Module 4.1:
As Per Course,
"Research an article about Special Education, grades 7 - 10, from a professional source. (the article must be about 2 pages long at least). Post the article with correct APA citation, along with 3 questions you have about the article.
Read one article from a colleague and answer their 3 questions based on your reading of the article. You may not use an article that has been posted by a colleague."
Link to "article" selected by myself as follows,
https://journals.sfu.ca/cje/index.php/cje-rce/article/view/1155
As per discussion"
I have selected to review the following article, Teacher Perspectives on Inclusive Education
in Rural Alberta, Canada as published through CANADIAN JOURNAL OF EDUCATION (2012).
This article has provided my with insights that allow me to raise the following questions,
1) When teachers are planning for student assessment and evaluation, considering a culminating task such as community integration, does a school teacher have the ability to network through the school board, wherein a liason or representative can step in to help assist on behalf of the teacher/student in order to establish a meaningful learning experience that not only allows the student to produce their learning goals, but establish a connection between self and community?
2) Would teacher alignment in departments appease the general idea of teachers feeling that "it is not their responsibility to accommodate students with needs in the class"? Meaning, if teachers are generally working together to bridge the gap between various levels of ability within the class through co-teaching, would it not be understood as beneficial to the teacher if the course was split into two terms wherein 1 term is taught to a group A wherein the student(s) who are demonstrating learning assistance are working with "x" portion of content for a portion of the semester and for the later part of the semester the other teacher will teach the group, while the original teacher goes into the other classroom to work with the students in that term, thus producing the need for both groups of students to recieve accommodation and both teachers to be taking on the responsibility for building an inclusive community, rather than a teacher in a department having to work with a 'remedial' group in a course they enjoy teaching, while their colleague may be working with a more "gifted" cohort of students of the same class. Would this not remedy the compulsion of the "why me?" mentality?
3) Do schools/school boards consider the great potential of advocating for public funding through various entreprenurial activities in order to acheive products for students who may need assistive devices that they cannot afford?
I acutally spent a great deal of time trying to find "the perfect" article-that proved difficult, I chose this as I have recently recieved my IPC through Alberta's Teacher Regulation Board, and I want to get an idea of what is going on out that way as well.
I found a great deal of articles based on Ontario and Quebec's calls for research on French Education and Students' Social Emotional Needs, as well as mathematics, again, though personally interested in what's going on out west.
References:
McGhie-Richmond, D., Irvine, A., Loreman, T., & Lupart, J. (2013). Teacher perspectives on inclusive education in rural Alberta, Canada. Canadian Journal of Education/Revue Canadienne De l’éducation, 36(1), 195–239. Retrieved from https://journals.sfu.ca/cje/index.php/cje-rce/article/view/1155
For others who are looking into potential articles, feel free to check out the following,
1) Grade10-Autism and Disrupting Ableism Practice
https://journals.sagepub.com/doi/10.1177/00220574221101378?icid=int.sj-abstract.citing-articles.45
2) "I Need MORE Help": A Rise in Demand for Special Education in "I Need MORE Help": A Rise in Demand for Special Education in Ontario Ontario Brittany Lee Guenot Ms. University of Windsor, guenotb@uwindsor.ca
efaidnbmnnnibpcajpcglclefindmkaj/https://scholar.uwindsor.ca/cgi/viewcontent.cgi?article=1168&context=major-papers
3) “Perspectives of Children and Youth With Disabilities and Special Needs Regarding Their Experiences in Inclusive Education: A Meta-Aggregative Review”
4) “Inclusive school leadership: Examining the experiences of Canadian school principals in supporting students with special education needs”
https://nasenjournals.onlinelibrary.wiley.com/doi/full/10.1111/1471-3802.12515
5) Longitudinal Effects of Reading and/or Mathematical Difficulties: The Role of Special Education in Graduation from Upper Secondary Education
https://eric.ed.gov/?q=Special+Education+grades+7-10&id=EJ1231457
6) Longitudinal Relations between Hypercompetitiveness, Jealousy, and Aggression across Adolescence
https://eric.ed.gov/?q=Special+Education+grades+7-10&ff1=locCanada&id=EJ1321278
7) Enabling Mathematics Learning of Struggling Students. Research in Mathematics Education
https://eric.ed.gov/?q=Special+Education+grades+7-10&ff1=locCanada&id=ED626197
8) https://www.edcan.ca/articles/inclusive-education-supported-through-multiliteracies-pedagogy/
9) https://www.edcan.ca/articles/web-exclusive-inclusive-education-lessons-from-quebecs-english-sector/
G. Porter, “Making Canadian Schools Inclusive: A Call to Action,” Education Canada 48, no. 2: 64.
10) M. Fullan, “The Change Leader,” Educational Leadership: Beyond Instructional Leadership 59, no. 8 (2002): 16–20; D. Goleman, Leadership: Social Intelligence Is Essential, 2008. Retrieved April 22, 2008, from http://www.danielgoleman. info/blog/2008/02/28/leadership-social intelligence-is-essential.
