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Will Gourley #hybridhurtskids, Challenging Topics, COVID19, Emergency Distance Learning, General, Making a Difference Through Education, Mental Health, Occasional Teachers, Occasional Teaching, self reflection, solidarity, Teacher Wellness, Teacher Working Conditions, Teaching online, Wellbeing

no cape required

Have you ever seen or heard this one? “I teach. What’s your superpower?” It’s on shirts, mugs, plaques and all sorts of other tchotchkes. I’ve heard it at conferences and keynotes too and it never fails to make me chuckle when I do because it seems like a humble brag even though it is true. To continue the candy coated clichés then, it comes as no surprise that each educator possesses super powers that they use everyday.

You know the ones I’m talking about. Pivoting (easy stomach) to emergency online learning with little to no notice, covering classes while losing prep after prep due to a lack of available occasional teachers due to illness or quarantine requirements, putting on a brave face for students and colleagues who are showing the signs of anxiety at the edge of a nervous breakdowns, and facing a barrage of unrealistic expectations from system leaders who are decades between the classroom and the boardroom. I guess the capes these superpowers come with are back ordered due to supply chain issues like our HEPA filtration units, school nurses, RAT tests, and consistent policy. 

Cape or no cape, I guess it’s not bragging when it’s backed up with actions because I know that it is happening in classrooms in Ontario and beyond on a daily basis. 3 weeks into the new year and the shift is coming to relax restrictions rather than enforce measures to protect the public. Each day another classroom is emptied while caretakers “sanitize” because another student departs with symptoms. Each day our front office team deals with 20% more calls and reports of COVID related absences of students. Each day we prepare to accommodate learners who have stayed home able to choose the hybrid option. Each day the struggle to see something positive in every situation becomes more difficult even for the most enlightened optimists among us. 

That is why, this post comes with its own irony, as I write this month, because it is taking all of my superpowers as an educator just to get through each day right now. I truly believe that it is not normal to wake up feeling restless or trudging home with little left in the emotional tank for family let alone friends or additional school work such as planning and assessment. It is taking every ounce of my superpowers to find the air and the serenity right now. Each exit from school at day’s end feels like emerging from underneath water to finally draw an overdue breath of air. 

The move to online and then back to the classroom this month with little to no regard to the wellbeing of students or educators is once again due to negligence and dereliction of responsibility by the current government. There’s nothing better than making sure families start the year wondering and witnessing ongoing acts of orchestrated distraction, unchecked number vomit news pressers, and photo ops provided confusion in the media for the public. These stage managed wretched events only amplified how an out of touch premier and his party of gaslighting grifters are able to go to inconvenience a province and its 2 000 000 students and make it sound like they are doing their jobs.

It is political performance art at its worst through a series of non-messages, announcements about announcements and off news cycle timing intended solely to keep everyone stuck to a web of distraction and uncertainty woven by political incompetence. It is also the kryptonite that weakens education and civil society at the expense of future generations who are only learning about their super powers in our classrooms. 

Thank you for reading and for sharing your superpowers. 

Please note: ETFO’s position on in-person learning remains unchanged. The union firmly believes that the daily, in-person model of instruction and support best meets the educational, developmental and social needs of students, provides the best experience for support, and is the most equitable learning model for all students.

ETFO’s expectation is that elementary virtual learning in any capacity, including through hybrid models of instruction, will end once the pandemic ends.

Gary Stewart Anti-bullying, Anti-Racism, Behaviour Management, Building Inclusion, Challenging Topics, Classroom Management, Equity, Inclusion, Mental Health, Mindfulness, social emotional learning, Student wellbeing, Wellbeing, wellness

Restorative Circle Activities

Students come to school with many issues on their minds and in their hearts. As educators, we can help them process their thoughts and feelings so they can better handle their situations and be more present in class. Restorative circles are a useful practice to do just that. While frequently used to replace punitive forms of discipline, restorative circles are equally important in proactively building the relationships and skills students need to support one another and collectively address the challenges they face, especially during these unsettling and uncertain times for many of our students. Restorative circles are most effective when they’re an integral part of school culture and are embedded in your daily classroom routines. After all, you can’t “restore” a community that you haven’t built or sustained.

