Learnign+Experiences

We need to have four learning experiences

LE 1 -- Self - intro to group - four corners ... inclusive education to me is like ... (link to one High Yield strategy) - where i am -- struggles, conundrums, issues, barriers to implementing what I think IE is ( ﻿fantastic idea to address struggles and barriers at the beginning) - importance of teacher reflection: Tyrone Howard -- who am i? what do I believe in? How does who I am and what I believe in impact my teaching and your learning? - movement of awareness to consciousness to action ( ﻿ nice transition to the LE 2 and looking at discrimination) - "i am from" activity - role as educators - how to be inclusive??

LE 2 -- Discrimination - bias in curriculum -- awareness of bias, prejudice, stereotype, discrimination, systemic discrimination - understanding isms & looking at different types of isms - racism - sexism / heterosexism - antihomophobia - ableism - classism - discrimination against first nations, metis and inuit

-> question to Krista -- will need some help in seeing how these isms could be done in a neat way ... ( I have some ideas-- I like the idea of webquest-- your idea of using videos is that it brings in the visual elements of 'isms'. I would model a learning strategy here that they will then employ themselves in the culminating task--for example--if you do a webquest--then the connect culminating task would be to create a webquest of staff or students in your school. For students it would be age appropriate for their grade. The other option could be to connect literature to the isms??

-> was thinking of webquests -- watching some youtube videos -- online museums -- etc.

- power triangle and understanding "attitude and actions" - power triangle and understanding an educator's response to it - curricular alignment with challenging isms - picture books - media literacy - new curriculum out there (OSLA, ETFO, etc.) - human rights code / education - religious accommodation (take from Kal workshop) - article read ---> burning of Qur'an (as an eg) --> what message does that say - a quick review of Banks and pillars I love what your ideas for, but there is too much for LE 2-- decide what you want to move to the specialist course or perhaps LE 3 or 4-- I'm thinking curriculum, human rights code to LE 4??

LE 3 -- Students / Community / Parents

- cultural proficiency ﻿--yes this is a good spot-- Is Culturral Proficiency a standard term across the province--it's used in part 1 too. I'm wondering if we broaden it to "Inclusive communities"-- I trust your judgement if you think it's best to use Culture Proficiency. --> is this the right place for this????

- who are the students --> need for data driven dialogue - define community -- what is a community and who speaks for community? - cultural sensitivity to parents/guardians/communities - cultural responsiveness to the needs of the parents and frustrations - parental engagement - who is the community that can help me (L4) - need for student leadership (moved from LE 2 to LE 3)

LE 4 -- Putting it all together - creation of a plan?? (but what??) - my own personal reflection and what I need to do next - create my own 411 Blue Sheet of Community Support?? - thinking of my school ... using james banks and cultural prof. where are we?

NOTES ...

I want to re-examine James Banks but this time go into the other four dimensions more ... do you think this has been overdone in part 1? I think looking at banks from the other 4 dimension will be very beneficial-- you could begin LE 4 with that-- and then set an action plan which is a beautiful scaffold for them going into the specialist course.