Entrance Slip #3

Hello twins.

The following is a response to Dr. Kimmer's chapter on scientific terminology and the language of animacy from her book Braiding Sweetgrass.

I had never really considered how the English language rejects the concept of animacy. The anecdote about "someone was in my hat" instead of "something was in my hat" was a moment of epiphany. Why do we only give humans such exclusive rights to be a "who"? It is a subtle shift in the use of pronouns but its impact is profound. I wholeheartedly agree with the sentiment that society's way of objectifying nature opens the door for exploitation by reducing living organisms to things. We mistakenly see ourselves as the only important beings inhabiting our planet. It enables a humbling paradigm shift in how we view and interact with nature by seeing natural beings as our equals. 

I can see the applications to science classes but am less sure of how such a shift could impact mathematics education. My biggest takeaway from this article was that there is always another way of looking at things. In my life, I have never considered that there could be another way of discussing nature. This exemplifies adopting the Two-Eyed Seeing approach to how we educate our students. Just because we have long viewed an idea in a certain way doesn’t mean there are no other perspectives to explore. Often we are simply unaware that alternatives exist and thus miss out on the insights they offer. Therefore the first step is making students aware that there are other, often better, ways of viewing the world.

Thanks for reading,

Josh

Exit Slip #4

 Hello twins.

Really enjoyed learning a new skill and getting to work with my hands, which is something I don't do enough. My first attempt was a bit underwhelming but after Susan showed me the technique I was able to successfully tie the rope. We had an engaging discussion at the end of class about connecting with ancestors and how our students might view such an activity. Often times we are so swept up in the busyness of the present that we don't take time to reflect on the past. I agreed with a sentiment shared in class about feeling a disconnect from those who came before. So I actually took a course on knot/braid theory at UBC and one gripe I had was that we could have benefitted from more physical demos and hands-on activities. Exploring knots on a blackboard or with pencil/paper created a major disconnect and we would have benefitted from more connections to our physical reality. 

I believe that students could find a connection to an activity similar to the one today. I personally connected through the lens of fashion and textiles, as I am often interested in learning more about the way fabric and textiles are made. For example, I have frequently encountered the warp & weft technique Susan discussed when researching clothing. There is an Indian designer named Kartik Kumra who founded the brand Kartik Research in 2021. They amazingly create all of their clothing without the use of electricity. He celebrates India's rich cultural heritage by closely partnering with skilled Indian artisans to preserve traditional craftsmanship. I have included photos of some of their pieces above. The group weaving of the dress directly onto the wearer was another point of engagement. I can imagine a fashion visionary such as Alexander Mcqueen recreating a similar spectacle, as he was known for having incredibly creative runway shows. Students tend to only engage with pencil/paper and allowing them to use their hands more creatively would be beneficial. They could learn a new skill and create something of value in the process.

Thanks for reading, 

Josh

Entrance Slip #2

Hello twins.

The following is a response to an excerpt from a book on reviving ancient technologies and inventing new ones, written by Vancouver artist Sharon Kallis.

I immediately connected with her discussion of awakening the consumer's mind. This internal line of questioning about where our products come from, who made them, and how they got here is a way of thinking that lies dormant in many consumers—including myself. Upon reading, I realized that I've been blindly fulfilling the consumer role without considering the production half of the system. For example, when shopping for food at a local market, I don't stop to consider the backstory of the tomato or avocado in my hand. I rarely ponder whether a product is made by humans or machines, or if it's produced sustainably. I agree that modern society is overrun with consumerism and that a paradigm shift to focus on the production aspect would be beneficial. Encouragingly, there has been a growing movement to become more aware of the production practices behind the food and fashion industries, which is promising for the future.

I wholeheartedly agree with her point about the intrinsic power and confidence gained when you take the time to craft an item. As a blind consumer, I often don't consider learning how to make something on my own instead of purchasing it. However, on the rare occasions where I have crafted an item for someone, there's a fulfilling satisfaction that is unrivalled. I only wish that I exercised this option more frequently in my daily life.

As someone with a self-proclaimed inability to tie knots, I'm a bit apprehensive about tying these ropes on my own. I may require some additional help with the rope-making, as I believe the experts in these videos make it look much easier than it is. Still, I'm excited to learn how to make my first rope as it's a helpful skill to know. I've had several students who enjoyed knitting and crocheting and would bring their tools to class. They enjoyed showing off their creations and even offered to make me some, which I genuinely appreciated. For example, one of my students offered to knit a small calculator I could display on my desk as a math teacher.

Thanks for reading,

Josh

Exit Slip # 3

Hello twins.

Here are some photos from today's EDUC 450 class. As you can see, our first activity turned into a photo exhibition of the flowers in the garden. I really enjoyed today's class and the variety of experiences we engaged in together. There is something about spending time in nature without the distractions of a typical classroom that brings people together. I would have to further consider how one could integrate the aspects of color and observing nature's beauty into my classes. That being said, I don't feel we always need to have a 1-to-1 application for every classroom activity by taking a more holistic approach to learning.

This flower caught my eye when Susan was introducing the activity and I thought I did a decent job of matching the color palette. This shade of lavender is one of my personal favorites.

This green plant caught my eye since it was a unique hue of green that matched the palette I was carrying.

Found some really colorful flowers and I'm glad my camera was able to capture their beauty. The colors were so rich and vibrant up close and really made me appreciate how gorgeous nature is up close. 

Was great to see the fresh fruits & veggies coming out of the garden and will definitely have to visit the Agora cafe in the near future. 

Thanks for reading,

Josh

Exit Slip #2 + Article Response

Hello twins.

The following is a reflection on our drawing activity in the garden. I have also included a response to Susan's article on learning and teaching in a garden.

