tag:blogger.com,1999:blog-52380260341763880942024-03-13T08:24:35.984-07:00An Instructors Learning JourneyThis blog was developed to house and share the articles, websites and my own reflections that have helped me gain knowledge and skills as I travel along my learning journey.Anonymoushttp://www.blogger.com/profile/12007223877734386226noreply@blogger.comBlogger47125tag:blogger.com,1999:blog-5238026034176388094.post-5290261604950763702016-03-12T09:51:00.002-08:002016-03-12T09:51:59.542-08:00PIDP Reflection<!--[if gte mso 9]><xml>
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<div class="separator" style="clear: both; text-align: center;">
<a href="https://sp.yimg.com/xj/th?id=OIP.Mf4dfee1caf87ff6d098edc14b3320db7o0&pid=15.1&P=0&w=300&h=300" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://sp.yimg.com/xj/th?id=OIP.Mf4dfee1caf87ff6d098edc14b3320db7o0&pid=15.1&P=0&w=300&h=300" /></a></div>
<br />
<div class="MsoNormal">
<span style="font-size: 12.0pt; line-height: 115%;">The PIDP has
ignited my passion for learning with so many new discoveries and approaches I can
put directly into practice.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>I have realized its’ not just about providing
content, great teaching is providing opportunities for students to gain and
practice their new knowledge and skills, promoting deeper level thinking (why, how)
and<span style="mso-spacerun: yes;"> </span>setting high expectations for all
students and being available to help them get there. My biggest AH HA moment was
to realize that learning styles are not as relevant as using a multitude of
instructional techniques and modes that which best suit the material being
delivered. </span></div>
<div class="MsoNormal">
<span style="font-size: 12.0pt; line-height: 115%;">Some examples
of how I will help students achieve their learning goals and create positive learning
opportunities are to: </span></div>
<br />
<ul>
<li><span style="font-family: "symbol"; font-size: 12.0pt; line-height: 115%;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"></span></span></span><span style="font-size: 12.0pt; line-height: 115%;">Build
a positive and respectful classroom environment</span></li>
<li><span style="font-family: "symbol"; font-size: 12.0pt; line-height: 115%;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"></span></span></span><span style="font-size: 12.0pt; line-height: 115%;">Create
relevant and valid lessons and connect learning to prior or future knowledge
and share how it will be beneficial to the students</span></li>
<li><span style="font-family: "symbol"; font-size: 12.0pt; line-height: 115%;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"></span></span></span><span style="font-size: 12.0pt; line-height: 115%;">Use
BOPPS to create well rounded lessons with at least three different resources to
enhance and support the lesson</span></li>
<li><span style="font-family: "symbol"; font-size: 12.0pt; line-height: 115%;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"></span></span></span><span style="font-size: 12.0pt; line-height: 115%;">Help
students set SMART goals to foster both intrinsic and extrinsic motivation </span></li>
<li><span style="font-family: "symbol"; font-size: 12.0pt; line-height: 115%;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"></span></span></span><span style="font-size: 12.0pt; line-height: 115%;">Develop
assignments and tasks that provide active learning opportunities</span><span style="font-family: "symbol"; font-size: 12.0pt; line-height: 115%;"><span style="mso-list: Ignore;"></span></span></li>
<li><span style="font-family: "symbol"; font-size: 12.0pt; line-height: 115%;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"></span></span></span><span style="font-size: 12.0pt; line-height: 115%;">Create
authentic assessments to empower students</span></li>
<li><span style="font-size: 12.0pt; line-height: 115%;">Use
lots of formal and informal formative assessments to gain where students are in
their learning and </span></li>
<li><span style="font-family: "symbol"; font-size: 12.0pt; line-height: 115%;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"></span></span></span><span style="font-size: 12.0pt; line-height: 115%;">Provide
timely, relevant feedback which encourages the student forward</span></li>
<li><span style="font-family: "symbol"; font-size: 12.0pt; line-height: 115%;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"></span></span></span><span style="font-size: 12.0pt; line-height: 115%;">Embrace
technology and use it to enhance a lesson and student learning (blogging/infographics/videos)</span></li>
<li><span style="font-family: "symbol"; font-size: 12.0pt; line-height: 115%;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"></span></span></span><span style="font-size: 12.0pt; line-height: 115%;">Use
silence more</span></li>
<li><span style="font-family: "symbol"; font-size: 12.0pt; line-height: 115%;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"></span></span></span><span style="font-size: 12.0pt; line-height: 115%;">Be
aware of my body language and personal habits and ticks</span></li>
<li><span style="font-family: "symbol"; font-size: 12.0pt; line-height: 115%;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"></span></span></span><span style="font-size: 12.0pt; line-height: 115%;">Continuously
monitor and reflect on my teaching to modify and improve my knowledge, approach
and skills</span></li>
<li><span style="font-family: "symbol"; font-size: 12.0pt; line-height: 115%;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"></span></span></span><span style="font-size: 12.0pt; line-height: 115%;">Share
my own love of learning and foster curiosity and inquiry in students</span></li>
</ul>
<span style="font-size: 12.0pt; line-height: 115%;"> </span><i class="title" id="yui_3_5_1_2_1457804816693_976">Mirror <b>reflection</b> </i><span class="title">by dandanfotoman on DeviantArt. Retrieved from:<span style="font-size: xx-small;"> </span></span><span class="title"><span style="font-size: xx-small;"></span></span><br />
<span style="font-size: 12.0pt; line-height: 115%;"> http://dandanfotoman.deviantart.com/art/Mirror-reflection-2169774 </span>
Anonymoushttp://www.blogger.com/profile/12007223877734386226noreply@blogger.com0tag:blogger.com,1999:blog-5238026034176388094.post-27381348708886920272016-03-06T14:13:00.001-08:002016-03-06T14:13:35.388-08:00Lifelong Learning<div class="separator" style="clear: both; text-align: center;">
<a href="http://cohort21.com/timrollwagen/files/2013/12/Graphic-Quotes-Learning-is-never-cumulative-it-is-a-movement-of-knowing-which-has-no-beginning-and-no-end-Bruce-Lee.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://cohort21.com/timrollwagen/files/2013/12/Graphic-Quotes-Learning-is-never-cumulative-it-is-a-movement-of-knowing-which-has-no-beginning-and-no-end-Bruce-Lee.jpg" height="640" width="444" /></a></div>
<span style="font-size: xx-small;">http://cohort21.com/timrollwagen/files/2013/12/Graphic-Quotes-Learning-is-never-cumulative-it-is-a-movement-of-knowing-which-has-no-beginning-and-no-end-Bruce-Lee.jpg </span><br />
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I have been and will always be a "<i>lifelong learner</i>". On a personal level learning provides me with the intellectual stimulation I crave. The satisfaction that results from me participating in the lessons my life and interests present is so enticing it motivates me probe further and never sit on the sidelines. If I allow my mind to become stagnate I lose interest, and so I find learning critical to my mental health and well being. <br />
As a professional lifelong learning supports me in reaching my fullest potential and thus opening doors for greater opportunities in the workplace. I hope by modelling my own sense of curiosity and passion for learning, I can inspire students to cultivate their own love of learning. Creating space for learning can help us to broaden our minds and be open to differing ideas and beliefs. I believe that keeping current with trends and new or changing information will assist me in meeting students needs in an ever changing world. Lifelong learning provides the means by which I can continue to serve those in all aspects of my life with growing wisdom. <br />
