Equity – Page 8

February 29, 2020 Arianna Lambert Equity, Gender Equity, LGBTQ2S, Literacy

Novels That Spark Conversation and Empathy

This year, due to the ongoing job action, Forest of Reading looks quite different in our school. Rather than having a club where students read books at their leisure and then check in with the teacher who read the book for conversation, we’re reading some of the texts as a class. Given a couple of Silver Birch texts and a brief synopsis of each, I was really interested in My Life as a Diamond. While I’m no baseball enthusiast, the storyline and the age of the main character is what drew me to the text. On their website, Orca Book Publishers Canada gives the following as a description of the book:

“Ten-year-old Caspar “Caz” Cadman loves baseball and has a great arm. He loves the sounds, the smells, the stats. When his family moves from Toronto to a suburb of Seattle, the first thing he does is try out for the local summer team, the Redburn Ravens. Even though Caz is thrilled when he makes the team, he worries because he has a big secret.

No one knows that back in Toronto, Caz used to live life as a girl named Cassandra. And it’s nobody’s business. Caz will tell his new friends when he’s ready.

But when a player on a rival team starts snooping around, Caz’s past is revealed, and Caz worries it will be Toronto all over again.

Will Caz’s teammates rally behind their star pitcher? Or will Caz be betrayed once more?

A heartwarming, funny, fast-paced story about the bravery it takes to live as your true self, no matter the cost.”

Honestly, I wasn’t sure how my students would react to the story but I knew that it would spark conversations around gender and gender identity. We’re about a week and a half into reading the text and students are really taking the time to empathize and some are even noticing their own bias as we’ve been writing reading responses.

Every day, I read the text to students – we only have 1 copy – and they are given a question to reflect upon while we read. Once finished reading a chapter or two, students get writing and talking about their thoughts on a particular section. Some of our reflection questions have included:

If you had the opportunity to have a conversation with one of the characters in the book so far, who would it be and why? What questions would you ask? How might those questions help to shape your understanding of what is happening?
What do you think Caz’s first day at school might be like? Why?
If Caz was coming to Sloane Public School, what 3 key things do you need to tell him about our school community? Why would those things be meaningful to him? Which teacher would you connect him to as a supportive or caring adult? Why?
Why is this book an important text for ALL readers?
Caz had his first sleepover at a friend’s house in his new city. Did he do the right thing by not telling Hank about his decision to identify as male although he was born female? Why or why not?

Earlier this week, one student was really excited that our questions haven’t been about getting the “right” or “wrong” answer but rather an opportunity to think and sometimes the chance to think something new. While we’re only about three-quarters of our way through the text, they’re making connections with the text and the real world and to their lives. It’s been pretty powerful for us as we think about Caz being just ten years old and yet so very brave. I have a number of students who are the same age and they have said they aren’t sure how they would handle such a decision.

December 12, 2019December 12, 2019 Michelle Fenn Advocacy for change, agency, Building Inclusion, Challenging Topics, Equity, General, Making a Difference Through Education, Mental Health, Mindfulness, self reflection, Social Justice, Wellness

Holiday Break Assumptions

December is stressful for so many reasons. Seasonal concerts and plays, crafts and the general hustle and bustle around this time of year. While teachers attempt to make things fun and engaging for the last few weeks before the holiday, there are a few things to consider about assumptions that as educators we might make about our students.

Not every child is looking forward to the holidays.

As working adults we look forward to the break from our daily occupations at this time of year. For us it means a chance to regroup and reconnect. However, for some students it may mean a lack of routine and structure which can provoke anxiety. The reality is that some students may find school the safest place in their lives. The two weeks off of school at the end of the December will inevitably happen for everyone however, not every kid is looking forward to it. So it may be best not to focus on the “Countdown to Break.”

Children living in poverty.

For those children living in families who celebrate the season with any kind of gift giving, this can be a time of stress and anxiety for parents and invariably children. According to parenting expert Alyson Schafer, “Parents of low-income families will often put themselves last in order to shield their kids from poverty and the parents’ health and well-being suffers for it.” Some parents may even skip meals or prescription medication in order to have enough money to buy gifts. Whether the children are aware of their family’s financial situation or not, they will witness wealthier classmates getting more at this time of year and it can be difficult for those children. While this is the time of year that many schools engage in a food drive, teachers need to remember that some students may not be able to donate and in fact, there may be students in your class or school whose family accesses the food bank. It doesn’t mean that would need to stop these charitable acts. As educators we just need to be aware of the assumptions that we make about our students when we engage in the activities.

Those “fun” activities aren’t always “fun” for everyone.

