EDTS 234 Notebook

Purple comments are comments from that day, blue are comments from a later
date when I come back and revisit my notes.

Lesson plan/delivery
● What does a principal expect from first-year teachers regarding lesson
planning?
○ Guest speaker: Keri Gust, Principal, Southview school
○ First-year teachers are not on contract, usually filling in/subbing.
Probationary (usually 2-4 years) means if you do well you will get a
continuous contract. I did not know that there was a probationary
period.
○ First-year must be relationship building. This is my favourite part, it
can be hard sometimes. When it's the hardest to build relationships is
when it's the most important. Teaching skills are critical.
○ Everyone you meet in the Education program is just like an interview.
○ Subbing for a year after you graduate will solidify your classroom
management skills.
○ Interview information was very overwhelming and scary. Not at all
ready for that.
○ See 01/26/2021 for more information

● Review chapters 3&4:

○ Chapter 3 (p. 84-94) Curriculum planning. very helpful chapter, reread
○ Pick objectives and then design a lesson around the objectives.
Always start with the objectives, makes it easier. Choose reasonable
goals, don't go too big.
○ “The learning experiences and goals that teachers develop for their
classes in light of the characteristics of students and the teaching
context” (p. 84).
i. Educational purpose (objectives)
ii. Learning experiences (design)
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iii. Organized and assessed efficiently (evaluation)

○ Top-down approach:
○ Year plans ---- Unit plan ----- Lesson plans Mr.Stahl mainly uses unit
and year plans, almost never uses lesson plans. New teachers need to
use the top-down approach: year plans, unit plans and lesson plans
to get used to the flow of things, once you have more experience it
will become a possibility to be able to teach based off of only unit and
year plans.

● Backwards Design (p. 89).

○ Designing learning experiences by first selecting the outcomes you
wish to achieve. (the normal way of doing things, only called
backward because teaching used to be based on the lesson and then
figure out outcomes and goals the students will reach after the lesson.
Only ever use backward design) Always use backwards design, it will
be your best friend
○ Figure 4.1 (p. 123) Learning objectives: relationship to assessment,
lesson planning, and instruction
○ Backward design:
1. Identify Desired Results. (learning objectives)
2. Determine acceptable evidence. (formative assessment)
3. Plan learning experiences and instruction. (practice)

● Direct instruction in the classroom

○ Also called explicit teaching. A systematic instructional method that
prescribes the teaching of small amounts of information and
providing lots of student practice to attain mastery of basic facts and
skills. Case study (p. 131).
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EUS:

● Low maintenance- approximately 2 hours a weeks

● That Leadership commitment of being on the committee looks good on my
resume
● If you get too busy or overwhelmed you have your committee to back you up
and help out

Philosophy of Education
● Good teachers have philosophies that represent good teaching: p207
○ Good pedagogy
○ Student engagement
○ Cultivation of critical thinking
○ Skill development
○ Genuine learning

5 educational philosophies:

Highlight what you want in your personal philosophy

1. Perennialism
2. Essential
3. Social reconstructionism- take things into your own hands.
Student-centered and social
4. Progressivism- encourages a democratic environment. Learning by doing.
Learn in community. Interaction and collaboration are encouraged.
Negotiate standards.

● Pg 207 checklist and scores

● Learner-centered philosophy is best, it’s the way to go. What works for the
students. This is the type of philosophy that best suits me. Include this in
rough draft of my teaching philosophy.
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● Take the techniques that work from each strategy and abandon what does
not. It’s not a one size fits all.
● “progressive teachers must be careful that in their enthusiasm to engage
children in authentic projects they also provide skills instruction children
will need to tackle those projects successfully” p233
● Just being efficient and just being innovative won’t work. There needs to be
a balance

My teaching philosophy: (very rough draft)

1. Learning by doing. Learn in community.

2. Interaction and collaboration are encouraged.
3. Strong classroom engagement and community
4. Always be a symbol of support for students. The student should feel
accepted for who they are and be supported throughout their
educational journey
5. Teach students to Value education
6. Use hands-on learning where ever possible
7. Fun and safe learning environment
8. Move away from standardized tests
9. Always be reflective in teaching
10. Have the classroom be a safe and positive environment at all times

My philosophy will constantly change which is a good thing, always be adding

and adjusting your teaching style and philosophy.