<br />Anonymoushttp://www.blogger.com/profile/12007223877734386226noreply@blogger.com0tag:blogger.com,1999:blog-5238026034176388094.post-21107336616660880982016-03-06T12:41:00.002-08:002016-03-06T12:42:29.513-08:00<div class="separator" style="clear: both; text-align: center;">
<a href="https://s-media-cache-ak0.pinimg.com/236x/a7/a6/e3/a7a6e3af44673d215406bce07af016e4.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://s-media-cache-ak0.pinimg.com/236x/a7/a6/e3/a7a6e3af44673d215406bce07af016e4.jpg" /></a></div>
Retrieved from: <span style="font-size: x-small;">https://s-media-cache-ak0.pinimg.com/236x/a7/a6/e3/a7a6e3af44673d215406bce07af016e4.jpg </span>Anonymoushttp://www.blogger.com/profile/12007223877734386226noreply@blogger.com0tag:blogger.com,1999:blog-5238026034176388094.post-87016224832926209172016-03-02T13:15:00.000-08:002016-03-06T12:32:00.573-08:00Dr Ken Bain; What the Best College Teachers Do.From a 15 year study of almost 100 highly effective college teachers, Dr Ken Bain shares the results and insights attained from the study in his book, <i>What the Best College Teachers Do</i>. He suggests that great teachers know how to:<br />
<ul>
<li>ask great questions, </li>
<li>encourage learning by doing, making mistakes and trying again, </li>
<li>create authentic assessments, </li>
<li>challenge student thinking, and </li>
<li>hold students to high standards and help them achieve these high standards. </li>
</ul>
I am committed to constantly developing my skills and attributes that will empower and assist students in their learning journey. Some areas that I am focusing my attention on at this time are to improve my abilities to ask great questions and challenging students thinking. Some ways that encourage and stimulate student thinking and discussion may include asking them to explain a issue or problem, why it exists and possible solutions. Keep probing students for evidence to support their ideas and allow students to challenge each other. Bain (2004). p.128. Taking risks and seeing mistakes and or failures as a positive opportunity to grow are also areas of interest to me as they are an uncomfortable place for me to be. <br /><ul>
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Bain, K. (2004). <i>What the best college teachers do</i>. Cambridge, MA: Harvard University Press.
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Anonymoushttp://www.blogger.com/profile/12007223877734386226noreply@blogger.com0tag:blogger.com,1999:blog-5238026034176388094.post-29518497227062291482016-03-01T11:28:00.000-08:002016-03-01T11:28:04.088-08:00Teach like a pirate: David Burgess at TEDxLitchfieldEDBurgess is genius in the way he presents material that has the audience (students) cheering and laughing out loud. Of course, we include the course content and use an assortment of techniques and methods to engage students, but he reminds us to ask questions, lot of them to help focus your thoughts and to take risks, fail and never be afraid to try new things. David Burgess is energetic, passionate and a little crazy as he cleverly delivers ideas about teaching with creativity. I encourage you to watch this video and let his enthusiasm inspire you.<br />
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Anonymoushttp://www.blogger.com/profile/12007223877734386226noreply@blogger.com0tag:blogger.com,1999:blog-5238026034176388094.post-20919820917223919282016-02-29T13:13:00.002-08:002016-03-04T11:32:43.292-08:00Brookfield Chapter 6: Lecturing CreativelyWe have all sat thru them, the mind numbing, snore inducing drone of a boring lecture. In the chapter of <i>Lecturing Creatively</i> Brookfield speaks of why and when lectures are an appropriate teaching approach and characteristics of lectures that are helpful in the process of learning. Ask yourself does the use of a lecture help students learn, if so then
use it, if not use an approach that is better suited to the material. He states "a lecture should begin with a statement to students as to why it is being used and what is is intended to accomplish." p.100. Clarifying the relevance of the lecture topic and connection to previous learning is important so students can understand the intention of the instructor. <br />
Most students have an optimal attention span of about 12 minutes, therefore instructors should talk for no longer than 15 minutes before taking a mini break of at least 2 minutes. Include various modes of teaching, for example, visual aids, guest speaker, short video clips or periods of reflective silence to enhance a lecture. Other essential components to a stimulating lecture include, speaking from untypical areas in the classroom, using clear body language and signals to indicate an important point or moving on, using questions to stimulate thought at the beginning and close of the lecture and presenting alternate perspectives of view on the topic.<br />
Most importantly an instructor should regularly review his lecturing thru student evaluation questionnaires like the CIQ, peer reviews or video taping yourself. This will help the instructor to become aware of habits and behaviors that may need modifying or eliminating in order to improve presentations skills. <br />
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<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
<span style="font-size: 12.0pt; line-height: 115%;">Brookfield, S., (2006). <i style="mso-bidi-font-style: normal;">The Skillful Teacher</i></span><i><span lang="EN-CA" style="font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-CA;">:
On Technique, Trust, and Responsiveness in the Classroom {Jossey-bass Higher
and Adult Education Series; 2nd Ed.}</span></i><span lang="EN-CA" style="font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-CA;">. John Wiley
& Sons, (US). </span></div>
Anonymoushttp://www.blogger.com/profile/12007223877734386226noreply@blogger.com0tag:blogger.com,1999:blog-5238026034176388094.post-70854272413491524752016-02-29T10:54:00.000-08:002016-02-29T10:54:05.666-08:00Muddiest Point<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjb7bVij7dxVW2QUWo8EjpWuI4OWes4WcozhXA4603zvIeZE7dYSr2nLI8Tv_V1nrx9OgUnmezxMA2ji_keK_UEwTJLyUR3GRDoazSe874PepRA8GOFf1AIj6ehisgZPPTAfpDi1HEq-oY/s1600/3260%25282%2529.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjb7bVij7dxVW2QUWo8EjpWuI4OWes4WcozhXA4603zvIeZE7dYSr2nLI8Tv_V1nrx9OgUnmezxMA2ji_keK_UEwTJLyUR3GRDoazSe874PepRA8GOFf1AIj6ehisgZPPTAfpDi1HEq-oY/s1600/3260%25282%2529.jpg" /></a></div>
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Anonymoushttp://www.blogger.com/profile/12007223877734386226noreply@blogger.com0tag:blogger.com,1999:blog-5238026034176388094.post-86121320797937930252016-02-23T14:19:00.002-08:002016-02-29T13:26:47.285-08:00Brookfield Chapter 12- Responding to Resistance<div class="separator" style="clear: both; text-align: center;">
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For this weeks required posting I have decided to provide an overview of the chapter as a future resource for myself when I encounter student resistance to learning. In this chapter Brookfield examines some possibilities for why students may resist learning and provides multiple responses for instructors to attempt in order to minimize the resistance or its effects.<br />
<br />
Firstly lets look at some possibilities from Brookfield as to why students may resist learning. p.217-224<br />
<ul>
<li><b>Poor self-image as learners </b>- due to previous failure or humiliation, or ongoing self-doubt.</li>
<li><b>Fear of the unknown - </b>the process of learning requires a person to enter into a period of an unknown or altered state for a time.</li>
<li><b>The normal rhythm of learning - </b>the enthusiasm experienced when something new is learned is followed by a dip as the students understands how complex and unfamiliar the new territory they have entered is. </li>
<li><b>Disjunction of learning and teaching styles</b></li>
<li><b>Apparent irrelevance of the learning activity</b></li>
<li><b>Level of required learning is inappropriate - </b>misinterpretation of students learning readiness due to use of unclear language to describe a new activity or confusion or misunderstanding of course content.</li>
