. It was either to inform, entertain, or recount. And helped me to looks at patterns when I was reading.

But according to Kathryn Accurso and Jason D. Mizell’s article, Toward an antiracist genre pedagogy: Considerations for a North American context, genre pedagogy is racist because the current way of implantations of genre pedagogy is reproducing white-dominant practices and reinforces deficit perspectives of multilingual students of colour. As a multilingual person of colour, I learned English in a similar matter. It was beneficial to me. But I understand that it might be harmful to others.

The article says it was important to learn the genres of one own community. Tagalog is my mother language, but English is also my home language. I considered a mother tongue as the language your family and ancestors spoke. A home language is a language a person is most comfortable speaking and expressing in. I’ve noticed as an immigrant that there are three camps. The white immigrants whose language is English, white immigrants whose language is not English, for example, their language is Ukraine, German, Swedish etc. The non-white immigrants, also most always their native language is not English. Non-white immigrants are pressured to keep their culture and language, white immigrants whose language is not English are not pressured to keep their culture and language. For example, I have first-generation Italian friends who do not speak Italian and are not super-in tune with their Italian heritage but still know of their heritage There is no pressure or shaming of them not speaking their mother language. They’ve “assimilated” into the dominant Anglo-Saxon culture. I have first-generation Filipino friends who were born here and grow up speaking English. And they have “assimilated,” but the reaction is so different. It is like “no oh you poor oppressed POC, even though you’ve grown up here in an English-speaking country, where the population is 75% has European heritage and the rest has heritages from all over the world, you’ve been stripped away from your culture.” Not taking into take that place/ location shaped your identity and not taking into account that maybe they’ve mashed together their culture with the dominant white culture with the minority cultures in Canada is create some strange hybrid culture. This speaks a lot about globalization.

In many of my classes, just by looking at their last names, I know their families are not Anglo-Saxon. They have Anglicized Eastern European names. And no teachers are pointing out that they and their have family’s culture and language have been stripped away from them. I’m not talking about racism, but ethnocentric. It is ethnocentric that the white English majority assimilated non-English speaking white students. I think we can’t take about racism if we don’t talk about ethnocentricism. Ethnocentricism is the -ism people don’t talk about, but we need to discuss. 

Readings

Frances Christie (2013) Genres and Genre Theory: A Response to Michael Rosen, Changing English, 20:1, 11-22, DOI: 10.1080/1358684X.2012.757056

Accurso, Kathryn. Mizell, Jason D. (2020) Toward an antiracist genre pedagogy: Considerations for a North American context, DOI: https://doi.org/10.1002/TESJ.554

ECS 401 Week 6 Takeaway

  1. Effective feedback is divided into three sections. First, a teacher must inform the student that they performed well on the assignment. Second, the instructor must inform the student of what has to be improved, and last, the teacher must instruct the pupils on how to improve.
  2. Feedback is a vital skill that students must master in order to participate in peer and self-assessment effectively. When students participate in peer and self-assessment, they are aware of the learning objectives, understand what success looks like, can offer feedback in their local language, and can provide alternate viewpoints on future steps.
  3. What are learning goals? They are short, simple statements in student-friendly language that outline what students should know or be able to perform at the conclusion of the instructional time. They design how students will show what they know and are capable of doing, set success criteria, and develop means for students to verify they comprehend these requirements. They design techniques to ensure students grasp the success criteria as part of their instructional preparation.

ECS 401 Takeaway Week 5

  1. It is predicted that increasing the authenticity of an evaluation would have a good impact on student learning and motivation. Authenticity, on the other hand, is just a hazily defined dimension of evaluation since it is assumed to be a well-understood notion that does not require formal definition. But in order to apply something effective, it needs to be specifically defined.
  2. In the context of assessment, authenticity is defined as the resemblance between the cognitive demands—the thinking required—of the assessment and the cognitive demands in the criteria circumstance on which the assessment is based.
  3. The importance of using authentic competency-based assessments is 1) their construct validity. The construct validity of an assessment refers to whether it measures what it claims to measure. It means that tasks must accurately reflect the competency that needs to be assessed, that the content of an assessment includes authentic tasks that represent real-life problems in the knowledge domain assessed, and that the assessment task also requires the thinking processes that experts use to solve the problem in real life. And 2) their consequential validity. Consequential validity is the intentional and unforeseen impacts of assessment on instruction or teaching and student learning.

Reading: Gulikers, Judith & Bastiaens, Theo & Kirschner, Paul. (2004). The Five-Dimensional Framework for Authentic Assessment. Educational Technology Research and Development. 52. 67-86. 10.1007/BF02504676.

Week 4 Takeaway

I think that student-centred assessment, learning target alignment, and students’ skills are the three most important to me. If I had known these principles in my K-12 experience it would have helped me as an elementary and high school student. Also, if I knew the learning targets, I would have felt that there was direction and a purpose to what I was learning.