Lesson design and delivery Cont’d

● Learnalberta.ca gives an overview.
● Username and password for old learn Alberta: LPS14 1244
● Lesson plan template:
○ Review expectations
○ Add: differentiation
○ 1 outcome only and assess it. You may teach more but only assess
one.
○ Must have a formative assessment, summative is optional
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○ Hook: LIT (lean into topic)

○ Part A: teach -> how will you teach it
○ Part B: practice -> how will they practice?
○ Check for understanding: scale 1-5
○ Will be doing differentiation
○ Closure: GSB (Gratitude summary bridge) summarize the outcome, not
able to do bridge
○ Circle: teach outcome, they practice it, we summarize it
○ Omit lesson plan analysis
○ Do reflection
○ Talk to Mr. Stahl about how much time we have, what is my topic,
what am I teaching
○ I have 1 hr to teach the lesson, topic is review of Factors.
○

Diversity and Inclusion

● Inclusion in education refers to a model wherein students with special
needs spend most or all of their time with non-special needs students.
● Inclusion rejects but still provides the use of special schools or classrooms
to separate students with disabilities from students without disabilities.
● What sounds excluding?
● All humans deserve to be around their peers regardless of their learning
differences.
● Inclusion is incredibly important and needs to be a part of every school.
Unfortunately this is not the case.

Misunderstanding different communication styles

P. 268

High and low context cultural differences

Pay close attention to and revisit this section.

● High Context Cultures:

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○ Onus on the listener to understand speaker’s message; assume

listener is very knowledgeable; very little background knowledge;
avoid conflict; reactions subdues/reserved
○ Students may expect teachers to give them all the info they need and
be reluctant to ask questions
● Low Context Cultures:
○ Assume other person knows very little; explicit and precise; confront
conflict openly; more emotionally demonstrative.

High and Low Power Distance

● High Power Distance:

○ Formal with superiors and won’t contradict them; expect detailed
directions; seek permission before taking initiative; may be frustrated
when tasks are ambiguous.
● Low Power Distance:
○ Informal with superiors; not afraid to critique/contradict authority
figures; they will ask for clarification and will take initiative.

Very informative, I have little knowledge on this and want to learn more. Look into
it.

Cultural differences in Communication (p.269)

● “Cultures value different ways of knowing”

● “You may not even be aware of the many times each day when they feel
confused or offended in the classroom”
● “Sensitive teachers must not interpret silence or reluctance to display one’s
talents as a lack of knowledge or skill”

Big Concept

● Effective teachers regarding prior experience, Community, culture, and

student and teacher ethnicities as important as ecological factors in the
classroom. How can they claim to know their students if they don't make
some effort to know about their cultures and how these May influence the
child in front of them.

Students funds of knowledge (p. 271)

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● The life experiences outside of the school have shaped them

● What assets/expertise are in this community?
● What barriers do they face?
● Success builds success

● Article review due tonight

● PD Session Thursday

Inclusion and Diversity Cont’d

● Inclusive ed activity-TQS #4
● Please read the following article on inclusive education:
○ Caroline Alphonso, The Globe, and Mail, January 5th, 2019. Educating Grayson: Are
Inclusive Classrooms Failing Students?
○ Task: briefly summarize Ms. Kahn's reasons for fighting to have her son attend his
local school, the school's reasons for expelling him, and what you think Grayson's
needs are, where you stand on the issue, and (c) what you think "what it will take
to make inclusive education work."
● https://www.theglobeandmail.com/canada/education/article-educating-gra
yson-are-inclusive-classrooms-failing-students/
● TQS #5- foundational knowledge in first nations, metis, and Inuit
perspectives
○ Task: find a resource to use- do not use it!! Just collect it
○ Search “Inuit lesson for grade 7 social” and pick one. The artifact will
be evaluating the authenticity of the resource