This time of year gets busy in a school. There are often more announcements, events and things for sale or collection. Students who already struggle in school find this time of year difficult because of the multitude of interruptions to regular routines. When possible, keep things as simple as possible for your students. I have always found that keeping as much routine as possible in my classroom at this time of year provided much needed comfort and predictability.

October 30, 2019 Arianna Lambert Equity, Inclusion

Halloween: Discussions Around Inclusion

Every year I struggle with Halloween. While some educators are excited to dress up for the day and plan activities for their students, I’m at times hesitant to say that it’s just something that I’m not interested in. Don’t get me wrong, I’m all up for celebrating holidays with students but there’s something about the day – and it’s not just this one – that makes me wonder about how and what we choose to “celebrate”.

This year, I was certainly appreciative of our administrator who brought up the conversation of inclusion, looking towards Halloween. In my class alone, 1/3 of the students don’t celebrate Halloween and this had me asking a few questions:

What pressure do holidays like these have on students who don’t celebrate?
Is the pressure then applied to parents so that students feel a need to “fit in” by purchasing costumes or treats for friends?
Do students who don’t celebrate feel “othered” on days like this when they’re asked why they aren’t wearing a costume?
With a number of allergies and dietary restrictions in my classroom, how do “treats” impact a student’s sense of inclusion?
How do I ensure that those who wish to celebrate are afforded the same respect as those who don’t wish to celebrate?

Today, the Globe and Mail reported on the ongoing discussions that are happening in our school community. Running through the article was the theme of inclusion. In an era where there is so much discussion around equity and inclusion, how do we handle or manage celebrations like these in schools? How do we make decisions where student voice and choice are celebrated?

In my class this year, students can dress up if they want and there has been no pressure for them to do so. Let’s face it, costumes are expensive. Growing up, I never wanted for anything but looking back, I know that things were challenging financially for my parents. I’m cognizant of the decisions parents have to sometimes make and the pressures of purchasing a costume, shouldn’t be an added burden to them. After several discussions in class, students agreed that they wanted to do something on the day but not necessarily a “Halloween” activity. As such, we’re participating in collaborative games in Physical Education and then participating in Art, Coding or STEM activities for part of the afternoon.

I’m not sure that we’ve come up with the “right” solution for this year’s Halloween but at least the conversations have begun and I look forward to seeing how we make holidays like these even more inclusive for all.

June 16, 2019June 17, 2019 Deb Weston 21st Century Learning, e-learning, Equity, Inclusion, Teacher Working Conditions, Technology

Evaluating e-learning

Like many things in our lives, using technology to learn online does not seem out of place. In business and in education, adults take courses online to upgrade their skills and knowledge. Indeed, online e-learning for Additional Teacher Qualifications is a thriving business.

In March 2019, the Ontario government announced that high school students would be required to take four online course credits (4 out of 30 credits) as part of their high school course requirement to graduate (Government of Ontario, 2019). Before the change, school boards managed and delivered their own online courses and enrollment criteria. The boards paid a fee of about $773 per student to take online courses provided by organizations such as TV Ontario or other Ontario school boards (Ontario Ministry of Education, 2018). The Ontario government states it will centralize the delivery of high school e-learning courses (Naylor, 2019).

In order for across the province high school e-learning to be successful, the infrastructure needs to be firmly and consistently in place. This means that all high school students need to have access to technology in order to complete online course work. Access to technology means access to the hardware of computers/devices and reliable high speed Internet.

Use of technology

In their report, Connecting to success; Technology in Ontario Schools, People for Education site that currently 97% of elementary schools and 100% of secondary schools report at least some teachers using technology to communicate with students (People for Education, 2019). In addition 33% of elementary schools (i.e., grades K to 6), 40% of middle schools (i.e.. grades 7 & 8), and 66% of secondary schools (i.e., grades 9 to 12) encourage students to bring their technology/device (i.e. BYOD – Bring Your Own Device Peel District School Board, n.d.) to school every day (People for Education, 2019).

Access to devises

For access to computers and devices, students living in high income areas will likely have this opportunity as 85% of elementary schools in high-income neighbourhoods fundraise for technology (People for Education, 2019). For students living in low-income neighbourhoods, only 54% of elementary schools fundraise for technology (People for Education, 2019). Challenges also occur in schools as technology hubs are usually facilitated by librarians. In 1998, elementary schools had at least one full-time or part-time librarian. In 2019, this number dropped to 54% of schools with librarians (People for Education, 2019). Access to technology in elementary schools develops skills in using computers and interacting with online interfaces. Cutting funding for teacher librarians cuts students’ access to technology.

