As my university journey winds to an end and my teaching career begins I find myself reflecting on assessment. When I began this journey in the fall of 2018, my understanding of assessment was very cut and dry. The assessment was a grade on a paper, whether or not students understood the content and it was directly related to testing. I truly believe this was a reflection of my own experiences in school, where the emphasis was placed on grades and whether or not you passed. If you had a low grade that reflected your understanding and that is as far as discussion around assessment went. This was part of the reason my ideas of assumption were so cut and dry. My education journey began to change this introducing us to the concept of summative and formative assessment, and how to create meaningful assessments for student learning. In January 2022, my idea of assessment had grown along with my understanding of how to assess students but the introduction to the reason behind assessment, the purpose of assessment, and specifically, data collection feels like my core understanding is whole. This is not to say, I do not have more to learn but the foundation has been laid to start building my experience in assessing students in the Inclusive classroom and beyond.
I would like to begin with the 5 big ideas I learned through my time in ECS 401 these include: analyzing data, shared responsibility of assessment, effective feedforward, miscue instructions more specifically carrying out the task, and lastly the importance of learning logs. These 5 big ideas were the most meaningful in my journey of assessment. The first concept that was new to me was the idea of collecting and reviewing data. I should mention I understood the first level criterion-referenced, relating to curriculum objectives and the level of difficulty. This is something that is crucial to classroom assessment and played a role in the assessment tasks I created for my Grade 9 social studies class. My understanding of standards referenced, self-referenced, norm-referenced, and longitudinal-referenced were murky and frankly nonexistent. I should clarify, that I understood how data was compared between divisions, provinces, and over previous years but the specific terminology and importance were not something that occurred to me. Something that helped me the most in understanding was the portion related to PCAP and PISA, more specifically the visual diagrams and comparisons. As someone who enjoys visual aids, it increased my comprehension greatly. PCAP additionally guided my thinking in relation to inclusive education specifically the emphasis placed on the core subjects such as reading, mathematics, and science; I argue that it might be worthwhile to include writing skills and Treaty education. In addition, I question why there needs to be such a divide between male and female achievements. I feel understanding data has and will help me in my learning goal which is assessing students at different levels in the inclusive classroom.
The second big idea that I have gained in my assessment journey and my goal setting is the concept of shared responsibility of assessment. For me, this is allowing students to have more input in their learning and final assessment. This is not handing the reins over to students to decide every aspect of their learning but taking into considerations some of their strengths and interests. Incorporating this into my classroom and assessment will be useful because it increases student engagement which in turn can boost moral in the classroom. In my own experience, when students can give input it initates learning along with motivation to succeed. This practice is mildly time consuming but I do feel like it can help students at different levels and educational experiences.
The third big idea that has helped me is the concept of feed forward. Feed forward has not only helped me in achieving my learning goal but additionally my feelings of assessment in the inclusive classroom. Wording it as feed forward helps students see responses to their work in a more of a positive light. It is a great way to motivate students while having them take accountability for their learning. For students who struggle with self esteem related to marks or are learning at a lower grade level it is a confidence booster knowing that the information that is being given to them is helping them to succeed rather than critiques. This big idea was very important to me and has guided me in my assessment journey.
The fourth big idea, I enjoyed exploring was the usefulness of learning logs or journals. I have always seen journaling as a tedious class especially when I was attending school. That being said, as an inservice teacher I have been able to look at the concept of learning journals as useful. They do not necessarily need to be used for marks but rather a way to track student growth and engagement. Students can reflect on their work to see growth they have made over the semester or year. I additionally feel it is useful tool for tracking and reaching IIP goals, for students who are working towards specific goals, learning or behavioural. The feeling of looking at where you have grown is a rewarding experience for any student. I feel it is important to make sure that the journals are not just filler activities for students, which can make them feel mundane instead of a tool for learning. As I reflect on the near future, I would certainly begin journals early on and keep them consistent through out the year, all while explaining students the importance of these activities.
