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EDDL 5141 Week 4: Design Models

January 21, 2024 / / 2 Comments

          In our live class, it was clear that the instructor utilizes many of Gagne’s instructional design models. First, the instructor posted a thought-provoking scenario about a student who was sent to the office for a behavioral infraction and asked the students to think and be ready to respond about how this situation could have been avoided. Presenting this scenario not only set the tone for the class but also provided context for the learning of the evening and was effective at getting our attention (Arshavskiy, 2016). It was also apparent that the objectives were core to the instructor’s purpose as they not only introduced them at the beginning of the lesson but at the end of the lesson, we were provided an opportunity to reflect on the objectives and come up with examples of how well we understood and achieved them. The instructor of this class has strong alignment between their intention and process, which aligns objectives, content, activities, technology, and assessment with a learning-centered perspective at its core (Commonwealth of Learning, 2014, 0:40). In the end, her students are presented with a clear guide to process, product, and purpose. 

          In my teaching career, I have had many roles, but most would fall within the realm of humanities. As such, I feel that these courses have impacted which learning theory I feel most connected to because the nature of these courses is critical thinking, not rote memorization. Consequently, I gravitated most to the idea of constructivism as a base for my instructional design. Ultimately, I recognize that all my students come with connections, knowledge, and experiences that have shaped their understanding (McLeod, 2003, p. 41).. As an instructor, I guide their journey and exploration of learning.

References

Arshavskiy, M. (2016). Leveraging Gagné’s nine events of instruction . https://elearningindustry.com/leveraging-gagnes-nine-events-of-instruction

Commonwealth of Learning. (2014). What is instructional design? [Video file]

McLeod, G. (2003) Learning theory and instructional design. Learning Matters: The journal of the Durham Technical Community College 2(1), 35-43. Retrieved from https://library.digitalnc.org/cdm/singleitem/collection/yearbooks/id/8404/rec/1

 

EDDL 5141: Week 3 Learning Theory Reflection

January 16, 2024 / / 1 Comment

This spring will be my first time teaching an online course at the post-secondary level. I have yet to be assigned the exact course; however, I know it will be within the purview of the Educational Assistant Certificate. After reviewing Emma’s thoughts on learning theories, I am especially interested in how I can purposefully integrate the use of a poll and cognitivism into my class. I had always considered polls to be a way for students to show their likes or dislikes, understanding levels, or interest levels, but I had not considered the use for enhancing cognition and how it can “form relationships; that is, in networks” (Ally, 2008, p. 22) to encourage learning and memory recall. Polls require students to participate actively by responding to questions or expressing their opinions, promoting engagement and involvement in the learning material, thus encouraging active learning. However, polls can be a tool to “present the materials and use strategies that enable students to process the materials efficiently (Ally, 2008, p. 22), help activate prior knowledge, bridge new information with existing schemas, and facilitate the integration of new concepts into students’ cognitive frameworks. I feel the use of the poll would be an excellent way to gain insight into students’ background knowledge and activate schema moving forward in my course.

References

Ally, M. (2008). Foundations of educational theory for online learning. The theory and practice of online learning (pp.15-44). Athabasca, AB: Athabasca University Press. http://www.aupress.ca/books/120146/ebook/01_Anderson_2008-Theory_and_Practice_of_Online_Learning.pdf

EDDL 5141: Week 2 Online vs. Face-to-Face Teacher Competencies

January 10, 2024 / / 2 Comments

Instructor Roles: Online and Face to Face

Reflecting on the articles and videos this week, it became clear that the research on roles for online instructors has predominantly focused on post-secondary students. This observation made me question whether these parameters fully encapsulate the essential traits online instructors need because it does not consider all instructors. As an online instructor in a post-secondary institution with experience in a public school setting in online classrooms, I understand the centrality of the adminstrative roles in synchronous and asynchronous environments for all age ranges. While the planning, managing, and technological expert components are crucial and highly rated (Carril et al., 2013, p. 466-467), they are also the most teacher-centered, hands-off components. These competencies outline how to build the course and ensure students can navigate, which is a fundamental component of success for the learner. However, teacher competency must, more importantly, consider how to address the student’s learning, highlighting the need for a more comprehensive understanding of the instructor’s role in online education. 

