Monthly Archives: January 2017

Community Agreement

Food Studies 8

Miss Shand’s Job Is…

– To guide you

– To help you

– To teach you

– To respect your questions

– To provide learning opportunities

– To be attentive to your learning needs

The Students’ Job Is…

– To respect each other

– To respect each others’ belongings

– To respect this place

– To be kind to each other

– To come to class prepared

– To maintain a reasonable noise level

– To be attentive in class and listen to instructions

– To use our phones only with permission

– To clean up after ourselves

– To work hard in class

– To follow safe cooking practices at all times

– To make good choices

Community Agreement

Food Studies 7

Miss Shand’s Job Is…

– To guide you

– To help you learn

– To teach you

– To respect your questions

– To provide learning opportunities

– To be attentive to your learning needs

– To do laundry

– To make sure that you are safe (monitor cooking and kitchen practices)

The Students’ Job Is…

– To respect each other

– To respect each other’s belongings

– To respect this place

– To use appropriate language at all times

– To be kind to each other

– To come to class prepared

– To maintain a reasonable noise level

– To be attentive in class and listen to instructions

– To use our phones only with permission

– To clean up after ourselves

– To work hard in class

– To follow safe cooking practices at all times

– To make good choices

– To share work fairly with our partners

– To improve our cooking skills

Abstract

Inquiry

Abstract:

In this paper I will describe my inquiry journey thus far. My inquiry question explores how to teach in a way which is culturally responsive to BC Indigenous students. The new BC curricula has incorporated some First Nations content into every subject in kindergarten through to grade 12. Teaching First Nations content is an example of teaching about something, whereas teaching through a culturally responsive perspective looks much different in practice (Ebersole et al. 2016). On my practicum, I will teach in a culturally responsive manor by incorporating story-telling techniques such as humor and repetition, as well as giving my students autonomy by allowing them choices. In the future, I would like to explore ways to generate school-wide initiatives which support culturally responsive teaching for Indigenous students.

Course Learning Objectives

Food Studies 7

– Students will be prepared to participate in food studies 7 with knowledge of safety, sanitation, and kitchen procedures including measuring and dish washing

– Students will learn to prepare various snacks, understand some basic food theory associated with the recipes, and reflect on what influences impact their own food choices and the consequences of those choices.

Memory Learning Objectives

Psychology 12

– Describe and differentiate psychological and physiological systems of memory (e.g. short-term memory, procedural memory, etc.)

– Outline the principles that underlie effective encoding, storage, and construction of memories

– Describe strategies for memory improvement

– Describe how memories are constructed

– Justify the use of eyewitnesses to persecute criminals

– Describe ways to alter someone’s memory

Thinking and Intelligence Learning Objectives

Psychology 12

– Identify problem-solving strategies as well as factors that influence their effectiveness

– List problems which can impede problem-solving

– Define intelligence and list characteristics of how psychologists measure intelligence

– Discuss how culture influences the definition of intelligence

– Compare and contrast historic and contemporary views of intelligence

– Interpret the meaning of scores in terms of the normal curve

– Describe relevant labels related to intelligence testing (e.g. gifted, cognitively disabled)

– Debate the appropriate testing practices, particularly in relation to culture fair test uses

– Identify key contributors in intelligence research and testing

Social Psychology Learning Objectives

Psychology 12

– Apply attribution theory to explain motives (e.g. fundamental attribution error, self-serving bias)

– Describe the structure and function of different kinds of group behavior (e.g. deindividuation, group polarization)

– Explain how individuals respond to expectations of others, including groupthink, conformity, and obedience to authority

– Discuss attitudes and how they change (e.g., central route to persuasion)

– Predict the impact of the presence of others on individual behavior (e.g. bystander effect, social facilitation)

– Describe processes that contribute to differential treatment of group members (e.g. in-group/out-group dynamics, ethnocentrism, prejudice)

– Articulate the impact of social and cultural categories (e.g. gender, race, ethnicity) on self-concept and relations with others

– Anticipate the impact of behavior on a self-fulfilling prophecy

– Describe the variables that contribute to altruism, aggression, and attraction

– Discuss attitude formation and change, including persuasion strategies and cognitive dissonance

– Identify important figures in social psychology (e.g. Solomon Asch, Leon Festinger, Stanley Milgram, Philip Zimbardo)

References

Inquiry

References

British Columbia Ministry of Education. (2012). Aboriginal report 2006/07-2010/11: How are we doing? Victoria, British Columbia, Canada; Author.

British Columbia Ministry of Education. (n.d.). Public School Reports. Retrieved November 16 2016, from https://www.bced.gov.bc.ca/reporting/school.php?report-school-district=ChilliwackSD#033&report-school=03333043&report-school-name=GW Graham Middle Secondary

City of Chilliwack. (n.d.). First Nations. Retrieved November 16, 2016, from http://www.chilliwack.ca/main/page.cfm?id=2184

Chrona, J. L. (2015). Authentic Resources and Appropriation. Retrieved November 30, 2016, from https://firstpeoplesprinciplesoflearning.wordpress.com/authentic-resources/

Debnam, K. J., Pas, E. T., Bottiani, J., Cash, A. H., & Bradshaw, C. P. (2015). An examination of the association     between observed and self‐reported culturally proficient teaching practices. Psychology in the Schools, 52(6), 533-548. doi:10.1002/pits.21845

Ebersole, M., Kanahele-Mossman, H., & Kawakami, A. (2016). Culturally responsive teaching: examining teacher’s understandings and perspectives. Journal of Education and Training Studies, 4(2), 97-104.

First Nations Education Steering Committee. (2015). First Peoples Principles of Learning. Retrieved November 16, 2016, from http://www.fnesc.ca/wordpress/image-lfp-poster-principles-of-learning-first-peoples-poster-11×17

Ladson-Billings, G. (1994). The Dreamkeepers: Successful teaching for African-American

students. San Francisco: Jossey-Bass, pp. 17–18.

Lewthwaite, B., Doiron, A., Renaud, R., & McMillan, B. (2014). Culturally responsive teaching in yukon first nation settings: What does it look like and what is its influence? Canadian Journal of Educational Administration and Policy, (155), 1.

McIntosh, K., Moniz, C., Craft, C. B., Golby, R., & Steinwand-Deschambeault, T. (2014). Implementing school-wide positive behavioural interventions and supports to better meet the needs of indigenous students. Canadian Journal of School Psychology, 29(3), 236-257.

Palos, A. L., & McGinnis, E. I. (Directors). (2012, May 17). Precious Knowledge [Video file]. In PBS Independent Films. Retrieved November 30, 2016, from http://www.pbs.org/ independent lens/films/precious-knowledge/

Rattray, C. (n.d.). Welcome to my website. Retrieved November 24, 2016, from http://www.curtisrattray.com/

Savage, C., Hindle, R., Meyer, L. H., Hynds, A., Penetito, W., & Sleeter, C. E. (2011). Culturally responsive pedagogies in the classroom: Indigenous student experiences across the curriculum. Asia-Pacific Journal of Teacher Education, 39(3), 183-198. doi:10.1080/1359866X.2011.588311