Name: Khadar Tawane Hilowle
SUD# 200395371
Course: ECS311
Guest 3-2-1 Document on Oct 16, Presentation
- The three take away ideas from the reading.
- I learned that classrooms can be places of hope, where student and teachers gain glimpses of the kind of society we could live in, and where student learn the academic and critical skills needed to make it a reality. The various practices of curriculum and classroom that model social classroom.
- The good advice for a new teacher who finds a job where students are from a different culture is to work hard in getting to know who their students are and establish a good relationship with the families of the students. Allow the kids to bring their stories to school, and ensure to locate the history and culture of the community.
- The fear of what to teach, as well as fear of criticism of what you teach, is a common thing that new teachers have for their first few years. I learned that teachers have the authority to decide what to teach. Before you teach a controversial unit to inform the parents and principle explaining about what you will be teaching and how it fits in the curriculum and the standards.
- Write about two connections you make to teaching from your personal experience as a student/ or as a pre-service teacher.
- My first day of pre-service in the field, I had a conversation with the students during the recess time and some of them were telling me their plans of Christmas holiday, one of them told me he wants to travel to Philippine, this is now reminding me that if you open up, the kids will share with you their stories and things they value.
- The other interesting things I noted last in the field is that kids want to know more the teachers, they were asking me how many kids do you have? How do you manage them? One of the made a connection and said my grandmother had eight kids.
- Write one question you now have or one challenge you wish to bring forward regarding the discourse being presented in the chapter.
- How do you question a curriculum that you think is not addressing social justice effectively?
Name: Khadar Tawane Hilowle
SUD# 200395371
Instructor: Julie Machnaik
Course: ECS 311
Treaty 4 Gathering 2018 Reflection
It was on September12,2018, last week when all the student of ECS311 traveled to Fort Qu’Appelle valley to attend the great annual Treat Four Gathering. It was my first to attend such a historical event in our great province. Fort Qu’Appelle is a place were the Cree, Assiniboine, and Saulteaux peoples on September 15th,1874 entered into sacred covenant called treat4 with representatives of British Crown Queen Victoria. The beautiful Fort Qu’Appelle Valley has an eye-catching scenery with wonderful land escape. The gathering had various well-organized activities which included; twenty-seven Tipi that had various activities going on, archery activity, the buffalo hide tanning teaching activity, the bannock activity in practical, the fire fighter’s activity section, the powwow traditional dance ground, and other traditional and cultural activities. Each of the activities had a cultural, traditional, and historical lesson to learn, which are rich in knowledge and skills help for life. I really felt spiritually connected to the mother earth. A thing I have learned can be categorized into; the power of belonging, the vast role of culture and traditions and the connectedness of mother nature [land]. One of the most amazing things I learned is that some of the powwow songs and dances have a historically significant role in healing the sick individuals in the Indigenous community. This is the day I became a treaty person and part of the reconciliations with indigenous people of Canada. I have learned a lot and I am connected to the mother earth.
| Sense of Belonging | Culture/traditions | Nature/land |
| 1. Community
2. Reconciliation 3. Trust 4. Relationship 5. Respect 6. Hard work 7. Resiliency 8. Humour 9. Kind 10. Creator
|
1. Spirituality
2. Dance/powwow 3. Hunting 4. Elders 5. Tipi 6. Bannock 7. Regalia 8. Beads 9. Buffalo hide tanning 10. Treaty
|
1. Mother earth
2. The hill 3. Fire 4. History 5. Tobacco 6. Sage 7. Sweetgrass 8. Art 9. Feathers/ headdress 10. Medicine/plants
|
Differentiation Learning Strategies for Diverse Learning Needs:
{Adapted from: The adaptive dimension for Saskatchewan K-12 student online PDF document}
Any application of the Adaptive Dimension includes a holistic understanding of the learner. The following
are important aspects to consider when responding to the strengths and needs of students.
Learning Profile: A learning profile represents how a student learns and is shaped by the student’s
learning style, multiple intelligence preferences, gender, and culture. Learning profiles are dynamic and
change as students respond to experiences. The teacher must exercise professional decision-making to
determine which adaptation to the variables, if any, are required to help students maximize their learning
potential (Tomlinson, 1999). A learning profile provides information from the student’s perspective and
supports the teacher in knowing about the learner.
Cognitive Development: Students of the same chronological age in the same classroom may be at quite
different stages of development in terms of their capacity to interact with the curriculum and to benefit from
specific instructional strategies. It is important that teachers know what types of learning tasks are
appropriate for different levels of cognitive development in order to make the necessary adjustments in the
learning experience.
