{"id":1162,"date":"2024-04-19T14:52:25","date_gmt":"2024-04-19T21:52:25","guid":{"rendered":"https:\/\/create.twu.ca\/rileyrae\/?p=1162"},"modified":"2024-04-21T11:56:29","modified_gmt":"2024-04-21T18:56:29","slug":"reflection-2-owning-your-learning","status":"publish","type":"post","link":"https:\/\/create.twu.ca\/rileyrae\/2024\/04\/19\/reflection-2-owning-your-learning\/","title":{"rendered":"Reflection 2: What’s Shoegame?"},"content":{"rendered":"\n
Observations<\/strong><\/td><\/td><\/td>Reflections<\/strong><\/td><\/td><\/tr>
Practice doesn’t count toward his final grade, but quizzes do.<\/td><\/td><\/td>This aligns with the “Clear Purpose” part of the five keys of assessment in EDUC 401. He knows the purpose of the content in the class. He thinks about “Is this quiz\/assignment for the purpose of adding to learning?” “Is it for the purpose of tracking and recording mastery at a certain point in the semester?”<\/td><\/td><\/tr>
He began the day by asking students to tell a story from their weekend. No one volunteered. After a pause, he began by sharing his own story. He demonstrated flexibility and calmness under pressure.<\/td><\/td><\/td>I found this flexibility and calmness after an idea was rejected (in a sense) admirable. I want to be able to adapt my plans smoothly when there is less enthusiasm about something than I expected there to be. I think I am fairly good at this, but I can sometimes freeze under anxiety. A way to combat this can be planning for failure. I can look through my lesson, thinking about areas where it may not go well. Then I can make a backup plan for what I do when the first idea does not work.<\/td><\/td><\/tr>
Mornings have Bible lessons. He told a Bible story in modern language with added details about things like the distance that would have been travelled and details about background characters.<\/td><\/td><\/td>Adding modern terms and additional historical information is beneficial as it increases engagement. I know students may zone out when listening to a Bible story they have heard before. Looking at it differently is a technique of drawing attention.<\/td><\/td><\/tr>
He has a strong use of hooks in his lesson structures. He asked the question before watching a video: “What do you think shoegame is?”<\/td><\/td><\/td>This, again, points to his use of hooks. I struggle with gathering energy and attention at the beginning of lessons I teach. I am going to practise using hooks in my lessons with engaging videos, examples, short activities, or questions.<\/td><\/td><\/tr>
In Economics, they watched a video about $50,000 shoes. My mentor teacher asked questions about whether shoes would be a worthy investment and how people would decide whether to buy them or not.<\/td><\/td><\/td>This brings deeper engagement as students express opinions and think about what they would do if they were given an option in this scenario. It adds empathy to the situation as they put themselves in the “shoes” of another.<\/td><\/td><\/tr>
He transitioned the topic from these questions to the idea of supply and demand. He explained how limited supply connects to the level of demand it has in various ways depending on the item.<\/td><\/td><\/td><\/td><\/td><\/tr>
We watched a video about the brand “Supreme” and talked about resellers and how low-quantity items create a level of exclusivity. <\/td><\/td><\/td>In showing this video, he connected supply and demand to something relevant to students. They will know the brand and find it interesting to learn more about how they market. Choosing this video engaged the class to be more curious, ask more questions, and understand how the concept applies to the world more deeply.<\/td><\/td><\/tr>
He is honest about his limitations. He expressed empathy for students’ confusion, saying that he read the text twice to understand it.<\/td><\/td><\/td>I want to be an honest teaching because it builds trust. Students see that I am authentic and know that I am not faking my abilities. This makes it easier for students to open up to me about struggle because I was willing to tell my own shortcomings. I show that it is okay to not know everything here, and it is okay to take longer to learn something than everyone else.<\/td><\/td><\/tr>
For the review of a term, he asked students to recall six examples of “shifters” of supply and demand. They looked for them in the text as he wrote their answers on the board.<\/td><\/td><\/td>This got them involved with the learning rather than just listening to the teacher. It also helps them learn how to navigate their textbook and find things.<\/td><\/td><\/tr>
One student asked a question. Instead of answering it, he asked if anyone else could answer it. He told me later that he likes students to answer each other’s questions as much as possible so they’re engaged in their learning.<\/td><\/td><\/td>I love this! As I will delve into later, students taking responsibility for their learning connects to the First Peoples’ Principles of Learning. They see their role in the learning environment. The teacher is not the only person who can teach, but everyone in the learning environment can learn from all the others there. Students answering for each other show them they have importance in the classroom, and they are challenged to make connections within learning and coming to conclusions in learning. This helps them meet the “makes generalizations” reasoning targets we learned about in EDUC 321.<\/td><\/td><\/tr>
He asks “why” questions. “Why do you think?” “Why does this matter?”<\/td><\/td><\/td>I like how this gets students to think more deeply and wonder about the content. It helps them think about why it might be important, and they can make connections between pieces of learning across various learning targets.<\/td><\/td><\/tr>
He affirms his students. After receiving a question, he affirmed it saying “good clarifying question.”<\/td><\/td><\/td>Responding to questions like this is fantastic because it emboldens students to ask more. They know their questions will be appreciated and accepted with joy. They also develop the belief that their questions positively affect the whole learning environment when they help other students grasp the content as well. This connects to the FPPOL I learned about in EDUC 496. It connects to the following principles in the idea of owning one’s own learning and be responsible for the quality of learning for others in the learning environment.