Below are some steps and questions I have researched and used that can support you in initiating a Restorative Circles program in your classroom.

7 STEPS FOR FACILITATING MEANINGFUL CIRCLES

  1. Co-create a safe and supportive space: Circles work best if teachers invest time up front to build relationships, develop skills and design a bank of tools to draw upon throughout the school year.

Early in the process teachers and students together explore values—like empathy, patience, kindness, courage and open-mindedness—that are essential to understand and agree upon when sharing openly and honestly in a circle. These include honoring the talking piece, which goes around the circle as an invitation to share while everyone else listens (participants may pass if they don’t wish to talk). Participants are encouraged to speak and listen from the heart with an equitable and inclusive lens. It is important that educators inform participants at the outset that we are mandated by law to report when a student threatens to harm themselves or others, or when students divulge abuse.

  1. Be prepared: Make sure that you, the facilitator, are well rested, calm and focused.

To hold the circle space effectively, it’s important to be fully present and able to manage other people’s stories and feelings as well as your own. If you’re exploring sensitive issues that may require follow up, consider alerting support staff.

  1. Plan ahead: Decide together on a topic or theme that sustains students’ interest.

Find a relevant activity to open the circle space such as a poem, quote or piece of music. A mindfulness activity can also be used to bring students into the space after a particularly stressful event. Look for information to ground the conversation and develop questions and prompts to invite student perspectives into the circle. Keep in mind that the larger the circle the more time you’ll need for the talking piece to go around. Think about how things might unfold and be ready to adapt and adjust accordingly. Make sure to leave time for a closing activity, giving students a chance to transition into spaces that may be less conducive to being vulnerable. A closing activity can be a commitment to safeguarding the stories shared in a circle or a breathing exercise in which we provide students with prompts and time to put themselves back together again.

  1. Invite student experiences into the space: Encourage students to connect with the circle content by sharing stories from their own lived experiences.

Include storytelling rounds by asking students to talk about “a person in your life who…” or “a time when….” Share authentically with yourself. This gives others permission to do the same. Model good listening skills as the talking piece goes around the circle. Be fully present as others speak. True active listening can create the kind of welcoming space that encourages even the quietest voices to speak.

  1. Acknowledge, paraphrase, summarize and practice empathy: Listen closely to what students share so that you can build on their experiences.

When the talking piece comes back to you, touch on what you felt, noticed or heard. If you sense that there was limited substance in the first round, send the talking piece around a second or third time, asking students for deeper, more meaningful connections, reflections, or additions. If challenging or painful issues come up, model agreed-upon circle practices for students to follow. Listening mindfully and being present with other people’s ordeals and lived experiences can create supportive, healing experiences that strengthen community connections and build empathy. If needed, let students know you’re available to check in with them later in the day or week. You might also have them consider speaking with other supportive adults or students to find solace if they’re in need.

  1. Explore what it means to be an effective ally: Beyond creating a supportive listening environment, ask what else, if anything, students need from you and from each other.

Explore how to be better allies in a circle so that students know they don’t need to face their challenges alone. Invite them to talk about a person in their lives who is a good friend or ally, or a person they’d like to have as a better friend or ally. Discuss the qualities these people have (or lack) and how they make us feel. Invite students to talk about a time they’ve been a good friend or ally themselves, and what gets in the way of being our best with one another.

  1. Zoom out to promote understanding on the systems level: Explore whether there are larger systemic forces that underlie the challenges students have touched on (such as racism, sexism, homophobia or lack of access to resources). 

