Following Blogs for Resources
Katie @
https://kootenaykatie.wordpress.com/
&
Simon @ https://simoncrothers.wordpress.com/about/
&
https://itsalllearning.blogspot.com
Saturday 31 October 2015
PID 3260 Week 4 Post- Teaching in Diverse Classrooms..
Teaching in Diverse Classrooms:
This topic comes up frequently in an urban center college in a very multi-cultural city.
When teaching the Communication Skills for Health Care Professionals there are multiple opportunities to look at this topic and for students to experiment with communication techniques that they wouldn't normally for either personality reasons or cultural reasons. We talk about diversity in general and about the pros and cons of living in such a diverse setting. This discussion is usually very well participated in. Then I show a video of assumptions that makes everyone laugh. (see below). After setting the stage myself setting parameters and expectations I then share an example of a communication technique I'm not particularly skilled at. I also share the history and the steps and practice that I undertook to change that. Then I have the students pull a technique out of a hat and work in 3-4 to role play a situation where that role would be THE one to use. I've found that small groups are the key (with the occasional class of boisterous extroverts). It allows practice with an audience of peers but a small one.
When discussing an issue where there is a wide range of ethnicities or cultures or ages or gender... I tend to ask "and how else could this issue be viewed"? OR " is there another way of seeing this?"
OR " if you were X, would you see it like this? "
As Brookfield states on pg 170 "Diversity can never be fully addressed to the satisfaction of all involved. There are just too many variables...etc. However he then goes on to say that if our purpose is to help students learn, we need to recognize that we are teaching in increasingly diverse classrooms and be willing to constantly vary our activities in response to that variable influencing the learning experience.
Enjoy the where are you from vide....
https://www.youtube.com/watch?v=XUO59Emi3eo&list=PL-BnrTdQ15sZKgA7bkatLqIbwmn1TOde5
This topic comes up frequently in an urban center college in a very multi-cultural city.
When teaching the Communication Skills for Health Care Professionals there are multiple opportunities to look at this topic and for students to experiment with communication techniques that they wouldn't normally for either personality reasons or cultural reasons. We talk about diversity in general and about the pros and cons of living in such a diverse setting. This discussion is usually very well participated in. Then I show a video of assumptions that makes everyone laugh. (see below). After setting the stage myself setting parameters and expectations I then share an example of a communication technique I'm not particularly skilled at. I also share the history and the steps and practice that I undertook to change that. Then I have the students pull a technique out of a hat and work in 3-4 to role play a situation where that role would be THE one to use. I've found that small groups are the key (with the occasional class of boisterous extroverts). It allows practice with an audience of peers but a small one.
When discussing an issue where there is a wide range of ethnicities or cultures or ages or gender... I tend to ask "and how else could this issue be viewed"? OR " is there another way of seeing this?"
OR " if you were X, would you see it like this? "
As Brookfield states on pg 170 "Diversity can never be fully addressed to the satisfaction of all involved. There are just too many variables...etc. However he then goes on to say that if our purpose is to help students learn, we need to recognize that we are teaching in increasingly diverse classrooms and be willing to constantly vary our activities in response to that variable influencing the learning experience.
Enjoy the where are you from vide....
https://www.youtube.com/watch?v=XUO59Emi3eo&list=PL-BnrTdQ15sZKgA7bkatLqIbwmn1TOde5
3260 Core Assumptions of a Skillful Teacher
Referencing Chapter 2 of Brookfield
This chapter leads in with the best introduction... and encapsulates exactly what I think makes "good" teachers... or "good" doctors, "good" nurses or "good" mechanics.
1. It is whatever helps students (patients/interns/apprentice mechanics) learn what they need to
2. Good Teachers (Doctors/Nurses/Mechanics) reflect on what they do and how they do it and how it impacts others.
3. Are always mindful of how their students are experiencing the learning being delivered and how their actions are being perceived.
I love that these 3 core assumptions apply to almost any type of practitioner. And that there is skill, but also art to the enacting of those 3 assumptions. For example the skill may be to facilitate a classroom debate on a medical issue. The art is to recognize the students who think they can't participate, can't speak up, can't articulate their knowledge and somehow be able to bring them into the activity as a willing participant who ends up having a positive learning experience.
This chapter leads in with the best introduction... and encapsulates exactly what I think makes "good" teachers... or "good" doctors, "good" nurses or "good" mechanics.
1. It is whatever helps students (patients/interns/apprentice mechanics) learn what they need to
2. Good Teachers (Doctors/Nurses/Mechanics) reflect on what they do and how they do it and how it impacts others.
3. Are always mindful of how their students are experiencing the learning being delivered and how their actions are being perceived.
I love that these 3 core assumptions apply to almost any type of practitioner. And that there is skill, but also art to the enacting of those 3 assumptions. For example the skill may be to facilitate a classroom debate on a medical issue. The art is to recognize the students who think they can't participate, can't speak up, can't articulate their knowledge and somehow be able to bring them into the activity as a willing participant who ends up having a positive learning experience.
Saturday 24 October 2015
Sir Ken Robinson and Animated Education Video
3260 PID
This weekend at the conference I was at, someone had just seen this video for the first time and it had a real impact on him. I remember the first time I saw it; recognizing it's a little dated now, I think it's still a great review about the overall state of education and why it is the way it is. It helps focus in on what is meant by education and ...