My fifth and final big idea I would like to share is related to Miscue instruction and how to carry out this instruction. In previous courses we explored using reading and tracking students as they do to screen fro reading comprehension. It was rewarding to go review this concept once more in ECS 401 especially as I near the beginning of my journey as an in service teacher. This is a rewarding diagnostic tool that can help diagnosis where students are in realtion to reading skills. This is helpful for differentiated instruction and assessing students at different levels in their learning journey. It is a simple task that is not an extremely stressful diagnostic activity. This is certainly something that would compliment my goal of an inclusive classroom in the future. I intended to make this into account when working with students especially at the beginning of the year to gauge student levels and abilities.
The independent assignment that was most rewarding and useful was the dialgoue and connections piece. I chose to focus on assessment in the inclusive classroom by interviewing two intensive support teachers both working in different programs. One of the most meaningful conversations I had that have really helped me move forward in my inclusive education journey was when my first interviewee explain how she sees formative and summative assessment in her DC classroom. She explained that formative is what students are capable of doing and summative constantly happening and always being assessed on the go. My internship taught me a great deal about assessment in the inclusive classroom, but re-framing the concept was rewarding and something that has supported me in my journey.
My experience in ECS 401 has helped me deepen my understanding and knowledge of assessment. It has helped to lay a foundation for my journey and it is now time to start building my career on this foundation. ECS 401 not only expanded my knowledge but additionally introduced me to big ideas including but not limited to anaylzing data, shared responsibility of assessment, effective feed forward, and the importance of journal logs. Lastly it reviewed the importance of miscue instruction and cemented my previous understanding. I am looking forward to seeing where my journey takes me as I transition into life as an inservice teacher.
I have chosen to focus my dialogue and connections on assessment in the Inclusive Education field. The Ministry of Education states: “Inclusive education creates environments where students feel accepted, valued, confident and safe to engage in learning and where collaborative teams are committed to a shared vision to support students in reaching their full potential”(Government of Saskatchewan, 2017). I want to investigate how assessment is slightly different in an inclusive classroom, in addition, explore the similarities it has to mainstream classrooms. Assessment is not always about grades but rather it can be focused on goal setting, as it is at the core assessment is reaching an established goal. My dialogues will be with two Inclusive Education teachers in the field. Both will offer a unique view of how they implement assessments in their classrooms. Both interviews are conducted with educators who work in Inclusive Education, one in a Functionally Integrated Academic Program (FIAP) and the second in a Developmental Program (DC). These questions are tied to how assessment plays a role in the inclusive classroom. Both interviewees hold an Inclusive Education certificate through the University of Regina. The dialogue is meant to highlight how goals are adjusted and carried out to meet students’ needs.
First, I wanted the interviewees to share the programs they are teaching. Both programs fall under the umbrella of Special Education however, they offer different experiences for student learning. Teacher DC for students with severe medical and cognitive disabilities, DC is where students focus on daily living, personal hygiene, routines, communication, mobility, and building meaningful relationships with those around them. A typical day for DC students includes public outings, music therapy, culinary class, swimming, and grocery shopping. Teacher A pointed out that the main focus of the culinary class is on sensory engagement and independence in the kitchen. Teacher B teaches in a Functionally Integrated Academic Program (FIAP) which focuses on supporting students with moderate intellectual disabilities in developing life and vocational skills. The hope is that all students experience a high quality of life and success following their high school experience. FIAP additionally includes opportunities for students to integrate into the mainstream classroom for additional classes, for example: Practical and Applied Arts, Cooking, Drama, Art Education, and Life Transitions. Each of these classes focuses on an end goal of independence and helping students towards success.
I wanted to explore how assessment is executed in the Inclusive Classroom, which is one of the questions Teacher A tackled during our conversation. Because most intensive support programs do not have a planned curriculum assessment is all goal-focused and more specifically, focused on Inclusion and Intervention Plans. Prior to my interview with Teacher A, I had never fully thought of Inclusive Education as formative or summative, this conception was reworked during our conversation. Teacher A explained that though DC has no curriculum the IIP goal observation is done in the heat of the moment with the lead educator constantly taking note of what is being completed. This was a new way of looking at assessment in the Inclusive Classroom for myself, as I often neglected to consider summative assessment as t part of intensive support. This discussion moved further into how formative and summative assessment played a role in completing IIP goals. Teacher A explained that formative assessment is based on what students know and or are capable of doing. For example, if a student can sign to ask for assistance, this is formative. Whereas summative assessment is done on the go rather than sitting to write a test or completing an essay. Teacher A explained that summative assessment in intensive support is specifically watching students reach the IIP goals that have been set for them. Prior to this conversation I always carried the lens that formative and summative assessment could only really be applied in mainstream classrooms but Teacher A helped me to see that in fact, formative and summative assessment can take on many forms.
