Last first day of University! We were in charge of leading the new block 1’s through orientation. My group created our own shirts and named our group “Maroon 5”. As we do like some old Maroon 5 songs, it was for the colour we were assigned. Elaina and I participated in a ProD day with Nusdeh Yoh Elementary and we were introduced to our game. Holding up a tarp and lowering it trying to say the name of the other person before they say yours. Also, a spot the difference game in the same kind of way. It was really fun to spend time with our cohort and get to know some of the block 1’s. It feels like it was yesterday we were participating in block 1 with block 5’s. Now we are almost done. This is a shorter post but it was a fun couple days. Now it is time to wait for final practicum placements and getting ready to plan. Plan. Plan.
After Westcast back in April, the talk of taking our presentation elsewhere to continue it was almost instant. We were able to present at our own University at the Teaching and Learning Conference. Presenting to educators from different fields was super nerve wracking for me. I did do this presentation to push myself to try and talk to people. I think I’m getting better but in front of people with higher degrees took me back a little bit. Having Ariel and Amanda to work with has helped a lot and having Dr. Christine Ho Younghusband guiding/working with us has been really motivating. This would be the second iteration as we had to change it to fit the audience. I think it went really well. You could here the nerves in my voice but every time we get outside I feel better and I’d like to say I get more relaxed also get out my head. We got good feedback from participates and when we finished it was time to get ready to present to our cohort and the beginning of the new cohort.
Block 1/5 sharing made me not as nervous. Of course though I still got nervous. I feel when we are done presenting this whenever it is I will not get nervous. Let’s return to that though at the end. We had the opportunity to present to the block 1’s to show them an example of an inquiry presentation they have to do for one of their classes. This is the third iteration. Which we also edited to fit our audience. I feel it went really well and I hope that they got something out of it (even just a little). Our cohort was also there and hopefully they were happy to see what we have been working on for so long. So far all I’ve heard was good feedback and great comments.
Next will be getting the fourth iteration done and heading to UBCO to present there. (Hopefully my nerves will be less)
My education program went on a field trip to Barkerville for two days.
Day One: We first stopped at Blessings grave and learned about the history and to do an activity. We talked about in groups what we could do if we brought students there and it was interesting to hear the different grade level ideas. Next we stopped at a cemetery to learn more history and more activities. We did sketches of what we saw and shadows. We then did some gold panning. I found no gold but I grew up gold panning so it wasn’t to sad for me. We then stopped in Wells at the Elementary school to listen to some of the kids give presentations on the area and the people who used to live there. We then got a tour from the students followed by a bog walk from the teachers. Then it was time to head to our sleeping accommodations. My friends and I chose to stay in a cabin. The campsite we were at wasn’t open to the public so it was just us and other people from the program which was nice to have our own space. We set up camp very quick but it was hard to keep our fire going without so much smoke. Further into the night everyone form the program came to the campsite to do a big class fire. We talked about the practicum, ate food and enjoyed each others company. Then More fire and smoke throughout the night. Lastly, when it was time to go to sleep we tried to turn on our heat but it wasn’t working. So we left it on not thinking of it (on full blast). I woke up in the middle of night to go to the washroom. It was really weird to be up and it wasn’t pitch black outside it was more grey and hazy. Oh and our heat decided to work and it created a sauna in the cabin. I just left it because I was freezing majority of the night so I kind of enjoyed the heat.
Day two: Now it was time to head into Barkerville. We listened to the morning drumming. Which was a powerful thing to be a part of there. I’m glad they are bringing in more of the Indigenous perspective. We had breakfast at Wake Up Jake’s while waiting for the bakery to open. The food was really good and the portions were huge. We then got in line for the bakery. Everyone kept talking about the sourdough bread so I had to see if it lived up to the hype. Everything looked so good I got a doughnut which was huge and some of the bread. (It all lived up to the hype.) We explored Barkerville going into the shops and the houses. We also got a picture done. Which was really fun to dress up and be in a fantasy for a while. Then we explored more, we met up again as a program to talk about our days till it was time to go to the theater. I haven’t been to the theater there before. It was really funny and a great way to end the day. Lastly we went to the candy store. There were so many options to choose from but we all left with some delicious goodies. Back home I had a shower I could smell the campfire smoke leave my hair. Overall, it was long trip but really good experience.