Who's interests are being served? What systemic factors are contributing to the way we educate? Whether we teach in primary or secondary or adult education... Teachers are dealing with the outcomes of this system, with all the myths, habits and special interests/biases inherent in the system.
And I liked the visuals!
https://www.youtube.com/watch?v=zDZFcDGpL4U
This weekend at the conference I was at, someone had just seen this video for the first time and it had a real impact on him. I remember the first time I saw it; recognizing it's a little dated now, I think it's still a great review about the overall state of education and why it is the way it is. It helps focus in on what is meant by education and ...
Who's interests are being served? What systemic factors are contributing to the way we educate? Whether we teach in primary or secondary or adult education... Teachers are dealing with the outcomes of this system, with all the myths, habits and special interests/biases inherent in the system.
And I liked the visuals!
https://www.youtube.com/watch?v=zDZFcDGpL4U
Sunday 18 October 2015
3260
Even though I've already posted 3 times to this 3260- still only showing in 3250... Sometimes it's so hard to be positive about technology...
;)
Well, here I am.
I'm not sure what it speaks to that I've been working on creating a site for almost 7 hrs now. A full day of time wasted that I don't have to waste on something that I'm assured is easy and not more than 15 min of work.
I'm hot, sweaty, irritated beyond belief, on the edge of tears and wanting to physically act out (think toddler acting out).
This doesn't reflect my education, my credentials or all the other life and professional skills that I have, including being able to save someone's life.
Maybe it speaks to the fact that someone like me should be doing the writing/instructions for others not the following of those writing/instructions.
Maybe it speaks to me gaining empathy for the incredible frustration students must feel when they can't get "at something" that they know they should be able to.
Whatever it is that I'm supposed to be learning... it's a hard lesson today.
;)
Well, here I am.
I'm not sure what it speaks to that I've been working on creating a site for almost 7 hrs now. A full day of time wasted that I don't have to waste on something that I'm assured is easy and not more than 15 min of work.
I'm hot, sweaty, irritated beyond belief, on the edge of tears and wanting to physically act out (think toddler acting out).
This doesn't reflect my education, my credentials or all the other life and professional skills that I have, including being able to save someone's life.
Maybe it speaks to the fact that someone like me should be doing the writing/instructions for others not the following of those writing/instructions.
Maybe it speaks to me gaining empathy for the incredible frustration students must feel when they can't get "at something" that they know they should be able to.
Whatever it is that I'm supposed to be learning... it's a hard lesson today.
Taking a step back...
The Oxford English Dictionary offers the following in its definition: an agreement; a formal promise, contract, or pledge; to be appointed; an obligation; attachment; involvement, business requiring attention. The verb engage means: to expose to risk; to commit; to attract and hold fast; to occupy or employ; to fight or battle. Just about all of these terms may be employed in describing student engagement.
When considering the topic of Student Engagement Chris Garrett (2011) posed the question " Do we really have a clear idea of what that means?" It caught my attention as I've taught students ( and been a student with classmates) that look on the surface to be ideal learners. They participate, they complete all the assignments (sometimes early), they do moderately well to extremely well on exams... and all of that means absolutely nothing when considering their "engagement".
It means they are focussed, organized, motivated to achieve an outcome, calculating and strategic (in a non-sociopathic way) but will tell you honestly; they couldn't care less about the topic being taught and have no interest in it whatsoever. Are they engaged? Can a learner be "technically" engaged but not "really" engaged?
Garrett goes on to suggest that teachers consider their own definitions of and expectations for student engagement. Accurately detecting genuine engagement can be challenging.
Taking a step backwards from "Student Engagement" to considering what engagement means to us...
Creating a Blog Site
Well, here I am.
I'm not sure what it speaks to that I've been working on creating a site for almost 7 hrs now. A full day of time wasted that I don't have to waste on something that I'm assured is easy and not more than 15 min of work.
I'm hot, sweaty, irritated beyond belief, on the edge of tears and wanting to physically act out (think toddler acting out).
This doesn't reflect my education, my credentials or all the other life and professional skills that I have, including being able to save someone's life.
Maybe it speaks to the fact that someone like me should be doing the writing/instructions for others not the following of those writing/instructions.
Maybe it speaks to me gaining empathy for the incredible frustration students must feel when they can't get "at something" that they know they should be able to.
Whatever it is that I'm supposed to be learning... it's a hard lesson today.
I'm not sure what it speaks to that I've been working on creating a site for almost 7 hrs now. A full day of time wasted that I don't have to waste on something that I'm assured is easy and not more than 15 min of work.
I'm hot, sweaty, irritated beyond belief, on the edge of tears and wanting to physically act out (think toddler acting out).
This doesn't reflect my education, my credentials or all the other life and professional skills that I have, including being able to save someone's life.
Maybe it speaks to the fact that someone like me should be doing the writing/instructions for others not the following of those writing/instructions.
Maybe it speaks to me gaining empathy for the incredible frustration students must feel when they can't get "at something" that they know they should be able to.
Whatever it is that I'm supposed to be learning... it's a hard lesson today.
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