<li><b>Fear of looking foolish in public </b>- sometimes people will only attempt a new skill or task in public which they know they can do well. </li>
<li><b>Cultural suicide - </b>some cultures may not tolerate higher education unless it supports that culture. Participants may not be supported by their families in pursuing a higher education and thus will refrain from learning</li>
<li><b>Lack of clarity in teachers instructions - </b>confusion is created when<b> </b>instructors do not use clear language to communicate their intentions or criteria for evaluation.</li>
<li><b>Students dislike of teachers</b></li>
</ul>
<b> </b>Brookfield outlines some responses to attempt when faced with resistance to learning. p.224-233<br />
<ul>
<li><b>Try to sort out the cause of resistance -</b> thru the use of CIQ, one minute paper<b>, </b>one on one meeting<b>, </b>or asking a colleague for their take on a situation</li>
<li><b> Ask yourself if the resistance is justified - </b>check for possibilities like the ones listed above<b><br /></b></li>
<li><b> Research your students backgrounds - </b>get to know students and be willing to make adjusts to teaching approaches when appropriate</li>
<li><b> Involve former resisters - </b>organize for past students to come in for a short talk on their experience of the course </li>
<li><b>Model - </b>exhibit the behaviors we'd like student to show<b><br /></b></li>
<li><b>When appropriate, involve students in educational planning - </b>as it increases the connections to learning</li>
<li><b>Use a variety of teaching methods and approaches - </b>more effective learning for all students<b><br /></b></li>
<li><b>Assess learning incrementally -</b> to show where students are in their learning and see what needs to occur to move forward</li>
<li><b>Check that your intentions are clearly understood - </b>check, check and check again</li>
<li><b>Build a case for learning - </b>share why it's important for students to learn the task or skill and how it will benefit them</li>
<li><b>Create situations in which students succeed -</b> "scaffolding learning into logical, sequential and small increments"<b><br /></b></li>
<li><b>Don't push too fast - </b>be aware of rhythms of learning<b><br /></b></li>
<li><b>Admit resistance is normal - </b>talk about personal resistance to learning or past students<b> </b>reason for resistance, some may be applicable to present students and they may relax when they realize their feelings are normal<b><br /></b></li>
<li><b>Acknowledge the right to resist- </b>the learner has to make the internal commitment to learning</li>
</ul>
Finally Brookfield states<br />
" Remember that resistance to learning is normal , natural and inevitable. The trick is make sure it interferes as little as possible with classroom activities that others see as important and helpful." p. 233<br />
<b></b><br />
<b><br /></b><span style="font-size: 12.0pt; line-height: 115%;">Brookfield, S., (2006). <i style="mso-bidi-font-style: normal;">The Skillful Teacher</i></span><i><span lang="EN-CA" style="font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-CA;">:
On Technique, Trust, and Responsiveness in the Classroom {Jossey-bass Higher
and Adult Education Series; 2nd Ed.}</span></i><span lang="EN-CA" style="font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-CA;">. John Wiley
& Sons, (US).</span><br />
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<b> </b><a href="https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcSXjm5GPo6tZlWg-R4ccuXCu_StqqhDgfuYQfsaHi8sGQ2H2sjh"><span style="font-size: x-small;">https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcSXjm5GPo6tZlWg-R4ccuXCu_StqqhDgfuYQfsaHi8sGQ2H2sjh</span></a>Anonymoushttp://www.blogger.com/profile/12007223877734386226noreply@blogger.com0tag:blogger.com,1999:blog-5238026034176388094.post-46632748461770401832016-02-22T10:59:00.000-08:002016-02-22T10:59:30.077-08:00Professional Ethics in the Cosmetology IndustryIn Western Canada our industry has a Non-governmental <a href="http://www.beautycouncil.ca/cpages/home" target="_blank">Beauty Council</a> which has taken on the role to provide Federal and Provincial guidelines and a <a href="http://www.beautycouncil.ca/cpages/code-of-ethics">Code of Ethics</a> for members of our industry. Unfortunately these are guidelines and we are not monitored or regulated by a Government body. The Beauty Council requests Hairdressers, Nail Technicians and Estheticians in the industry to become active members with an annual membership. This non-compulsory industry established license for technicians is attained by passing a industry standards exam to show they are upholding a level of professional standards. <br />
<br />
The Beauty Council Code of Ethics states:<br />
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<b>Cosmetology Professionals shall:</b>
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<ul>
<li>be guided by honesty, accountability, fairness and integrity in all business transactions</li>
<li>uphold established industry qualifications</li>
<li>commit to ongoing professional development</li>
<li>strive to enhance the public image of the cosmetology sector </li>
</ul>
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<b>Standards of Practice </b></div>
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<ul>
<li>Members will ensure clients are respected and the clients' best interests are served at all times</li>
<li>Members will ensure clients' privacy and modesty is safeguarded and all client information is kept confidential</li>
<li>Members will ensure services are only provided
within the scope of respective certification(s) and not utilize any
technique/procedure in which adequate training has not been received</li>
<li>Members will ensure all usage instructions and guidelines provided
by product and equipment manufacturers are strictly adhered to</li>
<li>Members will ensure all services provided follow the
health & safety recommendations of the association and public
authorities</li>
<li>Members will ensure they are abreast of current industry knowledge and the latest techniques </li>
<li>Members will ensure clients are provided clear and realistic
information regarding the goals and outcomes of service and/or products
and only accurate and truthful claims are made regarding the potential
benefits of the techniques rendered or products recommended</li>
<li>Members will refrain from making statements on the efficacy services
that are not supported by the generally accepted experience of the
profession</li>
<li>Members will ensure that clients' issues are handled in a fair and expeditious manner</li>
<li>Members will ensure that work is to the highest standard of ethical and professional conduct</li>
<li>Members will provide a positive image and promote excellence in the cosmetology industry</li>
</ul>
Anonymoushttp://www.blogger.com/profile/12007223877734386226noreply@blogger.com5tag:blogger.com,1999:blog-5238026034176388094.post-64531771705394941012016-02-21T09:47:00.001-08:002016-02-21T09:57:59.657-08:00Where to next?<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgEq5rqhmW7f4-9WgCqO9UI9ow8ru-IiWtbnVGqVyuoAq_l3FMEHzmT9SrEWjHHMrj0LDia-qikuLH4J2ruR1MIexp7jmzvWtjr3qA7Ecd6wa3t8hkUWtOfqdb-G9JcCVfhvqJ-Uac5cvM/s1600/growth+and+balance.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="212" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgEq5rqhmW7f4-9WgCqO9UI9ow8ru-IiWtbnVGqVyuoAq_l3FMEHzmT9SrEWjHHMrj0LDia-qikuLH4J2ruR1MIexp7jmzvWtjr3qA7Ecd6wa3t8hkUWtOfqdb-G9JcCVfhvqJ-Uac5cvM/s320/growth+and+balance.jpg" width="320" /></a></div>
<span style="font-size: x-small;">Retrieved From: <a href="https://encrypted-tbn2.gstatic.com/images?q=tbn:ANd9GcQ7x644vDcB2tpnANXT7imizwC4j58ST-9S4YgwDmd0hn1mS5CkVA">drkellyhb.com</a> </span><br />
<br />
I love this picture, it speaks to me of growth with balance. A oxymoron, can there be growth without tipping the balance scales even slightly. I think not. But a little agitation can sometimes lead to incidents of unsuspected learning. That is my main goal for the next few years, growth with balance.<br />
