September 17, 2013

1. September 17, 2013 We are more likely to help people change when we focus on what is strong in them – not what is wrong. -Toth, 2011

2. Host/Guest Discussion: "The Heart of the Teacher" (20 minutes of staff group time) Whole group sharing: One major focus of discussion or one question arising from discussion

3. Heart of a Teacher- Parker Palmer • Even when we are a teacher “at heart” we will never “master” teaching and all the changes teaching throws at us • True teaching comes from the inside out: We teach from who we are. • Students may forget what we teach but they will not forget how we made them feel

4. My gift – my way of teaching - does not need to be crammed into the Procrustean bed of educational standards. • We need to teach from integrity, from an undivided self. We may be vulnerable, but disconnecting in not the answer. • Teaching will never “take” unless it connects with the inward, living core of our students’ lives • How do I develop the “authority” to teach? • How do I not “lose heart”?

5. Labs begin the week of Sept. 30. Field begins the week of Oct. 8 You should have EIGHT weeks of field experience. Those of you having a MONDAY field experience will probably have SEVEN.

6. Do you teach or do you educate? http://www.youtube.com/watch?v=W0fJKvdjQgs What images, words or audio effects stand out for you?

7. Images Brick, metal, concrete, lock Bamboo, flowers, trees Fire extinguisher Audio Subdued, “heavy” vs. “Moving forward” Words Explain, accept as fact, give into, cause to learn, punish Inspire, empower, mentor, advisor, guide, build character

8. Education is the kindling of a flame, not the filling of a vessel. - Socrates

9. Inquiry into Teaching and Learning Assignment – Part A Why INQUIRY? Because inquiry a way of learning meant to engage students. It is a vital part of the Sask. curriculum. (discover, understand, apply knowledge about a subject of interest) Why TECHNOLOGY? Because technology is a way of engaging students. Technological literacy IS literacy.

10. Purpose of Assignment: • Encourage you to learn more about ways that technology can impact your teaching, and share your discoveries with classmates.

11. HOW DO WE BEGIN ? • Choose a partner(s) to work with or ask to work individually. 5 is a maximum group size for this project. • Decide on an area of study or a type of lesson that your group wants to explore. [could revolve around a topic – for example “Bullying”; or could be a subject area – for example, “Examples of how we would use _____ (technologies) when teaching Biology)]

12. MUST RELATE TO ONE OR MORE CURRICULAR OUTCOMES 3. Inform instructor of the technologies and subject area you will be focusing on. (you can make adaptations as time goes on) and sign up for presentation date- November 5, 12, 19 ( sign up will be next week)

13. 4. Decide whether your presentation (approx 20 min in length) will be a demonstration, a hands-on experience for the group, or both. (I will gladly book the laptop cart if you wish)

14. 5. Use class time given (see weekly schedule – class time given most nights) to research ideas, plan, and complete your project.

15. Supports listed in syllabus – but there are many more out there!! • http://cogdogroo.wikispaces.com/Dominoe+50+Ways • http://blogs.gssd.ca/mmorley/ • http://couros.wikispaces.com/ • Questions about syllabus?

16. "Teacher as Rain Dancer" a) Should the classroom be a democracy or a monarchy. State reasons for your choice. b) Is inner tension (discomfort) necessary for growth as a teacher? c) Meeting the needs of the students and meeting my needs as a teacher can be in conflict. How is this statement true?

17. Democracy or Monarchy • If the classroom is a democracy you have to be prepared to “lose control” and be O.K. with that • Giving control to students can be a way of enforcing their importance in your eyes • There is a difference between authority/control/power

18. Is discomfort necessary for growth? It may not be necessary, but discomfort often does spur us on to grow in new ways. • There is always tension around meeting both the needs of the individual and the needs of the group • “Leaving the blinds open” can be a learning experience Inner tension between needs of the teacher and needs of the student

19. Connecting to Prior Knowledge 1. Previous ECS experiences • What did you learn or connect to as an educator? • What did you learn about yourself? • What did you learn about the bigger picture of education?

20. 2. Your own experience of schooling - the only profession where everyone has about 15 years experience - can be positive or negative - we have presumptions (imitate teachers we know and like) - setting is familiar, role is not

21. 3. Autobiographical knowledge -family and personal experiences outside of school; previous careers 4. Your experience working in schools and with youth 5. Views of teaching encountered in the media - powerful but partial

22. 6. Your beliefs and misconceptions - about inclusion - can EVERY child learn? - subject integration - what a classroom should look like - about homework • http://www.cbsnews.com/video/watch/?id=1985450n

23. What instructional strategies were used today? • Set: view video and discuss • Small group discussion • Lecture • Whole group response to questions • Discussion analysis • Self determined groups/group work time

24. For next week: • Hosts from this week – hand in reflection paper • Be ready to work on ITL Project A (Group) • Reading: Learning from our students - Noddings • Host tasks as assigned • Guest task – see assignment on wiki