UBC TELL 3C Case 3 Project by Bernadett Askey

BERNI Magazine

Case 3: Grade 3/4 Rural class

BERNADETT ASKEY

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ducation is a way of life. Connecting education and design is Bernadett’s mission. Her role as a designer and educator is to inspire. She teaches based on learning outcomes and the individual learner’s abilities. Education should also be a community-driven project. As such, she is also a member the board of a the Mount Pleasant Family Centre in East Vancouver. There, she handles its mission mandate, fundraising and personnel.

It all started in Budapest, Hungary where she habitually rearranged her furniture as a child. As a young adult she found employment in the printing and reprographics industry. Upon moving to Vancouver, BC., she began taking Interior Design. She completed her diploma at NKBA- and FIDER-accredited Lakeland College in Alberta. There she earned several student design awards.

Her career in education began with tutoring fellow students at Lakeland. Back in Vancouver, she worked as the Education assistant for the Canadian Craft and Design Museum. Bernadett worked for several years as an independent designer and for local design firms.

She started teaching at LaSalle College Vancouver and Vancouver Community College in 2002. She joined the Interior Design Department of the Art Institute of Vancouver in 2005.

She completed her Bachelor of Science in Interior Design through the Art Institute of Pittsburg in 2009. In 2015, Bernadett earned her Master’s Degree in Adult Education from Argosy University.

Now she lives and works in Vancouver with her husband and two young children.

Her teaching philosophy is based on inspiring and supporting her students, faculty and colleagues. She provides a respectful environment for students to feel comfortable constructing knowledge.

Her curriculum design is based on industry standards. She designs classroom projects to carry students from a novice level to expertise. Student’s learning styles, cultural backgrounds and personal skills guide curriculum design.

Cover: https://awastenotkindoflife.com/ making-your-own-abc-picture-book/

CASE 3 (Oct. 15 – Oct. 25, 2018) Professional Development Day Friday Oct0ber 20th

The cries of seagulls and scent of ocean air greet you as you drive off the ferry at Oceanridge, a resource-based coastal community where you will teach a grade 3/4class this year. Oceanridge is located near an old growth forest that has been the focus of several environmental protests. You wonder what relationship, if any, your students and their parents have to the protests. Should you integrate what is happening locally into your teaching? How might you do it in a way that engages the curriculum, this place, and the people within it?

As you take the main road through town, you pass the school and wonder how the coming year in a rural community will compare to your previous teaching experiences at two schools in Richmond. You understand that almost all of your students speak English as a first language, which is different than your previous classes with many multilingual students. Although, you wonder if there might be some specific things you will need to consider across the curriculum related to regional differences in language usage.

Thinking back, you feel happy about the many “fun” activities you provided for your Richmond classes. Last year’s group really loved that penguin unit and the baking sessions! Still, you remember wondering what your students actually learned.

You attended a Professional Development presentation in the summer on balanced literacy and have been planning a balanced literacy program that reflects all the language arts, incorporates children’s literature and the classroom environment. You are confident that this approach will provide opportunities to access and build on students’ funds of knowledge.

You have been told that one of the students in your class is “gifted”. As you think about the opportunities you might provide, you realize that you need to learn more about what giftedness might mean before you can make any plans.

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BALANCED LITERACY

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alanced Literacy is an Instructional approach based on Universal Design of learning. The goal is to develop competent, literate learners who know what they understand and who they are, which can achieve social change.

Through modelled activities, students will be able to understand Who’s KNOWLEDGE, TO WHOM and FOR WHAT PURPOSE is being communicated. With the guidance of the teacher, students develop linguistic, critical thinking, collaborating, problem solving abilities, and take ownership of their learning.

THE TEACHER’S TASK :

Teachers need to provide uninterrupted blocks of time to support students success.

Assessment is conducted in an ongoing fashion. Mini lessons and demonstrations should guide students learning, and their individual interest, and knowledge should be utilized.