Reflecting on my journey thus far in the PIDP, I have realized the enormous learning journey I have been involved with and at times it has completely consumed my life. My apologies to my family and gratitude for your support. Okay some detail to my 5 year plan to becoming a more competent and effective instructor.<br />
<ul>
<li>gain full time employment as an Esthetics instructor </li>
<li>complete the PIDP within 12 months</li>
<li>take a short course to improve my nail enhancement skills</li>
<li>improve my critical and creative thinking skills by keeping a journal on my experiences as an instructor</li>
<li>improve my presentation skills thru organizing a mentor or peer coaching time with an inspiring colleague</li>
<li>be a guest presenter with other Esthetics programs</li>
<li>develop a short course that focuses on making connections with clients. There is much focus on the practical skills of performing a safe and enjoyable treatment which of course is essential, but I want to focus on how to build and retain clientele. A successful career which is also financially satisfying requires emotional connections to be established with people who will more likely return to you because of the relationship which has grown. </li>
</ul>
Of course, the consuming feelings I have experienced in learning are entirely my own doing but going forward I will commit to my learning with a healthy balance with my personal life by setting a schedule for study and sticking to it. <br /><ul>
</ul>
Anonymoushttp://www.blogger.com/profile/12007223877734386226noreply@blogger.com0tag:blogger.com,1999:blog-5238026034176388094.post-81773964301801194512016-02-20T14:05:00.000-08:002016-02-22T14:19:01.328-08:00Culturally responsive teaching and learningAnother insightful article from <a href="http://www.facultyfocus.com/" target="_blank">Faculty Focus</a> with a focus on effective instructional strategies to enhance teaching and learning in a diverse classroom. <br />
To view the entire article please go to <a href="http://www.facultyfocus.com/articles/teaching-and-learning/five-competencies-for-culturally-competent-teaching-and-learning/" target="_blank">Five competencies for culturally competent teaching and learning. </a><br />
Below I have shared from the article those points which spoke to me. <br />
<b>1. Culturally competent teaching and learning facilitates critical reflection.</b><br />
Culturally-responsive teaching engages students in self-awareness activities that lead to reflection on cultural assumptions.<br />
<b>2. Culturally competent teaching and learning demands respect for others.</b><br />
<b></b>Culturally responsive methods such as inter-cultural communication
stimulate respect for the needs of all learners and allow every voice to
be heard.<br />
<b>3. Culturally competent teaching and learning involves accommodating individual learners.</b><br />
<b></b>Teaching that is respectful and learner focused will naturally involve individual accommodations. Learning about the cultures and languages of individual students
provides a foundation for implementing effective accommodations that
facilitate learning.<br />
<b>4. Culturally competent teaching and learning requires the use of intercultural communication skills.</b><br />
<b></b>Effective communication with others who are linguistically and
culturally different includes the use of techniques like active
listening, elaboration, paraphrasing, and restatement.<br />
<b>5. Culturally competent teaching and learning requires focused activities and intentionally structured environments.</b><br />
<b></b>Intentional groupings of students with others from different racial
groups have been shown to have a positive impact on students—especially
white students.<br />
<br />
Irish, C., Scrubb, M., (2012). Faculty Focus. <i>Five Competencies for Culturally Competent Teaching and Learning.</i> Retrieved from: <a href="http://www.facultyfocus.com/articles/teaching-and-learning/five-competencies-for-culturally-competent-teaching-and-learning">http://www.facultyfocus.com/articles/teaching-and-learning/five-competencies-for-culturally-competent-teaching-and-learning</a>/Anonymoushttp://www.blogger.com/profile/12007223877734386226noreply@blogger.com0tag:blogger.com,1999:blog-5238026034176388094.post-50679861461828667882016-02-18T19:30:00.001-08:002016-02-18T19:30:10.661-08:00Six Ethics of Life<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi0SOJVdHy8uWsMr3L_pItGxTqpXcAo-dQSfbLEsyDuq5mHZCOdR9xQnbx5dZAymKfRglU8OgxLwiS2clP9ueD6sTiAXwA8nMe7BsamYliBVf0u636ESOLSkq7psrOjYBl6sf85TLTg7Hg/s1600/ethics-1024x768.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi0SOJVdHy8uWsMr3L_pItGxTqpXcAo-dQSfbLEsyDuq5mHZCOdR9xQnbx5dZAymKfRglU8OgxLwiS2clP9ueD6sTiAXwA8nMe7BsamYliBVf0u636ESOLSkq7psrOjYBl6sf85TLTg7Hg/s640/ethics-1024x768.jpg" width="640" /></a></div>
http://robertmijas.com/blog/wp-content/uploads/2013/09/ethics-1024x768.jpg Anonymoushttp://www.blogger.com/profile/12007223877734386226noreply@blogger.com0tag:blogger.com,1999:blog-5238026034176388094.post-52165445703218667522016-02-15T11:26:00.005-08:002016-02-18T17:28:01.835-08:00Brookfield Chapter 9: Teaching in Diverse Classrooms<span style="font-size: 12pt; line-height: 115%;">In our
classroom the breath of diversity is substantial.</span><span style="font-size: 12pt; line-height: 115%;"> </span><span style="font-size: 12pt; line-height: 115%;">Our class of 6 students includes Canadian
First Nations, European descendants, Hawaiian and Australian.</span><span style="font-size: 12pt; line-height: 115%;"> </span><span style="font-size: 12pt; line-height: 115%;">Allowing students to get to know each other
first and then gently increasing the group work components of lessons perhaps
make students more comfortable with each other.</span><span style="font-size: 12pt; line-height: 115%;">
</span><span style="font-size: 12pt; line-height: 115%;">There are a lot of times when students must practice new skills on each other
before they can perform the service on the public, so our students do get to
know each other very well.</span><span style="font-size: 12pt; line-height: 115%;"> </span><span style="font-size: 12pt; line-height: 115%;">They are also
required to rotate who they work with daily so that they are exposed to different
skin types and the unique conditions they represent.</span><span style="font-size: 12pt; line-height: 115%;"> </span><span style="font-size: 12pt; line-height: 115%;">Establishing very clearly and early in the
class, that we treat each other with respect and kindness helps lessen the
challenges of student hostility as the program progresses.</span><span style="font-size: 12pt; line-height: 115%;"> </span><br />
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: 12.0pt; line-height: 115%;">An Esthetics
class has a lot of “demonstration as a teaching approach.” P.165. This is to
give students a clear view of the procedural treatment and show what is
expected of them and how to get there.<span style="mso-spacerun: yes;"> </span>Brookfield
explains the “double edged sword” where students can be inspired or
intimidated.<span style="mso-spacerun: yes;"> </span>P. 166.<span style="mso-spacerun: yes;"> </span>We give the students many opportunities to
practice their new skills and build competency.<span style="mso-spacerun: yes;">
</span>I hadn’t thought of my demonstrations as being intimidating as I am initially
pretty nervous when having to talk or perform a treatment in front of others.<span style="mso-spacerun: yes;"> </span>I am now aware of this possible reaction and
will try to remember to speak clearly, smile and make eye contact with the hopes that it lessens any anxiety. </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: 12.0pt; line-height: 115%;">When
presenting new concepts I do follow up with an example to help make a learning connection.<span style="mso-spacerun: yes;"> </span>What I discovered thou is to ensure <i style="mso-bidi-font-style: normal;">all</i> students are connecting the new information
there needs to be at “least three practical illustrations from the teacher
followed by the students’ attempt to provide a fourth.” P. 166.<span style="mso-spacerun: yes;"> </span>Given the diversity of students, examples
