Intermediate FNMI ABQ: Introduction Module 3- Task 2 "Teaching Perspectives"

As per course,

"There are many perspectives when it comes to Indigenous education. It is not uncommon for a teacher to say, "Oh, I don't need to teach or include Indigenous content because I have no Indigenous students in my class this year.' Your thoughts on this ... Watch the following video and listen to a handful of British Columbia teachers discuss their responsibilities from a 'teacher perspective'.


Aboriginal Worldviews and Perspectives in the Classroom Moving Forward

YouTube URL: http://www.youtube.com/watch?v=dZjshXqEk8o


The video clearly advocates that teachers are in ideal positions to make change in peoples' perceptions of Indigenous education, learning and ultimate success.
Watch the following two short videos by Dr. Susan Dion (Lenape) regarding learning from, and about, Indigenous people's experiences.
https://www.youtube.com/watch?v=lcTqyLLblGk
https://vimeo.com/59543958


Read the the following article by Dion: Mediating the Space Between: Voices of Indigenous Youth and Voices of Educators in Service of Reconciliation.
https://ocul-tu.primo.exlibrisgroup.com/permalink/01OCUL_TU/740jn5/wj10.1111%252Fcars.12128
Reflect on Dion's analysis and share your thoughts on the Task Board with a post. Consider what messages she has for your teaching practice."

Teacher Leadership Pt.1: M4_FA 6-Teacher Moderation

 As per course, 

"Read:

Moderation Matters

https://dlb.sa.edu.au/ctmoodle/pluginfile.php/3316/mod_resource/content/1/moderationmatters.pdf

View:

Teacher Moderation

https://vimeo.com/91630433

Teacher moderation is when teachers collaborate on the assessment of student work based on predetermined assessment criteria. In order for teacher moderation to run effectively there are many steps that must be taken. Teachers must have the student work ready and be willing to share ideas. They must come together to decide which aspect of the rubric matches the child work, how feedback will be given and what areas need improvement. During teacher moderation, each teacher must be willing to listen to others and then share their ideas based on their assessment.

Teacher moderation can support staff by creating a more consistent, effective, fair assessment techniques. It can be a way for staff to identify strengths and area for growth based on evidence of student learning. Moderation supports staff and students by allowing teachers to gain a clear understanding of the learning and needs of their student and providing teachers an opportunity to develop a wide range of strategies to promote student learning.

Post:

What are some leadership attributes of teacher moderation? How can the leadership skills of teacher moderation support you?

Review and comment on two other postings by your colleagues."

As per discussion, 

"My experience has been very abundant in teacher moderation. My first experience in regards to teacher moderation goes back to my experience teaching in Northern China (2014-2015), the offshore school was a BC Curriculum abiding institution. At that time there was a strong presence of the standardized provincial testing that was uniformly mandatory to all BC schools.

In preparation, our department head at that time made a point of developing the idea of "cross-grading" or "teacher moderation" very early on (especially in regards to my career). I am thankful for such experience because since then, I have hosted and participated in numerous moderation experiences. I had never met a teacher unwilling to participate until last year. 

The colleague and I were teaching the same course and it was a high stakes course. The course being delivered was split into an online section (as the teacher was online) and the other sections were mine (in class). There was a "discrepancy in marks" and the administration was taking a lot of heat from parents as students in the online section who were "seemingly not as strong" as the other students in my sections, were receiving lower grades for (what I thought was the same work). Well, the first easy fix of that situation was to have the principal meet with both myself and the online teacher to discuss what we thought about the situation in which "stronger and less capable students" were being described, which segues into the potential reasons that cause a "discrepancy".  Before this meeting, my colleague and I met together online to discuss what might have happened and it came up (nonchalantly) that there was a different assignment and rubric used for the first unit's project, and likewise for the second unit. Long story short, we realigned our understandings of the tasks and expectations of the assignment's difficulty levels. Thus in this meeting, we assured the principal that we were sorted out and that this would not create any further issues.

Nearly a month later, students approached me inquiring on assignments as one section was given a  "seemingly" more difficult task than my own. At this point, I became irritated to say the least, but again patiently participated in a moderation meeting between my colleague and I. The moderation led to a reveal in changes made to a few of the prior assignments and assessment tools to accommodate learners who were struggling with the content. Again, we worked it out and got organized, with some dissatisfaction on both ends as it was seeming that the only alignment that could be arranged were essay based assessments. For obvious reasons this is not an ideal situation for students or teachers but it was the only area we could seem to make work for both online and in class sections without arbitrary changes to different aspects of the course.

The moderation was successful as it eliminated the warrant for a microscopic dissection of our markbooks, but realistically there were still some aspects of the arrangement that discontent was met, but it was mutually understood at the purpose and functionality at that time.

Since then, the course has been offered only onsite. The courses have since been scheduled for all cases as either online only or onsite only. The struggle to have one section onsite and one online complicates the expectations of the students and parents far too greatly (with great amount of pressure on both teachers in different sections to align)."

Teacher Leadership Pt.1: M3_FA Reflection

 Carmelo Bono

EDUC 4781

March 02/2022

Dr. Persard

The Broken Compass

Travelling around the world, what a fantasy it has yet become again. The 21st century saw a short window in which the world was as accessible as one's text messages, "see you son" a passenger at an airport sends to someone else on the other side of the planet. Oh what luxury, an accessible washroom, a meal, comfort (depending on which airline one travels with), but so many things that not before long, would be out of reach or infeasible.

This story involves a traveller and their equipment. Travelling without human interaction. Is it out of fear or is it just the excuse an agoraphobic introvert needed to decide that they might want to go somewhere that extends from the outside of the city's designated boundaries.

Having never really been on a hike before through British Columbia's back woods (in general), this traveller takes along their phone, a tent, their food, and some other minor objects that they figure might make for some fun souvenir pictures or create a bit of chuckle amongst interactions with various friends. 

The traveller had been hiking four hours and basically following what they thought was the correct path. The summer weather was nice, the path seemed clear, and this was indeed a first experience that would be unforgettable. 

The first day was mostly spent meditating and enjoying the sounds of nature. A beautiful day that ended with a pop-up chair under the stars by a solar powered lamp. Once the traveller's eyes began to shut, the traveller heads to the tent to take shelter for the night.

The night passes by silently. Morning arrives in a stir. The rustling of tall grass as though there was a gust through the clearing that the traveller had claimed for the time. The traveller was unaffected by the breeze after getting up to find a spot to urinate. All seems to being going in the right direction, when a call out from the bushes, almost a honky squeal of some sort and then the traveller had realized there is no breeze rustling through the clearing, something was stirring. As the traveller leaned in closer to a patch of tall grass, a small bear cub tumbled out landing flat on its bum glaring for a moment and then scurrying off as a larger roar bellowed out from the not too distant trees. 

The traveller had literally a moment of tranquillity as the cub stared back into the eyes of the traveller. However quickly snapping to realization when hearing that not in the far distant awaits the protective mother of the cub. The cub clumsily chasing into the direction of the roar had made the traveller feel for a moment that there is a buffer of time between their departure and the arrival of mother bear. 

Clumsily running goes the cub when suddenly a tumbling cub rolls out and onto the galloping cub. The traveller is in awe as the traveller is fumbling for their phone through their pack. reaching into the bag and then climbing out from the tent the horror is sheeting over the face of the traveller as they realize that the mother bear is starring exactly in their direction as the cubs wrestle between them. The traveller holds their position in hopes the bears all circle back and leave. All seems to be going well for the traveller as the cubs respond to the now incessant calling of the mother bear. The family seems to be retreating into the tress when the traveller's alarm on the wrist watch begins to sound from somewhere within the tent. A subtle chime? No, cacophonous and annoying when up close. From a distance, alarming and nosily distracting, yet can foster curiosity of even the most unfamiliar of creatures.

The traveller digs around in the tent panicking, tossing bags and blankets. The watch bounces out of some sheets. With a sigh of relief, the alarm is stopped. The traveller decides it best to get dressed before going back outside, it is getting into the morning walking/hiking time, there could very well be other travellers, and no one likes being caught with their pants down.

