Discussions

1.3 Essential Concepts

In 3 separate posts, post your thoughts to the questions posed based on:

Essential Concepts
Learning Theories
Promoting Safe & Effective Practices

Essential Concepts
At many of our Professional Development Meetings the topic of focus is teaching for the
twenty-first century learner. Our meetings include videos, discussions, activities and
debriefing on this topic. Our school has a Technology Plan for the next 4years. Each
department submitted their needs & wants to better the classroom and provide students
with the most current technology. Within the Ontario Curriculum for Technological Education it
states, The power, reach, and rapid evolution of technology demand a curriculum that will
enable students to become technologically literate this is, able to understand, work with, and
benefit from a range of technologies. I believe this is one reason why our school has created
a Technology Plan. Students use many different forms of technology in their personal lives,
school and eventually their future careers. Most of the material and concepts we are teaching
our students today will seem basic by the time they enter into the workforce. In fact, many of
the future careers they will get into don't even exist today.
A practice we have incorporated at our school across all areas of study is that in all our
classrooms we visually display the Learning Goals. We take the expectation of the
curriculum and put it in terms that students can identify with and making them an I or We
statement. For example:
Specific Expectations Communications Technology Fundamentals:
A1.2 By the end of this unit I will or We will be able to demonstrate an understanding of design elements
(e.g., line, form, colour, texture, space) and principles (e.g., balance, rhythm, proportion, contrast, flow);

The Ontario Curriculum of Technological Education states overall goals that will enable
students to:

gain an understanding of the fundamental concepts underlying technological education;

achieve the level of technological competence they will need in order to succeed in their postsecondary
education or training programs or in the workplace;
develop a creative and flexible approach to problem solving that will help them address challenges in various
areas throughout their lives;
develop the skills, including critical thinking skills, and the knowledge of strategies required to do research,
conduct inquiries, and communicate findings accurately, ethically, and effectively;
develop lifelong learning habits that will help them adapt to technological advances in the changing
workplace and world;
make connections that will help them take advantage of potential postsecondary educational and work
opportunities.

Students are engaged in learning when they see the passion and excitement from their
teachers. The philosophy behind technological education according to the Ontario Curriculum
for Technological Education, is that students learn best by doing. Although our classrooms
have students who learn best in different ways (visually, auditory and kinesthetically) there is
something that students retain from experiential learning. Allowing students to explore and
develop skills in a safe and encouraging environment allows them to thrive to reach their

outmost potential. Students further develop communication skills, teamwork, organization,

decision making and problem solving skills. Students will become more prepared for the
workplace, projects or tasks as they become more confident in their skills.
Although the Ontario Curriculum states the concepts knowledge and essential skills
students must learn, as educators must reach the diversity of each class by infusing
differentiated instruction. We want students to become self-sufficient and life long learners.
One assignment I do with my students is creating their own personalized OSP. After students
explore their interests on MyBluePrint they create an OSP plan. Students look up their future
career NOC code and explore the Essential Skills they will need for their future jobs. This
allows the students to personally connect the specific essential skills they will need and use in
their future career. Student then have to pick a minimum of two essential skills in each
category and explain how & what they will do to improve on those skills. Allowing the students
to set goals for themselves.