Access to Internet

If students live in or near cities, these requirements will likely be fulfilled (although I have personally had trouble with my own Internet access while living within 25 km of a major city). If students live in rural areas or in remote areas, it can be a challenge to get high speed Internet. Internet challenges in these areas include reliable access and adequate speed. Internet can also be significantly more expensive to access in rural and/or remote areas as Internet lines, cables, fiber optics, over-the-air, and phone lines may not be in place.

Lack of research to support e-learning efficacy

The idea of e-learning holds great promise, especially given that its business model advocates greater personalized student achievement with less cost. The lower costs for instructional personnel and facilities are not supported by peer-reviewed research.

The National Education Policy Center (NEPC) at the University of Colorado at Boulder published a report Virtual Schools in the U.S. 2019 suggested that there should be a moratorium on virtual education (Molnar, Miron, Elgeberi, Barbour, Huerta, Rankin Shafer, & King Rice, 2019). The report looked at the efficacy of full-time virtual and blended schools. The NEPC Virtual Schools report stated that there is little or no pedagogical evidence justifying the benefit of e-learning model or to the empowerment of student learning (Molnar et. al., 2019).

Inequity for at risk, low-income, and racialized students

Many students are not prepared for the demands of online learning as they lack the learning skills and persistence needed to complete e-learning course work. With face to face teacher support, students who are at risk have greater success in learning and completing in-person courses (Bettinger & Loeb, 2017). The NEPC Virtual Schools report also noted that fewer low-income and racialized students were enrolled in e-learning (Molnar et. al., 2019).

Lower on-time high school graduation rates

The NEPC Virtual Schools report found that the overall US 84% on-time high school graduation rates were significantly lower for virtual schools at 50.1 % and for blended schools at 61.5% (Molnar et. al., 2019). The elearning business model may cite efficiency in performance but the graduation rate numbers do not perform as well as traditional high schools.

Challenges with instructional quality and sustaining qualified teachers

The NEPC Virtual Schools report also found that there were challenges with instructional quality and sustaining highly qualified teachers in e-learning (Molnar et. al., 2019).

Linking the research to the real world

While researching this blog, I spoke to a number of teachers who have experience teaching high school courses online. The teachers agreed upon their concerns about student success and their own working conditions.

The teachers cited up to 36 students in their online courses with at least half of the students dropping out before the course end date. The teachers also stated that they could be teaching multiple subjects at the same time (e.g., teaching grade 11 Media Arts and Grade 11 & 12 Computer Science).

The teachers noted that the majority of students struggled with self discipline and completing work in a timely manner. There were many concerns about plagiarism and confirming that student work was actually being done by the student and not another person like a parent, peer, or sibling (i.e., concerns about students cheating).

Teachers faced challenging working conditions as there was an expectation that teachers were available at all times even though they were only being paid for 10 hours a week. Poor working conditions for teachers mean poor learning conditions for students. Maybe this is why the NEPC report cited e-learning having challenges in sustaining highly qualified teachers?

Finally, one online teacher wondered if there was a challenge with the pedagogy of the e-learning courses as the courses focused on curriculum and lacked the creative components, collaboration, and contextual problem solving in face to face course work.

The summary of high school e-learning challenges:

Lack of access to technology for all students
Lack of access to reliable Internet for all students
Lack of peer-reviewed research to support e-learning claims of efficacy
Lower graduation rates as compared to traditional learning
Lack of inclusion and equity for low income, at risk, and racialized students
Sustainability of highly qualified teachers
Potential of poor working conditions for teachers
Cost-benefit models show poor e-learning outcomes as an insolvent educational policy

The human factor of learning

Finally, there is the human factor to consider in education. I have always believed that school is not just about curriculum, it is about being with people. Teachers do not just teach curriculum, they also motivate students and help students discover who they are as learners. We all have stories to tell about how teachers changed our lives and inspired us to go further and to not give up when learning gets hard.

School is also about learning to play and collaborate with other students. School is about making friends.

As I was researching for this blog, I had a Twitter comment from a parent in the US. The mother stated that her daughter, in Grade 5, was going to school only 2.5 days a week and doing the rest of her learning online. The mother stated that the child had fewer friends at school and was making most of her friends through extracurricular activities. The mother further stated that she had less time to work as her daughter was now at home instead of at school.

For my last comment I state that it is particularly sad when business models forget about the human impact e-learning can have on making friends at school.

