Capacities+Self-Reflection

February 21, 2009
 * // Autonomous-Lifelong Learner //**** : ** developing a disposition for self-directed, continuous learning which is motivated and guided by a desire for professional development outside the traditional setting which may include challenging situations and involve some element of risk taking;

//__ What does this mean to me? __// I think an autonomous-lifelong learner aims to gain more knowledge and develop more skills so that he/she can continue to spread this knowledge to others in ways that are outside the traditional realm of learning encouraging more critical thought.

I like to think I’m a risk taker but I sometimes take educational risks blindly without truly mapping out the potential purpose for learning that the students will experience in the classroom. For example, I found on the BBC Website a really interesting interactive map and tour of Auschwitz internment camps from WWII. I took the tour myself with great intrigue and gained insight into the experience of prisoners during the Holocaust. My challenge however was to use this fabulous web-based tool to engage students in the learning.

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What artifact are you using to reflect on to show your starting point on this Capacity? How does it relate? How will you demonstrate growth in this area of capacity next semester? What literature are you drawing from? Link the readings, articles to your reflections where possible. (Repeat this for each)


 * // Reflective Practitioner //**** : ** being able to use self-assessment and formative evaluation on an ongoing basis to realistically monitor and value change in educational practice, personal learning experiences, and personal beliefs;

//__ What does this mean to me? __// As I teach various subjects to my students, I must personally consider the validity of activities performed by students during lessons, as well as my own personal beliefs about educating youth, while also considering the opinions of other teachers about the methods I use in the teaching practice.

I ask students for feedback about various learning experiences through discussion as well as their level of recognition and recall about course objectives. To become more aware about the impact of my educational practice, I plan to follow the advice of other colleagues by having students fill out teacher evaluations for the year or even a unit. I am also constantly reflecting on classroom management issues as simple, yet not so simple, as dealing with students who consistently show up late to class.

While I am consistently reflecting on how I am getting the message across to my students through activities in class, I struggle to find a balance between being engaging/innovative and covering the curriculum. Sometimes, achieving a goal of teaching to the curriculum overwhelms my desire to put together challenges to the students to engage themselves in the learning.

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 * // Critical Practitioner: //** by analyzing current educational theories, research, philosophies, and policies; resulting in thoughtful educational decisions which consider resources, culture, and diverse learning needs in their personal and professional environment;

//__ What does this mean to me? __// A critical practitioner uses contemporary educational research to develop multi-faceted and flexible methods of teaching to a diverse student population. These students may come from various cultural backgrounds or they may possess a wide range of skills.

This is going to be my most difficult capacity. I am constantly being introduced to new research about teaching today’s youth. However, this bombardment of strategies brings about indecision and confusion. For example, today’s Professional Development focused on developing readers. I find it so challenging to reach students of varying abilities in my classroom. I feel just as guilty about not challenging my stronger students as I feel guilty about not doing enough for my struggling students.

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 * // Facilitator of Learning //**** : ** through understanding the educator’s role, selecting and using appropriate technologies to provide a safe, rich learning environment to achieve curricular outcomes while recognizing student autonomy in learning, diverse learner needs, and possible extension of learning outside the classroom;

//__ What does this mean to me? __// The teacher’s role is to design and organize an education plan that provides technology-based pathways to explore course objectives. The teacher must acknowledge multiple student intelligences and learning styles when designing the education plan.

I have had the students create their own Powerpoint presentations in groups to learn the various Biomes that cover this planet. Students take part in learning about their own Biome, but they must also consider how to teach it to the rest of the class.

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 * // Knowledgeable Educator //**** : ** being able to evaluate, select or create diverse learning and instructional opportunities for themselves and their students that are based on relevant literature and assessment data;

//__ What does this mean to me? __// A knowledgeable educator experiments with new learning activities that engage the educator in becoming more personally knowledgeable as well as the students experiencing new learning outcomes.

I am frequently trying to find engaging resources outside of the textbook and curriculum resources. Primary documents give students more experiential understanding of historical figures and events.

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 * // Supportive Colleague //**** : ** contributing constructively toward enhancing learning communities, supporting members of the community in their learning and inquiry, helping to design and evaluate learning projects, and valuing the contributions to learning of others and self;

//__ What does this mean to me? __// A supportive colleague contributes to new curriculum-based teaching methods, projects, rubrics and implements them in the classroom to evaluate their effectiveness as teaching tools. He/she works in cooperation with other teachers in professional development.

I have helped both beginning and experienced teachers by lending resources and discussing classroom management. I work in 4 different departments: Social Studies, Math, Science, Carpentry. 1 - 2 3 - 4 - ** 5 ** - 6 - 7 - 8 - 9 - 10


 * // Educational Leader //**** : ** helping others in understanding and using appropriate technology, facilitating learning activities, stimulating and facilitating discussion around educational issues, and being aware of their role as an agent of change; and

//__ What does this mean to me? __// An educational leader brings new ideas to colleagues for collaborative change of learning activities inspired by the use of technological innovations.

I hope to be able to contribute more in this capacity as I continue in this program. I see great value in helping teachers realize the opportunities available by using technology to give students more accountability in their education.

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 * // User of Technology //** in their personal and professional roles which will enhance their learning and teaching.

//__ What does this mean to me? __// The teacher uses technology to create a more positive learning and teaching environment inside and outside the classroom.

When I first started attending this program, I would have rated myself higher on this scale. I am not ashamed to admit that I am one of those Powerpoint freaks. I do use other types of technology, such as Youtube videos, flash videos, shockwave flash objects, and certain geography-based programs like Google Earth and Geography Information Systems (GIS). I have introduced my students to Digital Vancouver Sun for use in Current Events assignments. 1 - 2 3 - 4 - 5 - 6 - ** 7 ** - 8 - 9 - 10