Professional Learning Record due: April 26, 2019

Name: Jasmin Meere (7688736)

Part of your development as a professional is to engage in learning beyond your coursework and your CSL/practicum experiences. One of the
Standards of Practice is the “Commitment to Ongoing Professional Learning”. After attending a professional learning community session at the
Faculty or in your schools and the community, take a moment to reflect on the learning that took place.

Location/Presen-
Date Title Description* Learning: Key points
ter
Nancy Kawaja/ Participants will ac- W1: Using Assistive Technology
LMX 422 tively explore solu- - 3.8-4 million people living with disabilities in
tions such as adapt- Canada (adult Canadians who reported being
ed science activities, limited)
music and art solu- -“disability is not the problem, the accessibility is
tions, coding activi- the problem”
ties, health solutions, Universal Design vs. Accessibility:
environmental con- - universal design —> plan for difference
trols and much - accessibility —> after the fact fix
more. At the end of - #AODAfail —> twitter hashtag to point out lack
PLC: Technology the workshop partic- of accessibility
Sept 7
Fair ipants will walk away - how they access information will impact how
with a variety of they process information
ideas to make learn-
ing accessible to all IEP:
learners. - working document recording specific knowledge
and skills to be assessed and evaluated

- Google read and write, Explain Everything

- permission to try and fail
- phones have OCR (optical character recogni-
tion)
 Derek Rhodenizer/ As technology and W2: Digital Literacy for Teachers
LMX 242 the use of it evolves, - SAMR Model for Technology Integration
how it is implement- - Substitution (tech acts as a direct tool
ed in our school substitute, with no functional change),
evolves as well. This Augmentation (tech acts as a direct tool
conversational pre- substitute, with functional improvement),
sentation will help Modification (tech allows for significant
you understand an task redesign), Redefinition (tech allows
administrator's per- for the creation of new task, previously
spective as well an inconceivable)
attempt to navigate - what does this piece of tech bring to your
the murky and very room?
changing waters of - usefulness vs. risk
technology in the - know the weakness and the strengths
PLC: Technology
Sept 7 current era of educa- - what are you doing for the needs of your stu-
Fair tion. dents?

Technology in the real world

- think ahead
- don't get caught by the shiny thing
- have a plan “B”
- don't be afraid

PLN (Professional Learning Network)

- ONedMentors Connects
- Twitter
- voiceEd.ca

- show that you’re involved in technology

 M i c h e l l e S h i r a During this work- W3: Maker Movement
Hagerman/ LMX shop, participants - collaboration
477 will be introduced to - combining subject aspects
Making and the - focus on exploring
Maker Movement, - “making things and then making those things
and to new research better is at the core of humanity”
on how Making can - making —> set of activities that can be de-
be used to support signed with a variety of leaning goals in mind
literacies learning, - maker-oriented learning experiences can help
disciplinary concepts learners to develop sense of agency and em-
and foundational powerment as problem-solvers and creators,
PLC: Technology skills such as prob- can connect learners to cultural practices, can
Sept 7
Fair lem-solving and col- support collaboration and collaborative prob-
laboration. Through lem-solving
hands-on play, stu- - learners come to activities on an equal playing
dents will explore the field
affordances of the
Maker Movement for - Richard Labbé Makerspace
teaching inquiry in - hosts educator nights
science. - Makermobile —> can be booked to come into
the classroom
 Ottawa Little The- Elementary Teacher’s Federation of Ontario
atre - rights and responsibilities
- here to give the best education possible
- teaching is collaborative, you never do it alone;
very best classrooms are collaborative
- professors, colleagues
- workshops, mentors
- not going to be 100% everyday
- Ontario Teacher’s Federation: statutory body
created by Ontario Government as the profes-
sional organization for teachers in Ontario
- lobbies for teachers
- helps to educate student teachers about
benefits
- webinars and conferences
Sept 13 Federation Day - teachers have rights and responsibilities to stu-
dents, educational authorities, federation, fellow
members
- duty to report

Professional Boundaryes and Communication

- professional relations services —> support and
protect
- teachers have duty to report

Role of educators:
- held to higher standard
- protection of students
- conduct at home and work
- online conduct
 DMS4120/Carol In this fun, hands-on W1: Population Education for P/J Candidates
Bliese workshop, you’ll join - populationeducation.org/Canada
the staff of Popula- - World Population History — non profit organiza-
tion Education to tion
learn inter-discipli- - mission: support educators who want to
nary strategies for include population education in their
teaching students classrooms
about human ecolo- - develops classroom activities (formal
gy and related so- teaching lesson plans for K-12), posters,
cial, environmental, website, student-video contest
and economic is- - World Population video —> depicted population
sues. Our highly re- growth from 1 C.E. through 2050
garded activities en- - Panther Hunt game —> students act as preda-
PLC: Cohort Con- courage students to tory animals in a finite area and attempt to ac-
Oct 5
ference think critically about cumulate enough food to stay alive
their impacts on both - jump off point to connect to human popu-
the natural world and lation and ressources
our global communi- - Who Polluted to Potomac activity?
ty, and help to pre- - combining geography and science
pare the next gener- - through an interactive story, upper ele-
ation for responsible mentary students experience the pollution
global citizenship. of a local river over time and propose
methods to protect the river from current
and future pollution
- science standpoint —> point and non-
point
- STEM activity
- possibility for geography/social standpoint
 DMS4140/Shari Or- In this workshop, we W2: Relational Pedagogy Workshop
ders will look at exploring - relational pedagogy —> manifest in teachers
the role of building, who are aware of and focus on quality of their
maintaining and interactions with students to develop classroom
restoring communities that promote academic, social,
relationships in the and emotional growth
classroom and
- social-emotional competencies
school community. 
- social discipline window
- restorative practices in an emerging social sci-
ence that studies how to strengthen relation-
ships between individuals as well as social
connections within communities
- as educators, we can strengthen relationships
by:
PLC: Cohort Con-
Oct 5 - being empathetic and building rapport
ference
- giving students a voice
- giving students boundaries
- being consistent
- as educators, what skills do we need to effec-
tively build community?
- listening and problem solving skills
- circling
- symbol of community , indigenous tradi-
tion, connection of teacher + students
- circles flexible restorative practice
- right to pass, right to participate
- listening
- RASA
- empathy vs sympathy