must be relative and familiar not only to the instructor but the student as
well.<span style="mso-spacerun: yes;"> </span>It’s the instructors’ responsibility
to provide a range of illustrations and help students formulate connections to
new material and </span><span style="font-size: 16px; line-height: 18.4px;">using formative feedback like a minute paper, muddiest point or CIQ to monitor my instructional approach will assist me in knowing where and what needs further attention. </span><span style="font-size: 16px; line-height: 18.4px;"> </span></div>
<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
<br /></div>
<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
<span style="font-size: 12.0pt; line-height: 115%;">Brookfield, S., (2006). <i style="mso-bidi-font-style: normal;">The Skillful Teacher</i></span><i><span lang="EN-CA" style="font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-CA;">:
On Technique, Trust, and Responsiveness in the Classroom {Jossey-bass Higher
and Adult Education Series; 2nd Ed.}</span></i><span lang="EN-CA" style="font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-CA;">. John Wiley
& Sons, (US). </span></div>
Anonymoushttp://www.blogger.com/profile/12007223877734386226noreply@blogger.com0tag:blogger.com,1999:blog-5238026034176388094.post-25398885976430420882016-02-13T17:10:00.000-08:002016-02-13T17:14:22.078-08:00Effective TeachingAnother great article <a href="http://www.facultyfocus.com/articles/philosophy-of-teaching/what-students-want-characteristics-of-effective-teachers-from-the-students-perspective/?utm_campaign=shareaholic&utm_medium=blogger_post&utm_source=blog">What Students Want: Characteristics of Effective Teachers from the Students' Perspective</a> from the files of <a href="http://www.facultyfocus.com/" target="_blank">Faculty Focus</a>, written by Ellen Smyth.<br />
<br />
<i>"Researchers had asked their students this question: What
characteristics are essential for effective teaching from the student
perspective? Analyzing and combining reasonably synonymous
characteristics, researchers isolated the top nine for online and for
face-to-face students" </i><br />
<br />
The top result for both platforms was <b>respect</b>. This was not surprising for me. I am a big believer that a classroom must be a mutually respectful environment for any effective teaching and learning to occur. <br />
<br />
Smyth writes <i>"Students should be shown all the respect we can muster. We need to
regularly analyze and question our attitudes. We need to empathize with
students by imagining role reversals and by believing in them whenever
possible. We need to humble ourselves so that even the least are worthy
of our attention and admiration."</i><br />
<br />
There are nine characteristics examined in this study and I aim to foster my personal development of these characteristics by committing to the following actions in the future:<br />
<ul>
<li><b>Respect</b>- be kind and thoughtful of others particularly when I am feeling frustrated or disappointed.</li>
</ul>
<ul>
<li><b>Knowledgeable - </b>keep current with trends and research in education and esthetics<b> </b></li>
</ul>
<ul>
<li><b>Approachable - </b>use welcoming body language (smile, arms uncrossed)</li>
</ul>
<ul>
<li><b>Engaging- </b>make eye contact with<b> all </b>students, alter my pitch and tone when speaking, be enthusiastic no matter the topic </li>
</ul>
<ul>
<li><b>Communicative -</b>use dialogue that fosters open communication and listen with my full attention </li>
</ul>
<ul>
<li><b>Organized- </b>be well prepared for class and keep detailed lists <b> </b></li>
</ul>
<ul>
<li><b>Responsive - </b>set and keep to a time frame to respond to emails and student inquires<b> </b></li>
</ul>
<ul>
<li><b>Professional - </b>make<b> </b>professional development goals<b> </b>and work regularly to achieve them</li>
</ul>
<ul>
<li><b>Humorous - </b>don't use sarcasm as humor</li>
</ul>
Anonymoushttp://www.blogger.com/profile/12007223877734386226noreply@blogger.com0tag:blogger.com,1999:blog-5238026034176388094.post-2875003657133566232016-02-11T17:54:00.007-08:002016-02-11T17:57:00.861-08:00Brookfield Chapter 2: The Core assumptions of Skillful Teaching<i>"Treating students as Adults."</i> p.31<br />
The foundation of building a trusting and open relationship with students is to treat them as adults. All people deserve to be treated with respect and dignity and feel they are a valuable member of a community. <br />
<br />
<i>"Skillful teaching is whatever helps students learn."</i> p.18<br />
Brookfield speaks the need of instructors to be aware of his or her personal beliefs and habits and how they impact on a student. It may be to leave the student alone to enable learning to occur or intervene at an opportune time or even suggesting a break from an activity or task. Knowing how and when to make these decisions involves an instructor using their experience and intuitiveness to decide what is best for the student. <br />
<br />
<i>"Skillful teachers adopt a critically reflective stance towards their practice."</i> p.24<br />
I really liked how Brookfield outlines ways in which instructors are able to make "informed teaching" decisions and actions by looking at four conditions. p.25 <br />
These include:<br />
•<span class="Apple-tab-span" style="white-space: pre;"> </span>assumptions that can be explained and/or justified to ourselves and others<br />
•<span class="Apple-tab-span" style="white-space: pre;"> </span>are actions implemented researched, is there accurate evidence<br />
•<span class="Apple-tab-span" style="white-space: pre;"> </span>does the action achieve the consequence it intends<br />
•<span class="Apple-tab-span" style="white-space: pre;"> </span>view our teaching thru different perspectives<br />
I will most certainly be using this analyzing format to when reflecting and have a acronym to help me remember to check for each condition which for me is PERC (Perspectives, Explained, Researched, Consequence). <br />
<br />
<i>"The most important knowledge skillful teachers need to do good work is a constant awareness of how students are experiencing their learning and perceiving their actions." </i>p.28<br />
Instructors need to know where students are in their learning and how to move forward. Using feedback strategies like surveys, questionnaires or Brookfield's Critical Incident Questionnaire or CIQ are some ways to gain this information to enhance student learning.<br />
<br />
<br />
Reference:<br />
Brookfield, S., (2006). <i>The Skillful Teacher: On Technique, Trust, and Responsiveness in the Classroom. </i>{Jossey-bass Higher and Adult Education Series; 2nd Ed.}. John Wiley & Sons, (US).<br />
<div>
<br /></div>
Anonymoushttp://www.blogger.com/profile/12007223877734386226noreply@blogger.com0tag:blogger.com,1999:blog-5238026034176388094.post-83065613280059503822016-01-31T10:30:00.000-08:002016-01-31T10:32:29.568-08:00Free 'Clickers' for All: Using Google Forms to Survey Your Students<br />
<a href="http://www.facultyfocus.com/articles/teaching-with-technology-articles/free-clickers-for-all-using-google-forms-to-survey-your-students/?utm_campaign=shareaholic">Free 'Clickers' for All: Using Google Forms to Survey Your Students </a>written by Michael J. LaGier, PhD and retrieved from <a href="http://www.facultyfocus.com/" target="_blank">Faculty Focus</a>.<br />
<br />
What a fantastic way to gather formative assessments from students without any cost to them.<br />
Check out this great article on how to create, deliver and share the results of your survey. Anonymoushttp://www.blogger.com/profile/12007223877734386226noreply@blogger.com0tag:blogger.com,1999:blog-5238026034176388094.post-35709512635334681492016-01-29T15:50:00.003-08:002016-02-04T11:43:46.934-08:00TPI<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi9B40Wbq6D8RgxdL02lfatb_hVViaP4-TW6eOXvIrF70MXMXsdV2MK1qUWwA7ELxQEn6A2MQeQO9cIWl72mlU8HIHOoqlX24nV3J_SEb4RqwtyU_qBlp-FIcQFOaQPBttmx-KTpxfqFHk/s1600/teaching+perspective.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi9B40Wbq6D8RgxdL02lfatb_hVViaP4-TW6eOXvIrF70MXMXsdV2MK1qUWwA7ELxQEn6A2MQeQO9cIWl72mlU8HIHOoqlX24nV3J_SEb4RqwtyU_qBlp-FIcQFOaQPBttmx-KTpxfqFHk/s1600/teaching+perspective.jpg" /></a></div>