Getting dress, sock by sock, shirt, pants, the traveller was revelling in the amazing experiences of nature. Wondering why they are not doing this more often, and even considering doing it regularly in the future. What an experience it is to see the inner workings of nature as it takes its natural course.

Well, so they thought. Then stepping out of the tent, the traveller was nearly scared backwards into the tent when they say the three bears bounding off into the direction of the camp. The traveller grabbed the pack and took off. Not thinking or regretting anything left behind as long as the traveller still had their life. The traveller was confident that the bears would be far too interested in the now strewed biscuits and snacks that spilled out from the bag, to be bothered to chase the traveller. 

In action of running and still seeing a bounding bear, the traveller sped up and continued in a direction. 

It was until about five minutes and heavy panting that the traveller had stopped to realize that they did not have a map. Cellphone service was not available, at best in some places, it was "spotty" this means the traveller is now lost. Having running for as long at the speed they were, the trail back to the tent was near unrecognizable, nor will it be as simple as "back that way". In the scurry or quickness of an escape with something valuable, the feet tend to lead themselves in one direction over another quite often.

What the traveller doesn't know is that this is the least of their worries. Looking in the bag, not only did snacks fall out, but there were no blankets, chair, tent or even battery to charge the phone in case of emergencies. Indeed this is now an emergency but there is no cellular network in the area.

As the traveller becomes hungry, fear and dread begin to elapse. Old headlines of lost folk found three days later or so, are now appearing in their mind. What the universe has in store for the traveller was not originally what was planned for this little excursion by the traveller. 

The night falls after a second day, the traveller has been moving slowly at a relatively timed pace, listening for landmarks, people, population, anything that would help them get home. for the traveller is feeling. The traveller finds a spruce tree to seek refuge under along with some dirt and loom mound to break whatever possible breeze, wind or critter might pass through the now den of the wayward traveller.

In the end, as the night granted little sleep to the anxiety of the traveller, they sought to rest their eyes at the very least. Thirty seconds or a minute later they opened, the traveller, frustrated leaves the nook and decides to find a place to sit and enjoy the view instead. Without the light of a fire, the traveller could still see around themselves. The moon was literally the night light that inspired noises of the night but also the sleep of this weary eye traveller. After finding a boulder to sit up, becoming more comfortable with their surroundings, the traveller stretched their legs, laid back and not before long awoke to themselves sliding off the boulder mid-stretch (as though they had forgotten where they were). Nothing looking the same as it did that evening before, the traveller felt assured that staying there was the right choice. Interestingly enough, as they had woken, their stir aroused some stowaways who seemed to have had made use of the traveller's nook.  A deer not threatened by the traveller's presence rose its head and stared with its empty black eyes gauging and carefully watching ever twitch of the traveller as the traveller slowly reached for their phone. Just as the phone clicked a subtle and humble picture of nature the device vibrated. Again, it vibrates. It vibrates again, with a signal coming through the phone was blowing up with text message and email notification in rapid fire until the smile and tear of joy were halted by the unexpectedly quick screen. It was literally without warning. 

An exasperated sigh startles the onlooker of the traveller, sending the deer off into the distance. the deer takes off in a direction that the traveller carefully follows with their eyes and realizes there is some sort of break in the land up ahead as the trees seem to thin out in the distance. This is highly likely to mean nothing and just be an illusion of the "enchanted forest", but that does not explain how the sound of flowing water is seemingly growing louder and more distinct with every few steps in the direction the deer was last scene heading in.

Lost, alone, tired and unprepared the traveller continue on. The stream reveals the possibility of two things. The first being a somewhat terrifying thought, bears by the river or second being a way back to someone's yard, a park, maybe even just someone's portaging route. At this point the traveller would have settled for finding an old car abandoned. 

The long journey ahead takes the better part of the day until, there in the distance is a truck. What are the odds?

Response:

"Module 3 and Reflection 3

Dear Carmelo,

Your work thus far in our course has been commendable. I really hope you are keeping well and taking care of yourself. You have critically examined the readings and provided wonderful posts. You are a leader :) By further examining leadership styles and by focusing on particular leaders it will allow you to reflect on your own conceptual understanding of what effective leadership entails. As you know in order to be able to help people, it is always important to put ourselves in their position.

I can see that you have come to acknowledge that effective school leaders must promote practices that will guide and support student achievement. You are continuing your journey and have realized the tremendous role that leaders have in building relationships, fostering a positive environment and creating a joint goal for the school. While leaders are ultimately in charge of the overall management of the school, without the basic foundations of relationships and having clear, shared goals, they will not experience success. Building trust and collegiality with peers must take precedence over trying to implement change right away. You always need to start putting yourself "out there" more often and take risks with regards to looking into action research possibilities, staff PD opportunities and building your own leadership skills repertoire.

Continue to think about coaching and mentoring. Coaching and mentoring in a school setting leads to collaboration, refreshment of skills, and transmission of expertise. It does not only need to be one way, but can be reciprocal to mentor/mentee and coach/teacher. That being said, if one or both are not open to the dynamic, personalities clash, politics of education, or just plain pride stands in the way of the relationship, the effectiveness and efficiency of the exercise does not work. So, in theory (and hopefully in most cases a reality), mentoring/coaching is a wonderful thing that leads to positive results. Reality can be a different thing.

You have brought a new facet of learning to this course, which helps to strengthen your own practice.

You certainly have dug deeply into what leadership means in the education system.

Mark: A"

Teacher Leadership Pt.1: M4_Reflection

 Carmelo Bono

EDUC 4781

March 13, 2022

Dr. Persard

Thank you Vice-Principal Derek Patenaude

    In my time as a teacher (currently about 9 years, yes I am rounding up), I have met a great number of administrators-a lot of which were not great to the same extent as this individual. Not to say they were not nice people or that I did not like them, but speaking about an administrator with conviction, vision and direction, Patenaude was the one. I'm sure in my future as an educator I will meet many similar, however they won't amount to him because of the simple fact that he empowered me to make the change. His conviction ultimately pushed me in the direction that I needed to move in to begin asking the questions and making the accusations that I needed to in order to see success not only in my own day-to-day classroom practice, but in my students' success as well. Patenaude was my liason through my teaching year 5 observation and inquiry. The inquiry was more along the lines of a "what do you think might improve the classroom success overall?", "why do you think that will work?", "can you show me how it works?", sort of socrative questioning which ultimately took me down a rabbit hole of rubrics and holistic evaluation practices. Through that year 5 experience it was not only his attention that I was prized with, but his knowledge of the BC Curriculum, the ON curriculum and the direction of directing success. 

    Being a teacher in a BC offshore school, it was no secret that one had to have knowledge and was expected to use the BC curriculum in their practice. It was 2017 that became a problem for many teachers in Canada and offshore, because it boggles one's mind when considering, how one teaches a redesigned curriculum with no standards, standards of evaluation or even exact content. The administrator with all the answers (but more excited to get the designers on board with the unpacking of it), Patenaude. His study of the curriculum, its changes and evaluation (in general), made him a guru of assessment and evaluation within the school community. Without him, I'd be stressed with questions by students in regards to "what do you mean this is vague?", "what do you mean I only showed learned knowledge?". I think without him the offshore school I was at in those years, would have seen a loss of teaching staff, students enrolment, student success into reputable universities and ultimately have started down a path of closure earlier than it already has. 

    Patenaude's thoughts were echoed through the addition to another notable administrator (all heart), Jeff Huggins. I didn't have as many opportunities to become as close with Huggins as I had hoped professionally, but regardless he was a big mover in regards to getting the staff in understanding how the school community was going to unpack this new curriculum. I digress, Patenaude's approach in discussions with me about assessment and evaluation of any study within the New BC curriculum was to take what Ontario teachers were already being taught (Growing Success) and apply it to a linear continuum rather than a cyclical process of new starts and stops. Taking the key value curricular competencies/overall expectations and conglomerating them into unit projects that were more inquiry based (big ideas indeed, big preparations indeed-sounds like IB-no? Except we were not shipping papers back to the UK for grading-we had to grade and benchmark ourselves). Understandably this idea of inquiry based units is no cake walk for any teacher, let alone a whole course of inquiry-true inquiry, not the cookie cutter "what is a virus?" inquiry that we can recycle online for 2.99 USD. This means that rather than ensure every expectation is individually and specifically hit, there was going to be clusters as per lesson, as decided by the teacher to show how students were going to reach the BIG IDEA/goal.