As online environments become increasingly prevalent in K-12 education, it’s crucial to consider the unique needs of these students. Unlike their post-secondary counterparts, who are typically independent learners, K-12 students require more than just clear routines, expectations, and assessments. They need guidance, relationship-building, and teaching that goes beyond procedural organization. As Bailie (2011, p. 88) aptly puts it, ‘ high-quality instruction will continue to be based on an array of distinct competencies attributed solely to instructors and their application of sound pedagogical practice. ‘ This includes all aspects of teaching, whether face-to-face or online. After all, simply placing a textbook before a student does not guarantee learning, regardless of their age.

Teaching Philosophy 

First, I believe education needs to be purposeful in the planning, implementation, delivery, and assessment. Next, all people can and do learn when presented with a nurturing, inclusive environment that is safe and able to meet their needs academically, socially, and emotionally. Finally, all partners in education need to develop a growth mindset where they set goals, reflect, and actively participate in the educational process. My answer would be congruent when I compare teaching and learning online versus face-to-face. They are the same because teaching is teaching, and learning is learning. The location, modality, or flexibility should not change the core teaching ideals or purpose. Both venues should emphasize all the best practices of both learning environments. 

References

Bailie, J. L. (2011). Effective online instructional competencies as perceived by online university faculty and students: A sequel study. Journal of Online Learning and Teaching, 7(1), 82. http://jolt.merlot.org/vol7no1/bailie_0311.pdf 

Carril, P. C. M., Sanmamed, M. G., & Sellés, N. H. (2013). Pedagogical roles and competencies of university teachers practicing in the e-learning environment. The International Review of Research in Open and Distributed Learning, 14(3), 462-487. http://www.irrodl.org/index.php/ irrodl/article/view/147

 

 

EDDL 5141: Week 1 Audit Course

January 5, 2024 / / 0 Comments

The online course I signed up to audit is Fostering Positive Behaviour through Red Deer Polytechnic. Students will review learning and behavior management philosophies to build a repertoire of practical techniques and strategies that foster positive behavior change in the classroom. I have chosen to audit this course as I will be teaching an online course that uses Blackboard as a platform; thus, auditing allows me to explore different teaching strategies and instructional methods the instructor uses. I also hope this audit can offer valuable insights into various ways to present information, engage students, and create a positive learning environment.

EDDL 5141: Week 1 My vision of online learning

January 5, 2024 / / 0 Comments

Once confined to physical spaces with face-to-face interactions, classroom learning has long been the cornerstone of education. However, contrary to popular belief, online learning is not a new concept. According to the article by Joksimović et Al, “The origins of modern distance education can be traced back to the early 18th century” (2015, p. 15). Most commonly seen in society in higher education, with students being able to complete modules for correspondence courses leading to certificates or degrees. However, in recent years, there has been a significant shift in what online learning can be, including expanding the ages of participants to allow individuals access to educational content anytime, anywhere, fostering flexibility and personalized learning journeys for more than just postsecondary. 

Based on my current understanding and experience, my definition of online learning would be the ability to meet a student’s educational needs and goals through various modalities. This may include fully online courses, hybrid models that combine online and in-person instruction, or blended approaches that allow the students increased accessibility by integrating multimedia resources, interactive tools, and adaptive technologies that cater to diverse learning styles. Prior to the pandemic, my experience with online teaching was non-existent. However, during this time I had the opportunity to see the potential benefits of online learning for some of my students. Some flourished academically without the possible social risks of being in a traditional classroom.  This really did open my eyes to the potential of matching learning styles to individual students for success. 

This shift in online learning mirrors a broader societal move towards digitalization and challenging traditional norms. It underscores that physical constraints do not bind learning, but learning is, in fact, a continuous and adaptable process much like the image I chose of the slinky. The slinky is a timeless toy enjoyed by many generations just like the educational process but the slinky moves and changes to meet the environment it finds itself in.  The slinky and the growth of online learning continues to shape learners’ uniqueness, providing opportunities for so many to keep learning and growing. In the end, is that not what we want from education?

