How do the course themes and topics come together to inform you about becoming an effective 21st ...

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How do the course themes and topics come together to inform you about becoming an effective 21st century educator? by Mind Map: How do the course themes and topics come together to inform you about becoming an effective 21st century educator?

1. Your educational philosophy will have a great impact on the way you teach and interact with students. A 21st century educator should not rely on only one approach because as we have learned, students learn in different ways because they all have individual experiences and predispositions that will have a impact on how they learn best.

2. The ATA

2.1. Both a professional and union type of organisation. (Yurick, 2014)

2.1.1. Responsible for governance, member services, professional development, teacher welfare.(Yurick, 2014)

3. Gordon Dirks

3.1. Back to the basics approach combined with 21st century education methods. (Premier's Address, 2014)

4. Federal System

4.1. BNA Act protected language and religious education. (Alberta/Canadian School structures PowerPoint)

5. Eclectic approach combines numerous philosophies into a more balanced and adaptable method.

6. "3 Cs, care, concern, connection. Present knowledge in ways that concerns students, importance of connecting content, attitude, skills, and values, instill a caring attitude." (Ghosh, 2010, pg 29)

7. Homophobia (rarely is it an actual fear, rather it is the hatred of non-heterosexual people caused by a failure to understand.) A lot of bullying is homophobic in nature (fag, that's so gay, dyke, etc.) this is something educators will need to address in this generation. (Phair, 2014) (Walton, 2004)

7.1. Two-Spirit (having both male and female soul, term from First Nations) (Phair, 2014)

7.2. Average age for coming out is now 15.5 for gays and lesbians and 14-14.5 for trans students. (Phair, 2014)

7.2.1. Building an open and safe classroom is now more important than ever before. There are resources for teachers provided by the ATA on LGBT issues, and how to create an inclusive environment. (Phair, 2014)

8. With technology AND our world are changing faster than ever, our classrooms must also be dynamic. It is important for teachers to be innovative and creative in order to teach these qualities in schools. We want to teach our students to be Engaged Thinkers, Ethical Citizens and Entrepreneurial in spirit because these are the skills that they will need to be successful after their formal schooling. We are trying to show students how to be lifelong learners and that starts with students being engages in the material, caring about what they rare learning and having the resilience to keep trying when they don't get it right the first time.

9. Inspiring Education (McDonough, 2014)

9.1. The 3 E's

9.1.1. Engaged Thinker

9.1.2. Ethical Citizen

9.1.3. Entrepreneurial Spirit

9.2. We are moving into a new era

9.2.1. Agricultural Age

9.2.2. Industrial Age

9.2.3. Information Age

9.2.4. Conceptual Age This is the age we are entering! In a world that is constantly changing, we are training creators and innovators.

10. Progressivism

10.1. Prepare students to be lifelong learners as new knowledge is always coming out. Learn how to learn.

11. Essentialism

11.1. Certain knowledge and skills are essential. Back to the basics approach, 3 R’s (reading, writing, arithmetic), preparation for the workforce.

12. Social Reconstructionism

12.1. Current issues are learned about. New society will have to solve these issues. schools reform society rather than just transfer knowledge.

13. Existentialism

13.1. Students need to develop their own ways of thinking. School and Teacher set topics and students choose what interests them and learn about it.

14. Perennialism

14.1. Universal truths. Classics. Uniform Curriculum.

15. Cultural Sensitivity

16. Being Reflective (Grant, C. & Zeichner, K., 1984)

16.1. It is not an option, rather a responsibility, to be reflective in teaching

16.2. In order to be reflective in an unbiased way, it is crucial to first evaluate your own beliefs and values and how these might inform your decisions in the classroom (either formally or informally)

16.3. Teacher's must reflect upon each element of their classroom and decide if it is being executed in the best way possible

17. Philosophies (Martin, D. & Loomis, K. 2006)

18. School Structure

18.1. School Divisions decide how funding will work within the schools they reside over. (Alberta/Canada School Structures) (Yurick, 2014)

18.2. Both teachers and principals are active members of the ATA (assuming they work in public schools) for bargaining purposes. (Canada/Alberta School Structures) (Yurick, 2014)

19. Government

20. Funding

20.1. Comes from the government through taxes. Therefore it is the government's job to fund schools adequately. (Canada/Alberta School Structures)

20.1.1. That being said, School divisions determine how they are going to spend money within their schools. (Yurick, 2014)

21. Bullying (stopping it)

21.1. One of the best ways of stopping bullying is through education and understanding. If students can understand and accept one another bullying is far less likely to occur.

21.2. Homophobia

22. Racism (Ghosh, 2010)

22.1. Racism is a problem in Canada, and became worse after 9/11.

22.2. Multiculturalism has helped this issue, but curriculum is still quite Eurocentric (notably focused on the British and the French)

23. Exploring Current Issues in Education

24. Understanding the Structures and Institutions that Govern Education in Alberta

25. Considering Ways in Which you can Serve as an Agent of Change in Schools/Education

26. Developing Your Professional Identity

27. Inspiring Students

27.1. Teaching in a way that gets students interested in what they are learning, and adjusting it depending on the class.

28. Profession guides the way your values and beliefs affect your teaching

29. Teaching as a Profession

29.1. As teachers who are belong to the profession of teaching: (Yurick, 2014)

29.1.1. We possess knowledge exclusive to teaching professionals

29.1.2. Teachers go to school to become professionals and are required to be lifelong learners

29.1.3. Professionals have a lot of freedom, along with a lot of responsibility

29.1.4. An association makes cooperation among professionals possible (ATA)

29.1.5. Profession influences many important aspects of the teaching, such as issues of ethics.

29.1.6. The teaching profession has an important and valuable role


30.1. Reflections

30.2. Guiding Questions

30.3. Information

30.4. Topics

30.5. Link Label

31. We Are Inspiring Education: Video (please click the arrow to the right to view) (InspringEducation, 2014)

32. Alberta's Minister of Education

32.1. Writes the Ministerial order on Student Learning

32.1.1. Ministerial order is a legally binding document that addresses where we are going in education and what teachers should be focusing on in the classroom. The most recent ministerial order mentions the 3 E's, teaching competencies as well as a back to the basics approach. (click on arrow to the right to view the ministerial order) The Ministerial Order reflects the need to continue teaching the basics and building multiple literacies in our students, but also recognizes the need to makes the shift from teaching pure knowledge to also teaching competencies so that students can apply these competencies when faced with new situations and problems.

33. Being reflective , as a teacher, is imperative because each decision you make impacts your students. The WAY you teach impacts the students just as much as WHAT you teach.

34. There is a Professional Code of Conduct for all teachers.

35. The Profession of Teaching is just that, a profession. Although many people just think of the individual teacher in the classroom who is making their own decisions, there is a whole profession guiding what teachers can and cannot do, as well as what must be done in the classroom.

36. In order to be culturally competent and sensitive in our classrooms, we must be aware of the specific situations of the students in our class. Aboriginal Youth are the fastest growing population in Canada and although these students are not "survivors" of residential schools, many of them may be "victims".

37. Students coming from aboriginal homes (Wagamese, 2012)

37.1. The effects of Residential schools are widespread

37.2. Describes himself as a “victim”, not a “survivor” because he was tremendously impacted although he, himself did not attend residential school, his family was affected and torn apart

38. Dmitri Krys & Natalie Kuhn