    Considering the difficulty in this task was interesting. The inquiry I was going to be investigating was then going to be designing a process to demonstrate to other teachers new to the curriculum how to take the ON curriculum's specific expectations (as they resemble BC's former PLO's-but being a teacher from ON, this was proving to be a far more worthwhile study) and apply them to the curricular competencies as they would be used by the lesson or unit (based on which was going to be easier to complete within the given time frame). 

    In the end of the inquiry, I had nearly finished a grade ten course as a it represented more of the new curriculum, but could be effectively adopted into the classroom and practical use of a teacher's practice with consideration for the ON curriculum. Not only that, but the rubrics that helped this work into clusters was the removal of unclear adverbs that were replaced with distinct and clear cut adjectives, instructions as well as expectations.

Response: 

"Module 4 and Reflection 4

Carmelo, Congratulations on your successful completion of the final module. I appreciate the time and effort put forth to submit task requirements and to demonstrate a leadership learning stance in discussion board postings. In particular, I appreciated when you took a critical thinking approach in comments to others. I also appreciate that your reflections really connected the course to your role at your school. Very genuine responses. You successfully provide evidence of your leadership journey in ways that best-suited your characteristics and attributes. Kudos for completing this huge task. You were able to the many facets that are vital for educators who truly want to try on their "leadership legs" and feel passionate about taking their educational journey to the next level.

Note that leaders should stay current with pedagogy, training, ministry initiatives and everything your colleagues and subordinates are working with regularly. This helps you to have meaningful conversations about new approaches, strategies and curriculum. This also ensures you are up to date with what is expected of your teachers when they are struggling to implement something new in the classroom. When they come to you with ideas, questions or looking for guidance, it is important you are aware of the latest and greatest ways to deal with their situation. If you aren't familiar with it, don't be afraid to say so, and make the effort to find out and get back to them.

A good leader needs to be a good follower. They need to understand that they aren't always right and don't always know everything. A humble leader is one who can admit when they are wrong, or when they don't have all the answers.

You are definitely a leader people will follow. Your ability to deeply reflect and apply new skills will serve you well.

As a leader it is so important to take time to reflect so you can see the little changes and progress that happens so slowly that without reflection you really don't notice it. Making time to celebrate is also very important. Teacher leaders do work very hard and make a huge difference in the lives of children, staff, the school and their community.

I hope you continue your lifelong learning in serving the needs of students in our schools in a leadership role whatever that may look like in the capacity you choose.

It's been a privilege working with you. Your contributions in the discussions have added great value and you've provided tremendous insight to myself and your colleagues.

Congratulations, once again. Celebrate your success! It has been a pleasure learning with you. I wish you continued success!

Module 4 and Reflection 4 – Mark A"

Teacher Leadership Pt.1: M4_FA 3-Collaborative Inquiry

 As per course, 

"Focus Area 3: Collaborative Inquiry

Read:

Collaborative Teacher Inquiry into 21st Century Learning

https://www.otffeo.on.ca/en/learning/tlc/report/collaborative-teacher-inquiry-21st-century-learning/

Growing Success: Assessment, Evaluation and Reporting in Ontario, pp. 27-39
www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf

View:

Segment 5: How Do We Design Assessment with Instruction?
http://www.edugains.ca/newsite/aer/aervideo/planningassessmentwithinstruction.html


Teacher collaborative inquiry is a professional practices, where teachers work together to add to their professional development and support student success. With collaborative inquiry, teachers integrate new knowledge and an understanding of student learning and classroom instruction, into their existing knowledge and professional practice. Teacher collaborative inquiry essentially looks to construct an understanding of the classroom encounter where curriculum, instruction and student actions intersect. It honors openness and flexibility, and helps both teachers and students engage in critical thinking. A focus on learning, positions the teacher as an informed practitioner who adjusts and improves their planning, instruction and assessment approaches, to be more innovative, and meets the needs of their students.

Teachers can use their leadership skills in many ways, through collaborative inquiry, in the sense that they can promote the collaborative process, in which educators work together to inquire about students’ learning and engagement. Discourse analysis is another way in which teachers can use their leadership skills.

Post:

What is collaborative inquiry for teachers? How can teacher use their leadership skills? How can being part of a collaborative inquiry support teachers and students? Should it be utilized more often, if so in what capacity? What is the importance of assessment in this process? Create an infographic or podcast that answers the questions posed.

Review and comment on two other postings by your colleagues."

As per discussion,

"To begin, a collaborative inquiry sits on a board platform that many assume includes, talking, siting, reading and reporting. They wouldn't be entirely wrong. There is a serious lack of expectation that leaders hold when it comes to "inquiry" though and a lack of self-confidence when developing the background and goals as some of us teacher-leaders might experience when having little to no experience.

I want to start this discussion with a focus on where we as teachers begin our journey into collaborative inquiry, here is a brief, including pictures of a class inquiry I led with my students. This would have been the first ACTUAL attempt at this in my Grade 11 English Lit Studies Course (ENG3U)-2017*?

It took me a long time to develop the resources I needed to guide and develop path as well as confidence in the direction of the content that I thought students might move into. This was in regards to the school environment. This was also a part of a class studying, not only themselves, but their classmates and peers within the school community.

This is something I reflect a lot because although it was not a masterpiece, it was not only a point where my students and I had done something that was aimed at making a difference but were doing something that most administrators and other teachers didn't want to talk the time to organize/do. This was apart of my culturally responsive pedagogy-which is why collaborative inquiry is so focused on, especially in the 21st century when the world and organizational methods are literally at one's fingertips.

https://teacherstatus14.blogspot.com/2019/04/class-inquiry-lesson-social-advocacy.html

One considers collaborative inquiry but should first begin with a reflection of their own pedagogy.

A culturally responsive pedagogy looks like instances during lessons and teaching in which the teacher is not calling on students but inquiring with students. Prompting students to inquire further for answers, rather than giving answers could be a way of acknowledging different student strengths and abilities in different areas of study in the classroom. Inquiry leads to not only the apprehension of knowledge in a natural and free flow manner (every student at their own pace), but it also provides students with the skills to demonstrate their knowledge with sound research and scientific/fact backing.

Students learning that the personal features of a classroom (themselves) and the institutional features of a classroom (the classroom itself) come together in building the learning community. What students, may not fully grasp in the beginning is the instructional piece that teachers bring to the formula, to make it all blend together in a harmonious way.

Teachers are building the instructional dimension into the formula by including high expectations as discussed as a characteristic in Capacity Building Series K-12, (2013). This is clear to be an empowering tool for students who do struggle because when they do succeed, they know they are succeeding at the level they are expected to succeed it. To grant a student copious accommodations and modifications because of how one aspect of their learning/education is perceived is wrong. In the case of ELL/ESL students who are simply struggling with “communication” are not incapable of achieving the same work as a student who is a first language English speaker. To provide examples, Mesut, shared a math exemplar how a student completed work in their first language and then changed it into English after words to create a better understanding. Skills are skills, the capabilities of demonstrating the skills in another language are not necessarily in need of grand accommodation/modification, but need to be nourished and scaffolded.

An interesting thought about how to foster learning using culture comes from the idea of a teacher knowing when and where the students come from. I will mention more in my next part how a student’s background is crucial to knowing the potentiality of a student as well as building their language. Having high expectations, doesn’t mean having the “highest” expectations. The students should be expected to perform at a level they are comfortable or better, but should not be penalized if they are not meeting the expectations of the highest standard. This is where I feel students and teachers find it difficult to make the culturally responsive pedagogy function. Yes, I believe students are in part responsible for creating a culturally responsive pedagogy. The relativity of this for my classes in particular I feel is incredibly high, my students need to meet the expectations of the English curriculum as they are not enrolled or recognized as second language English Learners. Students completing the class materials in the same format as students who speak English as a second language are expected to meet the same requirements. I will provide assistance where needed. Support students who need it, but I will not accept “I don’t know” for an answer to a question.