Reference

Joksimović, S., Kovanović, V., Skrypnyk, O., Gašević, D., Dawson, S., & Siemens, G. (2015). 

Preparing for the digital university: A review of the history and current state of distance, blended, and online learning. http://linkresearchlab.org/PreparingDigitalUniversity.pdf 

EDDL 5111 Blog Post #6 – Final Reflection

November 20, 2023 / / 0 Comments

For the final Blog post, I want to thank Georgann for her patience and understanding as we worked through some hiccups. I have enjoyed the units and have come away with a more robust understanding of learning theories, how to integrate technology purposefully, and how to design curriculum units with a solid assessment.

I developed a teaching philosophy for this course, and I have returned to this philosophy for my final reflection. I believe education is needed to be holistic, inclusive, and diverse and that it continues throughout one’s lifetime. My philosophy also states that all children can and do learn when presented with a nurturing environment that is safe and able to meet their needs academically, socially, and emotionally. These are both core belief statements, and they have been confirmed through the study of philosophers such as Nel Noddings. Nel Noddings’ philosophy of care in the classroom emphasizes the importance of nurturing caring relationships between teachers and students, prioritizing students’ well-being and emotional development, and incorporating caring activities into the curriculum.

Moreover, my philosophy states that students need to develop a growth mindset where they set goals, reflect, and actively participate in their education. To this point, I now know that not only students but anyone involved in the education process need to embody these ideals. In this course, I was introduced to various delivery formats, and these ideals can be nurtured by offering a variety of delivery formats, such as asynchronous, blended, hybrid, or online models, to meet the needs of the learners.

A final element that I would add to my philosophy is that all the needs above must be addressed with purpose. The unit we developed reinforced the idea of purpose, making us question what we chose for our students and why with objectives, technology, and assessment. The checklist helped as a guide to ensure the technology chosen was purposeful and provided authentic learning opportunities to ensure students know how and why they are using the technology provided. Regarding assessment, I was always taught to use backward design: starting with the objectives you want to assess, creating a summative assessment, and then going into the activities that will lead to this purposeful assessment. However, after the feedback from my partners about my unit, it was clear that I had not made purposeful connections to the assessment. This is an excellent reminder that even though we may have done the ‘process’ many times, we still need to be thorough and purposeful in planning.

EDDL 5111 Blog Post #5 – Design Perspectives: Indigenization

October 18, 2023 / / 4 Comments

          I acknowledge living on Treaty 6 and 7 lands in Red Deer, Alberta. This land is the traditional territory of the Blackfoot, Tsuu T’ina, Stoney Nakoda nation, and traditional Métis, Cree, and Saulteaux peoples. I strive to honor and transform my relationship with this land’s traditional people as we move toward reconciliation. It is also important to acknowledge the lens through which I approach reconciliation and my role as a teacher as a Canadian-born, white, Catholic, British woman from a middle to upper socioeconomic class. I understand that these social locations surround me with power and privilege and, in turn, implicit biases that I may not be aware of. Research shows that most preservice teachers are like me, and these teachers reported that “many feel unprepared to adequately represent Indigenous perspectives or fear being accused of cultural appropriation (Milne et al., T., 2023, p. 56). Without this knowledge, how can teachers truly adopt an indigenization lens that is meaningful and not just tokenistic?

          In order for one to see through a different lens, one must be willing to listen empathetically to learn. An Albertan study by Milne and Wotherspoon in 2023 was designed to look at how “ Indigenous students and their parents see themselves represented and supported through educational initiatives to foster reconciliation and how these initiatives are understood by teachers who work with these students” (Milne et al., T., 2023, p. 55). The researchers spoke to various stakeholders, including parents, children, and school staff, to determine what indigenous initiatives were working in the school and what areas needed more support. The findings were that the school had developed “designated spaces where Indigenous programming took place and Indigenous students gathered” (Milne et al., T., 2023, p. 59) for learning and celebrations. Moreover, there were added “initiatives such as Cree language instruction during lunch breaks, Indigenous or Aboriginal Studies courses, and weekly Elder facilitated sharing circles” (Milne et al., T., 2023, p. 59). All of these initiatives were regarded as positive steps towards reconciliation. However, the findings also suggested some systemic issues, such as“the lack of adequate support and preparation for teachers, relatively superficial incorporation of teaching about Indigenous peoples, and discomfort that many Indigenous peoples feel with the education(al)” system. (Milne, et al., 2023, p. 64). Consequently, what was happening seemed to be more tokenistic than authentic learning to promote reconciliation.

