Indian Horse

This book was SO good! Broadened my world view a great deal and I am so thankful that I got to read this book! I would recommend it to anyone

ECS 301- Indian Horse Reflection

Wagamese, R. (2012). Indian Horse. British Columbia, (CA): Douglas and McIntyre.

 

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Blogging Experience

When I found out that I had to create a blog for my ESST 310 class, I felt a lot of anxiety and did not think that there was any way that I was going to be able to pull it off. I am not good with technology and it intimidates me. However, as I have been working through making this teaching tool kit, I have been surprised with myself on how much I have been able to figure out on my own. It has not been as challenging as I once thought it would be to create this useful tool. I have gathered a lot of very useful knowledge while making this blog and it is something that I will carry with me throughout my educating career. I am grateful that I had this experience and I will definitely be recommending other educators to think about creating their own blog.

Here are some sites to help the blogging process a bit easier!

Blogging Basics 101

Top 10 Website Builders

Build Your Own Blog

Class Reflection: November 23, 2015

Due to class being cancelled, I was able to attend the UR Pride presentation located at the TPC. This presentation involved a lot of critical thinking and this provided me with so many new learnings. I always thought of LGBTQ to stand for lesbian, gay, bi-sexual, transgender and queer and I was not aware that two-spirit and questioning were a part of this. We were asked to critically think about what each definition was on the pages listed below using our own knowledge. This activity involved us de-constructing the average meaning and it was very challenging because I have not been educated a great deal on these topics. The terms get used to loosely that they have lost their real definition and are now used to degrade people and things using phrases such as ‘that test was so gay’. Tools we were given to help our students to better understand the negative actions that  surround bullying and stereotyping of these issues are:

  • NoHomophobes.com -We were introduced to this site that indicates each time homophobic language is being used in social media and the count is forever climbing. This is a great tool to use in a classroom to get students to realize how harmful this language really can be and the negative effects that it can have

No Homophones Site

  • Asking students to critically think about what they are saying. If a student refers to ‘that test being so gay’ simply address what they have just spoken by questions such as how the test can have a sexual preference to make them stop and think about the words that they are speaking

I came away from this presentation understanding in a deeper level what LGBTQ is all about and strategies to help students critically think about what they are speaking when it comes to these terms.

UR Pride Presentation2UR Pride Presentation

Class Reflection: October 5&19, 2015

The class presentations on Understanding Outcomes were wonderful! Everybody brought such creative ideas to the table and I’m all about creativity! I LOVE it 🙂 Seeing everybody’s ideas come together and helping one another out with suggestions or thoughts was great to see and work on our teamwork. As an educator, collaboration is key and being able to work together and conduct effective team work is very important. I thoroughly enjoy that we have created such a respectable, inclusive environment for effective collaboration to take place. There was no repeat ideas which reinforces the important that each student (no matter their age) can contribute insightful ideas to the table and that we can all grow and learn from one another. A similar theme I saw in these presentations was providing meaning to the lessons through personal connections. Weaving personal connections into lessons is a great way to reinforce the essential learnings for the students. There is nothing worse than a student coming home from school and answering with ‘nothing’ when asked what they learnt that day. Our job as educators is to TEACH and if our students are not taking away our teachings than we are not successfully doing our job and education is not a profession where one does not concern themselves with succeeding in their work. We are in this profession because we want to influence change and positivity in students lives and transform their learning, and I believe that bringing personal connections into the lessons will create the lifelong learning that I wish to see in my classrooms.

  • I loved the idea of building communities out of the food materials because even being in university, I had a blast with this activity so I can only imagine how much fun little ones would have with this. It gets students to critically think about how they could manipulate the tools (food) so that it can fit into their community and really drives their creativity! (just be careful about food allergies and sanitary issues if the students are going to be eating the food items after creating communities with them)
  • The spinning wheel activity also stuck out to me because of how much fun students would have learning about directions and the many lessons that could get built off of this idea

Good Work everybody! 🙂

Link to handouts:

https://docs.google.com/spreadsheets/d/1xvDEnHKBim3TwG2ORSYYdrazZGkpx2oOMyfNP5r343o/edit#gid=0&vpid=A1

Class Reflection: September 28, 2015

I gained a lot of valuable knowledge in today’s class about presentations in the classroom. When grading students, it is important to look at how they can expand the information complied to other topics and how it can be related and weaved in, not necessarily just the knowledge that the students have regurgitated. A lot of my teachers in high school based our evaluations solely on the information we provided during our presentation and the aesthetics used, rather than looking at our growth on that topic or how it could be expanded on into other topics. I feel that teachers need to stray away from the ‘typical’ style of teaching or marking where they compare all the students’ work to that of the best quality in the class. Marking should not come down to whose looked prettiest or the most flashy and comparing students is very degrading because all students grow and learn at different stages and their evaluation should be based on how much they have grown in their learning. This is something that is important to me as an educator because I want my students to feel valued because I believe that they will be efficient workers if their contributions are being appreciated and valued.

-Rubistar is a GREAT tool to help aid in evaluations!

http://rubistar.4teachers.org/index.php

Class Reflection: October 26, 2015

Guest Speakers

 

On October 26, we had three special guests welcomed into our classroom. Alison Kimbley, Vic Star and Lani Elliot were kind enough to come into our class to educate us further about Aboriginal content. I gained a lot of valuable insight during this presentation and I am grateful that they came to our class.

Our class is filled with so many insightful and enriched ideas. This means so much to me because of the amazing discussions that come from our collaboration and knowledge. Our discussion tonight about stereotypes of First Nations people was very eye opening and it’s amazing to see how much influence negative connotations such as stereotypes have on one’s attitude or misrepresentation around First Nations people.

Alison Ellen shared her story of violence and it touched my heart greatly. Awareness of missing and murdered women is a lacking topic in our society and this breaks my heart because it is such a serious issue.

My favorite part about this presentation was making the tobacco pouches at the end because it is something that I have never done and LOVED being educated on how to properly welcome guests into my classroom.

Things I learnt:

-Aboriginal women are 5x more likely to be raped or abused and this statistic needs to be stopped.

-Feathers are given in times of recognition, so it is very disrespectful to abuse them

-Sacred plants to the creator are: sage (to make an offering), tobacco (invite creator into life or to ask for something or knowledge), cedar  and Sweet grass (to trade/buy/sell)

-A woman’s moon is a very powerful time and they usually cannot go to ceremonies on their moon unless they sage in their shoes or socks

-A woman cannot handle tobacco while they are on their moon

-First Nations is the overall term used and then Metis/ Inuit etc.. are seperate terms

Class Reflection: September 21, 2015

Inquiry in Social Studies

I love incorporating inquiry projects for students in the classroom because I think that it is important for students to facilitate their own learning through guided or open inquiries. Inquiry-based learning is something that is incorporated into my teaching philosophy because I truly believe that students learn better when they have a say in their learning. Incorporating inquiry into social studies would be a great reinforcing component to include. Inquiry-based learning is very beneficial because it builds on student’s curiosity and wonder of their world as well as their interests, experiences and diverse backgrounds. Developing questions that are induced by students interests are essential to ensure rich and deep learning. The purpose of developing these critical thinking questions is to help students grasp important disciplinary or transdisciplinary ideas focused on curriculum or context. Incorporating technology into the classroom is a great way to bring content to the table that is not always readily available. Field trips and guest speakers are also great tools that go along with inquiry-based projects for students because it is all about that hands-on learning!

Inquiry in Social Studies

inquiry_ss.ai