OR use activity from the Grizzlies movie activity

OR use the First Nation Activity from KNES 281, would work very good for
tqs#5
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Legal, Economic, Political Aspects of Education

ATA Professional Code of conduct refers to:
● Pupils
● Colleagues
● School Authorities
● Profession

School Boards p. 297

● Locally elected officials (every 2-3 years) Did not know they were elected, I
had thought they were just hired for that position.
● Run the school district
● Hire the staff (superintendent, assoc. Superintendent, etc)
● “A trained educator not working in a school in the district, but for the most
part members of the board are not experts in education-they are interested
citizens” (p.298)

Entering the profession: New teacher introduction (p. 312)

Teacher Attrition:

Why should individuals and society as a whole they spend so many resources
preparing someone to teach if he or she stands a 30 to 40% chance of leaving the
profession before the start of the sixth year of teaching?

★ teacher introduction programs for first-year teachers are the norm in

Alberta
★ do not count on anyone else to arrange his / her introduction to the
profession

5 Tips to Ensure a Successful introduction

1. Be humble
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2. Build professional relationships

3. Find a mentor
4. Be a role model
5. Join a PLC

These are incredibly important, follow this!!

(PLC stands for Professional Learning Community)

Teacher Salaries
Years of post-secondary education

Years of 4 5 6
experience

0 59,054 62,514 66,475

1 62,514 65,982 69,932

2 65,982 69,447 73,400

3 69,447 72,900 76,862

4 72,900 76,360 80,319

5 76,360 79,831 83,789

6 79,831 83,293 87,250

7 83,293 86,754 90,709

8 86,754 90,223 94,170

9 90,223 93,681 97,641

10 93,912 97,372 101,331

I did not know what kind of salary teachers made, this is good information for me
to have as I am going into this career.

TQS 5
Artifact Activity:

➔ Nfb.ca Playlist: Indigenous Voices and reconciliation

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➔ Activity
◆ 5 impressions (feelings/thoughts)
◆ 4 questions this raises for you
◆ 3teacher takeaways
◆ 2 personal connections
◆ 1 summary statement

OR Search “Inuit lesson for grade 7 social” and pick one. The artifact will be
evaluating the authenticity of the resource

OR use activity from the Grizzlies movie activity

OR use the First Nation Activity from KNES 281, would work very good for tqs#5

Other notes:
Lesson design assignment

➔ Check over the assignment sheet to make sure no element was missed
➔ Christy marks the template and the reflection: do it the way she asked (see
week 3&4)

Reflection

➔ Due March 16
➔ Complete after the lesson is done

Eportfolio

➔ Artifacts are the most important part

➔ More than one artifact is good
➔ Add ata sheet and card and to a write up on what this means to you as a
teacher

Practicum

➔ Last day of practicum: April 1 :( sad day

➔ Easter break is April 2-9
➔ April 14 is the last day of college, classes
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➔ The due date for forms is April 12-14

CV

➔ Education: fall 2020- present: Bachelors of education Medicine Hat

College/Mount Royal University Major in elementary education minor in
humanities
➔ Field experience: practicum
➔ Work experience: anything to do with kids
➔ Only put things that are relevant
➔ Add a shortened version on eportfolio and link to google doc

TQS

➔ #2: PD session, dialectic notebook use dialectic notebook

➔ Write a little paragraph about an impact statement

Talking Chips

➔ Collaboration is great, group work is not great. Does not hold accountability
➔ Talking chips are a great way to be held accountable
➔

Very helpful and useful. Used in practicum and students loved it! It gave
everyone an opportunity to speak and I will be using this again.

Optimal Learning Environments & Visible Learning

https://newteachercenter.org/wp-content/uploads/OLE-full-text-2018.pdf

➔ Alfie Kohn: “if children feel safe, they can take risks, ask questions, make
mistakes, learn to trust, share their feelings and grow.”

