All posts by Dr. Cathy Miyata

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About Dr. Cathy Miyata

Cathy Miyata is a professor at Wilfrid Laurier University. She is also an acclaimed storyteller and writer. She has performed and lectured in Serbia, Japan, Malaysia, Germany, Greece, Portugal, Sweden, Mexico, the United States, Egypt, and across Canada

OTF Supports Teacher’s Self-Directed Professional Development

classroom teachers, curriculum; teachers, education, Teacher education, teacher educators, , ,

pic

The Ontario Teacher’s Federation (OTF) recognizes that teachers need to direct their own learning and professional development. To support this need they now offer a professional development  problem-based learning model which encourages teacher teams the opportunity to create their own learning projects.  The model encourages teachers to: select a team to work with; develop a project; conduct the research; and evaluate the effectiveness.  If the proposal is accepted, the OTF also provides support for the project through a mentoring program. Each team is assigned an expert teacher who will act as their mentor, who assists the team as needed throughout the process.

Through this process teachers are given the opportunity to:

  • become involved in ongoing self-directed learning;
  • spend real time collaborating with colleagues of their choice;
  • work as a team on a project of they deem significant (within the specified areas of focus);
  • have release time to carry out the learning initiative;
  • develop and implement the project over a period of months;
  • deepen their practice and evaluate teaching enhancements generated through your research and discussions; and
  • share their knowledge and resources with colleagues.

This year they have suggested three areas of focus:

  • Using information and communication technologies (ICT) to enhance teaching and learning
  • Supporting capacity building in Kindergarten
  • Supporting teachers in implementing revised curriculum
    • Grades 1-8
      • History and Geography
      • Social Studies
    • Grades 9-12
      • Canadian and World Studies
      • Classical and International Languages
      • First Nation, Métis and Inuit Studies
      • Social Sciences and Humanities
    • Grades 1-12
      • French as a Second Language
      • Health and Physical Education

Deadline for 2016  proposal applications is May 31.

Some  2015 projects were:

Assessment Technology in Primary Physical Education

Cross-Curricular Integrating Technology/Media Studies

iPads for Inclusion

I remember, as a classroom teacher, wishing my school board would allow me the opportunity to identify my own areas of strength and weakness and seek out professional development accordingly.  It is appropriate that the OTF is acknowledging this form of PD and taking a step in the right direction.  It would be helpful if teacher education programs could also offer similar forms of support for their own staff and faculty.

http://www.otffeo.on.ca/en/learning/teacher-learning-co-op-tlc/

 

Actor’s insights into Literacy

classroom teachers, education, literacy, Teacher education, teacher educators, , , ,

If we talk about literacy, we have to talk about how to enhance our children’s mastery over the tools needed to live intelligent, creative, and involved lives.

Danny Glover

Danny_Glover_2014

I was curious as to why actor Danny Glover would be credited with such a profound quote on literacy.  Looking into his background I discovered two things about him:

1.Danny Glover suffered dyslexia at school when he was younger and the school staff would label him retarded. This definitely was not very encouraging for him but he ended up finding ways to feel better about himself. He says that dyslexia had given him the feeling that he was not worthy to learn and that the people around him would not care of what would happen to his education. With time he eventually regained his self-esteem and became a great actor.

2. Danny Glover is a political and civil rights activist. For example, while attending San Francisco State University (SFSU), Glover was a member of the Black Students Union, which, along with the Third World Liberation Front and the American Federation of Teachers, collaborated in a five-month student-led strike to establish a Department of Black Studies. The strike was the longest student walkout in U.S. history. It helped create not only the first Department of Black Studies but also the first School of Ethnic Studies in the United States.

I am sure these two factors contribute enormously to Mr. Glover’s insightful views on literacy.  What we make of our backgrounds shape our identities as leaders, particularly in education.  My newly discovered knowledge of Mr. Glover increases my respect for him not only as an actor, but as  a human being.  I look forward to reading more about his journey and commitment to literacy development.

https://en.wikipedia.org/wiki/Danny_Glover#Civil_rights_activism

http://www.disabled-world.com/artman/publish/article_2130.shtml

 

Social Justice Study at AREA

classroom teachers, curriculum; teachers, education, literacy, Literacy teacher educators, Teacher education, teacher educators, , , , , , , , ,

I was once again thrilled to attend the AERA conference this past week.  It is such a remarkable opportunity- so many knowledgeable and committed educators from around the world.  Quite inspiring.  At the conference this year, one consistent theme emerged in the sessions I attended: Know your students. One particular study in a session entitled Preparing Preservice Teachers to Teach for Social Justice, resonated with me quite profoundly.  The study was called Candidate Change in a Community -Engaged Teacher Education Program and was led by Patricia Clarke from Ball State University.  Patricia maintained, ” a good teacher must understand the context in which a child lives grows and learns.”