I find that an amazing number of students who use this, actually do know the answer. The idea is that that they don’t know why they know the answer or that they even do know the answer sometimes. In regards to the classroom, or instructional dimension, teachers can do a lot to foster CR. A teacher should not only ask every student a question in class as often as possible, but ask the question in a clear way (sometimes even simplifying the question to its basic purpose). In doing this, the teacher is allowing not only the student who is answering the question to better understand, but the students around them who are listening and can better access the class discussion from the accessible questions.

Ultimately, if a teacher follows the approaches that one may take to participate in good conversation, they are practice a culturally responsive pedagogy. These steps are important to ascertain what it is that a team can/should inquire in regards to (possibly even in regards to the methods), handing a group of ELL a survey with teacher jargon (or even it going home to newcomer parents), is going to end up in next to no useful data being collected. "

Teacher Leadership Pt.1: M4_FA 2-Community of Practice

 As per course, 

"Watch:

Ken Leithwood: Principal as Co-Learner and Enabler

https://vimeo.com/88174131

Michael Fullan: Leader as Learner

https://vimeo.com/118495104

Through the Eye of the Learner

https://vimeo.com/91624205

Co-learners are learners who understand the importance of working together to better the overall learning experience for teachers, students and administrators. Educators must collaborate with peers, and discuss what makes a successful teacher, and how to implement instructional strategies that will enable all students to be successful. Teachers must take an honest and reflective look at their teaching strategies, and monitor the effectiveness of their current teaching styles. Teachers must be willing to make changes, and work together to find new ways to deliver material so that they may reach every student in the classroom. As teachers work together to discuss different techniques and strategies, they must be open to honest and descriptive feedback from their peers, and use this feedback to improve their teaching, and the overall learning for all students.

When an administrator is willing to be vulnerable and learn alongside their staff it demonstrates a sense of we're in this together. In addition, when the administrator learns with their staff it models the importance of learning together which is a valued activity whereby leaders can "...build social capital within their teams. They model lifelong learning, personal persistence and resilience." (Michael Fullan). When the administrators are engaged in the learning she/he gets better because of the learning and becomes an even more effective leader. Furthermore, when administrators are engaged in learning to recognize certain aspects of teaching (e.g., what it looks like to effectively teach math) they can then provide enabling conditions such as providing time for professional development and bringing in experts. Such conditions can work to strengthen the overall capabilities of the teaching staff.

Post:

What does a co-learner mean? Explain a co learner in the classroom and as an administrator.

Review and comment on two other postings by your colleagues."

As per discussion,

"Keith Leithwood (2014) describes how Principals are not to necessarily be critical of their learners, but be an observer and a learner. Leithwood's idea of recognizing that they do not know what happens in every single classroom in regards to content, but is important as someone who can recruit other teachers and find examples that can be brought to a PLC where it is used to help build a model of what achievement will look like. The analogy of learning through inquiry as a leader is important because of the fact that each principal is coming from an area of their own background, for the principal to walk into a classroom and provide feedback or context to feedback is difficult if their understanding of the content hinders what the understanding of the teacher's in class effectiveness.

Fullan (2015) echoes a lot of Leithwood's ideas where the leader as a learner is effective in organizing a staff/team that trying to achieve student achievement/success. Fullan offers insights into theoretical management practices and although it is helpful it is certainly presented more on the management side of the discussion with more of a focus on why it is effective rather than the "how" to make sure it is effective. In order for what Fullan says to work, there needs to be a pool of individuals who want/can move into the school community to participate in a way that allows for the production of this growth. Fullan's ideas take time for a Principal or leader to develop and foster, first within their school and then within their board.

After watching Through the Eyes of the Learner: From Student Work to Teacher Practice (2014), two schools have developed a PLC in which the teachers are setting goals to develop and strengthen their roles as teachers in this subject specific area which will foster success as students transition to each coming grade thereafter their own. This video is the most important because it explains the "how" of making a PLC effective not only as a leader in a department or school but as an individual teacher building rapport, development and grit in their own teaching/teacher as a learner challenges.

As an in class observer from within the PLC, or maybe even department in particular, the co-learner is one who is developing their own abilities through observation and discussion based on learned material. As a leader of the PLC or school itself, a co-learner is one that does as previously mentioned but facilitates the manner of which this learning is used thereafter as well. This is a good point for leaders to incorporate success stories among the staff to share something positive about their team and faculty members. After consideration of comfort levels and rapport, it is important to understand that leaders (whether they are department heads, or principals), do need to practice sensitivity in regards to their feedback. Sensitivity to the reception and dealing of feedback can strengthen as well as hinder a team or teacher's confidence if not developed in a healthy manner in the beginning stages."

Intermediate FNMI ABQ: Introduction Module 3- Task 6 "Learning Portfolio"

Carmelo Bono

Nicole Bell

March 15/2022

EDAQ SA829

Module 3 Reflection: Wanted, Culturally Responsive Pedagogy

The idea of student voice is not isolated to just the indigenous students but it is especially important to note that these students’ voices are far quieter than those of other students. The acknowledgement of the learner in the classroom is a theme that derives a sense of core helplessness in learners as demonstrated through the discussions of S. Dion, and N. Bell. The medicine wheel framework is not only an opportunity to bring the needs of indigenous to the surface of discussions surrounding the country’s current state of ongoing reconciliation, but a manner of providing students with opportunity to collaborate, use their voice and grow into socially equipped individuals.

To begin with, the ideas that Dion (2016) has brought to light in her article  Mediating the Space Between: Voices of Indigenous Youth and Voices of Educators in Service of Reconciliation, are imperative to the Truth and Reconciliation Act. The metaphor/analogy of the perfect stranger is one that drives a stake through the heart of a lot of readers who feel that there is a sense of “am I one of those strangers?”. This realization of damage cause is given a proposition in end through the idea that to initiate an ongoing inquiry into the concerns and thoughts of indigenous youth demonstrate a sense of responsibility on the teacher and ministry of education. This speaks loudly to the ongoing movement of applying a culturally responsive pedagogy into the classrooms of teachers across the globe, but in this case, particularly Ontario.

In addition, the ideas that Bell describes in The Medicine Wheel as a Framework (2019) in which the Medicine Wheel holds different representations to the essence or spirit, one or two of which being interconnection and self. A matter of youth’s development was commented on from Elders who were visiting Southern Ontario to provide insights to the Medicine Wheel framework. The experiences of youth are guided through the use of this framework which ultimately allows youth to develop in a manner that provides opportunity for holistic communication and relationship building with not only their teachers but nature as well. In a manner of speaking, the collaboration that can occur within a class will be enhanced through the theoretical principles of the medicine wheel framework.

Finally, in regards to the idea of voice, students and staff are given equal opportunity to participate actively in the educational process with their voice through collaborative inquiry. According to the journal article Building Critical Capacities through Ideas Into Action, there is a set of ways that trust which fosters forward moving change in regards to the integration process of collaborative inquiry, these are through modelling of trustful qualities, demonstrating students needs as first an foremost, as well as identifying to the staff how their individual subject areas of expertise are needed to make education of the students successful. This perspective of using collaborative inquiry to ultimately bring staff together, as well as bring students together is not just a matter of promoting better learning of content knowledge, but the learning of humanity as well as trust. Therefore, it is through the collaborative inquiry and the integration process that educators, and leaders can promote student voice.

To conclude, The Medicine Wheel Framework has great potential within education, especially education in Ontario. The teachers are already versed in pedagogical training, to apply a set of guiding qualities students should development as fundamental (as the hidden curriculum already does), would ultimately be what the educational institutions hope would happen. The qualities of the hidden curriculum and Medicine wheel framework are similar in regards to what they are made of their goals differ in regards to the idea that the medicine wheel framework is to instill the oneness rather than the sense of the purely individual. The medicine wheel framework can do this through providing opportunity of students to have and use voice.

