November 23, 2015 In-Class Readings: Articles from edutopia.org
- Creating Classrooms for Social Justice
- Social Entrepreneurship: 7 Ways to Empower Student Changemakers
- Climate Change as Teaching Tool
November 9, 2015 In-Class Discussion
Key Ideas – From Worldviews reading & Indigenous Knowledges and the Story of the Bean article
November 2, 2015 Homework: An article entitled “Indigenous Knowledges and the Story of the Bean” by Brayboy, Bryan McKinley Jones and Maughan, Emma (2009).
October 5, 2015 Homework: Section 4: Worldviews from the Treaty Essential Learnings: We Are All Treaty People resource by the Office of the Treaty Commissioner (2008).
September 28, 2015 Homework: Two additional articles related to Power and Authority from classmate’s blogs.
Trexler, M. (2015). READING IDENTITY NARRATIVES: DEVELOPING STRATEGIES FOR NEGOTIATING AUTHORITY IN THE COMPOSITION CLASSROOM. Young Scholars In Writing, 4, 3-14.
2. Miss Larson
Erwin, J. C. (2004). The classroom of choice: Giving students what they need and getting what you want. ASCD.
September 21, 2015 Homework: Find one article related to Power and Authority that relates to teaching and learning.
This article discusses the importance of including students’ voices when addressing how we teach and understanding how students learn. Educators must constantly be listening to students’ perspectives and students must be giving the authority to speak and be heard. The author ultimately views this as educational reform, where in which students “take more responsibility for their education because it is no longer something being done to them but rather something they do”. Various ways in which educational reform has moved in this direction thus far are examined but it is concluded that there is much more to be done. The challenges that come with altering educational structures and power dynamics are discussed but a number of strategies are brought forth to combat these challenges. In the end, in order to authorize students’ perspectives; teachers, researchers, and students alike, must let go of traditional notions of teaching, equally share power and embrace students as participants in educational “policy-making and practice-shaping”.
Reference: Cook-Sather, A. (2002). Authorizing students’ perspectives: Toward trust, dialogue, and change in education. Educational researcher, 31(4), 3-14.
September 14, 2015 Homework: An excerpt from Chapter 1 of the book entitled”Comprehension & Collaboration” by Stephanie Harvey and Harvey Daniels (2009).
Reading: Comprehension and Collaboration
I am very glad we were given this excerpt to read at the very beginning of the semester. Coming into the Education program as an After-Degree Student, I had not heard about the inquiry method before. This reading did a great job of explain what the inquiry approach is and how it can be implemented within the classroom. By providing stories from four classrooms that used this approach, I was able to see what these teaching and learning projects had in common. The latter part of the reading clearly identified the benefits of small groups and how collaboration is essential when using the inquiry method. At the end of the excerpt, the principles of inquiry circles are concisely listed so that as an educator you have a guide to follow when using this approach.