Both Teachers A and B shared how goals are set and tailored to each student in their classroom. Teacher A explained that goals in the DC classroom are focused on independence and accessing the world around them. For students who are nonverbal, these goals include American Sign Language, Picture Exchange Communication System, and Pragmatic Organization Dynamic Display Communication Books. Teacher A explained that goals are set with students’ strengths or abilities and asking how can these goals improve their challenges. Teacher B explained that sometimes goals are initiated by paraprofessionals and or guardians, but for some students, the lead educator is the one who initiates these goals. When these goals are initiated the teacher works with guardians and paraprofessionals to help students reach these goals Teacher B explained that it is crucial that student goals be achievable and unique to that student. Both teachers agreed that goals are based on a students’ highest needs and these goals need to be revisited regularly to assess success. It is important to add to the conversation that when an IIP goal is created with any professional or team member, the goal needs to be specific, measurable, meaningful or manageable, attainable, realistic, and time-related (Saskatchewan Ministry of Education, 2017). These are often referred to as SMART goals and students are given a time frame where they will reach this goal. For example: By June 2023 Student A will be able to initiate a conversation with another student using PECS 50% of the time. This goal has a time, is meaningful to a student, and is achievable.
I asked both teachers who are involved in the IIP goals-setting process. Both agreed that supports are diverse and differ from student to student. Teacher A explained that in the DC involvement includes classroom teachers, Educational Assistants depending on the circumstance, parents/guardians, therapists such as Speech, Physical and Occupational Therapists to meet speech and or mobility goals. All these goals are discussed with a specialist. An example teacher A explained is that goals related to speech are discussed with a Speech-Language Pathologist. Teacher A further explained something critical to understanding IIP goals setting in intensive support is working within students’ capabilities, as they may not reach that goal but the success they reach is no less important. Teacher B offered an additional perspective on those involved in IIP goal setting, which included Education Assistants and professionals in outside-based agency supports which included Children and Youth Services, Community Living Service Delivery workers, and social workers. Both teachers agreed the involvement of outside sources and intervention is dependent on students’ needs.
I felt it was necessary to ask Teacher A what are some of the common misconceptions about assessment in inclusive education. Teacher A disclosed that one of the common misconceptions about inclusive education and working in inclusive education was the lack of paperwork because there are no grading papers or exams. In reality, goal setting and lesson planning are important parts of teaching in an inclusive education environment and there is just as much work as mainstream teaching. Teacher A went further to explain that there is a tendency to underestimate what students are capable of especially when a student is non-verbal when in reality students have a unique set of skills that they bring to the classroom. This sentiment shared was so important and one of the main reasons I chose to follow a path in Inclusive Education. A disability or different ability does not define a student, it is important to look past these barriers to see the person inside. This discussion led to my final question, regarding the most rewarding part of working in an inclusive classroom.
In my own experience, working in an Inclusive setting allows one to create strong bonds with students from all walks of life. Teacher A shared a similar sentiment with me during our interview, explaining the most rewarding part was the students themselves, watching students succeed, building connections that go beyond verbal ones, and having fun. An additional perk Teacher A shared is the opportunity to watch students grow over a long period of time. Teacher B shared a similar sentiment, as Teacher B has worked with some of her students for almost five years. Watching students grow and accomplish their goals is arguably one of the most important parts of an assessment in an inclusive classroom.