References

Dion, S. D. (2016). Mediating the Space Between: Voices of Indigenous Youth and Voices of Educators in Service of Reconciliation. Canadian Review of Sociology/Revue Canadienne de Sociologie, 53(4), 468–473. https://doi.org/10.1111/cars.12128

This is a document use in this Module (Task 2). The perspective of the indigenous students was of great focus and importance in regards to the ability to build voice for these students.

N. Bell. Teaching by the Medicine Wheel | Education Canada Magazine. (2019, September 25). EdCan Network. https://www.edcan.ca/articles/teaching-by-the-medicine-wheel/

This is a replacement source for the "excerpt by Bell", this is to discuss the ideas of the medicine wheel as a framework.

Building Critical Capacities for Leadership Learning. Promoting Collaborative Learning Cultures: Putting the Promise into Practice 2014 (145), 19–34. https://doi.org/10.1002/yd.20121

This is a document discussing the PLC and collaboration in particular. This journal article from "ideas in action" is a particular demonstration in regards to the way that school learning communities can come together to build on the idea of student voice for all students.

 

Intermediate FNMI ABQ: Introduction Module 3- Task 4 "Indigenous Issues in Canada"

As per course, 

"As we relate education to Indigenous children, we are learning that we have 'a lot' to learn about ... for this task you will share with your classmates an information page (in any format of your choosing) on a current Indigenous Issue. Dialogue between you and your students can begin with something one of your students heard or read about in the media.

Do a google search for current Indigenous issues. Not necessarily does the focus have to be directly related to education as there are many issues, which have an indirect impact on community beliefs, and ultimately student learning.

Choose a format to present your information. (e.g., mindmap, narrative, 5-slide powerpoint, etc.)

Complete and post your one-pager to the Task Board.

Be sure to review your classmates' submissions to expand your knowledge of current Indigenous issues."

As per discussion, 

"I first want to begin with a quick discussion on the UN's 17 Sustainable Goals. Growing up, there were originally 8 goals (if I remember correctly), now there are 17-that's amazing. These original 8 (as I remember them), are essentials and not just to people. That's not to say I will be discussing other animate beings, I mean to say, it is essential to the ideal way of life, the ongoing life that is hope to be created through the pursuit of achieving these goals internationally. 

The google search for current Indigenous issues in Canada was certainly cut off by COVID-19 drama (to say they least), but from the looks of things, a lot hasn't changed over the last decade in regards to what the issues are (not to say there haven't not been improvements), but the issues are still issues and they range from the accessibility of physical health resources to accessibility educational institutions that reflect learning in an environment they can relate to.

I was going to go on about treaties (I had actually prepared an analogy that suited that topic inadvertently), nonetheless, it might be better to reflect on something that it closer to experience. 

In Northern ON, there are treaties north of Sioux Lookout. As mentioned in previous posts, Frontier College is an organization that seeks to build relations between treaties, literacy and Canadian educators/future educators. The goal of the 17 I think that Canada is still working on, the one closest to an educator's strength/area of greatest impact is the fourth goal, "quality education". It is important to quickly reflect on the semantics of this statement "quality". The reason is because in Canada many of our youth are privileged to have very exceptional teachers in their classrooms as well as teachers who are keen on improving to meet the differentiation needs of their students. Having travelled around the world a bit, there are instances in which quality education is not as uniform though, being students have little supervision or are overcrowded into small classrooms basically left to their (literal) devices. In some of the worse cases, it looks like disciplinary actions taken are physical. That is not even discussing what is being taught/why they are being taught that content. Don't mistake that quality education is provided uniformly across Canada, but note that there does in fact exist a purpose to bringing up "quality education" in Canada (especially in regards to indigenous people). Although residential schools are closed circa 1996. There still in lies the elephant in the room that students from reserves who need to leave their home, families, and land to seek education in a distant and sometimes racially divided unfamiliar land.

Frontier College exists partly in purpose to reach and build relations between children, literacy and the rest of Canada. The reason it must function is not only because it is important to educate all youth regardless of their location but in hopes that they will inspire the youth to be willing enough and prepared enough for novel social settings with unfamiliar folk to stay in school and succeed in novel social environments. It sounds like a round about way of saying a means of supporting this rather lack of education situation Indigenous People experience, and that is because it is. I'm not knocking this organization, what I am saying is that the system is built in a need for organizations and causes Frontier College to pick-up the pieces of these seemingly impossible puzzles. There are schools that are designated for Indigenous youth to attend as boarding school students that do include supports and quality teachers in Timmins, Thunder Bay as well as Sioux Lookout. It is the matter of the fact that these students need to board in order to attend though that makes the quality of the education no so "quality" (off the bat). From its an echo of the policies mentioned in the third implementation progress report that are reflective of the disconnect between who these youth are and what they are learning about/being taught (or even not taught) in some cases."

Intermediate FNMI ABQ: Introduction Module 2- Task 6 "Learning Portfolio"

 As per course, 

"Reflect on what you have seen, felt, thought, and did during this module, in alignment with the medicine wheel reflection circle (see Expectations for Learning Portfolio in the left-hand menu). This will be your second entry in your online Learning Portfolio.

You are expected to reflect on all module activities (e.g., online activities, websites, videos, readings, research, etc.).

Remember that you can submit your learning portfolio in a format of your choosing (ie; audio file, video, mind-map, slide deck, journal, etc.)

Post your Learning Portfolio entry in the Module 2 dropbox on the 'Learning Portfolio' link on the left-hand menu."

As per discussion, 

"A colleague from First Nations Metis and Inuit ABQ mentions that when discussing complex ideas that will end up having a call to action, it is important to begin with outlining the goals. In the discussions and content related to First Nation and Metis today, there is indeed a call to action. Canadians, Indigenous youth, and citizens of other nations must not turn a blind eye to injustice. If not because it is wrong to expect that if one does not see the injustice it doesn't in fact occur or becomes irrelevant to one's life, but it is important to note that there are scars left on the world that very much impact the future of not just a nation, but the world on a grand scheme. The goal is to reinforce the attention spent on First Nations culture within School Communities to promote a oneness of community and eliminate the awkwardness in what the community may not know versus what the community must say they now know in regards to the co-existence of Canadians and Indigenous Peoples.

If one considers the world's tallest/largest mountain, Mt. Everest. One understands that this is not actually an individual mountain, but apart of the Himalayas. Further consider that of all the mountains in the Himalayas the formation of Mt. Everest was through Glacial erosion that for whatever reason picked that spot to impact more than others. The mountain continually faces glacial erosion each year making it a sharper dagger, steadily sharpening. This stone age tool pierces the sky and from it comes water. The sky bleeds.

The glacier and the sky were in coexistence, the sky watched idly by as the glacier ravaged the surface of the earth. Through its idleness, it in fact reinforces the glacier's movements, weight and really all ways that it carved into the earth. In the end, the mountain pierces the belly of the sky, figuratively the sky had shaped its own demise over the years. It spills out and the only way to end it is to stop itself from bleeding further, to drain itself of everything it was and start anew.

This analogy is semi-inspired through the nature of the medicine wheel's origin, but the idea still floats, regardless of what it means for humans in particular. People can only stand by so long until it is a point in which they are going to have to eventually answer/take action in some way or another. It is clear that the materials may not have "involved" my late arriving ancestors into Canada directly at a time, but that land that they purchased with money that didn't directly go back to the original owners; those taxes paid to a government that used it to fund residential schools or the family raised that never knew what Indigenous folk were so upset about/why they could be upset, all comes back around. Hypothetically speaking, when others without these problems feel their voice is no longer heard, they will kick and scream but yet forget what injustice it was that they were idle to. 

Millennial rhetoric already speaks to the ideas of inability to purchase land in one's home country. How little time it took for a full circle on the idle hand to feel a far less yet seemingly still painful sentiment. This karma does not solve what issues are at hand, or were at hand though, no. The mountain only hurts itself further through erosion as it bathes in the waters that fall from the sky. The time that the mountain is capped by permafrost, when the wound had scarred, that is when everything healing. That cap needs to come and help our country, and this culture heal. This cap, is not a forgive and forget, but an acknowledgement that can maintain a culture without eroding it nor is it a matter of acknowledging what was spilt shall be tribute, but that enough is enough and none benefit from the attacks of the other. Maintain what is, develop, rebuild and live in harmonious co-existence that the rest shall look upon as one of the wonders of the world."