Beginning the Dakelh language: Learning about the beginning of the Dakelh letters and pronunciation was interesting to me. Especially the glottal stop. Saying Lhedli T’enneh wrong and it is so nice to know how to say their nation properly. I can’t wait to learn more of the language.
In our Second Language class we went to the PitHouse near UNBC and Elder Edie Fredrick joined us even with a broken foot. I have never been out that way before. I usually only go the Forest for the World entrance. It was a beautiful day for a walk. So many plants that Edie stopped and took the time to teach us what they are called and what they may be used for. When we got to the PitHouse it was cool to see and learn more about how it built and the cultural traditions it holds. Especially knowing that Indigenous Peoples used it during the winters. Edie shared lots of wisdom with us and was inspiring to hear. When she referred to us as knowledge holders that felt powerful to me. It makes it more real about being in this profession on how much influence we have over students. On the way back I walked with Edie helping her stabilize as she walked up and down the little hills. We had a good talk. Asked her what advice she has for us with students who may not have a connection with their culture etc she said to be patient and hear them. Which is so true. Not everyone takes the time to listen to students and hear what they are saying.
Digital citizenship refers to the responsible use of technology and the internet. It encompasses a range of skills, knowledge, and attitudes that individuals need to have to effectively engage with digital tools and platforms. Digital citizenship is important for individuals of all ages, as technology increasingly becomes a central part of everyday life. It helps promote a positive and safe digital environment where people can interact, learn, and communicate effectively in education It emphasizes teaching students how to use digital tools and resources effectively, safely, and responsibly. Educators play a crucial role in fostering digital citizenship among students by integrating these principles into their teaching practices, modelling responsible digital behaviour, and providing opportunities for students to practice and reflect on their digital skills and knowledge. Digital citizenship education prepares students to navigate the digital world confidently and responsibly, ensuring they can thrive in a technology-driven society. As a teacher, practicing digital citizenship involves demonstrating and promoting responsible and ethical behaviour in your use of technology both inside and outside the classroom. By integrating principles into their teaching practices, educators not only prepare students to be responsible digital citizens but also contribute to creating a positive and safe digital learning environment. Digital citizenship for teachers involves continuous learning and reflection on how best to leverage technology while promoting ethical and responsible digital behaviour among students.
Cybersecurity and Online Safety: Knowledge and practices that ensure personal safety and security when using digital devices and platforms. Teaching students about online safety practices, such as creating strong passwords, recognizing and avoiding online threats like phishing, and understanding privacy settings on social media platforms.
Ethical Behavior: Understanding and practicing responsible and respectful online behaviour, including issues such as cyberbullying, digital etiquette, and copyright. Discussing and promoting ethical behaviour online, including topics such as respecting intellectual property rights (e.g., citing sources properly), practicing digital etiquette (e.g., respectful communication in online forums), and understanding the consequences of cyberbullying and online harassment.
Privacy: Awareness of how personal information is collected, used, and shared online, and taking steps to protect one’s privacy. Helping students understand that their online activities leave a digital footprint and teaching them how to manage and curate their digital presence responsibly.
Critical Thinking and Media Literacy: Being able to critically evaluate information found online, including distinguishing between credible and unreliable sources. Teaching students how to critically evaluate digital content, including identifying bias, verifying information, and discerning between fact and opinion in online sources.
Balanced Media Consumption: Developing the ability to consume and create digital content in a balanced and healthy manner.Top of FormBottom of Form
Citizenship and Community Engagement: Encouraging students to use digital tools to positively contribute to their communities, both locally and globally. This includes promoting digital activism, civic engagement, and responsible participation in online discussions and platforms.
Digital Citizenship for Teachers:
Modelling Digital Literacy: Teachers should demonstrate proficient use of digital tools and platforms for educational purposes. This includes using technology to enhance teaching and learning, finding credible resources online, and integrating digital literacy skills into lessons.
Teaching Online Safety: Educate students about online safety practices and model these behaviours themselves. This includes using strong passwords, being cautious with personal information online, and understanding privacy settings on educational platforms.