Especially helpful for ELL students to be able apply their prior in the head knowledge. In Case 3, the teacher should allow students to share their understanding of current community related issues in order to gain better understanding of the complexity of the task to create a cohesive group of learners. Furthermore, the teacher’s job is to create engagement with the story. Children need to be introduced to a variety of texts, genres and literacies. Activities such as guided reading, independent reading, group reading, shared reading, spelling and word work, interactive writing, read aloud, guided writing, independent writing are all element of a successful balanced literacy program.

GUIDED READING:

Is an instructional approach that involves a teacher. Working with a small group of students who demonstrate similar reading behav-

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iours and can all read similar levels of texts. The text is easy enough for students to read with teachers skillful support.

COOPERATIVE READING

Using Literature study groups to have the students help each other become text participants by helping each other make meaning of the story. The students need to sort out the Semantics, and this works well in groups as they all bring different background knowledge with them leading to different ideas. Readers Theatre: Distribute copies of a short story and have kids read different character- dialogue, and some read the narrative. Children can write scripts and play out a story with puppets as well.

method has a variety of activities for children to engage with literacy. The five main components are Read to Yourself, Read to Someone, Work on Writing, Listen to Reading and Word Work. Teachers can create a schedule where they show students all of the activities, by providing explicit instruction, model the activity with the help of students, ask students to try each activity (Guided Practice) gradually increasing their time with each activity from 3 minutes to 15 minutes for example- Independent Practice. Students become self sufficient and able to choose their own activity throughout the day by day 20-25. This is the application of Gradual Release method. This method can incorporate sections of math, science, art, or any other activity and subject, as it teaches literacy through subject matters based on the students and teachers interest.

CURRICULAR EXAMPLES

http://twepackprints.blogspot.com/2015/04/ learning-with-readers-theater-by-ellen.html

INDEPENDENT READING

Teachers need to allow students to have access to a variety of texts (magazines, newspapers, graphic novels, fiction, non-fiction, etc.) and let children choose what they want to read for their own enjoyment.. Teachers can also model reading in the classroom, so taking some time to read in the classroom can help students see good practice of literacy.

THE DAILY FIVE

This program may be a good start to balanced literacy by Gail Bushy & Joan Moser. This

BC Curriculum: elements of story functions and genres of stories and other texts: Could mean to teach students about different genres (procedures, report, narrative, discussion, recount, by collaboratively designing and planning a unit of work to consider imagination. Negotiating and implementing the designed curriculum through games. Some ideas for games are: “Story Innovation, Freeze, Story maps, Time lines Hot Seat,Text reconstruction, Readers theater and others.

Literary Elements and devices: descriptive language, poetic language, figurative language, images, imagery, rhythm, rhyme, simile, alliteration can be introduced through any curricual subjects while talking, thinking, reflecting, questioning and developing awareness of the topics, genres, opinions and developing awareness of self as a reader and a writer.

THE STORY OF GRADUAL RELEASE ...

Teacher provides Explicit Instruction, as in actively engaging students in skill-based instruction as part of student’s learning process.. Teachers can introduce Semantic knowledge, the knowledge of the field. For example, word walls, word sorting, and rich literature discussions.

During Independent practice, students can become code breakers and start to utilize their knowledge of language structure. Applying general semantics teaches children to focus on extensional thinking, the meaning of the language, and become aware of individual-language based biases. Balanced literacy helps children build multi-dimensional understanding through circle of activities in reading and writing. https://www.wikihow.com/Teach-Art#/ Image:Teach-Art-Step-13.jpg

Modeled Instruction is provided when the teacher demonstrates the activity. Teachers can talk about syntactic knowledge, the understanding of the structure of the language.

Guided practice and Collaboration uses ongoing assessment and individualized instruction. During guided reading and other work, teachers can help students understand the Grahpophonic knowledge of the language (sound-letter relationships.