Through these dialogues and conversations, I was able to explore what assessment means in an Inclusive Education classroom. Both teachers offered diverse perspectives on inclusion as they both work in very different settings. Teacher A’s role is much more communication, mobility, and independence related, whereas Teacher B works in an academic setting to support students in day-to-day life. Despite the differences, both Teachers use assessment and more specifically IIP goals for students. I have been fortunate to shadow Teacher A and intern under the guidance of Teacher B and both professionals have offered guidance and are personal role models. What they have offered me is something I will certainly consider going forward in my education journey at university and beyond.
References
Government of Saskatchewan (2017). Inclusion and Intervention Plan Guidelines. Ministery of Education. Retrieved from: https://www.srsd119.ca/wp-content/uploads/2018/02/Inclusion-Intervention-Plan-Guidelines_2017.pdf
Government of Saskatchewan (2017). Inclusive Education. Ministry of Education. Retrieved from: https://www.srsd119.ca/wp-content/uploads/2018/01/SSS_RL_SKED_Inclusive_Education_2017.pdf
Land Acknowledgment: We would like to begin by acknowledging that we are on the traditional lands, referred to as Treaty 4 Territory and that the city of Regina is located on Treaty 4 territory, the original lands of the Cree, Ojibwe(OJIB-WĒ), Saulteaux (SO-TO), Dakota, Nakota, Lakota, and on the homeland of the Métis Nation. We respect and honor the Treaties that were made on all territories, we acknowledge the harms and mistakes of the past, and we are committed to move forward in partnership with Indigenous Nations in the spirit of reconciliation and collaboration.
“I am more convinced everyday that without a single exception I did right. And I have always believed that, as I acted honestly, the time will come when the people of Canada will see and acknowledge it” Louis Riel, 1885. (Manitoba Métis Federation, 2022).
In the spirit of wîtaskêwin, we would like to invite you to move through this area with us as we observe this important site in our community and work towards Truth and Reconciliation. The Louis Riel monument can be found in Victoria Park, adjacent to Victoria Avenue in the heart of downtown. It is a small unassuming plaque that does not take into consideration the legacy of the man it honours. To the left on the main path, one can find the area where the statue of Sir John A. McDonald once stood. It is interesting to observe how differently these influential figures are celebrated. History is keen to memorialize a man who was quoted as saying “taking the Indian out of the child”, while a founder of Manitoba and the man behind the Métis rights movement who was hanged here in Regina, is given a small, modest plaque.
As we move through this space and share the story of Louis Riel, the Métis, the Red River Resistance and the Northwest Resistance, we would like you to consider the Cree concept oftâpwȇwin, telling difficult and necessary truths with precisions and accuracy (Cardinal & Hildebrand, 2000,p.48). It is our goal to share the story of Louis Riel with an accurate and unbiased lens to capture his important legacy. Louis David Riel was born on October 22, 1844, in St. Boniface, Manitoba (Métis Nation of Ontario, n.d). At the age of 14, he traveled to Montreal, to train for the priesthood, this however, was not his true calling (Government of Manitoba, n.d). In 1868, he returned to St. Boniface, where the livelihood of the Métis was under threat from the newly formed Canada (Government of Manitoba, n.d). Surveyors sent from the east began the task of surveying the land in the Red River, dividing up traditional plots of land to fit the needs of the settlers from the East. In response, Riel formed a Militia and eventually a provisional government that settled in Upper Fort Garry, this became known as the Red River Resistance (Canadian Geographic, n.d). Two key events came from the Red River Resistance, first, the Manitoba Act, based on the Métis List of Rights presented in the House of Commons (Métis Nation of Ontario, n.d). The second was the arrest and subsequent execution of Thomas Scott in March of 1870 (Canadian Geographic, n.d). Following the execution of Scott, anti- Métis agitator tensions arose and culminated in Riel’s self-exile in the United States (Canadian Geographic n.d). By following tâpwȇwin, we must understand that Riel was the one who ordered Scott’s execution in the spring of 1870. The aftermath of the Red River Resistance led to the dispersal of the Métis population to Saskatchewan, parts of Central Alberta, and into the Dakotas (Canadian Geographic, n.d). Riel would return to Canada in 1884, to once again lobby for Métis people only this time on Treaty 6 Territory. Three important battles took place, each ending in bloodshed and loss of life. Following the Battle of Batoche in May 1885, Riel surrendered to Canadian Soldiers, ending the North-West Resistance (Canadian Geographic, n.d). Following a rushed trial, Riel was found guilty and executed on the grounds of Depot on November 16, 1885, at the age of 41 years old in Regina.