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Module 4.2
As per module,
"Your major assignment in this course is to develop a curriculum unit in a Family Studies course, either at grade seven or eight or grade nine or ten. Ensure your unit includes the following: experiential learning, research and inquiry, literacy, numeracy and financial literacy.
In secondary school, a curriculum unit is usually 20-25% of the course. On average a course is 110 hours long, with 4 - 5 units, so each unit totals about 22 to 25 hours. For our purpose in this course we will assume the same for the elementary panel.
It is expected that each candidate will design a unique and innovative unit. This unit should be based around experiential learning, as opposed to book or paper and pen learning,
Although this unit development will be an independent study, you will be expected to provide peer support (editing, feedback, professional dialogue) to one other candidate in the course. Please choose a partner from the class list. It would be best if your partner is working on a course for the same panel, either elementary or secondary.
Based on the work you completed in Module 2, (assignment A or B) determine whether you will develop a unit at the elementary level or the secondary level. If you choose the elementary level, you will be developing an integrated unit based on the work you completed in Assignment B. If you choose a course at the secondary level, your unit will be based on the work you completed in Assignment A.
From the four units that you planned in either Assignment A or B in module 2, decide which unit you will fully develop.
This unit overview will include the following components (from work you have done or will do in the course):
Adolescent learner, unit rationale and benefits to students
Curriculum overview
Assessment/Performance Task
Equity and inclusivity
Safety Considerations Overview
Environmental Considerations
experiential learning
research and inquiry
literacy, numeracy and financial literacy
Complete the Backward Design Template for Unit Plan, Appendix 4.2.
Upload this to the assignment tab for assessment as learning.
Using the Activity template appendix 4.3 you will also create activities (3-5) that will include:
Activity Description, expectations
Teaching/Learning strategies
Assessment for, as learning
Safety specific to the activity students are completing
Differentiated Instruction
Resources (technology, human, print)
A unit plan is a professional document that should include all aspects of teaching and assessment. It should not include discussion posts, nor should it be written in the first person. "
As per discussion
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Module 4.3
As per module,
"In Design Down Unit Planning once you have established the enduring understandings and the expectations that the students will demonstrate their learning of, you must decide on an assessment tool (assessment of learning). Students must be aware of what they are being assessed on prior to beginning work on the unit. As students work through the unit they will be assessed (for, as learning) by teacher, peer and self. See appendix 4.4 for an example of a unit assessment plan.
An assessment plan informs the teaching that must be done throughout the unit so students may complete the performance task.
Create an assessment plan for your unit.
Have a peer review/edit done on your work to date. Incorporate the comments from the peer review, as long as you are in agreement with the changes. It is not necessary to include your partner’s comments but to incorporate them into your work.
For the unit you are developing, create the student handout that outlines the culminating activity that students will complete in order to demonstrate their knowledge and understanding of the units overall expectations. Include with this handout the assessment tool (assessment of learning such as rubric, checklist, criterion-referenced checklist, etc.) you plan to use to evaluate the student performance task.
Have a peer review/edit done on your work to date. Once you have incorporated the comments, send the draft outline and the assessment plan to your instructor for assessment as learning."
As per discussion
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Module 4.4
As per module,
"In all Family Studies classrooms there are practical activities that students engage in. Safety must be the number one consideration in all of our classrooms. In a Family Studies classroom, students may be working with sharp objects, pins, scissors, needles, blades, hot stoves, ovens and irons, small appliances, electricity, and handling food. These situations require vigilance and knowledge on the part of the teacher, as well as the students. As professionals, it is our legal responsibility to ensure the safety of our students.
Read the Professional Advisory, Safety in Learning Environments: A Shared Responsibility (OCT 2013).
http://www.oct.ca/resources/advisories/safety
How do you implement this safety advisory in a regular classroom, and how might that change in a Family Studies classroom, either a food lab or a sewing lab? How might the implementation change if you were teaching in a non-traditional setting? (such as the staff room for a food lab)
Post your thoughts on the discussion board, read your colleagues postings and comment on two other postings.
Review the safety documents listed below. How would you use them in a Family Studies class? How will you ensure that your students conduct themselves in a safe manner, both for themselves and for their classmates?
Food Safety Resources
https://safety.lovetoknow.com/Health_and_Safety_in_the_Kitchen
https://www.youtube.com/watch?v=Y7D90UJbCg0
https://www.kraftwhatscooking.ca/article/kitchen-safety-rules-for-kids-000000260
Sewing Safety Resources
https://sewingmachinetalk.com/sewing-safety-tips/
OFS3LC/OFSHEEA
Https://ofsheea.education/ofs3hlc-resources/
Safety videos
Food Lab: https://www.ors.od.nih.gov/sr/dohs/safety/laboratory/Pages/student_goodlab.aspx
Sewing Lab: https://md02215556.schoolwires.net/site/handlers/filedownload.ashx?moduleinstanceid=3005&dataid=11526&FileName=Sewing%20Lab%20Contract.pdf
Create a list of things that you, as the teacher, would do before your students go into a practical lab. Create a list for the students as well.