Introduce information, resources and voices that might shed light on how these systems operate. Look for examples of people who took action to interrupt these and other oppressive systems. Invite students to connect to this information by sharing their thoughts, feelings and related experiences. Studying larger, systemic forces in society can help students better understand their situation and can be a useful starting point for students to become more active themselves. Action and activism can inspire hope, connection and healing.

Video example: https://www.youtube.com/watch?v=QjVI-1XDX_Y

Circle time questions – Exemplars

Getting Acquainted

– What is your favourite…?

– If you had $1000 what would you do with it and why?

– How would your friend describe you, or how would you describe yourself to someone new?

– What do you like (or dislike) most about yourself?

 

Values

– Give me an example of when someone has been kind to you in your life (or when you have been kind to someone)? How did that feel?

– What do you want to contribute to the world; How do you want to be remembered?

– Share an example of when you did the right thing when others were doing the wrong thing, or when no one else was watching

 

Story Telling

– A time when you were scared to do something good/important, but you did it anyway

– A time when you laughed a lot

– What (silly/funny/crazy/weird) thing did you used to do when you were little?

 

Achievement

– One thing I couldn’t do a year ago… 

– One of my goals this year is…

– Something I can’t do but want to be able to do by the end of the year is…

 

Behaviour / Conflict

– Share one thing that makes you annoyed.

– Share a time when you were upset but then someone made you feel better.

– How can you show respect to others?

Stephanie C Student Ownership, The Arts

Dance Anxiety

Although I consider myself a creative music and drama teacher, I don’t feel the same when it comes to dance.  With the other performative arts, I feel that I am able to use my experience as a high school band member and amateur acting hobbyist to present interesting lessons and assist students. Dance was not something I have ever gravitated to since I was young.  Although largely fitted under the same umbrella, someone may have rhythmic talent but not able to convey it through movement.  I have also met colleagues that can choreograph Bollywood routines, but balk at the idea of trying to teach those notes on a scale.

The same can often be said of students.  While they are busy scrolling through TikTok, I wonder what percentage ‘like’ videos but just use the platform for viewing vs. creating their own content.  Or, how many will diligently practise a dance from a viral challenge in a bedroom but freeze at the idea of performing in person in front of their peers.

When Music and Dance were separated into different parts of the report card halfway through my career, I knew I was going to have to challenge myself with teaching content that I was not as familiar with.  Also, picturing myself back in my school days, there were predominantly going to be students that were not confident dancing even for non-‘romantic’ purposes, even in the pre-teen years.  Here are some of the strategies I have adopted from introverted French speakers or oral presenters:

-if the dance is in a group and some students are more confident, see if you can get students to agree to perform one version live and record a different one with all of the group and sometimes this is less anxiety-inducing.

-if you are teaching online, have students send a video in where only you have to see a solo dance and challenge them to see if they have other talents that can be used such as backdrop design or video editing.

-If you have students that straight up decline to participate, do a bit more information gathering from them. Find out how you might be able to engage those students and help them participate in a way that still meets curriculum expectations; even if their learning task is different (e.g. complete a written reflection on the style of dance).

As you can see, these ideas work for both in person and online learning while following the curriculum expectations.

It has been interesting to see how examining a variety of music and dance styles can give students leadership opportunities in the arts, so if all else fails, sometimes performing a favourite song or latest artist hit can have students want to be in on the fun.

I will be getting married in July and I cannot remember ever dancing with everyone watching.  Here’s hoping I can practise what I preach in honour of my students.

Gillian Wassmansdorf General

Radical Possibility in the Classroom & the Memory of bell hooks

bell hooks: an academic whose words re-wrote narratives of Black feminism, whose attitudes moved beyond kindness and towards cultural shifts in love and education, and whose name alone demonstrates the humility of decentring the self and the ego.