Intermediate FNMI ABQ: Introduction Module 2- Task 2 "The Ontario First Nations, Métis and Inuit Education Policy Framework"

As per course,
"In this task you are asked to explore the Ontario First Nations, Métis and Inuit Education Policy Framework.

Review the Strengthening Our Learning Journey - Third Progress Report on the Implementation of the Policy Framework and Ontario First Nations, Métis and Inuit Education Policy Framework and identify 3 strategies in this policy that stand out to you in your role as an intermediate teacher.

http://www.edu.gov.on.ca/eng/indigenous/third-progress-report-en.pdf
http://www.edu.gov.on.ca/eng/aboriginal/fnmiFramework.pdf

Using the Scope and Sequence documents below Identify one specific way that you, as a classroom teacher, can actualize each of the 3 goals of the policy framework.

Ontario Ministry of Education (2014). The Ontario Curriculum Grades 1-8 and Kindergarten Program First Nations, Métis, and Inuit Connections Scope and Sequence of Expectations - http://www.edu.gov.on.ca/eng/curriculum/elementary/elementaryFNMI.pdf

Ontario Ministry of Education (2014). The Ontario Curriculum Grades 9-12 First Nations, Métis, and Inuit Connections Scope and Sequence of Expectations - http://www.edu.gov.on.ca/eng/curriculum/secondary/SecondaryFNMI.pdf

Conduct research on the Internet and identify 3 additional culturally relevant resources that can assist you in fulfilling these goals.

Post on the Task Board:

identify one strategy for each of the three goals
identify how you plan to actualize each strategy (briefly)
provide web links to your 3 culturally relevant resources (with one sentence to describe each).

Review your classmates' actualization plans and resources.

As per discussion, 

"From the Framework as mentioned in the task, (as found here https://www.ontario.ca/page/indigenous-education-ontario#:~:text=The%20First%20Nation%2C%20M%C3%A9tis%20and%20Inuit%20Education%20Policy,achievement%20among%20First%20Nation%2C%20M%C3%A9tis%2C%20and%20Inuit%20students) there are a lot of positive initiatives being made in regards to the development of a more inclusive education. As a an intermediate teacher, 3 policies that stick out to me in regards to the implementation's third progress report as found here (https://www.ontario.ca/page/strengthening-our-learning-journey-third-progress-report-implementation-ontario-first-nation) are, sections 2 (Realizing the Vision), 3 (Supporting Students), and 4 (Engagement and Awareness Building). Yes the past efforts of the policy in section 6 also peak my interest a bit as well, but that I feel is not something I want to dwell on more, as I want to reflect on the available tools at hand to build and improve. Specifically though there are concerns I hold in regards to Section 4's identifiers 4.1.3.2; 4.1.3.3. and 4.1.3.1. 

In section 4.1.3.2. there are concerns raised about non-indigenous teachers being in the classroom, especially in regards to language based classes. This is something concerning to me as an intermediate educator for two reasons (both sides of the coin), it should be clear that cultural appropriation is an area that scares many teachers who are put in a sensitive position to begin with. That does not excuse the lack of language learning in a language class, but is it a matter of the teacher unable to speak indigenous language or that the teacher is not indigenous. It is important to have the teacher understood as a trusted and reliable guide apart of the learning as to the  recall First Nations Principles of Learning. To say that the language is not being taught is a whole different concern, but in the argument of who is teaching the language, well look at the discussions surrounding English classes. It is not okay for a student to complain and report a teacher who may be an immigrant for low quality of teaching only because their first language may not be English. This is fact, law, and basic human right to have the freedom of speech as well as education. Its a very unclear statement that almost makes it seem like its unimportant for a teacher to seek further studies in FNMI. 

In addition, section 4.1.3.3. states in general terminology that students have commented on the availability and content of history or Indigenous History classes. Specifically that there is more being offered in the way of ancient history than ancient indigenous (generally). If I were a History teacher I would find this concerning for a couple reasons as well (again, both sides of the coin). For the most basic reason being, who is looking over or moderating the teachers that are being umbrella termed in this statement as usually there is leadership in place to avoid this sort of thing from occurring. With that being said though, are the teachers qualified to be teaching these subject areas and if not how are they being supported rather than exemplified which is an important point to ponder as it would make for a more positive note to say "teachers in these subject areas have made improvements to demonstrate better content through board allowance of ABQ/AQ's/Workshops". It does not seems like an accurate statement to make when mentioning that there are more of these classes available versus those or the content of this course is more along this line that that particular, if the initial issue at hand is that there is no one qualified to teach it. If the matter is that there are not enough teachers subject specifically trained/qualified, that may better fit in a statement that reflects where teacher support is needed then. 

Finally, section, 4.1.3.1 discusses something extremely important to the entire effort being made through this framework and even reinforced through Section 2 of the document which is, 'Vision'. In a Teacher Leadership course a lot of reflection and time in discussion has been spent surrounding the importance of vision development as well as vision holding. Without a leader/administrator to assist in the advocacy of teacher/student support/interest groups/initiatives, there is a lot more figurative waves to swim against in order to make noticeable change let alone, any change. In the appointment of leadership within schools, it should be strongly considered that Indigenous Students hold a significant section of attention in the school's vision forward as an institution of the twenty-first century.

From the 3 policies above in regards to the implementation plan, the FNMI framework provides guidance to many teachers, one area of personal interest may be Secondary English. Grades 9-12 specifically seem like fitting places one can actualize a goal of the plan.  

One area of attention raised in the implementation was the awareness of content, teachers can utilize the creation of brochures in which students reflect on a social or political issue surrounding the beliefs or treatment of Indigenous cultures within Canada/the world. A good website that students can use to investigate some of the issues worth discussing and addressing in their newspaper report assignments is, https://www.thecanadianencyclopedia.ca/en/article/native-people-social-conditions .

Supporting Students ENG2D through the course's writing strand, the Overall Expectation Organizing and Creating can provide an opportunity for the teacher to have students write a newspaper article that reflects a positive event from history or current event in which develops the positive rhetoric between/about Indigenous Cultures. Some websites that contain some very positive aspects of the development in regards to Indigenous and Canadian Government rhetoric are, 

1. https://www.rcaanc-cirnac.gc.ca/eng/1559566331686/1559566355192 

2. https://www.mmiwg-ffada.ca/media/?yyear=2019 

3. https://www.frontiercollege.ca/News

Realizing the vision as a school is a big goal that the framework would benefit in regards to the policy's success. As an English teacher, ENG2D students could produce a speech of sorts (Ignite/TED Talk) that would they would have an opportunity to audition to present and share at a school event. Likewise, the students could develop a speech/speaker schedule throughout a week that may be themed to historical figures, heroines, heroes, reconciliation or social issues about designated individuals the teacher can create a list for students to choose from (figure/role model/name). The list can be developed using these websites, https://www.thecanadianencyclopedia.ca/en/article/influential-indigenous-authors-in-canada ; https://livelearn.ca/article/about-canada/5-notable-indigenous-historical-figures/ ; https://www.ellecanada.com/culture/society/15-indigenous-people-to-know-in-canada ; https://www.cbc.ca/news/indigenous/top-10-indigenous-heroes-includes-elijah-harper-alanis-obomsawin-1.2678637 

"

Intermediate FNMI ABQ: Introduction Module 2- Task 5 "The Status of Indigenous Education Today: Are we doing enough?"

As per course,

"We started this module off by watching a video on the History of Indigenous Peoples and its impact on education.
As you watch this next video, reflect on how you as an educator, a parent, a Canadian feel as you watch the video. How as an educator or member in your community can you, or could you, make a difference?