Independent Success follows once students received explicit instruction, modelled instruction, guided practice and independent practice opportunities. Students need to be exposed to multiple forms of the information, and be given the opportunity to see different point of views as text analysts. Students will be able to participate in the understanding of the work using their in the head knowledge. Finally they will become text users, and will be able to ask critical questions about what they are learning.

ECO-JUSTICE

integrating local issues of environmental stainability into the classroom community.

Photo by B. Askey

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cojustice looks at the relationship between the environment and humans and focuses on the injustices that humans must address, because they are obligated to take the inherent value of other living things into consideration especially if these other things are affected by human actions. The purpose of place-based education is to strengthening connections between students/schools and their communities. Through field trips, outreach programs, community building, opportunities for active participation in democratic processes including problem solving and decision-making will be possible. It is important to increase students’ appreciation of their local environments,as 6 | Case Three | October 2018

their awareness of their surrounding builds their identity, and their connection to the outside world. In Case 3, the teacher’s role will not only be to connect with the community that is new to her but also to be a guide, and a co-learner. Teachers can be brokers of community resources and learning possibilities. The teacher needs to guide students towards becoming text analysts to recognize community issues from written text, and be able to begin to “ recognize the ideological perspective of a text [or place], stand outside of that perspective and critique it”. (LLED 350)The MINISTRY RESOURCES on Environmental Learning highlight applications of topic areas as possible learning outcomes to help

teachers develop sustainability-related course content. The Environmental Learning and Experience: An Interdisciplinary Guide houses useful curriculum packages and will be complemented by web resources to support environmental learning in diverse subjects like science, social studies and language arts. that is easy to utilize for the teacher online in Case 3. According to Wason & Ellam (2010), “Combining place‐based education with social constructivist pedagogy fostered places for learning for children to create a knowing that they, too, can take action for places where they live throughout their lives.” As places are settings that are often linked to memory,imagination, or experiences, teachers can use the surroundings in presenting students with opportunities to touch, view, smell and listen outdoors in an interactive and social setting.

GLOBAL ECOLOGICAL JUSTICE MOVEMENT

Another important approach to environmental education is through the application of Indigenous ways of knowing The principles of reciprocity in Ojibwe Medicine Wheel teachings align with the idea that “an appreciation of place precedes any commitment to stewardship” (Wason-Ellam 2010). The Medicine Wheel points out to us that we are all one, allunified, and each an important part of this world. As we understand this, we realize we must work to maintain balance and keep other areas of the Wheel from suffering.” Teachers need to teach respect, so they can show through the medicine wheel, as when facing each other in a circle.

CONFLICT RESOLUTION IN

A Child’s Guide to the Medicine Wheel, (The Land Has Memory,

EDUCATION

Because conflict is a natural part of human relationships and interactions,in Case 3, the teacher should not shy away from engaging students with local issues. To avoid conflict, is not going to build a community, or teach children how to deliberate, look at all sides of a story and form educated opinions.

The teacher’s task is to find appropriate, creative, and non-violent approaches to conflict, so that the students can use its constructive energy. Focusing on issues not on people through in-class activities will create a forum where children can listen and share their ideas. Activities such as drama, debate and role play can be used to demonstrate viewpoints. The teacher should remain objective in order to facilitate the discussion.

Product based justifications

The issues are related to major social, political, economic or moral problems The issues are directly related to student’s life Sometimes media presets issues in certain ways, educators need to address this problem with demystification and discussion.

Process-based justification

The issue itself is less important than learning competences and behaviour to engage with them Subject-related: the ability to discuss issues in productive way; everyone’s view matter Cross-curricular: communication skills, interpersonal skills, reasoning, creative thinking Civic behaviour: increase political engagement, interest in discussing public affairs.

CLIMATE CHANGE DISCUSSIONS In Case 3, the teacher can discuss how climate change affects local community by analyzing local forecasts, and can introduce stories of scientist in action on climate science projects. In order to incorporate local knowledge

by Indigenous people, the teacher should invite an elder to the classroom, as well should take the students out to the field.

