At the end of our crime scene investigation unit, I arranged for some members of the Port Moody Police Department to visit the two Grade 7/8 classes. They were able to create a deeper understanding for my students by making a connection between our lessons and a real-world career.
Goal 8: “The development of the ability to create opportunities for learning.”
At this professional development day, the keynote speaker was Dr. Michael Ungar, who spoke to the attendees about school connectedness and how we can facilitate resilience in our students.
“Public education is the great equalizer.”
GOAL 3) The development of a clear commitment to uphold the principles that should govern a democratic and pluralistic community that recognizes that teachers are role models who are rational, reliable, responsible, and responsive.
GOAL 4) The development of a clear commitment to maintain ethical and functional working relationships with all members of the educational community that show care and respect for every student.
I received these messages from my students near the end of my short practicum.
GOAL 8) The development of the ability to create opportunities for learning that is responsive to students’ individual learning needs.
For my mini-unit that I taught to my two Grade 7/8 classes, I used the Mystery Festival program created by the Lawrence Hall of Science to create a series of forensic science lessons. Students investigated a mock crime scene, recorded evidence, and deliberated between suspects. They then carried out a series of laboratory experiments to further their results. Finally, they completed assignments that told the story of what happened, and “who done it?”
This was a very interactive and hands-on unit, with many opportunities for students to guide their own learning. It also required them to strengthen their critical thinking skills so that they could argue for which suspects were incriminated by the different pieces of evidence as they were discovered.
GOAL 5) The development of knowledge about curricular content, educational theory, and effective practice that sees opportunities for cross-curricular and cross-cultural connections.
GOAL 8) The development of the ability to create opportunities for learning that is conducive to the development of critical thought processes.
GOAL 9) The development of the ability to blend theory and practice in well-organized ways that cultivates a disposition towards inquiry in the classroom.
As a module, we were given the opportunity to lead a Spring Break day camp at Central Elementary. Our team was the Purple Elephants! We worked collaboratively to plan two activities: a spring craft project and a kids’ fitness session. It was a great experience to get to be a part of a program at a school so connected to the local community.
GOAL 1) The development of a clear, coherent and justified view of education that is continually and consciously reshaped through experiences with a variety of learners in a range of socio-cultural contexts.
GOAL 6) The development of the clear commitment to respect and celebrate students that demonstrates the understanding of how Indigenous epistemologies and pedagogies create opportunities to meet the needs of all learners.
My school community in 401/402 was dedicated to integrating First Peoples traditions and ways of knowing in the classroom. This played a role in our team’s question, with our examination of how the world is kept interconnected through natural and human conflict. Classes often participated in talking circles for discussion. The school was even in the process of commissioning a totem pole to represent the school’s four animal teams.
GOAL 7) The development of the ability to create a caring, cohesive community of learners that celebrates and appreciates the spirit of inquiry.
In module, we started a “Know, Wonder, Learned” chart as a jumping off point for our Special Education inquiry projects. Our biggest takeaway seemed to be that special education is COMPLICATED. There are so many factors at play when designing a program for a student with learning disabilities.
From our chart, it seems we most wanted to know how we, as general education teachers, could help our students that required the extra assistance but possibly weren’t receiving it; additionally, we wondered about the long-lasting affects of Sp. Ed labels and modified programs.
My topic I decided on for my own inquiry was: “How do different service delivery models (inclusive vs. pull out) affect students and the assistance they receive?”
Before PDP began, we were asked to read The Short Bus by Jonathan Mooney. The part-autobiography, part-travel journal, tells the story of Mooney’s trip across the United States in a renovated “short bus” to meet a series of people who have in some way been “outsiders” in either their education system or their communities.
In module, we were then assigned a chapter to depict visually. It was very interesting to see how different people interpreted the themes of the chapters and how evocative the drawings could be. The biggest takeaway from my chapter (5) and another group’s (4) seemed to be the sense of being on a line between normal/successful and abnormal/outcast. I believe that this is something Mooney struggles with himself throughout his journey, as he feels he has been “faking it” to stay on the normal side.