Promoting Ethical Behavior: Uphold ethical standards in their online interactions with students, parents, and colleagues. This involves respecting copyright laws, citing sources properly, and fostering respectful communication in digital environments.
Managing Digital Identity: Be mindful of their digital footprint and how their online presence may influence students. They should maintain a professional and positive digital identity that reflects their role as educators.
Teaching Critical Thinking and Media Literacy: Educators play a critical role in teaching students how to critically evaluate digital content. This includes helping students discern credible sources from unreliable ones, identifying bias in online information, and fostering critical thinking skills in digital contexts.
Encouraging Responsible Use of Technology: Establish clear guidelines and expectations for technology use in the classroom. This includes setting boundaries for device use, teaching digital etiquette, and addressing issues such as cyberbullying or inappropriate online behaviour promptly.
Professional Development: Engaging in ongoing professional development to stay updated on best practices in digital citizenship and technology integration. This ensures that educators are equipped to effectively teach and model digital citizenship principles to their students.
My time at Nusdeh Yoh was inspiring, eye-opening and impacting. I could write about it forever. So many experiences happened. Lots of field trips.
The first of the experiences was going to Shane Lake. Getting out on the land and being outside with the students helped me form connections with the students in a different environment. Me and my classmate Elaina did shelter building with our students. It turned out well we got a few shelters built that would survive some elements. I also did some face painting and got to connect with other students from the school. On our way out we ran into a mother moose and her calve. We had to turn around and reroute our plan for leaving. It was cool to see and answering students’ questions on why we couldn’t keep going towards them was a cute moment for me.
We went to CNC where the students got to see what opportunities are here in their hometown. Which I was in charge of running. Everything from attendance on the bus to CNC to making sure everyone was on the bus back to everything in between. I’m hoping every student will be inspired to be and do anything they want.
Devil’s club Harvesting, thanks to the IEWs at Nusdeh Yoh the students and I got to learn about Devil’s Club by harvesting and processing it. They shared their knowledge and I am grateful for the experience to learn traditions.
Another tradition shared was Eagle harvesting. Getting to see that and share it with the students was awesome to see and I appreciate the knowledge shared and the commitment to culture.
ProD day was so fun. We had the opportunity to visit the land based learning teachers property to learn about the land and participate in team building games and inspiring conversations. Earth ovening salmon, harvesting camdon, fire roasting bannock and learning about Labrador tea, and history of the land.
Final trip was to West Lake. It was really fun watching the students have a great time swimming, paddle boarding, catching fish and running around. It was sad for the day to end as it was my last day with the class and the school but I’m glad to have spent it outside in the beautiful sun having fun with great people.
This past weekend my classmates and I got the opportunity to present at WestCast in Calgary, AB at the University of Calgary. We presented “Grounded Connections” using Sitspot and our senses. was an enriching experience that allowed me to share insights, connect with fellow educators, and grow both personally and professionally. In this reflection, I’ll delve into the highlights of my presentation and the valuable lessons I learned from the event. Leading up to WestCAST, there was a flurry of preparation. Crafting the presentation required meticulous planning, from structuring the content to designing engaging visuals. Each detail was carefully considered to ensure clarity and relevance to the audience. We wanted to show other educators how learning from and on the land has benefits for ourselves and our students. During the activity Sitspot you sit down, allowing yourself to fully relax and unwind. You take slow, deep breaths, inhaling the fresh air of the natural world around you. As you sit, you become attuned to the sights, sounds, and sensations of nature.
“Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors”.
First Peoples Principles of Learning
We started with our presentation laying the ground work connecting our activity to BC’s curriculum, First Peoples Principles of Learning, and Wellness. Then we took those who came to our workshop outside. We started wth a sensory warm-up and then got them to do Sitspot. Well, stand spot it snowed a lot that day. Everyone pushed through the weather and we all had a great experience. The conversations with other educators was inspiring and encouraging. Beyond the presentation itself, WestCAST offered a vibrant forum for networking and collaboration. Engaging with fellow educators, researchers, and practitioners provided invaluable insights and perspectives. Through shared experiences and dialogue, I gained a deeper understanding of the multifaceted challenges and opportunities within the field of education
Looking back on my experience at WestCAST, I am struck by the transformative power of stepping outside my comfort zone. The experience served as a crucible for personal and professional growth, pushing me to embrace uncertainty, confront my fears, and pursue excellence in my practice.
