EDUC 1233 Lecture Notes - Lecture 1: Jon Heidenreich, Blue-Collar Worker, Nouveau Riche

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February 11th 2016
SOCIOCULTURAL INFLUENCES
Upper Class
5% of Canadian population
1% are “upper uppers” – old money, aristocratic, private schools, choose liberal degrees
over vocational
2-4% are “lower uppers” – nouveaux riche
Similar lifestyle but earned rather than inherited wealth
Middle Class
40-50% of Canadians
“Upper middle” $80 000-$175 000 per year In managerial or professional jobs, usually
with university education
“Average middle” – skilled blue collar jobs or less prestigious white collar jobs
Working Class
Also called “lower middle class”1/3 of Canadians
Blue collar jobs with little autonomy
Own homes in economical neighbourhoods
Lower Class
Below the poverty line
Social assistance or multiple poor paying jobs
Segregated neighbourhoods
DEFINITIONS
Prejudice: attitude towards members of a group (may be positive)
Discrimination: taking action based on prejudice that disadvantages a person
Xenophobia: fear of those who are different from oneself
Deficit theory: differences are innate
Cultural deficit theory: differences are due to a culture of being inferior
CHALLENGES FOR NEW CANADIANS
Often more educated than Canadians but paid less (85% 63% males/56% females)
May lack language proficiency
● Discrimination
Those who are refugees often faced trauma and instability
February 4th 2016
TEACHERS
Effective teachers talk less ( Talk less, Smile more)
TAXONOMY OF INSTRUCTIONAL TECHNIQUES
Direct instruction
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Drill and practice
● Lecture
Question and answer
● Discussion
Mental Modeling (think aloud)
Discovery learning
● Inquiry
WHAT TEACHERS DO
● Modeling
● Questioning
● Listening
Demonstrating, Directing, Orchestrating
January 28th 2016
PLACEMENT SEMINAR TIME
Tuesday Feb. 2nd
11-12 Evergreen School
Get the car
UNIVERSAL DESIGN FOR LEARNING
Bloom’s Taxonomy
Specifically applies to inclusivity and impairments
Differs from differentiation, which focuses on levels of learning vs impairment
UDL is about providing learning opportunities in the general education curriculum that
are INCLUSIVE and EFFECTIVE for all
SRG NOTES DISCUSSION
Discussion director
How do you make a lesson clear to all students? What might be a strategy to make a
lesson understandable for all students?
Answer: Apply different ways of learning
How would you gage what kinds of learners you have in the classroom, particularly if
students can’t tell you where they are?
1. How do you make a lesson clear to all students? What might be a strategy to make a
lesson understandable for all students?
2. How would you gage what types of learners you have in your classroom? Especially
for students who may be too young to express in words the best way that they can learn.
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3. What are some examples of strategies you may use to teach a lesson to an auditory
learner vs. a visual learner?
Passage Master
Not every student enjoys/can work on their own, which highlights how important different
learning strategies are
Learning is impossible if it is part of the three obstacles to learning. Students don’t learn
well when…
They don’t believe they are capable of learning the material
They have a hard time understanding a concept in the abstract way the teacher explains
it
They don’t have enough background knowledge to understand the material the teacher
is presenting
"Learning is impossible if information is imperceptible to the learner, and difficult when
information is presented in formats that require extraordinary effort or assistance. To
reduce barriers to learning, it is important to ensure that key information is equally
perceptible to all learners" This is one of the most important passages i could have
pulled out of this article, because not every child learns the same, differentiation is
needed when representing information to students, or they suffer. Offering alternative
ways to represent information is a really good way to better your students learning.
" In reality, there is not one means of engagement that will be optimal for all learners in
all contexts; providing multiple options for engagement is essential." not every kid enjoys
working on their own, or even work successfully on their own, providing options to work
by yourself or with a partner or group, will really help them engage in their work. offering
learners choices can help develop self determination, pride in accomplishment and help
them feel connected to their learning!
Creative Connector
I would like to connect the point of how all students learn in different ways to my own
personal experience I had in junior high. I had a social teacher in junior high who loved
to talk and every one of her classes would be a lecture, with very few notes and readings
from the textbook to help guide us along. I am a very visual, hands-on learner, and this
teaching was not very effective for me. I tended to zone out a lot and would rarely
absorb the information that was supposed to be learnt. From this experience and
through reading the text, I have realized just how important multiple teaching strategies
are and that teachers should be able to provide multiple means of representation to
accommodate for the variety of learners in the classroom.
My second connection that I found can be made to the section that talks about
monitoring progress. In The Magic School Bus, the children rarely receive a test (a
summative assessment) from Ms. Frizzle. Ms. Frizzle monitors her class daily by using a
type of formative feedback. She asks questions throughout her wild fieldtrips to prompt
her students to monitor their own learning and to guide their efforts and practices. This
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