Learning Theories
Students are educated by their age group and not by their ability. From elementary school we
move students along based on their age group and NOT always based on their skill, knowledge
and ability. Once these students come to secondary school they find it difficult to determine
which levels they would be most successful at. Many times parents want their students to take
Academic Level courses. It happens too often that students are taking levels that they wont
excel in. Sometimes parents think they are doing the right thing for their child however, when
their child is fining the material difficult and don't feel successful this can in turn make them give
up.
The students grade eight teacher often makes recommendations for the student in regard to the
most appropriate level. I feel there is a disconnect between what the parents/guardians
understand about future avenues for their child and picking the appropriate level. I have had
many parents say that they don't want to close doors for their child if they take Applied Level
classes. It is difficult to inform parents that if their child is taking an Academic course and is
achieving a Level One their marks wont allow them to get into a University Program. Parents
assume if their child takes Applied Level that all their courses would have to be Applied.
Another important element is having the parents/guardians up to date with their childs progress.
It is important as educators to assess our student abilities on different levels and provide them
with constructive criticism. Using diagnostic assessment, which allows them to practice the new
skill and knowledge while proving them with quick feedback. And using formative assessment to
test the learned skills and knowledge. I find that it is good practice when the students assess
their own learning. On assignments I have the students grade themselves and provide a Star
and a Wish. A Star is something they believe they did well on and a Wish is something they
could have improved or changed. When I mark the assignment I provide the student with my
grading on the rubric and a Star and Wish. I find this form of self-assessment helpful in students
setting goals for themselves and owning up to their work and understanding of the material.
I also find that students learn best from each other. I do an activity in my class where the
students have a handout with a clock on it and two appointment slots. I have the students create
two appointments with their pees with the stipulations that they cannot pick the person(s) directly
beside them. This allows the students to connect with students they may have not otherwise
worked with, build communication skills and learn from one another. The task is for the student
to write/draw/sketch key elements from the lesson. After a certain timeframe I stop the lesson
and ask the students to go to their first appointment. This is where the students exchange their
notes. This allows students to engage in conversation and learn from one another. The lesson
then continues and they do the same with the second appointment. In almost every case the
students learned a new/or-missed fact from the lesson. Besides this being a fun interactive

activity and that the students like connecting with other people they are essentially learning from
one another.

Promoting Safe & Effective Practices

According to the Safe Schools Action Team, a schools culture and belief of infusing this culture
and enforcing a safe school culture allows students to feel that they are safe and feel safe
and in which they feel welcomed, respected and inspired to meet high expectations for learning.
I strongly agree with this statement and believe this starts from the 1st day of class. As an Alt-Ed
teacher I believe that teaching my students to respect themselves, their peers, the school, the
community and the basics of respecting the school rules and policies is one of the most
important lessons my students need to learn. Although it might be tedious and need a lot of
follow through the students walk away at the end with a life skill they will need in all avenues of
their life.
Most of my lunches this past school year was working with students who were given detentions
for numerous reasons (late, inappropriate language, eating in class). To some teachers this
might seem trivial or a waste of time. Not to me! This is the time where I can connect further with
my students and where I believe much of the learning (life long lessons) happen. Many of my
students were lacking the basic understanding of RESPECT. Although I am tough with my
students they learn from their mistake, which will allow them to be successful in other avenues in
their life. By the end of the semesters the students understood and respected the rules and
better understood that there are consequences for their bad actions and rewards for their
positive actions.
It is also important to be a positive role model for the students. Working in a Catholic school we
have a yearly theme (this years theme was Joy) and monthly themes/virtues. For example the
month of October is Empathy. Teaching students that Empathy, is the ability to put oneself in
another's shoes and the capacity to feel what the other person is feeling. According to our
Catholic Graduate Expectations an empathetic person is, Confident in the dignity of selves and
others. Our teachings are set around our values, the virtues and morals, which is infused in our
lessons and how we run the classroom and expectations of the students as a community. This
helps in creating a sense of belonging and acceptance of our students regardless of their faith
because these values are seen among almost all faiths and are common values a
parent/guardian would want their child to demonstrate.
As a role model I follow the school rules to model to the students respect. My students are
NOT allowed to eat or drink (unless its water) in my class and I follow the same rule. The
students see that we are a team working together, and not, that I am above them. In creating a
team like or family like community in the classroom the students work together. By the end of the
semester the students bonded and created a new support system for one another in finding
someone they can count on; one another.

Safety is a precondition for learning.

Every student is entitled to learn to the best of his or her ability.
Every student is entitled to a safe and caring learning environment.
Every student is entitled to learn in an environment free from harassment and violence.
A quality education is about more than academic achievement it is about the development of the
whole person.
The commitment to safe schools is a shared responsibility of government, school board trustees
and administrators, principals, teachers, support staff, students, parents, police, and other
community partners. (Safe Schools Action Team, 2006, p. 5)

Work Cited:

Ontarios Equity and Inclusive Education Strategy

The Ontario Curriculum Technology Education
Creating Pathways to Success, pp. 6-19
Caring and Safe Schools in Ontario pp. 10-19
Growing Success
Ontario Skills Passport - Work & Essential Skills OSP
Dufferin Peel Catholic Community/Virtues and Catholic Graduate Expectations