EDUC5205G Learning Log

I really appreciated the guest speaker, Lisa Tsumura, that Lorayne had arranged to have in class this week.  Her talk echoed every thought that I have had about whether I want to pursue a project in my Masters program or if I only want to do the course only option.  I've already done the thesis route as I have my Ph.D. in Biochemistry so I really don't want to go through that again (it was a fantastic experience but I know the amount of time and effort that needs to go into it).  I am quite intrigued about the project idea though and Lisa (and this course) has given me a lot to think about.  Exploring Ideas As I've been changing my approach to my teaching practices this year, I'm beginning to identify various issues within my subject area.  Chemistry, or any science for that matter, is traditionally taught in a very teacher-directed manner, likely because there is a lot of content to learn in such a short period of time.  As I've been moving away from this mo

This week, Lorayne has asked us to focus our learning log on what we are doing during class time.  Specifically, what am I doing in class time?  How much is passive learning? And how much is active learning? What I'm Doing During Class Let's start with what I am doing during class time.  I have to admit that most of the time I am listening to the conversation and discussion that is happening in class, especially when we are in a larger group.  As an introvert, I really find class overwhelming in terms of stimulus because I'm trying to take everything in, including the discussion, chat window etc.  I need time to process information... it's just the way that my brain works!  I do participate much more frequently during breakout discussions.  I appreciate it when we do breakouts as it gives me a break from feeling overwhelmed and allows me a bit more time to process and contribute to the discussion. Passive vs. Active Learning In regards to passive versus act

I felt a very deep personal connection to class this week, given that our discussions and readings focused on student-centred learning.  Learner-centred approaches go hand-in-hand with 21st century skills and developing and focusing on ICT integration into pedagogical practices is important in today's classrooms.  My main goal this year is to focus on developing a more learner-centred classroom in my science classes, while also encouraging and supporting the staff in my department to take similar risks.  For example, project-based learning (PBL) is being integrated in some of our junior and senior science courses.  I've personally experienced some backlash from both parents and students; their perspective is that a teacher is not teaching if he/she is not standing and lecturing at the front of the room.  While I know this is not true, it is challenging to continue on this path when there is so much negativity and questioning of my professional judgement.  I'm wondering

This week in class, we reviewed several leadership theories through presentations that were facilitated by groups of three or four.  It was really interesting how Lorayne set up this assignment and the presentations; we had to post our more "dry" content, in the form of an infographic or video, the weekend prior to class.  The presentations were then focused on discussions around those leadership theories.  I really appreciated this format as it was more student-centred and involved active rather than passive learning.  I think I would have screamed if I had to sit through almost two hours of presentations!  All of the groups did a really great job and I was engaged and eager to participate for the entire class. It's great timing that this topic has come up as one of my goals in my annual learning plan is to focus on creating a more student-centred learning environment in my classroom.  It's so easy to fall into the typical "chalk and talk" mode, espec

I used to really hate and dread anything to do with group work.  I've had some pretty horrible experiences in the past, even as recent as during my B.Ed.  For my biology curriculum course, we needed to plan out an entire unit (on plants) and ALL of the work was basically left for me to complete.  It was the most frustrating group work experience that I've had to date - aren't teachers supposed to collaborate and work together?  If teachers themselves can't do this, how do we expect it of our students? BUT... over the past year and a half, as I've been working on completing my M.Ed. at UOIT, my opinion of group work has done a complete 180.  My mindset has changed for a few reasons; I have gained a better understanding of social constructivist learning theories and I have experienced what and how collaborative learning should be implemented in education.  This past week, I have focused on working on assignment 2 with my group.  We have been developing an infogra