These are areas of inquiry that I have explored during my time at UBC that I am interested in exploring further.
Historical Consciousness as Transaction (MEd Graduating Paper)
In writing this paper, I sought to draw upon what are the most prominent gaps in recent literature published on historical consciousness and its implications for teacher praxis and present a proposed framework of a transactional approach to understanding historical consciousness.
This framework is called “A Transactional Framework of Historical Consciousness,” and it is informed by a theoretical framework situated in reader-response theory which presents historical consciousness as the lens by which a person interprets history, a fluid construct that is shaped by historical knowledge, historical narratives, situational and temporal context, aesthetic and efferent meaning, and use.
Click here to view my graduating paper for my Master of Education from the University of British Columbia.
This framework is called “A Transactional Framework of Historical Consciousness,” and it is informed by a theoretical framework situated in reader-response theory which presents historical consciousness as the lens by which a person interprets history, a fluid construct that is shaped by historical knowledge, historical narratives, situational and temporal context, aesthetic and efferent meaning, and use.
Click here to view my graduating paper for my Master of Education from the University of British Columbia.
Modes of Ethical Inquiry and Teaching Moral Reasoning
This was the topic of one of the inquiry projects that I undertook during my time at UBC. This involved research into the "AIR Mode of Ethical Inquiry" and its potential as a model to have students inquire and reflect on ethical issues (in the classroom and beyond). What I would like to explore in this method is going beyond using it as a discussion model and use it as a way for students to guide their own inquiry into ethical issues that they care about. In the future, I might look into how this can be applied to individual/group project work.
Click here to see some of the work that I have done in this area.
Click here to see some of the work that I have done in this area.
Use of Websites and "Web 2.0" Platforms in My Teaching Practice
This is a screen shot of the class website that I used during my practicum. At the time, I mostly used it to post class notes and assignments. This was very useful because the students could always refer to the website if they were absent or if they lost their notes or an assignment.
In the future, I would like to explore the use of this kind of technology in a more active, learning capacity. I'm not sure what this will look like. I might have students make their own websites and blogs or I might just look into using current Web 2.0 educational platforms (like Edmodo) in my teaching practices.
Click here to see some of the work that I have done in this area.
In the future, I would like to explore the use of this kind of technology in a more active, learning capacity. I'm not sure what this will look like. I might have students make their own websites and blogs or I might just look into using current Web 2.0 educational platforms (like Edmodo) in my teaching practices.
Click here to see some of the work that I have done in this area.
Multiliteracies: "Using Art to Teach the English Language Arts."
As I have already mentioned in various places on this site, I am a HUGE fan of using "mutliliteracy" principles to inform my teaching and to provide my students with multiple points of reference to engage with the content and concepts that I am teaching. This was also one of the topics of inquiry that I chose to explore while I was at UBC.
I view myself as an arts educator and in that role I feel a sense of importance to not only teach the skills that are expected of a person who is academically fluent in English, but also teach my students to recognize the artistry of the bodies of literature that we are studying. I strive to do that by studying other works of art (from other genres) to in conversation with the texts we are studying to address them in the context of the artistic movements that informed the text when it was being written.
I had a lot of success in incorporating multiliteracies in my teaching practice. In the future, I would like to continue my inquiry in this area and experiment with different teaching and assessment strategies that incorporate multiple art forms in the English Language Arts. I would also like to explore some of the cross-curricular potentials of using this approach.
Click here to see some of the work that I have done in this area.
I view myself as an arts educator and in that role I feel a sense of importance to not only teach the skills that are expected of a person who is academically fluent in English, but also teach my students to recognize the artistry of the bodies of literature that we are studying. I strive to do that by studying other works of art (from other genres) to in conversation with the texts we are studying to address them in the context of the artistic movements that informed the text when it was being written.
I had a lot of success in incorporating multiliteracies in my teaching practice. In the future, I would like to continue my inquiry in this area and experiment with different teaching and assessment strategies that incorporate multiple art forms in the English Language Arts. I would also like to explore some of the cross-curricular potentials of using this approach.
Click here to see some of the work that I have done in this area.
Games to Promote Literacy and Gaming Principles to Inform Teaching Practice
This was another topic of inquiry that I explored at UBC as part of a course I took on incorporating multiliteracies in the English Language Arts classroom. This is a topic of interest for me, not only because it touches upon my interest in teaching approaches that incorporate mutliliteracies, but also because I happen to be a casual gamer myself.
There is a lot of literature that supports the use of game design strategies to inform our own teaching practices. There are also numerous examples of schools that use gaming to engage students and develop academic literacy in a variety of different areas.
In the future, I would like to explore the potential of using games to develop literacy in the English Language Arts classroom and use games as a texts that can be used to model for students different strategies that they can use to critically engage with popular culture and media.
Click here to see some of the work that I have done in this area.
There is a lot of literature that supports the use of game design strategies to inform our own teaching practices. There are also numerous examples of schools that use gaming to engage students and develop academic literacy in a variety of different areas.
In the future, I would like to explore the potential of using games to develop literacy in the English Language Arts classroom and use games as a texts that can be used to model for students different strategies that they can use to critically engage with popular culture and media.
Click here to see some of the work that I have done in this area.