Students in motion:

A project can apply climate change knowledge to local level by encourage students to create their environmental club, create a climate action plan for their school. A beach clean up for example would be a great start!

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Photo by Bernadett Askey

Regional differences in Language Language and register in the classroom

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he challenge is Case 3 includes laccommodating includivelly local dialects and language useommunication. According to the Accommodation Theory (CAT) speakers adopt abandon certain dialectal features of language. Children and teachers can associate or disassociate themselves from social groups by converging or diverging from the common language patterns. By varying speech, language use, pronunciation, timing, loudness, discourse style, and nonverbal communication, they can get the appoval of a social group. The opposite of this converging pattern is diverging, when people could used the language features to exude power difference or reinforce important identity distinction. Because language is socially constructed, people understand that it is the context which forms the text and not the other way around.

It is the context or the environment of the text we are interested in when talking about register and dialect.

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he register of a language is comprised of who,what and how and is situated within a culture. Culture can mean any community practices: Example: Places of worship, car community, youth culture, school or other situations. In Case 3, the teacher’s task is to show students how they need to know when to use a type of text, ways to communicate, at different places, with different people. The variation of subtle nuances of the language can be identified on a continuum of BICS (Basic, Interpersonal, Communicative, Skills) & CALP(Cognitive, Academic, Language, Proficiency ). Three spectrum which display characteristics of register are Field, Tenor, Mode. The field is the topic (such as cooking, science, sports); the tenor is the person we are addressing (such as family, superior, experts, public);the mode is the way the language is carried out (such as spoken, written, formal) and includes the intension of casual or formal language used.

Dialect tells us something about who someone may be associated with different communities of speakers ,and it tends to be related to but distinct to region, social class, race, ethnicity, and gender. In case 3, the teacher’s focus should be on how the language works , not so much on dialects within the language. There is traces as the way the language was created even if they lost the language. However there is a perspective about discourse (regarding the importance of the meaning of words, and power of their language), and still: Phonemic, syntactic, Lexical, Discourse. Assumptions made of people or social groups based on dialect would reinforce a hierarchies or dominant discourse. Therefore, teachers need to avoid the ideological conflation of particular dialects as this notion has been linked to assumptions and the perception of intelligence.

The Function of Grammar: Ask questions: Is it the most appropriate in this particular topic/ circumstances? However, when we talk about genres, we should encourage children to be able to move across ways of expression.

People have many ways to express dialects, are able to enrich English by being able to add some other angles / convey feelings/ meaning (sometimes when translating).

Children can be interacting in different languages, dialects, and registers at home. Children need to have the ability to develop their own voice, by which, a way they manage to make themselves understood or fail to do so.

The traditional method of teaching “standard English” involves teacher corrections on communication differences from the standard; therefore, controlling the voice of students. It is the teacher’s task to create an inclusive classroom, so all students are confident expressing themselves. Otherwise, Students become less confident in oral expression and could become Photo by Sara LiYing

reluctant to discuss or speak up in class, or create their accurate identity.

Students either try to conform and be the “good pupil” or see their dialect as their identity and disengage with the education system.

BC CURRICULUM

In the curriculum teachers can find the elements of a story: meaning what are the grammatical elements of a text. Students can recognize how different text reflect different purposes: What do you want that text to do., and he structure and elements of a story.

The story connecting with cultures connects people to land.

An example could be to look at how would that text be done in other languages?

TEXT TYPES OF SCHOOL

Teachers should introduce common genres and text types so kids can unpack and repack test types.

Procedures: Recipe, set of instruction, Menu Report: on subject using a particular structure, retelling of events (ex: a letter, a journal, newspaper) Narrative: story to entertain. Starts with When…where…who (once upon a time.. series of events.. conflict… catharsis, resolution.

Discussion sides, Argument: Should marijuana be legal? *Example: The true story of the 3 little pigs Recount: how was your weekend?

Lessons in life: What you get out of a ferry tail? Kindness vs evil.