“Learning ultimately supports the well-being of the self, the family, the community<\/em> . . .”

“Learning involves recognizing the consequences of one’s actions.”<\/em>

“Learning involves generational roles and responsibilities.”<\/em>

Source: FPPOL<\/a><\/td>		<\/td><\/tr>
After students did formative worksheets, he went over the answers for the whole class.<\/td><\/td><\/td>I think he did this because the aim of the worksheet was for students to learn the correct information. It was not for summative assessment. If he had left students with incorrect answers, his learning targets would not have been met. Students would think they correctly learned a concept when they had a misconception. This aligns with ideas in EDUC 401 because the teacher is emphasizing the learning of the learning targets and only assessing for grades after the learning has been done instead of during the process. He also addresses misconceptions quickly before they are solidified as fact in the student’s mind. I remember Professor Cross, from EDUC 401, saying she does this with spelling. She tells her students to come to her right away when they are unsure about the spelling of a word so they do not use it several times and begin to think it looks correct. She wants to address the confusion before it is memorized and becomes a habit.<\/td><\/td><\/tr>
I talked to him about some struggles I’m having with a small private art class I’m teaching. I’m deciding what level of structure to have there because I don’t want it to feel like school. I want a level of control and class management, but I also want it to be fun and a break from school. My mentor teacher suggested asking my private art students what their goals are, then assigning based on goals. He also suggested having example pieces at the beginning of class so students know what they are working toward and get excited about their progress toward the goal.<\/td><\/td><\/td>I used this the next day in my art class and it was so helpful! I decided to have more structure flexibly. Students have three options of art activities they can choose from that are made based on their expressed interests. Each piece has an example. Students can choose a learning path based on what excites them and relates to the direction they want to go with their art.<\/td><\/td><\/tr><\/tbody><\/table><\/figure>\n","protected":false},"excerpt":{"rendered":"

Observations Reflections Practice doesn’t count toward his final grade, but quizzes do. This aligns with the “Clear Purpose” part of the five keys of assessment in EDUC 401….<\/p>\n","protected":false},"author":1490,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[71],"tags":[],"class_list":["post-1162","post","type-post","status-publish","format-standard","hentry","category-educ-403"],"_links":{"self":[{"href":"https:\/\/create.twu.ca\/rileyrae\/wp-json\/wp\/v2\/posts\/1162","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/create.twu.ca\/rileyrae\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/create.twu.ca\/rileyrae\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/create.twu.ca\/rileyrae\/wp-json\/wp\/v2\/users\/1490"}],"replies":[{"embeddable":true,"href":"https:\/\/create.twu.ca\/rileyrae\/wp-json\/wp\/v2\/comments?post=1162"}],"version-history":[{"count":10,"href":"https:\/\/create.twu.ca\/rileyrae\/wp-json\/wp\/v2\/posts\/1162\/revisions"}],"predecessor-version":[{"id":1200,"href":"https:\/\/create.twu.ca\/rileyrae\/wp-json\/wp\/v2\/posts\/1162\/revisions\/1200"}],"wp:attachment":[{"href":"https:\/\/create.twu.ca\/rileyrae\/wp-json\/wp\/v2\/media?parent=1162"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/create.twu.ca\/rileyrae\/wp-json\/wp\/v2\/categories?post=1162"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/create.twu.ca\/rileyrae\/wp-json\/wp\/v2\/tags?post=1162"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}