Collaboratively Yours,

Dr. Deb Weston, PhD

References

Bettinger, E., & Loeb, S. (2017). Promises and pitfalls of online education. Economic Studies at Brookings Evidence Speaks Reports, 2(15), 1-4. Accessed at https://www.brookings.edu/wp-content/uploads/2017/06/ccf_20170609_loeb_evidence_speaks1.pdf

Government of Ontario. (2019, March 15). Education that works for you – Modernizing classrooms. Newsroom. Accessed at https://news.ontario.ca/edu/en/2019/03/education-that-works-for-you-2.html

Molnar, A., Miron, G., Elgeberi, N., Barbour, M.K., Huerta, L., Rankin Shafer, S., & King Rice, J., (2019). Virtual Schools in the U.S. 2019, National Education Policy Center (NEPC), Boulder: University of Colorado. Accessed at https://nepc.colorado.edu/publication/virtual-schools-annual-2019

Naylor, N. (2019, March 15). New Vision for Education (Memorandum to Directors of Education, Secretary/Treasurers of School Authorities). Toronto, ON: Ontario Ministry of Education. Accessed at https://efis.fma.csc.gov.on.ca/faab/Memos/B2019/B08_EN.pdf

Ontario Ministry of Education. (2018). E-Learning Ontario: Provincial Funding and Fees. Toronto, ON: Ontario Ministry of Education. Accessed at http://www.edu.gov.on.ca/elearning/funding.html

Peel District School Board. (n.d.). Bring Your Own Device: How Parents Can Partner for Student Success. Mississauga, ON: Peel District School Board. Accessed at http://peelschools.org/aboutus/21stCentury/byod/Pages/default.aspx

People for Education. (2019). Connecting to success; Technology in Ontario Schools, People for Education. Accessed at https://peopleforeducation.ca/report/connecting-to-success-technology-in-ontario-schools/

May 3, 2019 Michelle Fenn 21st Century Learning, Advocacy for change, Building Inclusion, Coding, Constant Learning, Equity, Gender Equity, Gender stereotypes, General, Genius Hour, Inquiry, Inspiring Students, Inspiring Teachers, Integration, Learning in a Real Life Context, Making a Difference Through Education, Math, Mentorship, Modern Learning, Planning, Professional Learning and Growth, Resilience, Resources, Robotics, Technology, Technology in school, The Global Competencies, Use of Technology, Using technology well, Women at Work

The Gender Gap in Technology

According to a recent report* by ICTC (the Information and Technology Information Council) Canadian women represent about 50% of the overall workforce but represent only 25% of the technology industry workforce. Of the 100 major tech companies in Canada only 5 have female CEOs and 1 Co-CEO. 26% of the tech companies have no women in senior leadership at all. There is a gender wage gap in the industry of $7,000-$20,00 per year. When I read these statistics I wondered as educators, what can we do about the gender gap in technology? This is not an exhaustive list, but it is a place to begin:

1. Build her confidence in her abilities.

2. Cultivate a community of supportive peers.

3. Provide a STEM/STEAM club for girls.

4. Ensure that access to technology and computer experiences is encouraged and inclusive.

5. Foster interest in computing careers.

6. Be a role model as a LEARNER.

May 11th is National Girls Learning Code Day. If you are looking to encourage coders in your school, why not begin on May 11th? Below you will find links to resources for beginning coding. Many students code on their own at home and may appreciate the opportunity to mentor fellow students. The resources attached will get you started. There is no special equipment or robotics required. Teachers do not have to be expert coders to encourage their students. Teachers can be role models of resilience, risk taking and problem solving by learning alongside their students. Teachers only need to open the door and expose their students to the opportunities.

Girls Who Code Canada

National Girls Learn Code Day

*Cutean, A., Ivus, M. (2017). The Digital Talent Dividend: Shifting Gears in a Changing Economy. Information and Communications Technology Council (ICTC). Ottawa, Canada.

Elaborated and written by Alexandra Cutean (Director, Digital Innovation Research and Policy). and Maryna Ivus (Senior Analyst, Research and Policy) with generous support from the ICTC Research and Policy Team.

April 6, 2019April 6, 2019 Kim Cousin 21st Century Learning, Advocacy for change, Advocacy for public education, Black History Month, Building Inclusion, Celebrating Success, Equity, Gender stereotypes, Genius Hour, Inspiring Students, Inspiring Teachers, Literacy, Math, Science, Social Justice, Women at Work

Social Advocate through Children’s Story

While many are marching to show the Ford Government our thoughts about the budget cuts, I am reflecting on how we can safely ride out this storm. As a Social Advocate for equal rights and positive outcomes for our children and this world, I am with my sisters and brothers at Queens Park today in spirit and via social media. I find myself planning ways to help the education team and students get through this next tumultuous time while supporting each other and focusing on self care. #ETFOstrong

This week I was privileged to be part of an audience engaged by the “beautiful” and talented writer, Helaine Becker. http://www.helainebecker.com/abouttheauthor.html

She presented to our school community to Grades 4-8 and then to Grades K-4. I always enjoy an inspiring hero and artist who can inform and bring all those social justice issues that I am passionate about to the forefront with the power of words and books.