Her team conducted a study which examined: preservice teacher candidates’ attitudes towards diversity and community, and how they changed over the course of a semester-long community-engaged experience. As teacher candidates came to know the community in which they were working, their expressed attitudes and beliefs changed from explicit statements of bias and stereotype to ones that sought community involvement and social action. 

This teacher education program at Ball University emphasized community involvement by holding classes in local community centers (as opposed to the university).  Student teachers also attended the local church on Sundays to be part of the community gatherings.  The teacher educators arranged for “community ambassadors” to welcome the student teachers to their neighborhood and guide the student teachers throughout their weeks in the school.  The results were remarkable.  The student teachers moved from “being nervous” and “afraid” in the neighborhood to feeling like a community member.

Patricia closed her session with a sweet anecdote shared by one of her student teachers, which I will share with you here. The student teacher was working in a class of grade two students and asked the children to share the markers.  She handed the basket of markers to the child beside her who seemed a bit confused.  Remembering what she had experienced the previous Sunday when she  attended the community church with the children, she said, “pass the basket like you do at church.” The child nodded, and said “Hallelujah!”  all the of the children immediately responded with “Praise be the Lord!” and they promptly passed the basket of markers around the circle. The student teacher was somewhat surprised by the response, but because of her inclusion in the community completely understood why the children responded they way they did.  She smiled, nodded, and continued on with the lesson.

basket

The commitment of the teacher educators in this program was outstanding and quite inspirational.  I sincerely hope teacher education programs worldwide can learn from not only this study, but the model of teacher education Ball University has implemented.

Arriving in Washington DC

curriculum; teachers, education, literacy, Literacy teacher educators, Teacher education, teacher educators, , , ,

AERA_Logo

I (Cathy) am delighted to be arriving in Washington D.C. today to attend the American Educational Research Association Conference.  I will be presenting a paper entitled, Examining the Influences: Literacy Teacher Educators who us a Multiliteracies Approach. This study is a subset of a larger study on which I have been a researcher.  I examined 7 participants who demonstrated a proclivity toward multilitercies.  As I used a grounded theory approach (which does not begin the research with a hypothesis) I was  both intrigued and surprised by the findings.   Hope you can join me on Monday, April 11, 11:45am to 1:15pm, at the Marriott Marquis, Level Three, Mount Vernon Square.

Abstract:

According to Dewey (1974) “[e]ducation, experience, and life are inextricably intertwined”.  This study examined how early life experiences and other influences affected the practices of 7 literacy teacher educators (LTEs) who currently enact a multiliteracies approach.  Early childhood experiences, mentors along their journey, personal and professional turning points, and developing notions of literacy were explored.  Three findings (a) an innate love of language/literature, (b) inspiring mentorship, and (c) a unique set of dispositional qualities were significant contributing factors to these literacy teacher educators adopting a multiliteracies approach. The participants for this study were a subset from a large-scale study entitled, Literacy Teacher Educators: Their Backgrounds, Visions, and Practices which examines the lives of teacher educators from four countries:  Canada, the USA, England and Australia.   

Hope you can join me!

http://www.aera.net/EventsMeetings/tabid/10063/Default.aspx

 

 

Keeping up with Technology in Education

classroom teachers, education, literacy, Literacy teacher educators, Teacher education, , , , ,

I (Cathy) am not sure that keeping up with technology in education is possible.  This is where collaboration in the classroom becomes a necessity. The ‘technology-gifted’ students become our greatest resource, in effect- the teachers.   Unlike the cartoon below, I’m not referring to the  students who can afford the latest gadgets, I’m referring to the students who are ‘technologically intelligent’.  Several years ago, Howard Gardner suggested this was possibly  a new intelligence to add to his list, but unfortunately never followed up.  Personally, I have relied on such students in the past.  They are our mentors. They ‘see’ the digital world and the possibilities. It’s a gift.  Look for these students in your class.  They may be a fantastic untapped resource.

 

'Our school computers are one year old. How can we be competitive in the job market if we're being trained on obselete equipment?'
‘Our school computers are one year old. How can we be competitive in the job market if we’re being trained on obselete equipment?’