          In the second article by Wallin and Tunison (2002), the researchers review a provincial initiative in Saskatchewan called Follow Their Voice. The core purpose of this program is to “foster community engagement in education, transform teacher practice, and improve the educational achievement of Indigenous students in particular” (Wallin et al., S., 2002, p. 77). This initiative encourages all the stakeholders in an indigenous child’s education to come together and discuss “what is needed in order to be successful as a First Nations or Métis student in school” (Wallin et al., 2002, p. 78). Once determined, the plans are actualized through a train-the-trainer model, and “school-based indigenous facilitators work with cohorts of teachers over a four-year cycle to support, observe, monitor and provide feedback to their teacher colleagues as they learn about and implement a range of discursive, culturally responsive instructional strategies (Wallin et al., S., 2002, p. 78). The strength of this initiative is that all decisions, programs, and actions are built on the voices of the indigenous community to inform the teaching and learning environment, making these authentic experiences for potential growth toward reconciliation. By following the people’s voice, empathizing, and being willing to work together, it seems that this is the real road to true reconciliation.

References

Milne, E., & Wotherspoon, T. (2023). Student, Parent, and Teacher Perspectives on Reconciliation-Related School Reforms. Diaspora, Indigenous, and Minority Education, 17(1), 54–67. https://doi-org.ezproxy.tru.ca/10.1080/15595692.2022.2042803

Wallin, D., & Tunison, S. (2022). “Following Their Voices”: Supporting Indigenous Students’ Learning by Fostering Culturally Sustaining Relational Pedagogies to Reshape the School and Classroom Environment. Australian and International Journal of Rural Education, 32(2), 75–90. https://wrap2fasd.org/2022/08/02/following-their-voices-supporting-indigenous-students-learning-by-fostering-culturally-sustaining-relational-pedagogies-to-reshape-the-school-and-classroom-environment/

EDDL 5111 Blog Post #4 – Evaluation of ‘ReadWorks”

October 12, 2023 / / 6 Comments

ReadWorks is a free web based reading comprehension site which has been developed on the science behind what makes readers successful.  It offers a variety of different texts to support students in building their comprehension skills and is used by more than five million educators and 30 million students. The passages are aligned with the scope and sequence of the United States of America’s curriculum standards which allows teachers to create a class and assign individual reading texts based on the core reading standard while addressing the reading level of each student. The assignments can automatically be graded upon completion and the teacher can offer highlights to sections, provide direct feedback, and track student progress using the dashboard.  https://www.readworks.org/# 

 

Question Comments
The technology supports student engagement, collaboration and collective learning amongst students. YES 