YouTube URL: http://www.youtube.com/watch?v=xhEh-D7IRQc

We still have a long way to go in order to ensure student success and equity for all, but there are plenty of success stories out there as well. Share a personal success story of an Indigenous person you know, or find one online.
Post your success story on the Task Board with a one-sentence explanation for your classmates to read about.

Review some of your classmates' success stories."

As per discussion,

"I wanted to post about an author that is internationally recognized. It is also appropriate that yesterday was International Women's Day, Pauline E. Johnson is a writer of indigenous descent. There are criticisms surrounding her place in social circles and her public presence, but ultimately she identifies as an indigenous person of the Six Nations reserve (now Brantford area), and is in my opinion a great Canadian Writer (regardless of being a woman or not). I very much enjoy reading her poetry of Northern Ontario and introducing her use of imagery to my students as a method of building understanding of Critical Race Theory in English Literature classes.

This author suffered a lot, did not leave kin behind, but did make her name remembered and essentially immortalized through her works which read to the beliefs and values of indigenous peoples from North America.

I have provided a user friendly website to introduce her that you may be familiar with,

https://www.thecanadianencyclopedia.ca/en/article/pauline-johnson"

Intermediate FNMI ABQ: Introduction Module 3- Task 1 "The Medicine Wheel Framework"

 It is interesting to see the course unfold in this way and very reassuring as I watch these materials about the medicine wheel as a framework in BC by Martin Brokenleg and read these materials by Bell in Just Do It because I mentioned this in past posts. In this course we discussed the world views of the first nations and the mindset of others. On initial investigation I find that this medicine wheel framework very much holds water to the ideals of the worldview by the first nations people. A big world that stands out to me is "holistic" this is because the the learning needs to occur in use, application and in a sense of togetherness rather than a broken down skill by skill instructional. In order to see the details, one needs to see the "Big Idea" or big picture.

I think some background knowledge about the framework that should accompany this video is that it is a part of BC and it became a big part of the way BC uses "Core Competencies" to promote the ideas of the medicine framework, again-word that sticks out when describing these core competencies, "holistic". The core competencies are pretty much the same thing as Ontario's Global Competency Framework which interestingly enough came out in 2017 (same time of BC's re-branded of its educational framework). 

The First Nations' Principles of Learning are ideas that one needs to keep in mind while moving through the study of their choice.As Martin Brokenleg put it, "the studies of someone's heart". This idea of learning how to be a global citizen emerges from these ideals. In context, these teachings that enrich ones life in regards to education are to be understood as ways that one interacts with their trade, others and overall the world in which they are studying within. In the most basic form of application, the respect of elders who are teaching a skill come to mind. Where a youth who may claim to be better equip than their own teacher based on physical or dexterous attributes because of "big-headedness" can be avoided if they had slowed themselves down and taken time to consider what the implications of such words/actions are. Teachings of humility, or as we were more familiar with "The Hidden Curriculum". In 2017 when the Global perspectives framework came out in Ontario/when Core Competencies became something teachers needed to address with classes, it was seemingly to remove the hidden curriculum and replace it with "a framework". This is how I understand it and I feel quite reassured as I read through this base timeline resource, The Hidden Curriculum as published through sociology.iresearchnet.com, much of the hidden curriculum develops a sense of unfiltered inputs that ultimately greatly influence one's identity (force of conformity to the dominant culture), the core competencies and global framework are documents that seek to root out the monopoly on identity development which the hidden curriculum holds. Straight from the BC ministry site on curriculum, "The Core Competencies are sets of intellectual, personal, and social and emotional proficiencies that all students need in order to engage in deep, lifelong learning. Along with literacy and numeracy foundations, they are central to British Columbia’s K-12 curriculum and assessment system and directly support students in their growth as educated citizens." (2022) 

The medicine wheel as a framework, I will say (because of experience teaching this "holistic" model of education) is a great idea but teacher training is extremely important in regards to implementation. In facilitating (a lot administration don't like the use of this word in this area) the classroom environment to emphasise moral education/the induction of these principles of learning, teachers need to constantly remind themselves of what is mean't to be assessed and what is mean't to be reflection. There is often a fine line between the two (especially in regards to what we do in Ontario and consider as "meta-cognition"). The Medicine Wheel framework has two things that the BC and ON frameworks don't though, application and a base culture. Without these two things the framework crumbles apart as it is adapted and experimented with to find out how it better suits the needs of the students, teacher and school community. The Medicine Wheel Framework can indeed make the impacts on learners in the way that is aimed, but its extremely important that one understands what it is they need to "look for" and "how to foster it". The framework (I feel through experiential use of a similar framework), is not necessarily designed to be something that is outright taught but used to provide emphasis on the learning of whatever skills or content are being taught. In an example, students may be reading "A Small Place" by Jamaica Kincaid, they may reflect on the voice and tone of the author as angry, and the writing as too informal to be considered an academic narrative worth discussing as a valuable source of information for this or that topic of study. As an educator the values of the text that are emphasised are the things that the framework would endorse and provide guidance to the learner to understand that it may be all those things previously mentioned, but it can also be a), b) and c) too. This is a base top of the head example, but this sounds like a student is developing something an English teacher might assess, "ability to see a argument from other's perspectives" or whatever. It is important to note though that the medicine wheel framework is not for a teacher to assess but for a student to guide themselves with.

In practical application these frameworks are best utilized as what teachers refer to as "exit tickets", or short personal response pieces. The reflection that takes place is usually best down with a rubric or a clipart that shows "I get it/don't get it", "agree with it/don't agree with it", etc.  

Sources:

The Hidden Curriculum. sociology.iresearchnet.com. (2022). from http://sociology.iresearchnet.com/sociology-of-education/hidden-curriculum/

BC's Curriculum. British Columbia Government. (2022). from https://curriculum.gov.bc.ca/competencies 

Brokenleg, M., First Nations Principles of Learning. (2015) . from https://www.martinbrokenleg.com

Teacher Leadership Pt.1: M4_FA 1-Community of Practice

As per Course, 

"Read:

Effective Use of Technology

http://www.ontariodirectors.ca/CODE_Advisories/Downloads/CODE%20Advisory%20No%203%20WEB.pdf


The Design of Learning Environments
https://www.nap.edu/read/9853/chapter/10#134

Watch:

EduGAINS – About 21st Century Learning in Ontario (peruse the site)
http://www.edugains.ca/newsite/21stCenturyLearning/about_learning_in_ontario.html



The conditions of learning support teachers because it helps to meet the needs of teachers, by designing professional development that aims to meet the individual needs of teachers. So, teachers can make more connections to their professional and personal lives. Thus, engaging teachers in more active, goal-oriented and relative work. It also supports teachers in providing them with challenging, but achievable goals. Providing educators with an environment where the bar is set high, where teachers know their colleagues believe in them and where teachers themselves, are scaffolded to develop and refine their practice, then educators will see their potential to make a difference and be confident that they can be excellent educators. Knowing about the conditions of learning also supports teachers because it gives teachers the time they need to reach developmental milestones in their career, and respects the fact that teachers learn differently and come with a variety and array of experiences and individual personalities. In addition, knowing these conditions supports teachers because it also acknowledges that people construct new knowledge by building on their current knowledge, and uses a constructivist lens, to recognize that the learner does the learning and the facilitator, assists and guides the students. This works for both students, and teachers engaging in professional development.

Why is knowing about the conditions for learning important? How does the conditions of learning support teachers? What are ideal conditions of learning for teachers and students? How can technology support the 21^st century learners?

Review and comment on two other postings by your colleagues."

As per discussion, 

"The easy answer is that knowing is the key to doing. What that means is essentially, if a teacher can understand where the students are beginning, then getting to the end is that much easier. In order to know where the students are though teachers need to be aware that students do not just pick up and start where the content is supposed to begin in all cases. As an ENG4U teacher, its a prime example of being classically 'too learner centered' in which there sometimes need to be extra time spent on two introduction units that in reality are the two least interesting to teach, but most important to students as they are the most fundamentally important to the goals of the course. 

