 My own planning practice begins by looking at curricular requirements. I consult with colleagues on how content was delivered, what resources were used, and the feedback received from those involved. The questions I tend to ask are:
I like to honour these stories through sharing and respecting each perspective. I see each perspective a window into a topic at hand, which adds depth to the material delivered. According to Greene (1993), educators create situations that foster ‘webs of relationships’. It is through these relationships that I use to complement the curriculum, and further try to implement the 6 C’s (collaboration, character, citizenship, critical thinking, creativity, and communication). (Fullan, 2013) I also like to look at how the community could be involved or different forms of technology - to encourage activities involving the 6 C’s. In an ideal world, all of this would be possible, but realistically there are obstacles such as time and resources. However, I see great value in team planning whether face-to-face or virtual. The strength in a team in my opinion encourages innovative planning. I think planning curriculum is like a democratic process. We have choices on how to deliver content, and we can empower each other through the choices we make together. As Greene (1993) puts it - in a democracy we’re a community always in the making forever incomplete, and founded in possibility. As educators we shouldn’t take what is possible as a light matter. We need to facilitate a caring environment to encourage what is possible. As Noddings (1995) discussed, a caring environment encourages students to make wise choices. Just as we make choices, so do our students. What may seem impossible can be possible by trying new approaches to things, which could leave an impact on our students, our community and to society. However, reflective practice is important individually and collectively to innovative change, in order to recognize how to further improve our practices. Source: Fullan, M. (2013). Great to excellent: Launching the next stage of Ontario’s education agenda. Greene, M. (1993). Diversity and inclusion: Toward a curriculum for human beings. Teachers College Record, 95, 211-221. Noddings, N. (1995). Teaching Themes of Care.Phi Delta Kappan, 76(9), 675—679.
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 As I embark on my final course to complete my masters, I am happy but also sad that this journey is coming to an end soon. I quite often think about how this journey has shaped me personally and professionally, and I am thankful to everyone whom I had come across with from the beginning. I feel that many times we are shaped by the people we interact with, events that we endure, persist through and conquer as well as how we engage with our inner dialogue. I believe that this is a journey we all embark on which shape us all as learners.
I selected one of the images which was chosen by the National Geographic yearly photo competition for 2019 called 'The Weaver'. This image represents me as a learner because I like to take on challenges willingly, but I like to think things through and use my resources I am surrounded with. I am aware of my own influence, but I do not shy away from seeking help or admitting that I am not right. Failure has a different meaning to me and I feel challenges help us gain perspective of our world around us. Like a weaver, we create, change, correct, rethink, persist and shape our piece by design. This design tells a story, and we all have stories to tell which has its part in this world. As we focus on a section of our life, I also like to equally give time to step back and see the bigger picture to honour, appreciate and express gratitude towards how I got to the place I have reached. The learner in me continuously defines me as a person. I am a hard worker, a thinker, and a collaborator. Some of my best pieces of work were completed in a team, but I also enjoy working independently with opportunities for discussions. I enjoy a good discussion, which challenges my own thinking to gain perspective but also to think introspectively. At the end, when a piece is woven, it has a story which shapes all of as learners, but most importantly as people. I believe learning shapes us as individuals and contributors to society. |