“The classroom remains the most radical space of possibility in the academy… Urging all of us to open our minds and hearts so that we can know beyond the boundaries of what is acceptable, so that we can think and rethink, so that we can create new visions…” – bell hooks in Teaching to Transgress

To ask myself what it means to use the classroom as a “radical space of possibility” means I am inspired and grounded in the works of bell hooks, whose writing I revisited when I learned of her passing last month. The question of what it means to be radical as an educator requires me to turn not only inwards but also towards my students, whose liberation is dependent on the programs I build around them. As I do so, I think hooks would ask: What are the structures of oppression that require constant consideration in order to create space for student joy and freedom? I think about how norms, typically viewed as best practice in education, can be challenged in day-to-day teaching. As classroom teachers we don’t have the individual power to shift entire systems, but we can transform the classroom experience into one that builds lasting, loving, and trusting relationships.

I have felt a little behind, having only been introduced to hooks’ body of writing five years ago, but the reflective journey that she asks us to take as educators will constantly evolve—the work is truly never complete. Her work is both accessible and timeless; her legacy will forever provide us with frameworks for love, healing, and critical thought, which are particularly effective as we grapple with the current realities in front of us, both in our lives and in our classrooms.

“Because of bell hooks, we know we can bring our whole selves to our work. We can trust and believe in our intellect. We can be complicated in our humanity. We can be gentle with our critiques. We can be fierce in our protection. We can keep talking to, and talking with, and talking back, until the last breath.” – Noliwe Rooks on bell hooks 

List of works by bell hooks

 

Stephanie C Constant Learning, General

Cooking up Fun with Students

It’s a New Year, and many people are making resolutions. Although this is not something that is commonly discussed among young people nowadays, as teachers I am sure that in addition to September end of term in January may be a time to coincide with the western New Year date to examine what you want to accomplish with your students.

Last year, I was lucky enough to receive some funds for my French program. As the only FSL teacher in the school, I am in the unique position of being one of the only teachers in charge of a sole subject, but that means I also take seriously having the decision on which activities to use with the allotted money rest with me. So after browsing the list of suggested experiences, I went about asking myself a few key questions:

*What were students able to engage with as an activity due to it being exciting in its novelty or ‘fun factor’?
*What activity would give the students a skill or interest that was useful and set them up for further curiosity?
*What experience would give students a chance to interact with their families in lockdown with low stress and have everyone have a chance to participate regardless of circumstances, etc.?

The choice was clear: the activity by Chef à l’école (Chef in School) would satisfy all three. Students would learn about French vocabulary for the recipe on making ‘langues de chat’ (cat’s tongue sugar cookies), a French Canadian recipe. They could send me photos of the recipe if they chose, participate in a Kahoot, and I even added steps on how to make a paper torque (chef’s chat) if so desired. During the lesson, students were very engaged despite us teaching online at the time and I could see some families setting up the recipe during the class instead of waiting until later to follow along like a TV program.

The students sent me photos and the accommodations were given on how to modify the everyday ingredients for vegan or religious substitutions. Chef Suzanne remarked that one advantage of the program was being able to offer lessons across Google Meet to students outside of her travel zone given the company’s quick adaptation to online presentations. Here’s hoping in the future they can visit our school in person!

As someone who struggles with cooking myself, I hope I was able to give students an opportunity to seek out what fun baking can be with other recipes from various cultures. And as our film viewing of Disney’s Paris set Ratatouille showed, it’s true that “anyone can cook!”

Psst…if you want to try for yourself and also practise some math skills with measurement, here is the English recipe: https://www.ricardocuisine.com/en/recipes/404-langues-de-chat-cookies-cat–s-tongue-shaped-thin-cookies-

Kelly.McLaughlin Coding, COVID19, e-learning, Remote Learning, Teaching online

Here we go again…

Remote learning is here again and after three days of synchronous teaching this week, it feels like a deja vu of last year. I spent September to June teaching remotely from my office last year after being surplussed from my school. To be back in the same office teaching remotely is quite a challenging feeling, especially since we all know the toll it takes on kids to be out of the classroom.

