LEARNING ENVIRONMENT & INSTRUCTION

The field of education is ever evolving and changing, as it responds to the changes required by a shifting student population, as well as required curriculum changes (based on changing workplace requirements, new research, and field developments).

To be a quality educator you must be committed to your own professional development and growth. I am always eager to learn and develop as an instructor, with a focus on quality, effective, research-based instructional practices. I am also committed to remaining current, and well-versed, in the specific field that I am providing instruction in, whether it is Early Childhood Education, Psychology and Development, Primary / Junior Pre-Service Teacher Training, or Learning Exceptionalities and Behaviour Management.

InstructiOn Today Must Include

• Current Field Knowledge and Skills

• Indigenization

• Positive, Supportive Class Culture

• Active Learning

• Engagement and Success for ALL! – UDL

• Class Culture – Building a Community of Learners
• Purposeful and Organized Lesson Design – Jumpstart Model
• Active Learning Practices
• Supporting Diverse Learners through Universal Design for Learning (see the separate page on this)
• Effective Assessment and Evaluation (see the separate page on this)

Class Culture – Building a Community of Learners

I have students start the class by discussing and co-creating the learning environment expectations for the course. Through this discussion, we identify how the classroom must be a positive learning space for all. Inclusive of all individuals, students from different backgrounds, cultures, abilities, religions, and ways of knowing. I identify how diversity within the classroom space is one of the most amazing aspects of Durham College, and that through this diversity we are able to learn from each other. I value diversity, I don’t “accept” it, I am truly grateful for it! 

The learning space must be one that each individual feels valued, supported, and safe. Through the creation of a safe, welcoming environment we can truly have the meaningful conversations and learning experiences that will deepen and enrich our understanding. The learning experiences and assessment experiences are designed with UDL at the foundation.

Interactions are respectful, positive, and professional.  That is also what students are learning at Durham College. I love the students who put up their hands to call me over, and says discretely “how can I say this in a professional way?”  What a great window for learning!

When the classroom is established as a safe place for all, then students are able to take risks, to try! It is hard to achieve true growth without the willingness to take risk. 

I talk about how the classroom is our safe place for us to grow, to practice, to develop. 

We also discuss respect, and classroom expectations for conduct, to make sure the learning environment is effective and meets the needs for all learners (for example no cell phones ringing or talking over individuals).

This conversation begins in the first class, but these principles are encouraged, supported, and facilitated throughout the course.

Purposeful and Organized Lesson Design – JumpStart Model

My professional career in Early Childhood Education includes a diverse range of experiences and environments. I draw upon and contribute all of my professional experience when working in the Durham College post-secondary learning environment. To provide a quick overview I have provided an abbreviated summary below. A review of my Curriculum Vitae will provide you with more detailed information on each experience. I have focussed only on my professional experiences that directly connect to the ECE scope.

Active Learning Practice, Building Engagement for All (UDL)

• Think – Pair – Share

• Travelling Files

• Take a Stand Activities

• Mentimeter (Love Word Clouds!)

• Debates / Discussions

• News Articles

I love that DC College is committed to supporting the education and development of its faculty, with the focus of enhancing student success! Another reason why I want to be a part of the DC full-time team.

USE OF EXIT TICKETS – I LOVE EXIT TICKETS! 

What did you learn, what do you still want to know, is there any areas you are unclear on?

I love exit tickets as it gives formative feedback, but it also connects me to each individual each week.  They have a space to communicate with me privately anything they want to communicate.

It provides an opportunity for students to give feedback on instructional practices used, what works for them and what they find difficult.  I find students also share any relevant information they think I should know (like they are tired because they are working a lot, or they had a loss of a loved one, etc.).

Also, of course, it is a great summary activity that connects the learning for the student as a whole.