EDTE 500: Principles of Teaching and Learning

Frame of Reference

Courtney Meeker

Vancouver Island University

EDTE 500: Principles of Teaching and Learning

“The Beautiful Thing About Learning Is that No One Can Take It Away From You.”

- BB King

Introduction:

Learning to become a teacher has always been my dream. Teaching is a very complex

and rewarding profession, providing opportunities to shape student’s perspectives of school. I

want to create support systems and community within the classroom. With being a beginning

teacher, I have to create strong communication with colleagues, parents, and students learning

from every opportunity I am provided with. My pedagogy will be continuously growing and

strengthened by experiential, hands-on, and inquiry-based learning. From when I first began

Kindergarten, I knew that being a teacher was what I am meant to do. A career where I will

always be growing and learning, building connections and relationships that will last a lifetime,

and most of all watching students grow and learn into the humans they are meant to become. For

experiential learning, during my spring practicum our theme for the week was dinosaurs. At the

end of the week the students were becoming expert paleontologists by engaging in a fossil dig

that was set up in the sandbox. Students each had a square where a fossil was hidden, they then

had to dig to find the fossil, then find the dinosaur inside very carefully.
EDTE 500: Principles of Teaching and Learning

Relationship with learners, parents, colleagues and community:

Creating a safe and comfortable space comes from the communication between learners,

parents, and colleagues. I want to provide a space that makes my students feel secure and

confident. One way of doing this is by creating a strong communication bond with the parents. I

want to involve the community in order to create deeper complex thinking for students beyond

the school context. I want to create many strong bonds with colleagues that I work with and be

able to learn and grow with them. “Learning ultimately supports the well-being of the self, the

family, the community, the land, the spirits, and the ancestors” (BC Ministry of Education,

2013). Bringing the First Peoples Principles of Learning into the classroom allows for students to

shift their perspectives and points of view of the world as a whole. I will continue to

communicate with parents/guardian’s through before/after school meetings, through email, or

phone.

Teaching and learning strategies:

Building relationships will be a big factor in my teaching and learning strategies. Taking

into account my students specific needs to build lesson plans for all to grow is a major factor in

my teaching. I wish for all my students to be engaged and excited about each lesson. I want to

focus on positive feedback, rather than pointing out the errors. Showing students that feedback is

internal and relational, celebrating the positive outcomes and the steps forward. Having fun is

important in generating relationships in which it allows people to become comfortable with

themselves, and others amoungst them. Building these relationships with parents will also be a

very important in my teaching. Allowing strong communication bonds, working together as a

team. I want students to be involved in their learning, make decisions and choices based on the
EDTE 500: Principles of Teaching and Learning

ways they learn the best. I want students to understand the process that learning involves

patience and time (First Peoples Principles of Learning, 2015).

I want to incorporate the teaching of David Kolb’s theory about experiential learning. Working

with the four stages that are concrete learning, reflective observation, abstract conceptualization,

and active experiment. I believe it is so important to get students up and out of the classroom for

a more hands on learning experience. With using this theory students will engage into a further

connection with the topic and explore all the aspects.

“Learning is the process whereby knowledge is created through the transformation of

experience.” (Kolb, 2014)

Needs of diverse learners:

I want to create a flexible and adaptable environment in meeting all diverse needs. With

creating a classroom community, everyone will feel safe in contributing to their thoughts and

ideas. I want to challenge my students' strengths and their stretches without overloading. It is

exemplified in OECD that “being sensitive to individual differences and needs also means being

challenging enough to reach their existing level and capacity” (Dumont, et al., 2010, pg.7). With

teaching the diverse needs of individuals, aligns with Maria Montessori, who believed in

allowing children to work independently and guide their own learning through self-discovery

(American Montessori Society, n.d). I strongly believe that students learn through their own

experiences and at their own pace. With allowing these experiences and allowing for the time for

students to learn will create opportunities for imaginative exploration leading to confident,

creative self-expression and promote social development through respectful, clear

communication and safe, natural consequences, and supporting the development of self-
EDTE 500: Principles of Teaching and Learning

confidence, imagination, intellectual independence and self- efficacy (Northwest Montessori,

m.d).