Today we would like you to consider these essential questions three essential questions. You can choose one or all of them to reflect on and eventually share with your peers.
1.When you hear the name Louis Riel, what comes to mind?
2.How might you use your understanding of Treaty and Louis Riel to design an additional component to the Louis Riel monument? What material would you use, would you include writing, what narrative would it convey?
3.Do you feel the statues and monuments of Riel are an appropriate tribute to his accomplishments and significance? Why or why not?
Treaty Outcomes:
Grade 11: SI11: Analyze how the unfulfilled aspects of treaties, with international indigenous people, have resulted in inequities.
Grade 12: HC12 : Examine how treaties within contemporary society impact on individual’s lives.
Outcomes
ELA 20:
View, listen to, read, comprehend, and respond to a variety of grade-appropriate First Nations, Métis, Saskatchewan, Canadian, and international texts that address:
identity (e.g., Relationships with Family and Others);
social responsibility (e.g., Evolving Roles and Responsibilities); and
social action (agency) (e.g., The Past and the Present). (pg. 32)
ELA 30:
CR A 30.4 Read, demonstrate comprehension of, and apply knowledge from grade-appropriate informational (including editorials, reviews, and articles) and literary (including fiction, script, poetry, and non-fiction) texts from First Nations, Métis, Saskatchewan, and Canadian authors as a basis for understanding self and the multiplicity of voices and perspectives that make up Canadian culture. (pg. 20)
Social studies 30 is deeply focused on Canadian history before, during and after confederation. We have chosen to focus on the first objective of unit two called Road to Democracy.
Foundational Objectives 1: Know that within societies, there exists a competition among interest groups for influence over the societies decision-making processes, and that those groups will vary in terms of their ability to influence those processes. (pg. 206).
The third unit of Native Studies 30 focuses on Land claims and Treaty Land Entitlements, with specific areas regarding Métis Land Claims. Key understanding: Basis and various procedures employed for settlement of Métis land claims. In Canada, the existing inherent rights of Indian, Métis and Inuit peoples are recognized in the Constitution Act, 1982. Although the three groups are grouped together in acknowledgement of their special rights, the basis, content and implementation of these rights differs between all three nations. (pg.312).
Arts Ed 20 – CP20.1 Apply creative processes for producing arts expressions within a local context. b. Discuss how place-based inquiry is dependent on the local context (e.g., locale, people, history, season), c. Research local place (e.g., local artists, history, geography) as inspiration for arts expression. d. Examine and conduct a place-based artistic inquiry, drawing on ideas, resources and influences from one’s place (e.g., current urban issues, rural or land-based sources of inspiration, newcomers’ worldviews, First Nations and Métis perspectives on local historic events, environmental or social sustainability concerns). (Page 34, Arts ed curriculum doc)
Treaty Outcomes:
Grade 11: SI11: Analyze how the unfulfilled aspects of treaties, with international indigenous people, have resulted in inequities.
Grade 12: HC12 : Examine how treaties within contemporary society impact on individual’s lives.
Outcomes
Arts Ed 30 – CP30.4 Apply artistic voice with purpose.
d. Express point of view through selected arts discipline
Today we hope to analyze the unfulfilled aspects of treaties while also examining how today’s treaties have impacted the individual lives of many indigneous peoples. Together we will interact with Indigneous content, while demonstrating a strong degree of literary comprehension and artistic decision making. Furthermore, we will work towards the creation of a stronger and more respectful artistic rendering of what a monument to Louis Riel could be.
