I thought I knew a lot about FNMI history and beliefs, but now I realize how wrong I was. As I’ve learned more about the first peoples of Canada I have grown a profound respect and admiration of them. It wasn’t until I read the “ Exploring the Ethical Standard for the Teaching Profession through Anishinaabe Art ” resource that I truly realized my lack of knowledge. The piece of art for the ethical standard of care has a drastically different meaning then the one I interpreted. My interpretation was that we need to care for all people (referring to the elderly people on the sides), but in reality those people are caring for the story that is being conveyed by the teacher in the middle. Before that, I didn’t realize the importance of the story, and I knew about the oral history traditions but never applied that knowledge. This resource is phenomenal, and definitely worth a look since it provides a FNMI perspective on the teaching profession. The Ethical Standard of Care. Artis...
This week we continued with our number sense and numeration discussions but focused on operations involving integers (specifically: addition/subtraction and multiplication/division which leads into discussions around BEDMAS and perfect squares/square roots). In terms of building up to discussions around perfect squares/square roots it's important to lay a solid foundation. The diagram below demonstrates what an integer is , and it's important to spend time with moving around the number line (i.e. adding/subtracting both positive/negative integers). Below, there is an image of a number line; all whole numbers (both positive and negative) are integers. Begin by adding/subtracting whole numbers along the number line. For example, -3 + 2 = -1. NCS Pearson (2015). Integers [Online Image]. Retrieved from http://bit.ly/1LfGsfj. Once students have a good understanding of what integers are and how to work with them, you can move on to multiplication/division (again using the n...
This post is based on a presentation that I completed with a group of other teacher candidates. We were tasked with teaching a concept from another subject area through dance. We chose to explore the dance Tinikling which is the national dance of the Philippines as a means to explore the development of the country as part of the grade 8 geography curriculum (as detailed below). This dance originated during the Spanish colonial times in the Philippines. The local population of people were enslaved and subjected to punishment consisting of getting hit with thorny bamboo sticks on their feet. The Filipino people became very good a dodging the bamboo and the Tiniking dance was born. Choreographic Form of Dance & Dance Elements We chose to model the choreographic form of Call and Response . In this type of dance one soloist or group performs, followed by a second soloist or group whose performance responds to the first. This can also be referred to as a lead-and-follow activity, o...
Comments
Post a Comment