 
  • Students are unable to collaborate with projects on books they are assigned the same book and are working together face to face in a group discussion.
  • There are a variety of topics that are engaging for all readers including fiction, non fiction, poetry
  • Book studies can be assigned to a group to discuss and work on together.
The technology is accessible, time-efficient and the navigation is user-friendly.  YES
  • There is some time needed for professional development on the teacher’s end to fully understand the potential of the program and set up their class.
  • Students are assigned texts by the teacher and can easily find the materials in their student libraries.
  • Easy log in for both teacher and student
  • There are student tutorials available in video format
  • There are teacher 1 page tutorial pages with instructions for login and access already developed that can easily be shared with the student.
  • Offline mode so students can access materials and work on them if they do not have wifi capability
The technology is internationally accessible, and considers the cultural background of students. NO
  • This site is intended for the United States
  • All data bases are located in the United States
  • All texts are available in English
  • There is access to a variety of languages on the site such as Spanish, Chinese, Vietnamese, Korean, Arabic, Haitian in translation mode.
The technology meets FIPPA privacy guidelines YES
  • No individual student information is collected on accounts. Information is saved from educators setting up account at a school level
  • ReadWorks does not collect geolocation data, biometric or health data, or behavioral data
  • Student use is stored anonymously 
  • Users cannot interact with untrusted accounts
  • Profiles are not shared for social interactions
  • The laws of New York govern this site
The technology aligns with UDL and is adaptable for IELPs YES
  • Listen to assignments with audio that is in a human voice or a computer based voice for multiple texts
  • Highlight and annotate as student works through an online book
  • Build student background knowledge
  • Ability to choose any grade level from K-12 and set the Lexile level to match your student’s ability.
  • Specific texts developed for ELL learners
  • Distraction free tools built in which allows students to expand the text, removing the clutter from their screen to focus on the text and questions. 
  • Text magnification allows students to enlarge text and the reading strip helps tracking
The technology has built in tools for assessment and evaluation. YES
  • Use built-in alignments, levels and differentiation
  • Automatic grading and view assessment data
  • Integration available through Clever Library and Google Classroom 
  • Students can see their progress and results as they move through each book
  • Data sets prepared for teachers on an individual and a class level
The technology can be adapted to all K-12 learners.  YES
  • Access more than 5000 high-quality texts
  • Texts available in fiction, non fiction, and prose for K-12 learners and adults.
The technology accommodates neurodiversity. YES
  • Build students’ knowledge through listening-level comprehension with Article-A-Day, while helping them practice decoding with meaningful, continuous nonfiction texts.
  • Webinars are available to help teachers understand how to use Readworks for neurodiversity
    • Differentiation through content
    • Differentiation through supports
    • Hybrid and remote learning
  • Teachers can create groups of students based on similar educational learning goals
The technology is used for higher order thinking skills as well as innovative and creative problem solving.   YES
  • Increase reading stamina with Article-A-Day
  • Deeper Dive Book Studies excite students with engaging topics related to the books.
  • Challenge texts available at K through 12.
The technology helps to provide evidence that students have met the learning outcomes.  YES
  • Knowledge Book Studies build deep knowledge around key content
  • Theme Book Studies inspire thematic reflection and discussions
  • Support core curricula with Book Studies
The technology is reliable and cost effective.  YES
  • Non profit run organization
  • Membership is free for educators and students
  • Free professional development sessions are available to support teachers personally or at a school level.
The technology is user friendly for the instructor and problem solving support is available.  YES
  • There are a variety of teacher support pages available with free webinars that walk a new teacher through the process of using ReadWorks;
    • How to use ReadWorks
    • Understanding the use of the variety of tools available such as articles a day, vocabulary lessons, decoding, paired texts, and word detectives.
  • Provided suggested models to run a reading program for new teachers but it is flexible to meet the needs of the teacher or classroom.

 

EDDL 5111 Teaching Philosophy – Assignment #1

September 22, 2023 / / 4 Comments

Teaching Philosophy

First, I believe education needs to be holistic, inclusive, diverse, and will continue throughout one’s lifetime. Next, all children can and do learn when presented with a nurturing environment that is safe and able to meet their needs academically, socially, and emotionally. Finally, students need to develop a growth mindset where they set goals, reflect, and actively participate in their education.

Teaching Perspectives Inventory

Nurturing was highlighted as the primary indicator after taking the Teacher Perspectives Inventory (TPI) (Pratt et al., 2000). I see a strong correlation between the values in the nurturing category and my teaching philosophy. For example, in my classroom, I encourage mistakes as I want to change their thinking from being fixed to a growth mindset, where mistakes are necessary to help us learn and grow. Next, I believe in differentiating materials, processes, and scaffolding learning to meet student abilities, as they are all individuals. Finally, I regularly set realistic, individualized goals with my students to ensure they are part of their learning process. This practice helps to establish a mutual, transparent relationship rooted in trust and support for both the teacher and the student (Pratt, D. et al., 2002). 

Theory of Teaching – Bates

The theory of teaching that stands out to me is constructivist. My teaching philosophy resonates with the following ideas from Bates:  

  1. “Each individual is unique,” thus constructing their own body of knowledge (p 54). 
  2. “Reality is always tentative and dynamic,” so we need to prepare students to be successful in a future that does not exist (p 54). 
  3. Learning is a “Complex and multifaceted” process that can grow out of “personal reflection” (p 54). 