For students at my school, being in the classroom is essential. That word has been used a lot in the past three years and it seems to hold a lot of weight. Being in the classroom is essential for so many reasons. Our food program provides the first meal of the day for many and is not available now that we are online. The connections in the classroom help students who have felt isolated for so long and they were so happy this September to finally start making these connections again. The ability to play on a sports team that is free and is developmental is so important for those in our community. Having a caring adult who is always there to listen and to help is a must during these times. Being online takes away most of those essential opportunities.

I have been reading many articles this week that spoke to me. My favourite read was this article:

https://www.macleans.ca/society/the-cruel-ridiculous-reality-of-virtual-learning/?fbclid=IwAR2iS0pFaMpavoWSZLi0MmGvNHaUHccAgc7s7IbbH4-cs8ymegSFjB4Bq_A

This article speaks about many of the problems with children learning at home, disengaged from their peers. It is really interesting to hear things from a parent point of view who try to juggle their children’s schedules while also doing their own job. Worth a read for anyone wanting to hear another perspective.

Last year, we made it work as the vaccine roll out started and many parents were uncomfortable sending their unvaccinated child into the classroom. This time, we have access to these resources and we have done all we can. It is time to stay in the classroom and never be taken out again.

However, I can celebrate some small successes this week as I always try to look for a few positives in a dark situation:

  • 18 of my 24 students were able to get access to technology and they signed in and came online
  • 3 out of my 24 students turned their cameras on which was great as I could see their reactions while I was teaching
  • Two of my students who rarely complete tasks in the classroom completed many tasks this week
  • One of my students who does not speak throughout the day connected online in the chat
  • One of my students with attendance issues signed in all three days this week

So even though remote learning is in no way the best option for children, some students thrive in this setting.

I am also taking advantage of this online time to begin coding with my class as this is the only time we will have 1:1 technology. We have started the Express Course 2021 on http://code.org The website tracks the progress of each student and lets me know who is online and learning. It covers both the grade seven and eight curriculum content for coding. The students can learn to code sprites to move, work with loops, functions and even design their own app. I am thankful for the devices that we are currently able to have since it would not be possible to start coding without them. Last year my students used Scratch and it was not that user friendly, especially since I could not walk into their homes and help them with their tasks. This program is much more reliable and easy to understand.

So all in all, it has been a long week with many ups and downs. At the end of 2021, I told my students there was really no way we could end up online and now here we are again. I hope that we can go back into the classroom soon as we all know the benefits that it provides to each and every student. I commend my fellow educators who are teaching at home and some with their own children home too. I cannot imagine juggling both. Keep at it everyone and we will get through this, once again.

The Covid-19 Pandemic has brought unique and unprecedented challenges to teaching. ETFO’s position on in-person learning remains unchanged. The union firmly believes that in-person instruction and learning in publicly-funded schools provides the best experience for learning, quality delivery and is the most equitable model for all students. In order to support educators during remote learning, several resources have been created to support members.

Nilmini Ratwatte Diverse Learning Needs, Professional Learning and Growth

Mentoring Moments: Lesson Planning 101 for New Teachers

Every teacher loves her lessons, as teachers they guide us through the most inspirational paths into developing life long learning opportunities for students…letting them find their own success, one student at a time.

Start with where you are inspired 

As a new teacher, always know that you will find your own way your strategy of doing things…go with your interest and drive your lessons from it. We are not all the same that is why we are amazing at what we do. However, as an experienced teacher, I wanted to share some insights into lesson planning that have inspired me.

  • Find your interest
  • Drive lessons with your strength
  • Have fun planning but be flexible

Drive your lessons with student interest

The lesson inspiration comes from your students that you are teaching, if they are not interested,  it is going to feel like a long lesson…so get them excited and inspired as you plan with the curriculum in mind. 