Interests: Students’ interests should be one of the major forces behind learning in the classroom. It is the
teacher’s responsibility to become familiar with the individual interests and abilities of each student and to
use that knowledge to make the appropriate adaptations. By doing so, the teacher encourages students to
explore and expand their interests and abilities in a variety of ways.
Physical Development: A clear understanding of the kinds of physical factors affecting students’ abilities to
learn and a willingness to adapt the variables to accommodate differences in physical development is critical
to effective teaching. Large muscle and small muscle development, visual-motor coordination and
development of spatial relations are just a few of the factors in students’ physical development that have
important implications for the students’ success.
Social and Emotional Development: The social and emotional development of students must be taken into
a consideration when the teacher is observing students and planning the type and extent of adaptations
required to support student learning. In addition to knowing about typical social and emotional
development in children, the teacher must also consider such things as social and cultural factors, family
constructs, home environment and the experiential background of the student that might create atypical
patterns of development.
Self-Concept: It is essential for the teacher to recognize the importance of self-concept as a critical factor in
the social, emotional and academic development of students. Teachers should structure learning
experiences in the classroom in a manner that will help students to develop positive perceptions of
themselves as individuals and as competent learners.
Ideas for Adapting the Variables:
Learning environment
• Decrease excess noises and reduce visual and physical
clutter in the classroom.
• Provide an area free from distractions for students.
• Model for students how to organize their materials in a way
that promotes student success.
• Create alternatives for seating arrangements and include
seating options such as stand-up desks/tables, ball chairs,
and rocking chairs.
• Teach students organization skills such as making lists,
using graphic organizers and establishing priorities.
• Encourage students to learn and interact in ways that are
culturally familiar to them.
• Include print and visual information that reflects students’
cultures, first languages, and identities.
Resources
• Provide resources in a variety of formats including print,
visual, audio and multimedia.
• Collaborate with students to select resources that reflect
diversity and students’ needs and interests.
• Invite students to use portable electronic devices to
document information.
• Provide assistive technology such as speech to text, text to
speech, word prediction, talking dictionary and highlighter.
• Encourage students to use visual dictionaries to verify
meanings or spellings of words.
• Provide online access to textbooks, assignments,
calendars with assignment and assessment dates and
assessment rubrics.
• Support EAL students’ language needs with resources in the
language of instruction and in their first language.
instructions
• Offer students more time to respond orally, read passages and
complete learning tasks.
• Use multi-sensory (auditory, visual, tactile, kinesthetic)
instructional materials to support student comprehension.
• Provide an advance visual organizer, outline or copy of notes to
students when presenting academic content.
• Enable students to record oral lessons.
• Supplement auditory information with visual cues and gestures.
• Chunk presentations into short segments.
• Reduce the amount of text on screens or printouts.
• Segment instruction for physical (e.g., body breaks) and tactile
activities.
• Provide opportunities for learning tasks that are active (rather
than focusing on only sedentary tasks).
• Model/demonstrate ways to self-regulate.
• Support students to recognize their learning strengths and styles
and the adaptations and strategies that work best for them.
• Increase the wait time after questioning and during discussions.
• Make available advanced or challenging tasks to students who
require enrichment or extension.
• Activate and build on background knowledge or experience for
students.
• Tailor tasks and units to students’ interests and cultural needs.
• Use the gradual release of responsibility model to meet the needs
of individuals and groups of students.
• Ensure guided/scaffolded and independent practice and
application are a part of instruction.
• Use a combination of advanced and simple vocabulary during
instruction and conversations with students.
• Pre-teach challenging vocabulary
Assessment:
• Provide additional time to complete assessments.
• Offer a reader and/or a scribe and explain difficult wording.
• Give students specific dates for completion of individual parts of an assignment.
• Communicate details about assignments and examinations to parents/guardians in electronic or print format.
• Use a variety of ongoing daily assessments to monitor students’ progress.
• Present options to students regarding topics, tasks, resources and learning groups.
• Vary options for demonstrating learning (oral, written, visual, dramatic, multimedia).
• Involve students in assessing their learning and development using portfolios, celebrations of learning and/or electronically
documented learning.
• Involve families in developing plans for supporting student achievement.
Professional goals set for the next semester:
- Strengthen the relationship with the students by learning their first names all of them.
- Prepare a lesson plan in which focuses on the cross-curricular elements.
- I have to improve the use of technology in the classroom.
- Use effective differentiated strategies that can meet the various needs of the learners.
- Balance the contents and curriculum of a lesson in a meaningful way.
- Prepare, teach, and assess a unit plan in a given subject.