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<span style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Arial;">Teaching Perspective
Inventory </span></div>
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<span style="font-size: 12.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman";">Thanks for taking the TPI Survey on 01/29/2016.<br />
Group: PIDP - Provincial Instructor Diploma Program (VCC).<br />
Specific learners focused on: Vocational/Technical.<br />
Group Size: 2-9.<br />
Your results can be viewed at <a href="http://www.teachingperspectives.com/tpi/tpisurveyresult.html?surveyid=84723" target="_blank"><span style="color: blue;">Your TPI Survey</span></a><br />
<br />
Calculated survey results:<br />
-----------------------------------------------------------<br />
Transmission Total: (Tr) 37.<br />
B = 13; I = 11; A = 13.<br />
Apprenticeship Total: (Ap) 38.<br />
B = 11; I = 14; A = 13.<br />
Developmental Total: (Dv) 32.<br />
B = 12; I = 11; A = 9.<br />
Nurturing Total: (Nu) 38.<br />
B = 11; I = 14; A = 13.<br />
Social Reform Total: (SR) 25.<br />
B = 8; I = 7; A = 10.<br />
--------------------------------------------------------------------------------------<br />
Beliefs total: (B) 55<br />
Intentions total: (I) 57<br />
Action total: (A) 58<br />
--------------------------------------------------------------------------------------<br />
Mean: (M) 34<br />
Standard Deviation: (SD) 5.02<br />
Dominant Threshold: (HIT) 39.02<br />
Recessive Threshold: (LOT) 28.98<br />
Overall Total: (T) 170</span></div>
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<span style="font-size: 12.0pt; line-height: 115%;">This was a revealing exercise.<span style="mso-spacerun: yes;"> </span>My viewpoints are
quite strong except for social reform and there is little differentiation between
the transmission, apprenticeship and nurturing perspectives.<span style="mso-spacerun: yes;"> </span>My dominant perspectives are apprenticeship and
nurturing, with scores of 38.<span style="mso-spacerun: yes;"> </span>The backup
perspective is transmission sitting very close with a score of 37.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>This
makes sense to me with regards to learning Esthetics.<span style="mso-spacerun: yes;"> </span>The developmental perspective ranked in the
recessive area, but the most recessive by quite a lot is the social reform
perspective.<span style="mso-spacerun: yes;"> </span>This was a surprise for as
one of my main motivating reasons for moving towards Esthetics teaching is to
improve the quality of the cosmetology industry.<span style="mso-spacerun: yes;"> </span>The TPI shows my lack of attention to this
area, with a clear discrepancy between my intention and actions in regards to
social reform.<span style="mso-spacerun: yes;"> </span></span></div>
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<span style="font-size: 12.0pt; line-height: 115%;">In the
transmission perspective my beliefs, intention and actions align but in all four
other perspectives there are some inconsistencies.<span style="mso-spacerun: yes;"> </span>This may be due to focusing on the student’s
skills with performing services to a high degree and their theoretical
knowledge.<span style="mso-spacerun: yes;"> </span>Or it may be me being wishy
washy about my beliefs, I do change my mind a bit! <span style="mso-spacerun: yes;"> </span>The highest sub-scores (14) being intention,
occur within my dominant perspectives of both apprenticeship and nurturing, and
are followed by a similar action sub-score of 13.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>I am
happy to see these are aligned and I am following thru on my intent.<span style="mso-spacerun: yes;"> </span></span></div>
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<span style="font-size: 12.0pt; line-height: 115%;">Overall this
profile is how I see myself as an educator. <span style="mso-spacerun: yes;"> </span>I would like to give more attention to strengthening
the developmental and social reform perspectives.<span style="mso-spacerun: yes;"> </span>I will be interested to take this exercise
again in the future and see where there are differences.<span style="mso-spacerun: yes;"> </span></span></div>
Anonymoushttp://www.blogger.com/profile/12007223877734386226noreply@blogger.com0tag:blogger.com,1999:blog-5238026034176388094.post-51706324161219726902016-01-29T10:36:00.000-08:002016-01-31T10:37:47.656-08:00Brookfield Chapter 1<!--[if gte mso 9]><xml>
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<span style="font-size: 12.0pt; line-height: 115%;">How refreshing
to read that there are some instructors who feel like “Impostors” </span><span style="font-size: 12.0pt; line-height: 115%;"><span style="font-size: 12.0pt; line-height: 115%;">(Brookfield, 2006) </span>in the
teaching world<span style="mso-spacerun: yes;"> </span>. I have never heard
another instructor talk about these personal feelings before and I find it
somewhat reassuring to know that I am not alone in my thoughts of this nature.<span style="mso-spacerun: yes;"> </span>While being prepared and knowing “my stuff” I
have experienced more feeling of inadequacy than I really care to admit.<span style="mso-spacerun: yes;"> </span>I am new to the instructing arena and while I
try not to be to brutal in destroying my fragile and inexperienced teaching
ego, I am constantly aware of how much I have to learn to be an effective and “skillful”
instructor. </span><br />
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<br /></div>
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<span style="font-size: 12.0pt; line-height: 115%;">I experienced
the best and worst moment thus far in my short teaching career two years ago.<span style="mso-spacerun: yes;"> </span>Coming off a bout of food poisoning, off to
class I go.<span style="mso-spacerun: yes;"> </span>I had diligently prepared my
lesson plan and gathered my visual aids for a Brazilian waxing class and
demonstration.<span style="mso-spacerun: yes;"> </span>The theory based section
of the class went well and it was time for the demo.<span style="mso-spacerun: yes;"> </span>As I began, I quickly realized I had not used
the particular kind of wax I had to use and it was performing vastly different
from what I was familiar with.<span style="mso-spacerun: yes;"> </span>In my 20+
years doing this service (hair removal is my specialty), I was struggling.<span style="mso-spacerun: yes;"> </span>Both my poor model and I experienced painful
and uncomfortable moments as I exposed her nether regions to more discomfort
than necessary and I tried to overcome my humiliation at my technical
difficulties and unpreparedness. <span style="mso-spacerun: yes;"> </span>How had
I missed this vital element in my preparation for this class?<span style="mso-spacerun: yes;"> </span>I hadn’t given the wax a thought and so was
forced to figure out how best to use this product before my eager
audience.<span style="mso-spacerun: yes;"> </span>It was my worst teaching
experience because I was so embarrassed.<span style="mso-spacerun: yes;">
</span>It was also the best because I learned a valuable lesson.<span style="mso-spacerun: yes;"> </span>I will address and prepare for all elements
of the lesson.<span style="mso-spacerun: yes;"> </span></span></div>
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<br /></div>
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<span style="font-size: 12.0pt; line-height: 115%;">Now I am
grateful for this fully exposing teaching moment even thou I still shudder at
the humiliation I felt, I actually think it was good for the students to see me
struggle and figure out how to properly use this product, as they themselves
will encounter a similar experience at some point in their Esthetics career.<span style="mso-spacerun: yes;"> </span>They won’t always be familiar with every
product out there and even being an expert, some days we will struggle. </span></div>
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<br /></div>
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Brookfield, S.