  1. Student-centered assessment – By leaning more heavily on formative evaluation techniques, teachers might help students become more motivated to study. This form of collaborative procedure empowers students and increases their likelihood of being actively involved in the classroom. According to research, student-centered evaluation methods have a favourable impact on motivation and learning.
  2. Learning Target Alignment- Teachers must explicitly describe the learning goals that students are expected to grasp prior to instruction. Excellence becomes possible for all children when expectations are explicit and obvious to kids. Empirical research has frequently confirmed the link between assessment expectations and student motivation.
  3. Student Skills – There has been a growing recognition of the varied talents that children might possess and acquire since Howard Gardner’s groundbreaking work Frames of Mind was published in 1983. MI Theory’s main benefit is that it reminds teachers to employ a variety of multi-modality teaching and evaluation techniques in their classrooms.

Reading:  Volante, L. (2006). Principles for Effective ClassroomAssessment. Brock Education: A Journal of Educational Research and Practice, 15(2).

ECS 401 Week 5 Takeaway

  1. It is predicted that increasing the authenticity of an evaluation would have a good impact on student learning and motivation. Authenticity, on the other hand, is just a hazily defined dimension of evaluation since it is assumed to be a well-understood notion that does not require formal definition. But in order to apply something effective, it needs to be specifically defined.
  2. In the context of assessment, authenticity is defined as the resemblance between the cognitive demands—the thinking required—of the assessment and the cognitive demands in the criteria circumstance on which the assessment is based.
  3. The importance of using authentic competency-based assessments is 1) their construct validity. The construct validity of an assessment refers to whether it measures what it claims to measure. It means that tasks must accurately reflect the competency that needs to be assessed, that the content of an assessment includes authentic tasks that represent real-life problems in the knowledge domain assessed, and that the assessment task also requires the thinking processes that experts use to solve the problem in real life. And 2) their consequential validity. Consequential validity is the intentional and unforeseen impacts of assessment on instruction or teaching and student learning.

Reading: Gulikers, J.T.M. Bastiaens, T.J., & Kirschner, P.A. (2004). A Five-Dimensional Framework for Authentic Assessment. Educational technology research and development, 52 (3), 67.

Reflective Practice Week #5

Considering this week’s article, how may their theory on space-making reflect on the classroom (or school) spaces we inhabit?

From the study, there were four themes that materialize – Reposition, Transportation, Nesting and Layering. Reposition is the actions by which child readers consciously position themselves differently in relation to their environment after reading a text. Transportation is when child readers imagine that they are in a book or text. Nesting is the action by which child readers are preparing to read, such as looking for a quiet nook to read. Layering is when readers bring elements from a book into the real world, such as role-playing or attaching elements of a story to real-life objects. For example, a child pretending that their closet leads into Narnia. These four themes have helped the participants, as readers during their childhood, learn to know and appreciate their environments in non-cognitive ways. Being aware of how child readers use these themes to read will help teachers create an environment where these themes are fostered. Such as instead of having students read in their desks they can pick where they want to read in the classroom.

Sarah Fischer (2017) Readers as place-makers: the experience of place in the
literacy life-worlds of middle childhood, Environmental Education Research, 23:10, 1476-1488, DOI:
10.1080/13504622.2016.1262330

Link https://doi.org/10.1080/13504622.2016.1262330

Reflective PracticeWeek #4

This week look into a current issue in the news relating to social justice or reading/literacy. Provide the link, a very brief overview and then your reflections on how it effects you as an educator or how you’d address with your class.

“Read the Books That Schools Want to Ban” by Emma Sarappo is a news article published by The Atlantic. Sarappo reports on the current book ban happening in the U.S.A., in such states as Texas, Oklahoma, and Tennessee. Most books that are banned deal with LGBTQ issues and race. The writer highlights the recent ban of Maus by Art Spiegelman and how its depiction of the Holocaust was the cause for its banning. The writer then lists out 14 books that have been and are currently on a book watch and the reasons that are banned.

As an educator, being aware of the reasons why certain books are banned in some school districts is a good start to discerning what books can or can not be let into your classroom. Reading to lists of banned books will also help educators understand who censorship is trying to silence. I think most importantly knowing the reasons why a book is banned will help an educator to argue and provide counter reasons why a banned book should be read in class.

News Article

Sarappo, E. (2022, February 1). Book Bans Are Back. Here’s What’s In Danger . Book Bans Are Back. Here’s What’s In Danger. https://www.theatlantic.com/books/archive/2022/02/banned-books-list-to-kill-a-mockingbird-maus/621428/.

Week #3 Takeaway  

1. Benefits of using feedback for students: Feedback is a type of grading that does not punish students for being wrong. It is not punitive grading. Some of the benefits of using feedback instead of grading numbers are 1) letting students make and learn from mistakes without penalizing them. 2) Feedback also lets students know where they need to work on and know what they are doing and understanding correctly. And 3) It develops a student’s feedback skills and communication skills, whether assessing feedback given to them or giving feedback to their colleagues.

2. There are several ways to issue grades using feedback. Each way is suited to different assignments and situations.

3. Benefits for teachers: 1) It reduces stress from grading and how teachers feel about giving back grades out. 2) It helps teachers and students communicate with each other and advertently fosters good relationships between teachers, students, and their classmates.   

Nodelman, P. (1992). The Other: Orientalism, Colonialism, and Children’s Literature. Children’s Literature Association Quarterly.

(n.a). Teaching About Gender Diversity.