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Program Evaluation/Accreditation

I have read an article that talks about how Trinity Western University has lost the possibility for Accreditation do its religious covenant that disallows sexual conduct outside a heterosexual marriage. It states that individuals who do not believe in heterosexual marriage are allowed to attend the school but must sign the covenant first. The Upper Law Society of Canada’s ruling was upheld by the Ontario Divisional Court. Here is the link to the story: article.

Clearly the issue was the discrimination clause, which is disgusting in 2017. There are many Christian organizations that have accepted the rights of everyone to be who they are. TWU maintains that their religious beliefs are being denied but I feel those “rights” a racist.

The College I work at Capital College in Richmond B.C. is accredited by the Montessori Accreditation Council for Teacher Education and American Montessori Society. It is a Private Training Institution in B.C. It is also accredited through the Early Childhood Education licensing of British Columbia.

Here is a link to the MACTE Accreditation process page : MACTE

Here is a link to the PTIA information: PTIA

Here is a link the the AMS Accreditation process page: AMS

 

Brookfield – Chapter 16

What struck me when I read this chapter was not that I had encountered resistance in my students because they are in fact very focused and involved in their studies. My students are in my courses because they want to become Infant Toddler Teachers and they want to improve the lives of children so they want very much to learn what I am teaching. What surprised me was that I am resistant to learning. I am afraid of change! I find learning and growing during this PIDP course very uncomfortable! Wow I really am surprised about the feelings that this chapter brought up for me. I found this article very helpful in understanding myself better.

 

article

Brookfield – Chapter 9

I was quite surprised at the way this chapter put me off. I was surprised at the strength of the message Brookfield was sending. I certainly was disappointed in how he chose to address this issue. I was expecting him to offer insights into how to teach others about Racism but really he seemed to simply try to convince the reader that we were all secret racists. I am aware that he is speaking from a European-American point of view so perhaps that is why? I must say that I have really enjoyed all the other chapters I have read so far but this one was not great for me. I personally teach mostly adults from Asian cultures and as a Canadian I was not taught racism as a child but perhaps that is why I see my students as Canadians and nothing else. According to Wikipedia, Canada is no better historically than other countries so maybe I am wrong. I guess I just have to continue to keep this on my mind and ensure I continue to treat my students with great respect. Here is a link to the Wikipedia information I found.

 

Wikipedia

Brookfield – Chapter 1/2

In reading chapter one of Brookfield I found myself feeling so relieved. I have taken on the college instructor adventure with no formal training until I began the PIDP course in September 2016. Before that I had taught for two years by flying by the seat of my pants! I have 26 years in the field that I teach but no one taught me how to share that experience with the students. There were days when I felt I should quit, there were days when I felt I should be fired and there were days when I felt like I could conquer the world [these were few and far between]. So as I read Brookfield’s first chapter I find comfort in his words. I have gain a great deal of knowledge since beginning the PIDP course and I look forward the sharing that knowledge when I begin teaching in September. I especially like the speech on page 4 that he address his class for not joining the discussion. I will for sure mention something like this with my classes. I found an article that has some great “discussion” tips.

tips

Summary Of My SAC Forum

 

 

Forum Summary by Candiss Brown 2017-04-09 to 2017-04-16

Forum Topic – Structured Academic Controversy [SAC]

Summary of topic – SAC is a process where small groups of students have discussions about an assigned topic, through which they increase their understanding of said topic. They then are guided to take on multiple perspectives and eventually must gain consensus.

Thread                                   Replies                                               Participants

Question 1                            9                                                          8

Question 2                            7                                                          6

Totals                                     16                                                       12

 

Question #1 ~ Has anyone used this SET in their class and how did it go?

Summary of replies:

~ Donna replied that she had not used this SET but that it looks interesting.

~ Lisa replied that she had not but she wondered if it could be similar to a debate-style discussion for example “four corners”. Lisa then said she had read some postings on my blog and that the SAC was similar to debate-style lesson, she likes the deliberation steps. Lisa also mentioned that she did not feel it would work for her small classes with her topics but wonders how it works for anyone else.