Have a peer review/edit done on your work. Once you have incorporated the comments, send the draft outline to your instructor for feedback. (assessment as learning)
Revisit your posting on the Professional Advisory, Safety in Learning Environments. Are there any changes that you would make? Post those changes."
As per discussion
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Module 4.5
As per module,
"You have completed an assessment plan and the design down plan for your unit. You now need to develop the teaching learning strategies to ensure the students are able to complete the performance task for this unit.
Family Studies curriculum needs a variety of instructional strategies, including differentiated instruction, small and large group work, and independent work. The nature of Family Studies courses lends itself to the students working in groups for a large portion of the course. As you now begin to develop your teaching/learning strategies for your unit, give careful consideration to the type of instruction that you plan in order to optimize your students’ learning.
For more information on DI, check out the guide posted below.
Read the Adolescent Literacy Guide, (available below). Using the guide as a resource, and the activity template (Appendix 4.3) develop the teaching/learning strategies for all the activities in your unit.
Have a peer review/edit done on your work, incorporate the comments and save your file. Your completed unit will be sent to the instructor at the end of Module 5."
As per discussion
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Module 4.6
As per module,
"There are a number of subject associations in Ontario that have Family Studies resources available to teachers. A few are: Ontario Family Studies, Home Economics Educators Association, (OFSHEEA), and the Ontario Physical Health Educators Association (OPHEA). The Ministry of Education in Ontario has informative and useful websites including edugains.ca. There are also a number of supporting organizations such as the Dairy Farmers of Ontario that produce support materials for use in Family Studies classrooms.
Create an annotated resource list of at least 5 resources to support your unit.
Post your list on the discussion board. Look at your colleagues’ lists to see if there are any resources that you have missed. Adjust your resource list if necessary."
As per discussion,
This annotation reference page was created using Scribbr.com, strongly recommend it as a source as well!
References
FuturPreneur | Entrepreneur Startup Program | Canada - FuturPreneur Canada. (2024, February 7). Futurpreneur Canada. https://www.futurpreneur.ca/en/
This is a website for young people who want to start-up a business endeavour and are seeking avidly, funding to promote and begin their business. Food and Nutrition students may be interested in learning more, in other cases, some students may be gifted in the culinary arts and seeking to become entrepreneurs early-on rather than continue to post-secondary education. The entry age is 18, but if students are interested in this pathway, it allows them time to carve out a pathway according to a goal. The teacher can utilize the use of business planning in fundraising experiences to encourage students to access these resources.
Nutrition Connections - Ontario Public Health Association. (2021, December 7). Ontario Public Health Association. https://opha.on.ca/what-we-do/programs/nutrition-resource-centre/
This is an Ontario association for public health that seeks to include resources educators, caregivers and youth about how they can be health and promote wellness daily.
Ontario Food Banks for Ending Hunger & Poverty | Feed Ontario. (2024, January 8). Feed Ontario. https://feedontario.ca/
This is a resaource to intrigue students in later units (depending on the teacher's purpose of introducing the resource), to inspire and promote ways of addressing the food issues locally.
Ontario food safety laws and requirements. (n.d.). Canadian Institute of Food Safety. https://www.foodsafety.ca/laws-requirements/by-location/ontario
This ia professional guide and tool that the teacher may reference as a point of ethos for students through their instruction.
YMCA. (n.d.). Youth for Entrepreneurship (Y4E). https://www.ymcagta.org/youth-programs/y4e
This is a resource for teachers to encourage and promote to students who are eligible (15 years+) to participate in if they are interested in a career of entrepreneurship, in some cases, the teacher may not have students who express interest in this for cooking, but sometimes students may actually develop technologies that might be very applicable to working environment on a professional level and may want to delve into the idea further.
Youth entrepreneurship guide. (2024, February 5). Government of Canada. https://sbs-spe.feddevontario.canada.ca/en/youth-entrepreneurship-guide
This is a promotion and guide by the Canadian Government depicting what entrpreneurship might look like for someone serious interested at any age.
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Module 4.7
As per module,
"Read the Literacy and Numeracy Research Monograph #11 entitled, Integrating Indigenous Teaching and Values into the Classroom (formerly Integrating Aboriginal Teaching and Values into the Classroom). Appendix 4.1
Post your thoughts on the discussion board, read your colleagues’ postings and comment on two other postings.
Using the Best Practice in Including Indigenous Peoples in the Curriculum choose one issue from that paper. Reflecting on your unit plan and the issue you have chosen, make changes to one area of your unit plan that will make your unit plan more inclusive.
Include these changes in your final unit plan submission. Identify these changes and how your unit-plan is more inclusive as a result of these changes."
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