I am a woman science and mathematics teacher. This book excites me. It encompasses so many issues that I am passionate about. “Counting on Katherine” tells the story of Katherine Johnson and the societal blocks she faced through her life. She faced racism and sexism at every turn yet never stopped believing in herself. This story brings the truth to us about how she improved the world. She is one of the many previously unknown hero’s of my time.

During the very “beautiful” and talented Helaine’s presentation, I found myself and the school population, captivated with her presentation. She spoke of so many subjects which excite me. These topics open opportunities and possibilities for the many I educate. Helaine spoke of how she wrote about feminism, racism and suppression. She included topics of mathematics, science, space, and the “power of the pen”. She introduced the dream of writing to many during her amazing and dynamic presentation of her children’s books.

Thank you, Helaine for introducing me to another hero. I will now share Katherine Johnson’s story with many for years to come.

March 12, 2019May 6, 2020 Deb Weston Equity, Indigenous Perspectives, Indigneous Ways of Knowing, self reflection, Social Justice

Equity and Inclusion for All : Culturally Responsive Teaching and Assessment Pedagogy

The role of culturally responsive teaching is to understand who students are as people and who they are within their community. This pedagogical approach acknowledges, responds to, and celebrates fundamental aspects of student culture while providing equitable and inclusive education for students of all backgrounds and identities. This is especially important for students who identify as First Nations, Métis, and/or Inuit (FNMI). Essentially, in teaching through a lens of culturally responsive pedagogy, student identity is honoured.

What is student identity?

Deborah McCallum states identity is “connected to the groups we affiliate with, the language we use, and who we learned the language from. I believe that each of us has various identities according to the different groups that we belong to, and that this has implications in terms of the languages and discourses we use.” (McCallum, November 28, 2017).

Specific characteristics of culturally responsive approaches include educators taking the perspective of :

positively valuing perspectives of parents and families
communicating high expectations for all students
adapting learning within the context of students’ culture, background, and identities
student-centred instruction and assessment
considering students’ culture, background, and identities within instruction
reshaping and adapting curriculum to address students’ cultural and identity issues
teachers stance as facilitators with students providing input to guide learning

(adapted from Ladson-Billings, 1994)

How does culturally-relevant pedagogy benefit teaching?

Teachers need to be reflective of who their students are and how best to adapt with instruction and assessment to their needs. As reflective practitioners, teachers learn to adapt their teaching to meet the needs of their students. Here, the focus of teaching goes away from the curriculum and towards the learning needs of the students.

Schön (1987) stated that in teachers’ reflection, learning influences behaviour through the teachers’ self-discovery, self- assessment, and deciding the appropriateness of instruction. It is through teacher reflection that the opportunity, the motivation, and the environment reflects on the idea that learning belongs to the learner, the student. In this process, teachers take on the role of and status of facilitator over the traditional role of an “expert” teacher (Schön, 1987).

In using a reflective stance (Schön, 1987), teachers incorporate issues of equity, inclusion, and social justice as a necessary element in their day to day teaching practices. The development of culturally relevant teaching strategies is necessary in order to challenge learners to think critically about their own learning and who they are as learners. In other words, to feel included, students need to see themselves within the curriculum and instruction (Hutton, 2019).

By including their identity in education, students become more engaged in their culture in the context of learning. This helps develop perspective and skills to adapt to present day reality in order to address skills and knowledge for the future (Hutton, 2019).

How does culturally-relevant pedagogy impact families and communities?

It is very important that teachers learn about their students’ families and backgrounds. In learning about the families and communities, students embrace their own understanding of challenges across various cultural communities and backgrounds (Hutton, 2019). This is an importance stance to take given the diversity of students in all Ontario schools.

Developing healthy family-school relationships promotes family involvement and cultural awareness which further develops the supports needed to improve overall student achievement (Epstein, 1995). In addressing the distinctions of families and communities, this results in a varied understanding how families contribute to schools which are part of their community. Depending on language and cultural expectations, different levels of involvement and engagement usually vary (Ladson-Billings, 1994).

Communication between school and home is a critical factor in developing relationships and building overall school capacity. Teachers and families work together to support schools by providing resources and in developing knowledge of diverse learners. Therefore, the community becomes an extension of the community (Ladson-Billings, 1994).

The importance of culturally-relevant pedagogy in teaching First Nations, Métis, and Inuit (FNMI) Students

With a history of abuse (i.e. residential schools), assimilation (i.e. absorbing FNMI people into European culture), and neglect (i.e. substandard funding of education and healthcare), educators need to address ways to meet the specific needs of FNMI students in order to increase overall educational achievement (Ladson-Billings, 1994).

