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SUPPORTING MULTI LANGUAGE LEARNERS (MLL)
In my final EDPR 4000 practicum, I had two MLL students in the class. To be honest, it never struck me in the past that how I am going to support my two MLL students because the worksheets in Mathematics were all numbers and operations. But when it came to teaching coding, I thought to myself that how are they going to follow my instructions in the coding lesson. I kept myself in their shoes and felt bad about my teaching so far. That is when I decided that I will do my best to support those two students in the class.
I prepared every lesson in step by step instruction format and translated it into simplified Chinese.
Took colored printouts for them so that they can easily follow the color coded blocks of different programming instructions.
Did multiple check-ins with them if the they were able to follow along and also, that the translation makes sense or not.
They always had priority access to I-pads.
Took feedback from them whether they are able to understand the lessons or not and how I can improve.
Interacted with them more often, example talking to them while walking outside to play soccer, playing board games with them, and so on.
BELOW ARE THE STUDENT HANDOUTS OF A CODING LESSON, SIMPLIFIED CHINESE VERSION AND ENGLISH VERSION
April 17 lesson.en.zh-CN.docxApril 17 lesson.docxAs I started teaching Language during the EDPR4000 block, I made google slides in such a way that it becomes easy for MLL learners to read. Therefore,
each slide had few sentences so that the two MLL students can read and comprehend with less difficulty.
Also, they could do assessment for learning by typing on the google slides which gives an ease to MLL learners.
the slides include pictures so that they can visualize
VOICE.pptxMETAPHORS AND SIMILE.pdfSHIFTING FROM TRADITIONAL TEACHING TO MULTI SENSORY LEARNING
I grew up in an education system which was heavily based on the Banking Model. The Bachelor of Education course in York University has been a life changing part of my journey as a human being and an educator. When I read about the Banking model in first year, I was surprised and upset about the cramming we used to do while in school. Although I was disheartened, I never gave up on myself. The courses in York University on 'Teaching Mathematics for Understanding' guided me on how to do more hands-on mathematics, how to ask affective questions and how to make Mathematics more fun, engaging and inquiry based. Following are the ways I approached
ANTI-RACISM: DECOLONONIZING ARTS AND INTEGRATING THROUGH ARTS
In the final semester of Bachelor of Education program at York University, I realized how I saw Arts as White Property. Though India is no more a British colony, the damage done is so deeply engraved in our minds that we don't even realize the extent of that damage. I realized the worth, the richness, the liveliness of my culture as I was going through this course. I learned how as educators we can decolonize arts and bring forward the rich culture of the communities we are living and teaching in.
As a first step, I created an Arts project by the name of Land Stewardship through Indigenous lens in which students go through critical analysis of Indigenous artwork by Isaac Murdoch and then go through stages of creating their own art works by using Mandala art. I am doing this with two Muslim girls in my class who have an accommodation as they cannot participate in dance.
Mandala as an anti-racist approach: Mandala art is an art practice that traditionally belongs to Asian countries. However, because of colonization this art practice lost its essence. Bringing such art practices into our classrooms challenges the Euro-centric practices of art forms.
Also, I am integrating the Science unit on Life Systems as students will be researching about endangered plant species in Canada and plants they see around them and integrating their research in creating a mandala.
Culminating Task_ Mandala.pptxPage updated
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