As we go through our treaty walk we want you to consider multiple aspects of your education and how it should affect your interactions with the topic. As you read through Louis Riel’s plaque consider the word choice. How does it relate to who he was, what he did and how it affected the future and the current society that you are living in? Does the plaque tell you something that prompts a greater thinking, if so write it down for future use later on. Further on when we discuss the actual dedication to Riel we want you to consider what it means to create a monument, or a plaque in someone’s honor. Should Riel have something of greater note, and if so what should it look like? Finally, when we get to the end of our treaty walk we want you to reflect on the entirety of what you thought, saw and experienced. Think about the history of Riel and Canada, consider how the actions of the past continue to influence the realities of today.
Louis Riel’s plaque reads as such “The trial of Louis Riel Metis Leader of the northwest resistance was held in the town of regina july 28 and 29 1885 in a courthouse located 60 meters from this spot. Riel was found guilty of treason and executed by hanging november 16 1885”. How does this represent Riel? Does this short statement of simple fact do him and his movement justice? What do you gain from reading this plaque? Do you believe that it is adequate, or should it be improved? If you believe it should be improved,make note of your answers, and reflect on any other thoughts you have at this time.
New monument (art aspect): What are monuments meant to do? Does this plaque count as a monument? Generally speaking monuments are meant to be commemorative, and are meant to denote importance to a specific event, person, or group. As such, it makes sense that Louis Riel, somebody whose influence is still felt today, should have a commemorative piece dedicated to them. With that in mind we must also ask ourselves, is the current state of Riels monument acceptable? It is undoubtedly not respectful of Riel and the effects he has had on our country. As such we ask you to consider on your own, what should it look like? How can it be improved, should it be completely redone, or simply added to? Connect with your knowledge about the history and brainstorm some ideas about any changes you would make, if any. Reflect on why you want to make those changes.
Consider the Civil Rights museum at the Lorraine Motel which is commemorated to Martin Luther King, which is the site of his death. Think about how they celebrated and commemorated him, and compare it to Riel’s current plaque and use these ideas for your own recreation.
Treaty walk write up (social aspect & treaty outcome aspect):
During this treaty walk, through the history and treaty connections it is evident how Louis Riel is a major figure. Something really important to note is that while we hear about the history and treaty connected to our history, we have to take a step back and reflect on what is missing from these stories. We have been using the Cree concept oftâpwȇwin, telling difficult and necessary truths with precisions and accuracy (Cardinal & Hildebrand, 2000) in order to reflect on our history and how we choose to represent our figureheads through these monuments. Could there have been changes in our history and in our current world for more equity in the treaties and with the indigenous peoples? Can we use symbols and monuments as a tool for increased equity not only in Regina but throughout all of Canada? Reflect on your answers, and reflect on how you as an individual fit within this history and with the phrase “We are all Treaty People”.
Description of the plaque:
This plaque was installed 100 years after Louis Riel’s trial, where he was found guilty of high treason and sentenced to death by hanging on Nov 16, 1885. It also makes no mention of the injustices carried out during this trial, is located a handful of feet from a children’s play park, and is dwarfed by the much larger, grand and central WWII monument. This is all that depicts Louis Riel to the Regina public. The place of his trial, sentencing and death.
Problems with the Trial:
The trial was conducted quickly, in only five days. However, unsurprisingly recent re-examinations of the trial have yielded support that the trial was not properly carried out. A few examples of the things that went on behind the courtroom doors include most notably that the Magistrate presiding over the trial was a member of the Orange Order, which had a vested interest in seeing Riel’s death for the execution of Tom Scott. And that Riel’s defense tried to plead for insanity, to which Riel fought against. The Jury was fixed against Riel. The most serious notable in the trial process nevertheless lay in the composition of the jury panel, from which the jury was chosen, which was personally selected by the magistrate and did not include a fair cross-section of the local population. “The argument that the NWT Act allowed the magistrate to personally select a jury panel that was averse to the accused and leave out entire segments of the community as a fair trial has no legal basis.” (Groarke).
Argument for Riel:
“The Treason Act accordingly requires a trial by the people. The contemporary argument on Riel’s side must be that the ‘people’ must include the Métis and the natives, who had a better claim to such a title than the Canadians, who had arguably come into the North West as interlopers. From this perspective, alone, the composition of the jury was enough to undo the precarious legality of the trial. Riel was allowed six challenges under the North-West Territories Act, though the challenges were pointless, in light of the composition of the jury panel. The only Catholic on the jury panel was challenged by the Crown. In the final result, all six jurors were white, Anglophone, and Protestant.” (Groarke). As a reminder, Louis Riel was Métis, Francophone, and catholic.