Culturally-relevant pedagogy addresses the connection between school and home by promoting communication, forging relationships, and building capacity for all students. At this juncture, teachers and families support diverse learners through local resources and knowledge sharing (Ladson-Billings, 1994).

The importance of culturally-relevant pedagogy in teaching students who do not identify as FNMI

Given the diversity of students across Ontario, classrooms that show diversity of culture need to represent meaningful and relevant depictions of groups of people. Pedagogy should reflect the complexities of cultures, cultural products, and students as individuals. Further, the portrayal of background needs to reflect cultural history and changes that have evolved today which includes the diversity within groups. In other words, students need to identify with curriculum and instruction. Educators must to become more culturally aware in order to meet the needs of their students and the communities where schools stand (Ladson-Billings, 1994).

Understanding student diversity in classrooms and in schools

Getting to know students is a powerful approach to help teachers understand who students are and the roots of their family history and culture. In honouring who students are in classrooms and in communities, teachers can adapt instruction and impact engagement in accessing what matters to students in their lives. By moving towards students’ cultural and learning interests, students thrive academically (Ladson-Billings, 1994).

Understanding culturally informed pedagogy in the context of assessment

Teachers undertaking culturally informed pedagogies take on the dual responsibility of external performance of assessment (i.e. large scale government assessments) and building community involvement along with student-driven learning. In balancing the demands of culturally revitalized pedagogy with the demands of present day approaches to assessment, teachers embrace pedagogy that promotes student success by not just propelling FNMI students forward academically … but to also in reclaiming and restoring their cultures (Ladson-Billings, 2014). Ladson-Billings (2014) states that “the real beauty of a culturally sustaining pedagogy is its ability to meet both demands without diminishing ether” (p. 83-84).

Best Practices for Culturally Responsive Teaching & Assessment.

The Culturally Responsive Educator Mindset (adapted from Ontario Ministry of Education, 2014, p. 4 & 5)

Socio-cultural consciousness: Teachers are aware of how socio-cultural structures impact individual students’ experiences and opportunities towards
High expectations: Teachers hold positive and affirming views of student success from all backgrounds.
Desire to make a difference: Teachers work towards more equity and inclusion as change agents.
Constructivist approach: Teachers understand that students’ learning is constructed through their own knowledge (or schema).
Deep knowledge of their students: Teachers know who their students are by knowing about students and their families. Teachers then know how individual students learn best and where they are at in their learning.
Culturally responsive teaching practices: Teachers design and build instruction based on students’ prior knowledge in order to stretch students in their thinking and learning.

Effective Cultural Pedagogy (adapted from Ontario Ministry of Education, 2014, p. 6 & 7)

The quality of teacher instruction and expertise outweighs challenging circumstances that students can bring to the classroom (Callins, 2006; Willis & Harris, 2000). With effective inclusive instruction, there is a promise of high academic rigour within the framework of culturally responsive pedagogy and with the supports to scaffold new learning (Gay, 2002; Ladson-Billings, 2001). Some strategies below were adapted from the work of Kugler and West-Burns (2010):

Using professional judgement, teachers recognize that curriculum can be expanded upon in informal and the subtle ways in which the curriculum defines what is and what is not valued in students’ schools and society.
Using inquiry-based approaches to student learning, teachers engaged and self-directed learners. In this approach, students are supported in making decisions about their learning that can integrate who they are and what they already know with their home and community experiences.
Using a variety of resources, including community partners, teachers ensure the learning environment and pedagogical materials used are accessible to all learners and that the lives of students and the community are reflected in the daily classroom learning.
When using resources, materials, and books teachers insure that local and global perspectives are presented and a reflective in the students’ lives.
Teachers need to know and build upon students’ prior knowledge, interests, strengths and learning styles to ensure they are foundational to the learning experiences in the classroom, in the school, and in the community.
Teachers need to ensure that learning engages a broad range of learners so that varied perspectives, learning styles, and sources of knowledge are considered.
When differentiating instruction and ways to demonstrate learning, teachers ensuring both academic rigour and a variety of resources that are accessible to all learners.
Teachers need to advocate to ensure that the socio-cultural consciousness of students is developed through curricular approaches, emphasizing inclusive and accepting education, to inform an examination and action regarding social justice in education.

Have a restful March Break,

Collaboratively Yours,

Dr. Deb Weston, PhD

References

Callins, T. (2006, Nov./Dec.). Culturally responsive literacy instruction. Teaching Exceptional Children, 62–65.

Epstein, J. L. (1995). School/family/community partnerships. Phi delta kappan, 76(9), 701.