The impact this theory has had on my approach to teaching is significant. For example, I set my room up in groups for easy and regular discussion opportunities. I employ a journaling technique where students regularly ask questions and reflect on their learning. I have students set individual goals that match their learning goals, which I guide them through by creating individualized plans. However, I also hold myself personally to this theory as I continue to learn and grow in my practice, evolving with the ever-changing world. 

Content Knowledge – Shulman

According to the article by Shulman, the three primary knowledge domains for teachers are content, pedagogical, and curricular knowledge (p 9). First, I can see the importance of teachers having content knowledge because “The teacher need not only to understand that something is so; the teacher must further understand why it is so” (Shulman, 1986, p 9). Without content knowledge, teachers would not be familiar with their subject matter and thus unable to guide student understanding. In addition, curricular knowledge allows teachers to draw on a variety of teaching tools in which to “present or exemplify particular content and remediate or evaluate the adequacy of student accomplishments” (Shulman, 1986, p 10). Various tools allow teachers to match the intent of their delivery with the expected learning outcomes for students. However, my teaching philosophy is most closely aligned with the importance of pedagogical knowledge as I believe a “teacher must have at hand a veritable armamentarium of alternative forms of representation (Shulman, 1986, p 9). It is essential to reach children of diverse needs, cultures, and abilities and provide individual learning opportunities, as all children deserve a rich educational experience. This belief is my primary responsibility as a teacher and is core to my ideology.

Indigenization

To impact my curriculum with Indigenization, first, I  must recognize the identity with which I approach the curriculum. I am a Canadian-born, white, Catholic, British, heterosexual woman from a middle to upper socioeconomic class who has lived in various locations in Canada. With this understanding, next, I must strive to honor and transform my relationship with this land’s traditional people as we move toward reconciliation. This is vital because Indigenization is the combination of Western and Indigenous knowledge systems with the intent to benefit all students, teachers, and the community (Antoine et al., 2018, p 6). Only through Indigenization can there be a rebalance in power in Canada and a return of dignity to First Nation, Metis, and Inuit culture. But how will this be achieved? It will not only be one Act, one press conference, or one apology. Indigenization will take years of action to implement and make real, effective, and honest changes, starting with community development, planning and coordination, mechanisms for funding, support for people, support for workers, and support for families. Canada needs to be ready to let go of its power, authority, and implicit biases toward the First Nation people and embrace a pure state of empathy about what happened, why it happened, who did it, and how the residual effects of colonialism are still present today. 

Reference

Alberta Education.  (2003). Social Studies Program of Studies. 

https://education.alberta.ca/social-studies-k-6/programs-of-study/ 

Antoine, A., Mason, R., Mason, R., Palahicky, S. & Rodriguez de France, C. (2018). 

Pulling Together: A Guide for Curriculum Developers. Victoria, BC: BCcampus. Retrieved from https://opentextbc.ca/indigenizationcurriculumdevelopers/ 

Bates, A. W. (2015). Teaching in a digital age: Guidelines for designing teaching and 

learning. Vancouver, BC: Tony Bates Associates.

French, J. (2021). CBC News: Indigenous leaders, elder feel used by Alberta government 

tactics to bolster new curriculum. https://www.cbc.ca/news/canada/edmonton/indigenous-leaders-elder-feel-used-by-alberta-government-tactics-to-bolster-new-curriculum-1.6033499 

Pratt, D., & Collins, J. (2000). The Teaching Perspectives Inventory (TPI). Adult 

Education Research Conference. https://newprairiepress.org/aerc/2000/papers/68

Pratt, D., & Collins, J. (2002). Summary of 5 Perspectives on Good Teaching. 

https://blogs.ubc.ca/srikanth/files/2011/12/TPI-Teaching-Perspectives-Summaries.pdf 

Shulman, L. S. (1986). Those Who Understand: Knowledge Growth in Teaching. 

Educational Researcher, 15(2), 4–14. https://doi.org/10.2307/1175860

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