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...
Professional Teaching Goal It's all about the connections. http://fondationdiagonale.org/connectedness/ Since social studies, history, and geography (which I have shortened to ss/h/g for the purposes of efficiency) are so closely tied to what's happening in the world around us, I think I need to spend more time reading the news and staying connected with current events. In class, we had a large group discussion where we talked about past events related to current events was a real eye-opener for me. And when I say current I mean literally that day. Everything that happens can be related to something that happened in the past or something that happened somewhere else. However, prior to that discussion I didn’t know that much about current events. Granted, I’ve heard of almost everything, but I don't really ‘know’ much about it, let alone know enough to make the kinds of connections I'd need to in order to facilitate current, relevant learning for my students. Mov...
I never understood the connection between patterning and algebra until this past lesson; we seek out patterns, and then algebra is how we communicate patterns to each other. We start in elementary school by describing and representing patterns, then in middle school we model and predict patterns (through algebra), and then in high school we solve and analyze those patterns. Since I'm observing a grade 7 class right now, I'm going to focus on strategies at the grade 7 level. In grade 7 students move beyond extending a pattern to the next three items, and start being able to calculate patterns at any point, and students begin to see patterns as relationships. For example, if a car is moving at 50km/h consistently for 3.5 hours, how far will they have travelled? If we chart it on a 'T' chart we can see the patterns: MacCuish (2015). Based on the above diagram, students can easily see that as time increases by 30 minutes (0.5 hours) then the distance tra...
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