Nov 16 Table Ronde LMX 477

 LMX 403 “Les 5 au - Daily 5 components:
quotidien” (The Daily
5) is a literacy model
developed by
Boushey and Moser
(2005) that helps
students develop
their independence
while learning impor-
tant literacy skills. In
this workshop, you
will be learning what
“The Daily 5” is, the
foundation and the
PLC: Second Lan-
Jan 31 research behind the - Based on gradual release on responsibility the-
guage Learning program as well as ory
how it aligns with the
necessary compo-
nents of second lan-
guage teaching in
Canada. You will
also get to see first-
hand what it is like to
participate in “Les 5
au quotidien” by
completing real
classroom activities.
- read to self at their level (capable of
reading on their own)
- work on writing (writing stories/novels,
copying word walls)
- read to someone (2 or 3 students will
read together; group them based on
same level or different levels to help each
other learn)
- listen to reading (Epic, Lalilo, Tumble-
books; learn letter sounds; stories read
aloud and they answer questions)
- word work (copying sight words — make
them out of play dough or letters)
- starts with teacher having all the respon-
sibility and moves toward student have
the responsibility
- teacher starts by modelling
- next responsibility shared between
teacher and student (guided reading/writ-
ing)
- then student shares responsibility (peer
practice)
- independent practicer (everything is done
independently)
- co-operative practice
 LMX 403 In this hands-on - Identity texts (largely bilingual texts) vs. collab-
workshop, we will orative multilingual identity texts
present a framework - classrooms are filled with multilingual students
for designing Critical, - five domain of critical multilingual language
Collaborative, and awareness
Creative plurilingual - power, cognitive, performance, affective,
books as a strategy social
for deepening stu- - class creates their own plurilingual projects
dents’ language
awareness, content
knowledge and so-
PLC: Second Lan- cial understanding of
Jan 31
guage Learning diversity. Participants
will work in groups to
brainstorm how to
use this framework
for designing their
own texts for the
K-12 teaching con-
text.
 Kevin Welbes Gob- Develop an under- Introduction to LGBTQI2S+Safer and Ac-
in – Egale Canada standing of cepting Schools
LGBTQI2S+ realities
for students and how - Defining the terms for the LGBTQI2S acronym
homophobia, bipho-
- Lesbian, Gay, Bisexual, Transgender, Queer,
bia and transphobia Intersexual, 2-Spirited
Partners Reflect- impact student safety
ing on Inclusive and performance. Ex- - Large emphasis on understanding pronouns,
Diverse Educa- plore concrete strate- the importance of using a student’s chosen
Feb 20 pronoun and allowing students to develop
tion- Gender, gies for creating safer
schools for all stu- their own identity/terms
Identity and Sex-
uality dents - Learning the effects of our language – gender
neutral language they/their not she/her

Sharp Dopler Develop an under- Two Spirit and Indigenous Gender

standing of two spirit-
ed Indigenous peo- - Entire workshop was done in a circle
ples and the commu- setting.
Partners Reflect- nities around them.
ing on Inclusive Explore the effects of - Extremely candid workshop in which
Diverse Educa- colonization on the Sharp encouraged the participants to
Feb 20
tion- Gender, understandings of two explore the effects of colonialization.
Identity and Sex- spirited people within
uality indigenous cultures. - Sharp’s humorous and approachable
personality allowed participants to
face difficult realities in a safe envi-
ronment.
 Mrs. Bourcier Extremely powerful The Parent Perspective
workshop in which
Mrs. Bourcier shares - Explored the struggles of her trans-
her personal experi- gendered son and his coming out five
ence with her two years ago at the age of 20
sons. The perspective
provided by Mrs. - Also explored the struggles her other
Bourcier provided son faced coming out as gay at 27
Partners Reflect- great insight into the years old.
ing on Inclusive effects that our school
Diverse Educa- system can have on - Extremely personal and honest shar-
Feb 20 the overall well-being ing of her story, powerful story to
tion- Gender, of students. Another
Identity and Sex- help teacher candidates understand
major take away from
uality this workshop was the the perspective of the parents.
ultimate need for col-
- Explained the struggles she had with
laboration among the
child’s parents, the education system, emphasized
teachers and other the importance of collaborating with
professionals that the student’s team (parents included)
make up the child’s in order to develop a plan.
support team
 Shaw Centre Professional Keynote Speaker - Marci Ien
development day - Co-host of Good Morning Canada and guest
host of the Voice
organized by ETFO - Dad was a principal
that included keynote - dash is the most important part of your life
speakers, workshops, - when she learned about the La Loche shooting
and networking she knew she had to do something about it
- worked with Toronto Raptors CEO to bring
opportunities. students from La Loche school to Toronto
the Ryserson University to learn about the
programs there
April 20 ETFO PD Day Workshop - Surviving & Thriving in Combined
Grades with Inta Aldridge
- the goal is to create independent learners and
have a solid classroom routine/expectations
so that students know where to find materials
and activities to do when they are finished
their seat work
- try and find ways as much as possible to teach
both grades at the same time
- see where expectations overlap or closely
align
-

*The description may be copied from the outline in the posting for this event.