Classroom management:

The foundations of having effective classroom management lays on the foundations of

the community that is built with relationships. I want to be intentional with the words I use

among students. From the beginning of the year I want to provide clear expectations and routines

set in place. I want to create a space in the classroom where students feel respected and

comfortable to go do breathing exercises, or to take a break. Choice is an important aspect in the

classroom, allowing students to express their thoughts and ideas.

Assessment:

In my practice I want to focus on making the learning visible and deepening the

understanding rather than focusing on the end mark. Using formative assessment will allow me

to gage where the students are, their strengths and stretches and how I can help them moving

forward. Using summative assessment, I believe that it is necessary but needs to be modified to

fit what is effective for my specific student community. I want the students to be comfortable in

self assessing themselves on activities but focusing on the next step not the negative. I wish to

create a safe community within the classroom where all students feel safe and respected for some

peer assessment. I wish to have many multiple entry points for students to be able to take their

learning to the next level. Throughout formative and summative assessment, I wish for students

to focus on the process rather than the grade at the end, or the finished product.
EDTE 500: Principles of Teaching and Learning

Curricular connections:

Thinking about the core competencies and cross curricular connections the one principle

that stays with me is “recognizing individual differences” (Dumont, et al., 2010, pg.7). I will be

using the curriculum to plan every lesson and adapt as it may need. In my class we will be

practicing on a continuum that learning involves generational roles and responsibilities from the

First Peoples Principles (BC Ministry of Education, 2013). On the BC curriculum website, it

states that learning should “explore the use of time and space in creative ways” (BC Ministry of

Education, 2013).

Relationship between theory and practice:

Through using theory, it will influence my practice by bringing new ideas into the class

to help support my students in different ways. I want to create a space where students understand

that learning is an individualistic process that is not to be rushed, that is shown in the First

Peoples Principles, taking into account that “learning involves patience and time” (First Peoples

Principles, 2012). During my practicum showing that learning takes patience and time, was

shown on my very first lesson back in the spring. With trying to finish my lesson, and the

students showing me that they were done was a tough concept to overcome. With wanting to

continue on but seeing how the students were reacting I decided to let them play with the

dinosaur toys for the rest of the lesson. During this time even though I wasn’t teaching, the

students were questioning one another, sharing with one another the different facts they know

about certain dinosaurs, and were so excited and engaged. Here I learnt that it is okay to not

force something that will be not remembered the next day, rather be patient and allow students

the time to explore different aspects amoungst themselves.

EDTE 500: Principles of Teaching and Learning

Conclusion:

Throughout my teaching career I will implement a safe community where all learners

will have multiple opportunities to expand development as a community and individually.

Creating strong communications with students, parents, colleagues and the community is

essential in my career. I want to celebrate the positive steps forward and encourage everyone

having a voice in the classroom. I am excited to continue my journey with my students as they

continue to learn and grow.

EDTE 500: Principles of Teaching and Learning

References:

Dumont, H., Istance, D., & Benavides, F. (2010). The nature of learning: Using

research to inspire practice. Paris, France: OECD.

First Nations Education Steering Committee. (2012). First People’s principles of

learning. Retrieved from: http://www.fnesc.ca/wp/wp-content/uploads/2015/09/PUB-LFP-

POSTER-Principles-of-Learning- First-Peoples-poster-11x17.pdf

University, W. G. (2020). Experiential learning theory. Retrieved from WGU:

https://www.wgu.edu/blog/experiential-learning theory2006.html#:~:text=The%20experiential

%20learning%20theory%20works,abstract%20conceptualization%2C%20and%20active

%20experimentation.&text=Kolb%20argues%20that%20effective%20learning,the%20cycle

%20at%20any

Montessori School of Shanghai (n.d). Montessori Philosophy. American Montessori

Society. Retrieved from http://www.montessorisos.com/montessori-

philosophy#:~:text=The%20Montessori%20Method%20is%20founded%20on%20Maria

%20Montessori’s,independently%20and%20allow%20for%20the%20joy%20of%20self-

discovery.

Northwest, M. (n.d.). About Montessori Education . Retrieved from Montessori Northwest :

https://montessori-nw.org/about-montessori-education
EDTE 500: Principles of Teaching and Learning