Backwards design your plan for the Unit

I recently learned an amazing method called “The Grid Method” to organize my thinking and planning. I have so much gratitude to the “Teach Better Team” in the United States for introducing me to this method as I organized my way of thinking through my lesson planning. I have shared my grid method plan so you can see how it works for one Science unit with curriculum expectations using project-based learning with a culminating task that is differentiated for individual student success for online learning.

My Unit Plan for you to try out!

Reflection: What is the one lesson you want to try and plan using the Grid Method Template?

Tag me on social media and keep in touch and share your journey it is going to have many up and downs but you will be fine. Just be yourself.

Yours in Education,

Nilmini

Melissa Turnbull Advocacy for public education, Celebrating Success, Kindergarten, Play-Based Learning, Teacher Appreciation

Protect Full-Day Kindergarten

The data does not lie.

As Ontario’s Full-Day Kindergarten Program heads into its 11th successful year, several studies have shown the positive and long-lasting effect Ontario’s Kindergarten Program has had on students, families and communities. 

In a longitudinal study by Janette Patricia Pelletier & James E. Corter comparing full-day and half-day Kindergarten programs, it was discovered that students who attended the full-day Kindergarten programs scored higher in the areas of reading, writing, number sense and self-regulation.  

The Kindergarten Program document itself sources countless resources and empirical studies revealing the importance of play and inquiry based learning programs for young children. The Council of Ministers of Education, Canada (CMEC) are quoted in The Kindergarten Program (2016) as stating “the benefits of play are recognized by the scientific community. There is now evidence that neural pathways in children’s brains are influenced by and advanced in their development through the exploration, thinking skills, problem solving, and language expression that occur during play” (p. 19). 

 

What is the real price to pay?

Dr. Gordon Cleveland’s executive summary of The Kindergarten Program from January 2021 reads: “Our conclusion is that high-quality Kindergarten is very good for children. Well-trained teachers and small effective class sizes are important in producing this quality. The effects of high-quality Kindergarten experiences are long-lasting, and socio-emotional support is a key part of providing positive Kindergarten experiences”.

In February 2021, I wrote a post highlighting the reasons why the pedagogical approach that is central to the Kindergarten Program should be celebrated as it establishes a strong foundation for learning in the early years. My trust in the Kindergarten Program has not changed. As we continue to live in a global pandemic, this program becomes increasingly vital for Ontario students and families. 

Removing or changing the current model of Ontario’s Kindergarten Program will disrupt the very core of students’ learning. Changes to the current Kindergarten model will leave students behind in regard to early intervention, mental health and well-being and create cracks in the foundation of academic success. 

 

Why is this program so special?

If you have never had a chance to read The Kindergarten Program document, I highly recommend you do. Rather than threatening cuts to this program, Ontario should be looking into how to weave the philosophies of teaching and learning highlighted by The Kindergarten Program into all other curriculum documents for students attending public schools. Ontario’s Kindergarten program is exemplary and visionary in the way that it supports the creation of a learning environment that allows all children to feel comfortable, is built around attainable expectations and provides all children with the kind of support they need in order to develop.

ETFO continues to fight for the current model of The Kindergarten Program in Ontario. 

Why must we continue to defend what has proven to be indispensable? 

Melissa Turnbull Building Inclusion, Kindergarten, Learning About Your Students, Mental Health, Mindfulness, Planning, Student wellbeing

The Unspecified Parts of a Lesson Plan

As I was creating my lesson plans one day, I took a step back and thought about what my plans would look like if they were delivered exactly the way that I wrote them. Academic learning and curriculum connections are crucial to the lesson plan itself and seem to be my main focus when planning. I began to think about the ways I engage my students in learning that I don’t record in my lesson plans. I thought about my specific ways of being with students during certain times of the day. The times I exude calmness and the times I exude excitement. I wondered about the times I use words of encouragement, constructive feedback and the moments I applaud students efforts. 