(2006). <i>Skillful Teacher: On Technique, Trust, and Responsiveness in the
Classroom </i><span style="mso-bidi-font-style: italic;">{Jossey-bass Higher and
Adult Education Series ; 2nd Ed.}</span>. John Wiley & Sons, (US). p 12. <span style="font-size: 12.0pt; line-height: 115%;"></span></div>
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Anonymoushttp://www.blogger.com/profile/12007223877734386226noreply@blogger.com0tag:blogger.com,1999:blog-5238026034176388094.post-71961255455859758732016-01-22T14:05:00.003-08:002016-01-26T15:28:16.045-08:00PIDP 3260Hello, my name is Samantha Schroeder.<br />
Well this is my final PIDP course before beginning the capstone. I have learned so much from the previous courses and am continuing to grow in my role as an educator. I am taking this program to gain and build on the skills and knowledge required to best serve students, teaching facilities, and the general public. My desire is to enhance the cosmetology industry of which I am a dedicated member. I believe it is a responsibility of the therapist or Estethician to strengthen the quality of our industry, and I am happy to be a part of this process thru education. <br />
I am quite new to the formal teaching arena and want to have the correct knowledge and effective tools in my toolbox to best manage challenging situations. I look forward to learning many of these tools in the 3260 course.<br />
<br />
Sincerely,<br />
SamanthaAnonymoushttp://www.blogger.com/profile/12007223877734386226noreply@blogger.com0tag:blogger.com,1999:blog-5238026034176388094.post-36633330365511642132015-11-23T20:15:00.001-08:002016-01-20T18:25:39.630-08:00Classroom Management<div class="separator" style="clear: both; text-align: center;">
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<div class="separator">
<span style="font-family: "arial" , "sans-serif";">Classroom management
is essential to provide students with an environment that builds and maintains
a safe and respectful learning setting. Adult learners must be treated as
adults<span style="font-family: "arial" , "sans-serif";"><span style="font-family: "arial" , "sans-serif";">;</span> </span>speaking to students with an approach which is more
helpful and informal rather than authoritative. Recognizing that students
often have many priorities on top of their learning goals is important factor
for the instructor to remember. The following link provides a thorough
listing of good classroom management points and serves as great reminders for
instructors when establishing classroom etiquette. </span></div>
<span style="font-family: "arial" , "helvetica" , sans-serif;"></span><br />
<h4>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="http://www.edutopia.org/discussion/dos-and-donts-classroom-management-your-25-best-tips" target="_blank">The Dos and Don'ts of Classroom Management: Your 25 Best Tips</a></span></h4>
<br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">Three that resonated most with me were: </span><br />
<ul>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Pick your rules wisely, more rules doesn't always equate to better behavior. </span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Mood is contagious, leave your baggage at the door. </span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Keep students engaged, it's key to limiting disruptive behavior</span></li>
</ul>
Anonymoushttp://www.blogger.com/profile/12007223877734386226noreply@blogger.com0tag:blogger.com,1999:blog-5238026034176388094.post-14807776250833658142015-11-20T11:10:00.002-08:002015-11-20T11:25:19.774-08:00Flip it<!--[if gte mso 9]><xml>
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<![endif]--><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: 12pt; line-height: 115%;">Flipped learning has been around a long time, this
approach has student’s do a pre-reading task or watch a short lecture via video
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home or wherever they choose.<span style="mso-spacerun: yes;"> </span>The class
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material already viewed and build on that knowledge. <span style="mso-spacerun: yes;"> </span></span></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">
</span><br />
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<br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: 12pt; line-height: 115%;">I am eager to install some flipped classes in our
Esthetics program.<span style="mso-spacerun: yes;"> </span>One such class would
look like this. Students would watch a short video on the theory aspects of
sanitation and disinfection. Then class time is used to perform the sanitation
procedures using checklists as a formative assessment tool.</span><span style="mso-spacerun: yes;"> </span><span style="font-size: 12pt; line-height: 115%;">In the classroom the students are
actively participating in tasks connected to the content delivered via video
etc, during these tasks there is greater opportunity for learners to be
receiving support from their peers and receiving feedback from the instructor
when needed. There must be a safe positive environment established for
students to feel comfortable and make personal learning connections.<span style="mso-spacerun: yes;"> </span></span></span></div>
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<a href="http://teachthought.com/wp-content/uploads/2014/03/PillarsFull.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://teachthought.com/wp-content/uploads/2014/03/PillarsFull.jpg" /></a></div>
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<a href="http://teachthought.com/wp-content/uploads/2014/03/PillarsFull.jpg" target="_blank">http://teachthought.com/wp-content/uploads/2014/03/PillarsFull.jpg </a></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Our PIDP
3250 class brainstormed in class activities and ways to flip a classroom here
are the suggestions, Thanks to all who contributed. </span><br />
<ul>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Role playing</span></span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Homework - "Ask the expert" during class time</span></span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Play Jeopardy wit<span style="font-family: "arial" , "helvetica" , sans-serif;">h terms introduced in the video</span></span></span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Have them critique how <span style="font-family: "arial" , "helvetica" , sans-serif;">well the vid<span style="font-family: "arial" , "helvetica" , sans-serif;">eo <span style="font-family: "arial" , "helvetica" , sans-serif;">brought</span> concepts <span style="font-family: "arial" , "helvetica" , sans-serif;">acro<span style="font-family: "arial" , "helvetica" , sans-serif;">ss</span></span></span></span></span></span></span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Get <span style="font-family: "arial" , "helvetica" , sans-serif;">them to answer a <span style="font-family: "arial" , "helvetica" , sans-serif;">questionnaire</span> about the material</span></span></span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Make a pop quiz at <span style="font-family: "arial" , "helvetica" , sans-serif;">beginning</span> of class worth 2% </span></span></span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Go <span style="font-family: "arial" , "helvetica" , sans-serif;">on a f<span style="font-family: "arial" , "helvetica" , sans-serif;">ield trip to a <span style="font-family: "arial" , "helvetica" , sans-serif;">relevant</span> destinations</span></span></span></span></span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Have a guest speaker</span></span></span></span></span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;">S</span>tudents form groups and come up with games <span style="font-family: "arial" , "helvetica" , sans-serif;">for class</span></span></span></span></span></span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Team based Lear<span style="font-family: "arial" , "helvetica" , sans-serif;">ning</span></span></span></span></span></span></span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Immediate feedbvack assessment techniques</span></span></span></span></span></span></span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Discuss a audio recording or video in class </span> </span></span></span></span></span></span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;">S</span>tudents help each other and compare, collaborate, assess and <span style="font-family: "arial" , "helvetica" , sans-serif;">demonstrate</span></span></span></span></span></span></span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Work<span style="font-family: "arial" , "helvetica" , sans-serif;">ing backwards..<span style="font-family: "arial" , "helvetica" , sans-serif;">. o<span style="font-family: "arial" , "helvetica" , sans-serif;">n purpose</span></span></span></span></span></span></span></span></span></span></li>