Summary of the Trial:
Riel was in effect, a man with the scales of judgment not in his favor. Attacked from various sides, racial, political, and religiously motivated underhanded legal tactics led to Riel being hanged in Regina on November 16, 1885 at the NWMP barracks in Regina for the crime of treason. Louis Riel hung for rebellion at Batoche not for his resistance in Red River. So, the trial notes would say. However, given the fact that his jurors, magistrate and judge all had personal biases for his time in Red River, his trial can hardly be called fair.
Credits:
Morganne Connick- script writing, narrative and research component.
Patrick Dishington – script writing/formatting, narrative and research component.
Adam Baker-Smith – script writing, narrative and research component.
Kiera Eastley – script writing, narrative and research component.
Carter Krauss- script writing, video editing/production, background music
Cardinal, H. & Hildebrandt, W. (2000). Treaty Elders of Saskatchewan: Our dream is that peoples will one day be clearly recognized as Nations. University of Calgary Press.
The above photo was taken on a cool winter afternoon as I gathered on Treaty 2 Territory to snowshoe. I began snapping pictures the moment we arrived with no intention of incorporating this image into my photo story. This photo captures a typical winter in Saskatchewan, frozen lakes, with frosty trees, and a clear grey sky. From an early age, I have been familiar with the importance of nature and how the natural world intertwined with my own. Dwayne Donald’s reading guided me towards a deeper understanding of the relationship between myself and the world around me. Donald outlines the importance of respect when we interact with the world around us. We are dependent on the natural world, in fact, he goes on to state that they are part of us. The reading further explores the concept of how our relationships past and present will affect our future. This reading pushed me to explore a greater appreciation for not just the image but the time I spend outdoors in the natural world.
Sky-scape:
From the beginning I wanted my sky-scape image to be of a Saskatchewan sunset, they are something I hold close to my heart because it is something that can be seen anywhere on Treaty 4 territory. More importantly, sunsets are a way of making me feel closer to those who have joined the spirit world. Since the passing of my Aunt, sunsets have been a way to remind me that though she is not walking with me physically, she is still watching out for me as I move through my journey on earth. As I read through Treaty elders of Saskatchewan our dream is that our peoples will one day be clearly recognized as nations (2000) I found a word that spoke to me deeply in relation to wâhkôhtowin which is miyo-wicehtowin. Miyo-wicehtowin refers to a law related to human bonds and relationships. I feel miyo-wicehtowin connects me closer to my loved ones who no longer walk among us but rather watch over me. When I looked a the sunset I felt, the bond of my relationship with my Aunt who I cannot see, but feel around me.
Water-scape:
This photo was taken on Treaty 4 near Wascana Lake. I have chosen this image for my waterscape image because it connects to water in two distinct ways. First, the covering of snow represents the season of winter, when water is still a part of our lives but in a different form, water non less. Second, beneath the covering of snow is water and inhabitants that have taken the winter to rest until spring. Much like the leaves water changes with the seasons.
Cardinal and Hildebrand (2000) speak to a sky or land and how it ties to pimâchihowin or life. Water is not only part of life but in addition, it guides us in making a living as a source of life. As a natural source, water is a key component of our relationship with the natural world. Through this investigation into water, I have gained a greater appreciation for how important and how much I value water in all forms.