~ Adam replied that he saw a great discussion forum on debates and posted a link for his blog where he wrote about debate style. [Adam’s blog]

~ Meghan replied that SAC looks like classic debating model. Meghan feels it would benefit all classrooms, that controversy is all around us and we should encourage students to challenge knowledge, beliefs and evidence around the controversy, a valuable engagement technique. Meghan also added an example of a SAC lesson plan. https://nau.edu/uploadedFiles/Academic/CAL/History/History-Social_Studies_Education/Structured Academic Controversy.pdf

~ Teresa replied that she also had not used SAC, then thanked Meghan for the lesson plan resource. Teresa went on to say that she feels the strategy would be great for developing students critical thinking skills as well as communication skills as the students must discuss both sides of the controversy, essentially suspending previous assumptions and entertain different perspectives.

~ I replied with a link on “How to teach Structured Academic” http://serc.carleton.edu/sp/library/sac/how.html

~ Doug replied that SAC is a great activity as it ensures that students must look at topics from a perspective they may not hold…. hence deeper learning.

~ Lisa replied that she tries to encourage her students to look at things from other perspectives, her students are dealing with hearing loss and are very amerced in their own point of view but Lisa thought perhaps they could learn from thinking from the average person’s perspective. Lisa then thought that this could then be built into a team-building exercise about more effective/supportive communication.

~ Willa replied that she had not used SAC but she remembers it from elementary school. Lisa also found many articles on SAC technique which had many complicated steps but she found a YouTube video that clearly describes SAC.

[YouTube video]

Question #2 ~ How adaptable do you feel this technique is across fields?

Summary of replies:

~ Willa replied that she feels that in her field of nursing, which is a science, things are not always black and white. Willa still felt there would be many opportunities to use SAC and that empowering and encouraging students to think critically is a good thing.

~ Ashley replied that she has not used SAC in her classroom but she has participated in one. Ashley felt the SAC was a great exercise that encouraged students to step outside their own beliefs and look at where someone else is coming from. Ashley would use SAC in her classroom.

~ John replied was not sure how SAC would work for subjects like Math, Physics, or Electrical theory.

~ Laurie replied that she has not used SAC but she has used the “5 Why Method” and she then shared two stories on that technique. Here is the link to how to use this technique that Laurie provided. https://www.isixsigma.com/tools-templates/cause-effect/determine-root-cause-5-whys/

~ Allison replied that she has used SAC and that is a great co-operative learning experience. Allison encourages students to discuss using the focused conversation model, and the one caveat she has is that the classroom is a safe place to learn and that safety is already built into her classroom community.

~ Laurie replied that she is thankful for Allison’s version of SAC and that she completely agrees with her comment about a safe community to learn.

~ Rupananda replied that he has not used SAC but that this SET requires students to have in depth knowledge of the relevant topic and it will help with critical thinking skills.

Conclusion:

Overall I found that not many of the respondents had used this SET but that most felt that it could be very effective for most subjects. I found in my research of this SET that it would be a valuable tool for me in my field and I do plan on using some of the resources that the respondents brought forward to ensure I can use this SET properly for me instruction.

References:

https://www.isixsigma.com/tools-templates/cause-effect/determine-root-cause-5-whys/

https://en.wikipedia.org/wiki/5_Whyshttps://en.wikipedia.org/wiki/5_Whys

http://globalnews.ca/news/2075857/food-waste-at-record-levels-as-other-canadians-go-hungry/

https://www.nwabr.org/sites/default/files/StructuredAcademicControversy.pdf

https://www.youtube.com/watch?v=GARM_ZxKJk8

https://nau.edu/uploadedFiles/Academic/CAL/History/History-Social_Studies_Education/Structured%20Academic%20Controversy.pdf

https://adamneave.wordpress.com/2017/02/17/debates-in-the-classroom/https://httplearningtheory2.wordpress.com

 

 

Questioning Techniques

I use questions to fill in time and keep my students on thier “toes”. I use post it tabs to label items through-out my lecture that I can come back to, at the end, to ask questions about. I find this helps to complete my lecture in a way that gives the students a way of knowing what I feel is most important in the lecture and also a way for me to check their comprehension. Here is an article that has some great tips for questioning techniques.

questions