They all have purpose, structure, Some subject area uses some text types more commonly than others.

For example: Science: Procedure, discussion, report.

Social Studies: Story, narrative, recount, procedures of tapping maple tree.

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The gifted child

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iftedness is defined in terms of a student when she/ he possesses demonstrated or potential abilities that give evidence of exceptionally high capability with respect to intellect, creativity, or the skills associated with specific disciplines.

Students who are gifted often demonstrate outstanding abilities in more than one area. They may demonstrate extraordinary intensity of focus in their particular areas of talent or interest. However, they may also have accompanying disabilities and should not be expected to have strengths in all areas of intellectual functioning.

(BC Ministry of Education (2016). The characteristics are manifested differently in individuals, and can be characterized in Above Average Intelligence, Task Commitment and Creativity. According to Joe Renzulli gifted behaviour occurs at the intersection of all three sets of characteristics. Above Average giftedness means advanced vocabulary, memory, skillfulness in generalization of topics, comprehension and application of new ideas, and the ability to make judgements and decisions.

Giftedness in Creativity means curiosity is expressed , many ideas, details solutions presented in creative and unique ways to problems. Giftedness in Task commitment means the child can set their own goals, know their own interest, have high level of energy, where they assume responsibility. They don’t need a lot of external motivation, and prefer to have their own interest perused.

HAWARD GARDNER’S MULTIPLE IN­ TELLIGENCES

Defines seven areas of intelligence, such as : 1)Linguistic: The ability to use words effectively both orally and in writing (e.g., writer, orator).

2)Logical-Mathematical: The ability to use numbers effectively and to see logical relationships and patterns (e.g., mathematician, scientist, computer programmer).

3)Spatial: The ability to visualize and to orient ones the world (e.g., guide, hunter, architect, artist).

4)Bodily, Kinaesthetic: The ability to use one’s body to express ideas; to make things with hands; and to develop physical skills (e.g., actor, craftsperson, athlete).

5) Musical: The capacity to perceive, discriminate, transform and express musical forms (e.g., composer, musician).

6) Interpersonal Intelligence: The ability to perceive and make distinctions in the moods, intentions, motivations and feelings of other people (e.g., counsellor, political leader).

7) Intrapersonal Intelligence: Self-knowledge and the ability to act adaptively on the basis of that knowledge (e.g., psychotherapist, religious leader).

ity pattern is matched rather than mismatched, to instruction and assessment.

TEACHING STRATEGIES

Acceleration is the practice of placing students at a higher than normal level of instruction to meet their learning needs. It occurs when a classroom teacher provides the student with advanced curriculum, when a student skips a grade, or when a student takes a specific course at a higher level. Acceleration would allow the teacher to match the level, complexity, and pace of the curriculum to the readiness and motivation of the student. Other methods can be used, such as Telescoping, Compacting, Independent study, Tiered assignments, Learning centres or Curricular Design Models.

Individual Education Plan (IEP) is a child needs exceptions from the ordinary program. It is a continuous and flexible teaching and learning plan, rather than a series of separate and discontinuous actions.

TWICE EXCEPTIONAL STUDENTS

• • • • • •

Some gifted students have additional special needs ADHD Dyslexia/ Dysgraphia/ Dyscalculia Auditory Processing Disorder Obsessive Compulsive Disorder Asperger’s Syndrome

• Autism We must also give special consideration to those with gender identity issues and coming from poverty. Furthermore, gifted can be defined in various ways. For example different cultures view different characteristics as gifted. Giftedness is more than just IQ scores and gifted students may be asynchronous learners.

TRIARCHIC MODEL

Is a Unified Model of Identification, instruction, and assessment, which allows students to performed better when their triarchic abilOctober 2018 | Case Three | 11

Place-Based Education Photo by Bernadett Askey

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sing the local environment as a starting point to teach all sorts of curricular subjects is beneficial for students, as they develop stronger ties to their community sens, enhance appreciation for the natural world and are able to create a heightened commitment to serving as active, contributing citizens. David Sobel states that a bond is formed between people and their environment, and that”by learning and playing in local and natural environments, children can connect to “a piece of the environment that has been claimed by feelings” (Sobel 1993 p. 159).