Gay, G. (2000). Culturally responsive teaching: Theory, practice, & research. New York: Teachers College Press.

Hutton, F. (2019). Notes on culturally responsive pedagogy.

Kugler, J., & West-Burns, N. (2010, Spring). The CUS Framework for Culturally Responsive and Relevant Pedagogy. Our Schools, Our Selves, 19(3).

Ladson-Billings, G. (1994). The dreamkeepers. San Francisco: Jossey-Bass Publishing Co. Downloaded from https://www.brown.edu/academics/education-alliance/teaching-diverse-learners/strategies-0/culturally-responsive-teaching-0#ladson-billings

Ladson-Billings, G. (2001). Crossing over to Canaan: The journey of new teachers in diverse classrooms. San Francisco: Jossey-Bass.

Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: aka the remix. Harvard Educational Review, 84(1), 74-84.

McCallum, D. (November 28, 2017). Identity and Culturally Responsive Pedagogy , Canadian School Libraries Journal, School Culture, Vol. 1 No. 2, Fall 2017. Downloaded from https://journal.canadianschoollibraries.ca/identity-and-culturally-responsive-pedagogy/

Ontario Ministry of Education. (November 2013). Culturally responsive pedagogy: Towards equity and inclusivity in Ontario Schools, Secretariat Special Edition #35, Ontario Ministry of Education, Downloaded from http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/cbs_responsivepedagogy.pdf

Schön, D. A. (1987). Educating the reflective practitioner.

Willis, A.I., & Harris, V. (2000). Political acts: Literacy learning and teaching. Reading Research Quarterly, 35(1), 72–88.

November 28, 2018November 28, 2018 Michelle Fenn Behaviour Management, Building Inclusion, Classroom Management, Diverse Learning Needs, Equity, Mental Health, Mindfulness, Wellness, wellness

December…in the Classroom

December is an exciting and often hectic month in classrooms. Holiday celebrations, snow days and events leading up to the break will provide some added complications to teaching. Although these are things to consider every day, this time of year can be highly emotional and stressful for students and teachers. Here are some things to consider at this time of year:

1. Be Flexible There will be many interruptions in the upcoming weeks and some of those events you might find out about over the announcements along with your students. Go with the flow. Whatever you had planned will keep until the next day.

2. Be Culturally Aware and Respectful There are many celebrations that go on in the month of December and they do not all occur during the two week break. Be aware and respectful of the cultural diversity in your classroom around this time.

3. Be Aware and Sensitive to the Needs of your Students For many students breaks away from the routine and safety of school bring anxiety. There will be homes in which the holidays provide unrest and economic stress.

4. Prepare your Students When possible, remember to prepare those students who have difficulty with change in routine for upcoming events (that you know about). Prepare them well in advance, keep using the visual schedules and calendars right up until the last day before the break.

5. Keep them Working As much as possible, maintain daily routine and working on deep learning right up until the break. Some students will sense the loss of routine and take that as a sign that the regular rules only loosely apply.

6. Avoid Busy Work If you continue to plan deep learning and rich activities, students will stay focused and on task. If you “write-off” December as a month that nothing meaningful gets done then that will be exactly what happens. Report cards come quickly after the break so you will want to make sure that what you are working on in the classroom comes from curriculum expectations.

7. Movie Time It is tempting to try to keep students calm by watching movies in the upcoming weeks. Remember that whatever the students watch needs to be appropriately approved and should tie to the curriculum in a meaningful way.

8. Breathe December always seems as though it is rushing by at high speed. Take time to connect with your colleagues in the staff room at break time, go for a walk or just have a quiet moment to sit in your classroom. It will rejuvenate you for the rest of the day.

9. Extras It is easy to get caught up in the events in December. You may want to try to avoid taking on extra responsibilities as a new teacher. It is o.k. just to focus on your classroom.

Above all…

10. Take Care of Yourself Sleep, exercise and nutritional balance are the ingredients for staying healthy through the winter months that are filled with colds and flu. When you are sick, take the time to recover and be kind and forgiving to yourself. You aren’t doing yourself, your colleagues or your students any favours by dragging yourself into work when you are ill.

You are almost at the first major milestone in the year. The mid-point in the year comes during the first two weeks of February. You can do this!

October 30, 2018 Will Gourley Building Inclusion, Challenging Topics, Classroom Management, Constant Learning, Differentiated Instruction, Equity, Feedback, Inspiring Students, Inspiring Teachers, Learning in a Real Life Context, Making a Difference Through Education

Both feet

https://pixabay.com/en/summer-swim-pond-landscape-austria-2209393/

Have you ever jumped into a body of water and been able to stop part way? If you have, can you show me how because to this point of my existence it has been impossible when I try? So far.