                                                               

                                                                       Branching Paths 

I drew the branches of a tree in the garden which immediately caught my eye. Most branches formed near 60-degree angles similar to those in an equilateral triangle. Most branches were not perfectly straight but curved and swayed in the wind. I reflected on the visual appeal of trees and how these irregularities in shape add to their beauty. Imagining a "perfect tree" where every element was perfectly straight or angled would lose the natural essence of a tree. 

From my own short time in the garden, I am convinced of its powerful effect on the learning experience.  The article discussed how gardens can bring balance to our lives by providing an opportunity to escape. Spending time experiencing nature with all your senses is a rare experience for many. The busyness of everyday life can get in the way since we are often cooped up in indoor spaces. I always look forward to my time in the garden as it gives me a break from the fluorescent lights and confines of a desk. Spending more time outdoors during a busy week has improved my mental health and well-being. For example, today's sketching activity was a mood-boosting experience. While sketching, I felt completely present and mindfully focused on the task. As someone who values incorporating mindfulness into daily life, I am grateful to have found a new way to practice.

I appreciated the article's perspective on the garden being a co-teacher in the outdoor classroom. We can all benefit from developing empathetic relationships with the earth and remembering to appreciate the gift of nature. I'm excited to explore ways to integrate nature into the traditional classroom.

If I had an outdoor garden in my school, I would love to spend some of our weekly classes outdoors. For example, we have "Woodsy Wednesdays" where we get a midweek break to learn outside. I hope to see students excited about learning in a non-traditional setting.  We could bring stationary and encourage putting away our electronic devices. The outdoor sessions could also contain a portion that focuses on well-being. Whether that be journalling, art, or just quietly observing nature.  I'd be excited to explore ways to incorporate elements from nature into the material. Some examples are exploring how math shows up in nature, math problems related to nature,  or using natural materials to solve problems. Another idea would be blending math and art together to encourage student creativity. The possibilities are endless and they could be utilized with any subject.

Some potential difficulties are dealing with volatile weather conditions, student or parent complaints, and potential safety concerns such as allergies. Classroom management could be more difficult with increased distractions and more space for students to move around. Retaining classroom essentials such as writing surfaces and seating would also need to be considered. It would require some creative thinking to ensure that the curriculum and assessment needs of students are still being met. However, I believe the pros outweigh the cons and outdoor gardens can boost the student learning experience.

Thanks for reading,

Josh

Entrance Slip #1

Hello twins.

The following is in response to an article on being a reflective teacher by American educators Grant & Zeichner.  I found the article incredibly relevant in the modern educational landscape despite being written almost 30 years ago. It provided a treasure trove of valuable insights, with several directed toward current teacher candidates.

The first major takeaway was regarding the student teacher experience during practicum. I had not considered that I would be joining a learning environment with established learning habits and routines. This will require considering how my teaching philosophy aligns with my homeroom teacher. However, I have learned that one must not simply take these traditions in stride, but rather question the thought process underlying these choices and consider existing alternatives. Taking a more active approach to understanding the rationale behind the classroom environment can help maximize my practicum experience.

A central theme during my first week as a teacher candidate has been the balancing act teachers face between personal choice and institutional requirements. I hadn't considered the strong pressures to conform to the norms of a given school caused by the teacher's role within a bureaucratic system.  I recently read another article emphasizing teacher's ongoing struggle between choice and restraint.  Specifically how to foster creativity and exploration within a system dominated by standardization and exams. This ubiquitous tug-of-war between formal evaluations and creating authentic learning experiences is a challenge I will have to navigate in my teaching career.

Another standout theme in the spirit of inquiry was taking the "easy route" with students versus being a reflective instructor who does what is best for their students. As a student, I can recognize which teachers are doing the bare minimum required and which are going above and beyond for their students. I aspire to be the latter by recognizing my immense responsibility as a teacher to put my students first.  There are dangers to becoming overly comfortable with routine and constantly reflecting upon my practice will allow me to continue growing my abilities as an educator. I am excited to continually look for ways to improve as a teacher by being a lifelong learner.

Thanks for reading,

Josh

Exit Slip #1

 Hello twins.

The following response is to a video on the story of Frank McCourt, a Pulitzer Prize-winning author and beloved high school teacher.

A remark that immediately resonated with me was Frank’s “going with the flow” approach where he didn’t fight his students’ resistance but instead used it to create learning opportunities. He creatively funnelled his students' energy into avenues for learning such as the teacher obituaries and the Shakespearean excuse slips. I found him to be quite clever and funny in this regard, with an incredibly inspiring approach to teaching. Where others might see a challenge he sees an opportunity. The way he transformed his students’ excitabilities to guide his pedagogical approach surely made the content more engaging and encouraged them to be more involved in their learning. I once used a similar approach with a coding class where I knew students were into the Pokemon trading card game. I designed a build-your-own Pokemon game activity using a coding platform called Scratch and it was a huge success. I had never seen the kids so excited to do coding and I remember feeling like I was “tricking” them into learning. I likened it to parents sneaking vegetables into their children’s meals.

Another comment that stood out to me was Frank saying “The main thing about teenagers is, if you can reach them, if they listen to you, the world will listen to you.” This had personal significance for me frequently working with teenagers over the last few years. My ability to connect and develop rapport with them has been valuable to my teaching approach. I’ve often viewed it as a sort of teaching superpower that has been essential to my teaching success so far. At a school where I worked the principal said that my ability to connect with secondary students would be incredibly useful in my future teaching career. However, I often reflect on the question of how to walk the boundary between engaging with their interests as a teacher and not as a friend. Being from a similar generation with several shared interests,  I often have to focus on maintaining the appropriate student-teacher distance at a social level. It is certainly a skill that I will continue to develop and improve on in the future.

Thanks for reading,

Josh