Similarly Haward Gardner points to the naturalistic intelligence, which he says people can develop later in life. He compared a naturalistic learner to a kinaesthetic learner as they both love to be able to touch, feel, hold, and do.

Hands-on learning, preferably outdoors is the best way for these students to learn.

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BIOPHILIC HYPOTHESIS

Stephen Kellert’s description of the relationship between humans and their environment states that the capacities of humans to think, feel, communicate, create, and find meaning in life all depend upon their relationship to nature, therefore educational opportunities, and time spent in nature will aid a better relationship between people and their environment, and will enhance their understanding of place.

INDIGENOUS PERSPECTIVE TO LAND

Considering balance and harmony with the natural world, and people’s engagement to the ancestors and the metaphysical world helps children use languages embedded in land by considering geographical markers.

Furthermore, according to the Mi’kmaq Nation, we are all related and every living and non living entity plays a crucial role in sustaining the planet.

THE BENEFITS OF PLACE-BASED EDUCATION

It sis trengthening connections between students/schools and their communities and reducing students lack of participation through increasing the relevance and authenticity of learning experiences. In Case 3, students will be able to engages in inquiry/problem-based learning by discussing local issues. Their involvement will increase their appreciation of their local environments fostering ecological literacy.

Teaching practice could include aintegrating existing community elements in the classroom, such as inviting a local resident into the classroom. Students can take field trips, and engage with local issues. For example in Case 3, the teacher can show students clear-cutting- if that is the topic of disagreement in the community. This approach is called the context curriculum. Investigation and inquiry can lead students to form their opinions based on evidence. Context curriculum involves high-quality and engaging learning opportunities that help meet the diverse needs of all students. Personalized learning puts a focus on enhancing a student’s interest in learning by giving them a say in what and how they learn which in turn leads to self-directed learning. he inside out school method looks to the environment for answers.

As the environment is the third teacher (Reggio Emilia approach), teachers can see the influence of the place, and how it contributs to children’s learning. One of the eight Reggio principles that is needed for the environment to act as a third teacher is bringing the outdoors in. In early childhood children see and use space to create meaning. Natural environments not only stimulate social interaction between children but are necessary for children’s development of autonomy. In Case 3, the teacher can plan for place-making to support children’s development of community, positive identities, and successful learning.

She can present the community, and the classroom surrounding as third teacher.

She can also see the child, teacher role, and curriculum are all things that should be considered when perceiving the classroom as third teacher.

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THROUGH THE SCALE OF IMPLEMENTATION,

Children’s understanding of place begins with an understanding of themselves and their role in the community first. Then the notion of place then broadens to classrooms, schools, communities, regions, and the world. As the scale broadens, learners (teachers and students) continue to experience relevance learners’ knowledge, skills, and understanding can be transferred from local to global contexts.

CURRICULAR EXAPLES

Math G 3/4: connected to place, story, cultural practices, and perspectives relevant to local First Peoples communities, the local community, and other cultures.

Science G3/4: eflect on history, connect with culture, and establish identity. The connection between people and place is foundational to First Peoples perspectives of the world.

Competency 3: Explain why people, events, or places are significant to various individuals and groups (significance) Explain why people’s beliefs, values, worldviews, experiences, and roles give them different perspectives on people, places, issues, or events.

Competency 4: Construct arguments defending the significance of individuals/groups, places, events, or developments (significance) Sequence objects, images, or events, and determine continuities and changes between different time periods or places (continuity and change) Make ethical judgments about events, decisions, or actions that consider the conditions of a particular time and place (ethical judgment)

Photos by Bernadett Askey 2017

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Thank you! askey studio

Photo by Bernadett Askey, 2017