Which sense tends to dominate how we interact with the world? On your walk, think about what you notice first. Is it a sound, smell, or something you see?
Math was never my favourite subject. It’s interesting now becoming an educator who will be teaching math. My numeracy class is getting me more and more interested in it. Exploring different ways of teaching it. I was only taught out of a textbook in school when it came to math. So participating in these activities is great.
Computer science was a class I took in college. I thought there would be no way I’d be able to pass with the highest grade I’ve ever got in math or science. My teacher was so good. She explained everything throughly and for some reason my brain just understood it. So I was able to actually somewhat follow this presentation. Wasn’t completely left field for me. Joseph Jefferies is a presenter who came into our numeracy class and blew a lot of minds with his knowledge on math and science. He shared mini lessons and helped through a lot of questions. It’s always interesting learning about different lessons that isn’t just a textbook or a worksheet.
CSunplugged is a website that has many different resources for educators and students. It shows different topics and different grade levels. Many different lessons that can be formatted in many different ways and understandings. It shows computer science lessons without computers.
We did a pixel lesson by colouring different sheets of paper that turned into an image. Linked to talking about pixels and compressing them.
Also, sorting games with numbers and pictures. Which sounds easy but it was not. Linking it to memory, binary numbers, and processing. Probably much more that Joseph Jefferies could tell you.
Home for alternative formatted digital books turning hard copy to accessible formats.
Anything from digital textbooks and novels, they can even format any books you need that they don’t already have made. Digitally splicing and scanning every page needed for the student. ARC exists for students with learning disabilities both physical and visual. Perceptual disability holding seeing or understanding in its original physical books. The Accessible BC Act (ABC Act) is a BC law to identify and prevent barriers to Accessibility.
A accessible committee is (should be) appointed in every district, half of the people need to have a disability and at least 1 person with an Indigenous background. To work with the district to make it more accessible for all students. Not just adding in ramps and railings (which is of course important) but there is a lot more to be done. Especially with learning disabilities there are so many different ones both noticeable and not.
I totally forgot about if parents had a disability providing alternative ways of reading or incorporating alternative text. There is so much that needs to be done for people with disabilities both mental and physical anything we can do that helps we should. Stuff to consider when writing emails, forms, powerpoints etc.. for students and even parents.
Font: calibri, arial, verdana, and Tahoma
-size higher than 11
Lettering: Watch colors and contrast
-Use alternative text and image
Hyperlinks: use full name not just the url text to speech readers will read the entire thing, which can be confusing and long.
This is a great resource and I didn’t know this existed till the presentation. This is such a good idea and I will be using this if needed in my practice.
We had Sandy from Science World in Vancouver come to speak to us about what digital literacy is and how AI is incorporated in that. Digital literacy is the understanding of the software and the hardware. Understanding what is going on and how we can filter it.
Technology is changing all the time. Being able to keep up with it and understand how to teach our students about it is important. The generations we teach have a large amount of access and literacy already with the internet. With social media, websites, coding, and everything in between at our leisure. As educators we can teach our students on how to find a reliable source and how to filter through biases opinions to form their own point of view. We can incorporate technology into our lessons through so many subjects to make our lessons more engaging. We can teach how algorithms work and how we can be influenced easily and how someone can fake something well. We were shown a video by the BBC April fool’s joke in 2008 about penguins flying. It looked real and to someone who wouldn’t know a lot about penguins would think it was. It of course was CGI, but the power and abilities people have it can be a lot to sort through.
The idea of AI is so interesting to me because I can see the benefits and I also am aware of the ‘conspiracy theories’ behind it. Learning about how AI can be helpful through this presentation and throughout Block 1 of the program, the idea of it is growing on me a bit. Seeing how AI is used through games, subtitles, lessons, and just by watching a video. We were given links to these AI games, which quick draw is fun.
I want to learn more, and I wish we had something big like science world here in PG. The exploration place is one of the closest things we have along with UNBC programs and some others but to be able to have access to science world for field trips etc. would be nice. They do have lots of online resources for educators and sometimes if they are able they can send someone to speak and share like we had today.
