Tag Archives: reflection

M4. P5

In the last of my blog posts, I wanted to share the process of self-inquiry. Throughout this course, I have begun to explore who I am as well as recognizing and acknowledging the damaging and lasting effects of colonialism in our Education System. I know that we must begin to embed Indigenous ways of knowing, being, and doing in every aspect of our Education and that there are no longer “one-offs” or “single activities” to check off a box. I know that I am responsible for sharing the knowledge I have gained so Indigenous Education can become Education one day. That we are all working towards acknowledging the colonialism that still resides in our classrooms and schools, and doing everything we can to change it.

Kelly Hansen, a Doctorate student from UBC wrote the paper;  The First Peoples Principles of Learning: An Opportunity for Settler Teacher Self-Inquiry which speaks about her experiences with embodying the First Peoples approaches to learning. In her writing, she notes the following questions for daily practice:

  1. How is what I am teaching related to nurturing well-being for myself, my students, our
    community, and the greater world?
  2. Where am I learning, and what is my relationship to this land? How do these
    relationships represent the consequences of our actions?
  3. How am I considering multiple generations in my learning?
  4. To what extent am I considering and appreciating Indigenous knowledge in my
    teaching and learning?
  5. What stories am I learning from, sharing, and creating?
  6. What is my relationship to time? Am I acting with patience?
  7. Who am I at this moment and who do I want to be?

It is this type of self-inquiry that allows us to be the Educators that our students and this world needs. To come from a place of understanding, compassion, and respect of language, land, and culture. To build relationships, listen to stories, and reflect on who you want to be so that you can help guide others in the same inquiry. These questions will become a part of my daily practice not only with my students but with my children as well.

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.

M3. P1

I came across this article from the University of Kansas on the Impacts of Hyperdocs on Education. What I was most intrigued with was the connection between the impacts mentioned and the themes of the course so far. Most of the educators talked about how they were able to spend more one-on-one time with their students, building relationships and learning alongside one another, or, how the use of Hyperdocs allowed them to meet the individual needs of each student and provided the opportunity for students to reflect on their learning. As I am focussing on how learning requires exploration of one’s identity, I found this article very helpful in forming a foundation for using this format in my final project.

Hyperdoc Impacts on Education

Also, if you aren’t sure what a Hyperdoc is, I’ve attached an example of one for the Novel “Amal Unbound.” You can click the link below to view it – feel free to use with your students!

Amal Unbound Novel Study Hyperdoc