Junior ABQ Portfolio: Commitment to Students and Student Learning
“Members are dedicated in their care and commitment to students. They treat students equitably and with respect and are sensitive to factors that influence individual student learning. Members facilitate the development of students as contributing citizens of Canadian society.” (OCT, 2015)
Chosen Artifact #1: Module 2: Meeting Diverse Needs — Inclusive Literature
I have chosen my Inclusive Literature discussion board posting as the most suitable artifact for the Standard of Practice entitled Commitment to Students and Student Learning. During this investigation, I discovered and identified storybooks that acknowledge and embrace diversity in all its forms. This was an activity that I had not previously done and I found it fascinating to review all the books that captured cultural, religious and gender-based diversity issues.
Rationale:
It is important to acknowledge that students are highly influenced by the tools we use to teach, including storybooks, especially at the Junior level. According to the 2004 Literacy for Learning Document by the Expert Panel on Literacy for Grades 4–6 in Ontario, language, culture and identity engagement are closely associated with literacy. In other words, the texts that we use to teach students convey a strong message about the culture of learning in our schools. It is important that students are able to make connections between the text and their own lives, in order to be engaged with the text. By selecting appropriate inclusive literature that reflects the diversity of Canadian society, students will develop higher-order thinking and critical-literacy skills they need for conscientious citizenship in the 21st century.
By incorporating texts that include injustices, stereotypes and real issues faced by certain cultural, religious or gender groups, students will become competent in analyzing texts and understanding that these texts represent particular views and perspectives. Students will be asked to think about the meaning of the text to their world and how it influences their thoughts, behaviours and actions. This is literacy in action.
References:
Ministry of Education (2004). Literacy for Learning: The Report of the Expert Panel on Literacy in Grades 4–6 in Ontario. Retrieved from http://www.edu.gov.on.ca/eng/document/reports/literacy/panel/literacy.pdf
Chosen Artifact #2: Module 2: Meeting Diverse Needs — Universal Design for Learning
I have selected my FIVE (5) Universal Design for Learning Principles as a second artifact for the Standard of Practice entitled Commitment to Students and Student Learning. UDL principles provide equal opportunity for all students to learn, therefore promoting equity within the classroom and school at large.
Reflection:
My five Universal Design for Learning Principles address the need for educators to design products, methods, and environments to make learning accessible to everyone, notwithstanding skill-level, age or disability. By implementing “design thinking” as stated in Learning for All (2013) we can nurture “creativity, collaboration, empathy and divergent thinking skills appropriate for twenty-first-century learning” (MOE, 2013, p. 14).
The UDL core concepts of 1. Universality and equity, 2. Flexibility and inclusiveness, 3. An appropriately designed space, 4. Simplicity and 5. Safety are reflected in my five Universal Design for Learning Principles. By implementing UDL in the learning goals, teaching strategies, pedagogical materials, technological tools, student product variation and assessment and evaluation, we can ensure that all students are given a fair and equitable opportunity to succeed.
Universal Design for Learning is necessity to commitment to students and student learning. My Five UDL Principles treat students with equity and set up students for success.
References:
Ministry of Education (2013). Learning for All. A Guide to Effective Assessment and Instruction for All Students, Kindergarten to Grade 12. Retrieved from http://edu.gov.on.ca/eng/general/elemsec/speced/LearningforAll2013.pdf
Discussion Board Post
Inclusive Literature — 3 Books
Brittney Rossi posted Nov 18, 2015 5:26 PM
Number the Stars by Lois Lowry for ages 9 and up (Grades 4–6+) is a story related to the Holocaust. In the year of 1943, during the Jewish New Year, the Nazi forces announce that they are invading Denmark to capture the Jewish people. A little girl named Annemarie Johansen helps to hide her best friend, Ellen Rosen with the help of her family who get involved by staging a fake death of an aunt who never existed in order to save Ellen.
The main concept that is taught is courage and bravery when faced with adversity; it focuses on human decency and not being narrow-minded and prejudiced. This is an important life lesson to all students which communicates that they can be an advocate for another person’s rights which can be used in situations which include racism, discrimination and bullying.
Grandmothers’ Stories retold by Burleigh Muten for ages 9–12 (Grades 4–6) is a story related to wise woman tales from many cultures. Similar to Chicken’s Soup for the soul, this book covers re-told stories of a Japanese grandmother who multiplies grains of rice, a Russian version of Hansel and Gretel, a German Cinderella story and some other foolish tales.
This book is food-for-thought and encourages imagination for all readers especially in the older range. Grandmothers’ Stories places a cultural twist on some existing fairytale stories which allows students to build on what they know and learn about other cultures.
10,000 Dresses by Marcus Ewert is recommended for ages 4–8, but really suitable to any age group including adults. In the book, every night while he is sleeping, Bailey dreams about magical dresses. However, when Bailey is awake and talks about his dreams everyone tells him “You’re a BOY!” When Bailey meets a new friend Laurel and they team up to make dresses together, his dreams become reality.
The issues addressed in this book are self-acceptance (despite what peers say), gender stereotypes and gender identity. The main character is a transgender protagonist which allows the Junior Learner to see the world through a different lens.
Discussion Board Post
Five UDL Principles for Student Success
Actions for Five UDL Principles for Student Success
Brittney Rossi posted Nov 18, 2015 9:19 PM
Subscribed
- Collecting student feedback on teaching is important to informed instruction.
- Creating an organized classroom layout with minimal distractions is the first step towards facilitating student success.
- Make sure teaching materials are varied in form, presentation and difficulty level to reach all students.
- Verifying that all students understand the learning goals is crucial to student achievement.
- Varying the product by giving students options for assignments will increase student interest and motivation.