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<![endif]--><span style="font-family: "arial" , "helvetica" , sans-serif;"></span><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Another great source of in class activities and
assessment ideas is here. <a href="https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/lecturing-and-presenting/delivery/class-activities-and-assessment-flipped-classroom">https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/lecturing-and-presenting/delivery/class-activities-and-assessment-flipped-classroom</a></span>
</span><br />
<span style="mso-no-proof: yes;"></span><br />Anonymoushttp://www.blogger.com/profile/12007223877734386226noreply@blogger.com0tag:blogger.com,1999:blog-5238026034176388094.post-66646752803639479372015-11-19T20:50:00.001-08:002015-11-19T20:50:32.509-08:00Meta-cognition<span style="font-family: Arial,Helvetica,sans-serif;">Meta-cognition is our thinking about thinking. It's our awareness about how we are learning and if we are just memorizing facts or if we understand the material, so we could teach it to others. One way to develop meta-cognitive skills is to Journal about your learning. </span><br />
<span style="font-family: Arial,Helvetica,sans-serif;">Writing journals using the Focused Conversation Model: Objective, Reflective, Interpretive and Decisional approach is a great way to compound learning. I plan to have
students regularly journal about their learning and will adopt a similar reflective
process to the Focused Conversation Model we use in the PIDP course. </span><br />
<br />
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<br />Anonymoushttp://www.blogger.com/profile/12007223877734386226noreply@blogger.com0tag:blogger.com,1999:blog-5238026034176388094.post-66579691880348802152015-11-19T20:24:00.002-08:002015-11-19T20:25:09.854-08:00Virtual and Simulation Learning<span style="font-family: "arial" , "helvetica" , sans-serif;">The vast number of learning institutions developing and using Virtual Learning Environments today reflects the benefits for all stakeholders. </span><span style="font-family: "arial" , "helvetica" , sans-serif;"> </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">This <a href="http://www.taaz.com/virtual-makeover" target="_blank">Virtual-Makeover </a>
is a fantastic way for Esthetics students to play with makeup and
le<span style="font-family: "arial" , "helvetica" , sans-serif;">arn </span></span><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;">complementary </span>colour </span>co<span style="font-family: "arial" , "helvetica" , sans-serif;">mbinations</span> without the mess or<span style="font-family: "arial" , "helvetica" , sans-serif;"> a large ini<span style="font-family: "arial" , "helvetica" , sans-serif;">tial </span></span>invest<span style="font-family: "arial" , "helvetica" , sans-serif;">ment. There are other fun and interactive </span></span><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;">virtual </span></span>hair styling</span> and/or makeover sites<span style="font-family: "arial" , "helvetica" , sans-serif;"> to explore and <span style="font-family: "arial" , "helvetica" , sans-serif;">utili<span style="font-family: "arial" , "helvetica" , sans-serif;">s</span>e</span> in our program. </span></span></span><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"> "The <a class="mw-redirect" href="https://en.wikipedia.org/wiki/Virtual_Learning_Environment" title="Virtual Learning Environment">virtual learning environment</a> needs to simulate the learning process, using goals and objectives to measure the learners’ achievement."</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">WOW, is my reaction to reading this article about googles new <a href="http://www.techradar.com/us/news/phone-and-communications/mobile-phones/google-cardboard-everything-you-need-to-know-1277738" target="_blank">virtual reality device</a>. This amazing cardboard virtual reality headset, works when you combine it with your iPhone or android device. The fact that it's so cheap is wonderful, around $20. I think this would
be an amazing tool for rescue organizations to utilize to help people
during critical situations until the rescue team can arrive. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"> </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="http://www.techradar.com/us/news/phone-and-communications/mobile-phones/google-cardboard-everything-you-need-to-know-1277738">http://www.techradar.com/us/news/phone-and-communications/mobile-phones/google-cardboard-everything-you-need-to-know-1277738</a></span> Anonymoushttp://www.blogger.com/profile/12007223877734386226noreply@blogger.com0tag:blogger.com,1999:blog-5238026034176388094.post-9402794238304115912015-11-19T19:54:00.001-08:002015-11-19T19:56:47.637-08:00Critical Thinking - Standards for Thinking<span style="font-family: "arial" , "helvetica" , sans-serif;">I felt a strong desire to keep these video's very accessible as I will revisit them, I'm sure many times, in the future. <a href="http://www.criticalthinking.org/pages/dr-richard-paul/818" target="_blank">Dr Richard Paul </a>discusses intellectual <i>Standards for Thinking</i> and <i>desirable attributes</i> for thinking. He breaks down 5 attributes within the Standards for Thinking and offers examples of questions to ask to entice high level thinking and answers. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Intellectual Standards for Thinking: </span><br />
<ul>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Clarity - clear thoughts (Can you elaborate? / Can you give an example?)</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Precision - detail, specifying (relevant to context)</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Accuracy - is this accurate (How can we test this?) </span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Relevance - is the answer relevant to the question</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Depth- is the level of depth </span><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;">appropriate when answering a complex question</span></span></li>
</ul>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Paul, R,. </span> </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;">Critical Thinking - Standards of Thought - Part 1</span></span></h3>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Critical Thinking - Standards of Thought - Part 2</b></span></div>
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<br />Anonymoushttp://www.blogger.com/profile/12007223877734386226noreply@blogger.com0tag:blogger.com,1999:blog-5238026034176388094.post-31782937494571618922015-11-17T16:38:00.000-08:002015-11-20T09:16:32.197-08:00Sugata Mitra - Build a School in the CloudAnother fabulous gem thru the PIDP 3250 discussion forum, thanks Julia. I just finished watching a video of Sugata Mitra who speaks about his experiments with children and the remarkable results that developed when children teach themselves. His "hole in the wall" computers gave children with no knowledge of the English language or computers, unlimited access to a computer. In two months these children in poverty stricken and remote environments had acquired knowledge equal to wealthy children with access to mainstream education and teachers. These children had first taught themselves English, then learned and taught each other various ambitiously difficult topics. <br />
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To let this kind of learning happen, takes a instructor who is willing to take a step back and allow the students to take control. The instructor may prose the question but from there the students will carry out the learning process themselves. I am keen to try this approach and can see it working well with the Anatomy and Physiology aspects of Esthetics. Students would be asked to chose a body system and teach the class how that system interacts with the skin. They are free to learn anyway they wish and present their lesson in class time. Class time could also be used to look at skin cross sections under a microscope and in depth discussion on how systems in the body work together. <br />
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I have included the link to Mr Sugata Mitra's TED talk for viewing and a link to his <br />
<a href="https://www.theschoolinthecloud.org/" target="_blank">SOLE</a> - Self-Organised Learning Environment. <br />
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<a href="http://www.ted.com/talks/sugata_mitra_build_a_school_in_the_cloud" target="_blank">http://www.ted.com/talks/sugata_mitra_build_a_school_in_the_cloud</a>Anonymoushttp://www.blogger.com/profile/12007223877734386226noreply@blogger.com0