Defying all of the laws of Physics may not part of our human skillsets, yet. Perhaps with the aid of some bungee cords and a team of riggers, it is possible, but since most times when we take a leap(intellectual or otherwise), we do so without a team to save us.

Oddly enough, the leaps are often contrary to conventional wisdom and traditional thinking/practice. Society loves its non-conformists. As long as there are not non-comforming in their schools. Is it therefore heresy, innovation, boredom with the status quo, egotism, creativity in action, insight or indictment to break the status quo, take chances, or challenge authority/colleagues? Where does it fit in with your practice and pedagogy?

With or without a safety crew, I have always jumped into something with both feet. Knowing there is no way to stop once I’m in the air. Yes, I’ve climbed out and jumped somewhere else when the landing hurt. No, I did not land on anyone either.

Sometimes, I bounced out, unable to fit in with a particular ideology or methodology. What never changes as I try and stretch, and a leap and fall, and land/crash, is the need to keep looking for new places from which to jump with all the excitement and uncertainty that leaping, change and learning provide. A sort of educational thrill seeking if you will.

This is how I see my teaching style and I’m inviting other educators to step out onto the dock and take some leaps of their own. So often, the risk taker in all of us has been hushed by comfort, complacency, or fear. Trying new things is hard. What if no one likes it? What if I fail? How are your students supposed to take chances when you are clothed in bubble wrap yourself.

Our classrooms have to be shaped into an ultra-soft space for students to take their intellectual and emotional leaps with both feet without worrying about the landing or bouncing off the walls from time to time. It doesn’t mean they don’t feel a thud once in a while. It means that they will have a place to discover the limitless potential of their learning not the limit.

How do you see yours? When was the last time you felt free and safe enough to jump in with both feet not knowing how deep the waters?

How did it feel?
Dangerous? Perhaps.
Exhillarating? Always.
Always successful? Not yet.
Staying put? Never!

We owe it to our students to show how much there is to gain from trying new things, taking leaps into new spaces, and from thinking about how, when, and where we are going to land.

Over the next month, I challenge you to try something new in your classroom and share it with us.
Tag me on Twitter @willgourley and try to encourage others to do the same. Thank you for reading and happy landings.

Extra Reading for keeners

16 Reasons Why You Should get out of Your Comfort Zone

Why Taking Risks Pays off for Students and Teachers

September 30, 2018 Arianna Lambert agency, Challenging Topics, Equity, Gender Equity, Health & Safety, LGBTQ2S, Making a Difference Through Education, Professional Judgement, Social Justice

Drawing The Line

Each year, in Canada, approx Screenshot 2018-09-30 at 9.18.11 PM imately 460,000 women are sexually assaulted, although only a fraction of them report the assault to the police (1). In a day and age where this statistic holds true, it’s hard to imagine that our government is wanting to go back to a time where consent and gender identity aren’t being discussed in classrooms as a part of the Health Curriculum. Simply ignoring the very real issues that our students face in 2018 doesn’t make them go away, nor does it help to develop a society that is action-based and ready to implement change.

Earlier this year I was really excited to hear about ETFO’s and White Ribbon’s resource – Drawing The Line. Now I might be slightly biased as my brother is a contributing author but I was thrilled to see a resource that not only provided data-driven information for educators but also included a comprehensive guide for age-appropriate lessons for students in grades 1 to 8. I love that the guide addresses bystanders and offers students ways in which to respond to to sexual violence. Not only do the lessons connect to the Health and Physical Education Curriculum but expectations also in Language and the Arts are included in many of the lessons. This guide is truly a proactive approach to teaching students about healthy relationships and is one that every educator should read and implement in their classrooms. I know that in the past, ETFO was offering sessions on this resource and I hope that they continue.

With hotlines or tiplines being made available, it’s sad to say that we are in such a time where educators are somewhat in fear of teaching what we know to be essential for our students’ safety and healthy development. We need to be having these conversations because unless we do, nothing will change and perpetrators will feel empowered to continue. As you may already know, at the beginning of September, ETFO filed a legal injunction to pause the rollback of the 2015 Health curriculum. The union believes the government’s directive creates unsafe and unhealthy learning and working environments. In the meantime, how are you working to unpack these issues with students? They’re in the news and on the same social media platforms that students are interacting with. How will the work we do today impact the statistics in the future? In the next year, 5 or 10? If you haven’t already, please check out this resource as well as the other resources that ETFO has to offer.

1. Holly, Johnson, “Limits of a Criminal Justice Response” (University of Ottawa, 2012), https://books.openedition.org/uop/592?lang=en