Strengthening student engagement: punished by rewards? A

conversation with Alfie Kohn.
➔ https://www.alfiekohn.org/teaching/pdf/Punished%20by%20Rewards.pdf
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➔ Both are a way of manipulating behaviour. Advocates for providing an

engaging curriculum so kids can act on their desire
➔ Create an environment u actually want to learn in
➔ Punishments in school today: detention, no recess, call home, go to hall, go
to office, no group work, name on board, isolation, take away privileges, take
away classroom currency,
➔ Punishment u give kids is the punishment u inflict on yourself. Normal the
kids that r misbehaving are the ones that need the break the most
➔ Create consequences that work.

Punishment is not effective for motivation. Rewards are better. Use positive
reinforcement not negative. Alfie says that’s wrong because they are also
bad for engaging.

➔ Rewards and punishments are both ways of manipulating behaviour. I

never looked at it in that way but now I see how.
➔ Do this and you’ll get that again, never looked at it in that way but now I see
how.
➔
➔ Rewards are control through seduction

Some kids come to expect a reward for everything they do. In the end it
undermines respect

➔ Optimal learning environments require us to continuously reevaluate

Visible learning
➔ 7 steps to creating an optimal learning environment for students
https://www.lifeskillsgroup.com.au/blog/7-steps-to-creating-an-optimal-learning-environ
ment-for-students#:~:text=An%20optimal%20learning%20environment%20is,opportunity%2
0to%20become%20successful%20adults

Deeper Learning
➔ Praise vs Feedback
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7 keys to effective feedback by Grant Wiggins via ASCd

➔ Goal-referenced: feedback leads students to reach a goal.

➔ Tangible and transparent: the desired results should be clear.
➔ Actionable: Students should know what to do with feedback.
➔ User-friendly: Students should know what to do with the feedback.
➔ Timely: it should not take too long for them to get feedback.
➔ Ingoing: students get lots of opportunities to improve.
➔ Consistent: feedback needs to be stable, accurate and trustworthy.

7 things to remember about feedback

➔ feedback is not advice, praise or evaluation. Feedback is information about how

we are doing in our efforts to reach our goal. Grant Wiggins, p. 10. This can be
challenging. I view feedback as an evaluation or advise on how to improve.
➔ If students know the classroom is a safe place to make mistakes, they are more
likely to use feedback for learning. Dylan Wiliam, p. 30. If students are allowed to
make mistakes all of the time they could take advantage of that. Everything
should be considered in moderation. They have to prove they are willing to put in
the work for that. Making sure it's not enabling procrastination.
➔ The feedback students give teachers can be more powerful than the feedback
teachers give students. Cris Tovani, p. 48. This is definitely true. As a teacher our
job is to teach but also to make sure the students are learning. You need to take
into consideration what the students think. Hearing what the students have to say
is essential. This could be challenging because some students are shy, maybe
consider making it anonymous.
➔ When we give a grade as part of our feedback, students routinely read only as
far as the grade. Peter Johnston, p. 64. This is very true. When you give an
assignment back give the feedback first and once the students have gone over
the feedback release their grade to them. Talking to the class as a whole is
another way, talk about trends that you saw that were not great. Feedback
should be a part of the process not at the end.
➔ Effective feedback occurs during the learning, while there is still time to act on it.
Jan Chappuis, p. 36. This can be challenging because it is difficult to give
effective feedback to every student in a timely manner. It is best to give feedback
as soon as possible. Growth mindset.
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➔ Most of the feedback that students receive about their classroom work is from
other students—and much of that feedback is wrong. John Hattie, p. 18. Student
feedback could be dangerous because the students are not teachers, they do not
understand how certain curriculum checkpoints work. Might end up sending them
in the wrong direction. Student feedback needs to be orchestrated in a careful
way.
➔ Students need to know their learning target— the specific skill they’re supposed
to learn— or else “feedback” is just someone telling them what to do. Susan
Brookhart, p. 24 if they know what they need to be learning they understand what
you are trying to do. It's good to have target goals for the students to work
towards.