I wondered what would happen to my planning and teaching if I added notes into my plans like “remind students they are important” or “remind students to be safe this weekend”. 

As a newly permanent teacher, I am constantly reflecting on best practices and looking for ways to plan meaningfully and effectively. I am teaching virtually this year and often add additional information about my lessons into the “speaker notes” section of my Google Slides. As I was creating my lesson, I added in some of the above mentioned “unspecified” aspects into my plans. I wanted to explore how or if this practice would impact my teaching or have an effect on student learning. After implementing this practice for one week, here are my reflections:

  1. Adding notes about social and emotional learning into my lesson plans allowed me to continue to be mindful and check in with students about how they were feeling throughout the lesson and the school day itself. 
  2. The added positive notes and words of encouragement to my class were a great way to remind myself that, along with my students, I am also doing the best I can.
  3. My focus remained on my students, rather than the curriculum. Especially during reporting periods, it is easy to get overwhelmed with the worry of meeting curriculum expectations. Adding in my “unspecified” notes grounded me to what was most important. 
  4. Even with my “unspecified” notes, I noticed that I still added meaningful dialogue into each necessary moment. Even though there are daily reminders or common phrases we say to our students – there is no way to predict what each of our individual learners are going to need to be successful or feel loved that day. There is no plan other than to be responsive.

What are the unspecified parts of your lesson plans?

Please note: ETFO’s position on in-person learning remains unchanged. The union firmly believes that the daily, in-person model of instruction and support best meets the educational, developmental and social needs of students, provides the best experience for support, and is the most equitable learning model for all students.
ETFO’s expectation is that elementary virtual learning in any capacity, including through hybrid models of instruction, will end once the pandemic ends.

 

Arianna Lambert Curriculum Planning, Equity, Inclusion, Resources

Critical Consciousness Lesson Plan Template

If you are not following her Twitter, you are seriously missing out! The incredible judy mckeown is an Equity Resource teacher in the Peel District School Board and frequently shares her resources online. Earlier this month, she shared her Critical Consciousness Lesson Plan Template and once again, I was reminded why I so appreciate the work that she does. In this post, I’m going to be digging into this resource and reflecting on some of the questions from the template.

I’m certain that we all remember lesson planning at the Faculty of Education. The tedious work of planning out each part of every lesson and the pages upon pages that you were going to share with your Associate Teacher. I know for me, my favourite part was finding my hook or the minds on but was often unsure of where the lesson might go from there. While I had my plan in mind, I found it difficult to include what I might say or specifics on our consolidation of the lesson because you never know how students might engage with the material. I remember one associate teacher who wanted to know my script for each lesson and it terrified me to think about what if I went off-script. Over the years, I changed the way I visualized my lessons and honestly got rid of the lesson plans that were pages long. 

When I saw judy’s Critical Consciousness Lesson Plan Template, I immediately thought of the 3-part lessons we might be familiar with but what blew me away were the questions contained within. In every section, there are deep and meaningful questions that guide you in developing lessons that are truly student-centred.  As if that wasn’t incredible enough, the checklist on the right really prompted me to think about how this lesson relates to social issues potentially affecting students and others in the world around us.  Below I share my thoughts on a question posed in each section.

Learning Goals: How have you involved students in determining these goals?

This question is huge! When I think about learning goals, I think of taking them from the curriculum and turning the words into student-friendly language. Ultimately, it’s me looking at what they “need” to learn; deciding what we’ll be learning at that particular point in time; and posting it for them, in hopes that they understand where they are going. Upon reflection, this in no way involves students in determining these goals. Imagine the difference that could be had if students understood what they “had to learn” from the curriculum and were a part of determining what they felt ready to tackle and how this new learning might connect to recent or past learning. How might this change the learning process for that group of students? How might this also connect to student interest in terms of subject areas?

Materials: What will you need to provide for your students to create the best conditions for learning?