Micro-scape:
For my fourth and final wâhkôhtowin photo, I chose an image taken on a second visit to Treaty 6 Territory. The simplicity of this scene drew me towards it and urged me to take the photo. It captures small aspects of nature but is detailed non the less. The eye is first drawn to the mushroom dusted in snow but at a further investigation, the eye catches the moss and tree bark. Trees are such an important part of our ecosystem and work as life-givers. Trees work tirelessly to release oxygen to creatures on the planet. I have chosen to connect the concept of iyiniw saweyihtakosiwin as described by Cardinal and Hildebrand (2000). Cardinal and Hildebrand (2000) write: iyiniw saweyihtakosiwin (the peoples’ sacred gifts) are used to describe those special gifts that originate in the special relationships that First Nations peoples have with the Creator and the blessing or gifts that devolve from that relationship” (pg. 10). As a white settler, I believe it is important to acknowledge that the smallest beings around us are gifts from the Creator and should be respected as such. Treaty Education and furthering my learning about Treaty has allowed me to gain a greater appreciation for the world around me no matter how small. In this image, there are multiple sacred gifts.
Fractions and anything Math related is huge sources of anxiety for me. Interestingly enough I did research and Math anxiety is in fact a form of anxiety that is not uncommon for students. My initial reaction to fraction work was existential dread as dramatic as that sounds, which is part of the reason I put off the activity for so long. It may sound odd, being that anxious about math but this has been something I have struggled with. My initial response to where I think I am was the “help” selection. I did not want to set my sights too high.
The first round was difficult, I will be blunt. The easy-level questions were just that very easy, but as it progressed so did my anxiety. I found myself guessing right away just clicking until I got the right answer.
The first attempt at fractionsMy first speed attempt
My second attempt was one I took more time to do. A mixture of memory and recall kicked in which made it easier to complete the questions. Math is something I certainly need to work on learning and teaching. I am capable of teaching it (as my pre-internship in the winter of 2021 proved) but it is not something I would jump at the opportunity to teach. My goal is to work on improving my math anxiety to reach a place where I am comfortable completing math tasks comfortably.
My second attempt. Reflects improvement in most of the areas.
The following are two quizzes I recently took in relation to cultural inclusion and fair assessment.
My score is 29 which reflects a strong practice of cultural inclusion in the assessment. This adequately reflects my competence in this area because I work to make my classroom inclusive and practice culturally responsive teaching. My score is lower than inclusion, with a score of 22. I am beginning to show growth but there is plenty of room for practice.
PISA compares Canadian (Saskatchewan) to other countries around the globe. Going through this chart was rewarding because it gave insight into how we stack up against other countries. Some surprised me and others were what I expected.
My general knowledge of Estonia is limited at best so I was surprised to learn Estonia was the highest rate of achievement.I assumed Sweden would have been the highest just from what is often reported about Swedish schooling. It was surprising in Science Saskatchewan does better.
My thoughts
On the interactive map, there is no data from any of the African countries. I wonder what it would take to work with the education system in these countries to share the data? In addition, how would it compare to Saskathcewan?
The Council of Ministers of Education calls PCAP: “the most recent commitment from CMEC to inform Canadians about how well their education systems are meeting the needs of students and society” (n.d). Though I was aware there were programs in place to note student achievement but did not know the specifics or that there was such a catchy acronym. It was interesting to observe how success has been monitored over time. The interactive charts were the most intriguing part of the experience. Ironically, the Ministry of Education mentions the territories but there is no evidence from the territories.
Below I will feature some of the charts presented in the system and my observations of each.
Longitudinal results across Saskatchewan. One will notice a noticeable drop in 2015 in all areas. By 2018 things are beginning to climb slowly, most drastically in Science and Reading. I am curious to know what happened in 2015 to reflect such grades. Saskatchewan’s high achievers are compared to high achievers in the rest of Canada. I chose to include New Brunswick as this is a place I am interested in pursuing a teaching career in the future.
I am curious why there is a chart describing the difference in gender in the sense of achievement? In an inclusive world, why does there need to be much focus on what female and male students can do better? Another thing is what about students who identify as non-binary or transgender? Does there need to be such a divide? I am genuinely curious to know why this exists and why these findings are significant?
Subject Consideration
Math, reading, and science are all important skills/subjects to observe but one has to wonder what about including other subjects or skills to observe. Two that come to mind are writing and Reconciliation education. Writing is important because it goes hand and hand with all three of the subjects listed in the analysis. Reconciliation and or Treaty education as well because it would be a step towards reconciliation. Gauging student understanding of Treaty in Canada and around the world would be something to consider.