One needs to understand that not every student enrolled in ENG4U had made it that far based on writing skills alone. Even then, say their writing skills are to thank for making it that far, that does not speak to the other abilities/or lack thereof that the student may have/not have. When beginning ENG4U (high stakes mandatory English Literature course for university bound student), it is extremely important to spend a unit to develop essay mechanics and another in literary theory. These are not necessarily mandatory pieces of content to be taught, however if a teacher wants to prepare their students for the next stage (a little more than just being a critical thinker), its a good route. Being at an international school there is a lot of competition between schools and programs. One should consider not only what students will study abroad but where universities are expecting students to be. This is important for a number of reasons (student retention, customer satisfaction, personal awareness and most importantly the future success in the pursuit of subject areas within this discipline). 

With all that being said there is an experience of turning the material into more learner centered at the cost of content. There is value in going completely learner centered and paying very little mind to what is expected to be taught, but that was all before the competition for students became a reality. The BC curriculum uses something similar to the framework presented in the documents of this focus area. In BC there are three core competencies that are broken down into competencies that area to be utilized alongside the curricular competencies (in Ontario we call them specific expectations). The core competencies are not to be used for mark but as effective reflection in the classroom (completely separated from any sort of formative, diagnostic or summative activity). There have been rubrics that include the core competencies, maybe that was a grey area not completely understood. The point of it all was to do exactly what is being talked about here. The fostering of the competencies that will build the character framework of a twenty-first century learner. The details can be found in the link here, 

https://curriculum.gov.bc.ca/competencies#unpacking

https://curriculum.gov.bc.ca/competencies

This rhetoric started longer ago than I can actually recall as a professional, but the moment earliest in my career that I remember this idea of the 21st century learner (in application, not the theory of a classroom learning environment) was in a PLC experience describing the importance of incorporating a "makerspace". This idea of makerspace actually segues into this idea of technology as a tool for learning and delivery of lessons/content/experience. 

It is not a secret that students learn better by doing, that is why a lot of us can't wait to get out of classroom theory in teachers college and move into our practicums. The article by Edugains discussed the needs of the 21st century learner and states that professionals believe that technology has massive impacts on the learning that takes place. This is all very true, at the turn of technological age in education the overhead which usually results in shut eye and watching pens fly across the page, is now a PPT that at the time elicited attention and helped organize key ideas. Later, it was the PPT that systematically made learning yet again, basically "record taking" as Dewey describes it. This is because it lost its novelty, and with it came the routine application of the PPT. This happens with everything accessible, LMS, Online Quizzes and even videos. As much as students enjoy watching videos, it is a point in human society that one can now be highly critical over the inputs throughout a day without little consequence. Everything is recorded and with that notion, it can also be accessed at later times. I have notes from university that I revisit once in awhile to see what goodies I can try to implement into my class. At the time of taking these notes, it was pretty much-over my head, but I figured 'Hey, exams will arrive-might as well have something to study'. I didn't. I had my notes though and can yet still access them where I now find myself thinking "WOW! This is amazing stuff, why didn't I pay more attention?" In reality, I wasn't connected enough with the content at the point to grasp what was going on, but the main idea here is, due to technology I was able to literally shut it off (the content from that particular class) for nearly a decade-come back to it and in the end, it was quite inconsequential on a grand scheme. 

Technology does impact the learning environment, on what level is a different story than what this article is talking about though. I think the future of technology in the classroom is going to basically be what myblueprint.com is. No, not inconsequential and purchased. I mean, a portfolio collection going back to the earliest studies that one can recall and reflect on in which is used as rich experience to determine content readiness. Students are already doing this, but teachers are having difficulty finding a way to have students access this rich experience in a way that they can complete the diagnostics/use as starting points for conversations. It does not mean one needs to make sure that by grade 2 they have already written an acrostic poem, but that is a good and rich experience that one can bring to the table. Show and tells, artifact hunts. These types of reflections are crucial to a learning environment in terms of learner centered and eventually (not today, or tomorrow, maybe not even within this decade), there will be a system that is eventually created to pool these rich experiences together for students and allow them to join learner pods. These learner pods will be learner groups designated to pool together different types of learners/with similar or contrasted interests that will in turn develop learners in one way or another through project based solution simulations. Ya, I know, sounds like some Ender's Game meets The Giver-I'm currently developing Brave New World resources and this sort of rhetoric is something always on my mind-the future of education/the "perfectly imperfect model". A lot of teachers will complain that students are too far apart in abilities for them to move through their content effectively-I know-been there-but then one comes to terms with the reality of the situation, when in one's life has one ever been in a room doing a job/completing a task with those who are 'the same'-never, literally never happened. and with that, the learner centered learning can occur because it is in that empathy that 'Its clear you don't like working with your classmate Johnny because of his hygiene, but I think if you can work with him you have proven to yourself you can work with anyone.' No I don't condone saying that but its a clear example. In that statement though a teacher needs to make a point of providing supports to help that student work with Johnny, not just leave them to ignore Johnny, do the assignment by themselves and then Johnny shows up empty handed saying, 'I didn't know what to do.' "

Intermediate FNMI ABQ: Introduction Module 1- Task 6 "Learning Portfolio"

 Carmelo Bono

EDAQ-SA829E

March 02, 2022

Professor Bell

I Know What I Didn't Know and Why I Didn't Know it.

    First Nations Metis and Inuit studies is something I had actually (shamefully) held a bit of negligence about. It so happens it was ignorance. I spent time in Northern Ontario learning about the Anishinaabe and Oji-Cree peoples, just not as much as I should have been and not necessarily in the areas that I should have been. I felt it was important to become familiar with the culture, I learned stories, some ideals but spent time trying to get to know the people-thinking that there were things about them I needed to know about them and not necessarily so much about the culture in particular. I guess I would like to believe that maybe it was a two way street I didn't ask therefore another won't tell, but in reality, I just didn't ask-it was ignorance. After beginning this course I have been facing a lot of past experiences that make me feel regretful that I didn't spend more time asking questions or learning the particulars of language while in those first nations communities (socially and geopolitical borders). 

    In this course I have spent time paying more attention on the beliefs and systems that not separate the first nations from other cultures or even each of their own tribes but what brings them together. The strife they experienced as historical timelines on countless sites or within numerous resources dictate, but what brings them-us all together. The stories of survivors, the stories of lost generations as well as the stories that I went back to recall the initial romanticism of my experience with the culture and its innate connection to the ideas of the spirit (also known as soul) and the universe.

    Through government resources there is an effort to make right what was done wrong and there is an impact that these changes make, the question of satisfactory efforts is still heard. This is because the 21st century long now arrived and yet still many questions/mysteries surround the first nations peoples' beginnings, histories and languages. It is troublesome to believe that such a historically intertwined culture is simply "glanced" over in a history class. 

    I know its not yet been discussed on the global level because a lot of the issues that the first nations peoples are dealing with is still very much community based. First fix the issues at home, then try to save the world. It should be noted that living in a place with such global reputation as Canada has among global citizens, it would be one of the last places to imagine having such a dark and neglected past. Many countries around the world have groups of peoples who were displaced, minorities native to land but told they are trivial, but to believe one of them is Canada is sometimes a truth not many are happy to accept.

    The Reconciliation Act is not an acceptance of fact but an acknowledgement of the past that still haunts the people of Canada in many ways. It is not something that will simply be "okay" one day. It is something that will be remembered and taught, that is why this course exists, because First Nations are Canadians and Canada recognizes its peoples in the grand scheme of things. Its peoples however do need to keep it in check which is what is so inspiring about First Nations Peoples, a proud and strong peoples.

    Reflection on past experiences in regards to Western Worldviews and those of Indigenous Peoples of Canada, it is clear that there is a need to recognize how the worldview creates tensions that are not spoken aloud or trialled in resolutions. It is important to note that there is science to something of the spiritual belief that we are all from "the same". In the film Watermark (as discussed in Task 5), Oscar Dennis describes the idea that if water makes up the better part of the human body and regulates such functions. The contents of that water are specific to that body of water. If from that water a community of birds, trees, animals and people are made up-that would imply that there is some sort of "sameness" to the development of these things. As a Catholic, I must say that is more logical evidence to the argument for existence of a higher power than what western religions have collected (light humour).