I consider this often when doing Science experiments in order to make sure that I have everything that I need but what about materials or resources needed for other subject areas? We know that resources are often limited in some schools. How might we get creative in using math manipulatives to help students take ideas from concrete to abstract? What are ways in which we can work together to ensure that what is available creates the best conditions for student-centred learning? How do we create environments for students to be able to retrieve materials that are readily available, when they need them, without fear of being looked at as different?

Before: Minds On: Before starting your lesson, what conditions have you created so that students will have the skills needed to engage in the learning in both meaningful and respectful ways?

It can’t just be me, but this question wowed me. I know that many times, I have walked into lessons making assumptions of what students should know without making sure that I have prepared them with what they need in order to succeed in the action portion of the lesson. I’m not saying that we automatically jump into big, brand new learning with expectations, but often there are things that I expect a Grade 5 student to be able to know, without making sure that they do know it, which leads to frustration on their part with learning new material. How different might the experience be if I really sat down and made sure that what I was planning was learning that they were ready to engage in? Might this involve extra time to make sure that there is success in the lesson? Yes and I think it would provide for deeper learning when we get there. 

During: Action: Where will you create intentional pauses for students to think through and absorb their learning?

This is huge! When planning units, I think of intentional opportunities for students to reflect but within each lesson? I can’t say that I do. The goal here isn’t for students to reflect and to show the teacher what they are learning but it’s for them to be able to absorb their own learning. To make sense of it. To process it and understand what it means for them. This might look different for every child. Some may write. Others may draw. Others may enjoy the opportunity to talk things through with peers. How might we slow down and offer more of these opportunities along the learning journey? How might this lead to an overall richer learning experience for our students?

After: Debrief and Consolidation: How can you build in ways for students to direct how the lesson is debriefed?

Another great question that takes me back to the question for the learning goals. I wonder if this is something that we talk about from the beginning? As a facilitator of the learning, I wonder how we can help students to think about different ways of debriefing or consolidating the learning. I know that many are used to gallery walks or whole group discussions, but what if we allowed students to share their ideas on methods that work best for them? Sure, it might not necessarily turn out the way in which we envisioned our lesson plan or what we think students would “get” out of the lesson but I think it could be incredible to authentically see what students have learned and have them share that with peers. 

Extension: Next Steps: How can you also find ways to follow the lead of your students and support them in the action(s) they wish to take?

I’ve always thought that the sweet spot for authentic learning is at the intersection of the curriculum and real-world experiences. When students are able to see the relevance in what is being learned, they are able to determine what, if any, action they may wish to take. This question isn’t about us as teachers thinking about the direction or action we want to take lessons or projects but following our students and supporting them. This also reminds me that I don’t need to be an expert in every issue but learning with and alongside my student is important in the role of supporter. I also love that this is more than just the lesson being over and done with in the classroom but more about thinking of using that learning for personal or social good. 

Critical Consciousness Checklist: Include the material conditions and realities of your students’ lives?

Although all of these questions are essential, this question stood out the most when I think of student-centred lesson planning. I also think that it is imperative for us to be conscious of the ways in which we bring in our bias about the realities of our students’ lives, particularly when they are not our own. So much damage is caused when we think we know something about our students but haven’t taken the time to listen to or understand members of our school community through their own sharing. By bringing the community into the classroom, and being open to learning from students and their families, we stand a better chance of creating spaces that are truly inclusive. When done correctly, I think this moves away from so much of the tokenism we see online to actually creating opportunities for students to show up as their whole selves within learning environments. 

This post is really just the tip of the iceberg of this incredible template. Since reading it, my mind has been going about my own teaching practice. I know that I will be using the questions within to reflect and interrogate why I choose to do what I do within the classroom, in hopes of becoming a better teacher. Thanks for sharing this, judy! 

Interested in finding more of judy’s incredible resources online? Check out her Linktree. I promise you’ll find some incredible resources that will help you reflect on your teaching practice and grow, if applied.