Tag Archives: assessment

M4. P4

As part of my MET program, specifically in ETEC 510, we focused a lot on the purpose of technology in learning environments – basically – why we choose what we choose. One of the tools that have really made a positive impact on my learning, along with that of my colleagues in my school is Ruben Puentedura’s, SAMR model, which is seen below from The Scholarly Teacher.

As I’m developing a digitally based Unit, it is crucial for me to engage in reflection of the type of technologies I’m going to use or have my students use and ensure that we are not just substituting for something else. Below is a checklist I plan on using to do just this – reflect on the choices I make to allow my students to create, connect, and collaborate beyond the classroom. You can CLICK the images to be taken to a Google Doc of this checklist.

M4. P3

When creating a Unit that focuses on FPPL I wanted to ensure that I had a framework from which I could follow – a guide you might say – that I could refer back to throughout my planning. The Alberta Government developed a collaborative framework building relationships companion resource which speaks to teaching the whole child which is located at the center of the framework and is represented by the physical, emotional, intellectual and spiritual dimensions. Within an Aboriginal understanding of knowledge, education and learning, there is no separation of mind, emotions, body and spirit. Learning is understood to engage all four realms and is integrated into one’s daily activities at every stage of life. Therefore, the needs of the whole child must be addressed in order for the child to experience success, both academically and in life overall.

Although this particular framework focuses on First Nations, Metis, and Inuit Education, I believe it can be used to teach all students as we should always be focussing on our students and who they are first.

I’ve attached the guide – collaborative-frameworks-building-relationships – for your reference.

Module 4, Post 4

How to measure learning using a holistic approach

This resource is useful as it breaks down the holistic learning model into sections that teachers can apply in their practice. One of the most valuable sections gives examples of how to measure learning using a holistic learning model. There are also beautiful images of holistic learning and how interconnected the teachings are. You can see how the cyclical designs relate to life and all relations. I hope to use this resource to support why it is important to add an emotional competency in education as it helps teach to the whole child.

M2. P3

Whenever I develop Units, I’m always thinking about the end goal first. What is it that I want my students to know and what should they be able to do. However, after viewing the Ways of Knowing chart in my previous post, I can see that part of the assessment is also student-focused (and I do currently include my students in their assessment) where they evaluate their own learning.

As I was researching Indigenous ways of knowing, I came across a rubric developed in SD68 along with input from FNESC and their Aboriginal Department. It speaks to beliefs, attitudes, and knowledge towards and of Aboriginal Peoples. What I love the most is how this isn’t labelled a scale but instead, a progression as one of the FPPL is that learning involves patience and time and is not about expected learning, but instead focused on experiential learning. In my district, we have a Proficiency Scale for assessment for reporting which, after reading the differences in Euro-centric views vs Indigenous in my last post I can see clearly how they do not align for Indigenous Understandings of learning.