Concept of Design will “weave their lives back together”

classroom teachers, curriculum; teachers, education, literacy, Literacy teacher educators, teacher educators, , , , , , , , ,

While investigating how educators interpret the “concept of design” when using a multiliteracies approach, I (Cathy) came across this intriguing application. I felt it was most appropriate in understanding how our definition of literacy or literacies is now so incredibly comprehensive. This ‘concept of design’ integrates the processes of narrative with issues of social justice, environmental change, and elements of traditional culture.abeer

Designer:  Jordanian-Canadian Abeer Seikaly received her Bachelor of Architecture and Fine Arts from the Rhode Island School of Design in 2002. Over the span of 10 years, she has built a foundation of interdisciplinary skills that span architecture, design, art, fashion, textile design, and curation. She won the 2013 Lexus Design Award for her work, “Weaving a Home.” Abeer’s work is rooted in the process of memory – journaling, documenting, archiving, and collecting – to create objects, spaces, and experiences that exist in the realm of her narratives.

Purpose: Abeer hopes her Weaving a Home design will allow refugees who have been displaced by global and civil war, and climate change to have the chance to “weave their lives back together”. Inspired by elements of nature such as snake skin and traditional cultural aspects such as weaving, nomadic life and tent dwellings, this weather proof, strong but lightweight and mobile fabric tent is designed to collect rain water for drinking and bathing. 

Product: The Weaving a Home tent has a flexible dual layer tent structure has the ability to close out the cold of winter and wet weather. Solar energy hits the tent fabric and is stored in a battery for use at night providing renewable electricity. The tent sides also open up to allow cool air in and hot air out in summer. Rainwater is collected in the top of the tent and filters down the sides so the tent does not become flooded. The tent also has the ability to become a showering facility with water being stored in pockets on the side and drawn upwards via a thermosiphoning system providing basic sanitation.

tenttent at night

http://www.abeerseikaly.com/weavinghome.php

Motto for Education

classroom teachers, curriculum; teachers, education, literacy, Literacy teacher educators, Teacher education, teacher educators, , , ,

I (Cathy)  came across this quote and felt it was most applicable to education.  As teachers and teacher educators we must be forward thinking and forward acting.  We must look to where or students and society is going to be and prepare them. Thank you # 99 for reminding us of our role in the progress of educational theory and praxis.

 

I skate quote

 

Playing for Change

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When I (Cathy) first came across Playing for Change, I imagined it was a group of buskers playing music for loose change.  But it wasn’t that kind of change they were playing for…

Playing For Change arose from a common belief that music has the power to connect people regardless of their differences. In 2005, a small group of film makers set out with a dream to create a film rooted in the music of the streets. Not only has that dream been realized, it has grown into a global sensation that has touched the lives of millions of people around the world

The most popular piece viewed on the net is a beautiful rendition of the classic hit ‘Sittin’ On The Dock Of The Bay. And it is lovely.  But my favourite is the Playing for Change video version of Stand By Me. This video includes: Roger Ridley, Santa Monica , California;  Grampa Elliot, New Orleans, Louisianna;  Claence Dekker, Amasterdam, Netherlands; Umlazi , South Africa; Twin Eagle Drum Group, Zuni New Mexico; and the Inamuva singing troup in Umliazi, South Africa singing “halanami”, which is “stand by me” in Zulu.

https://www.google.ca/webhp?sourceid=chrome-instant&rlz=1C1CHWA_enCA613CA614&ion=1&espv=2&ie=UTF-8#q=playig%20for%20change%20stand%20by%20me

This movement was picked up by a 10th Grade Music class at the American International School of Lusaka, Zambia. Below is a section from the school’s blog:

We came across the Playing For Change video, “Stand by Me”, as our 10th grade music class had been working to come up with project ideas. We were focused on working with some of our great local musicians here in Lusaka.

The students were so inspired by the video that wanted to come up with a way to make our own.  We chose to use the classic soul song “Express yourself” by Charles Wright.  Charles Wright was graciously allowed us to use his song.

We then got in contact with some of Lusaka’s best musicians from traditional groups to soul, gospel and jazz.  The musicians came to our school, gave clinics and each recorded a track for the song. The students sang, danced, played, interacted with and learned from these great musicians.

In the end we had a dozen audio and video tracks that we then mixed and edited to create the video.  We held a fundraiser concert with all of the musicians and performed “Express Yourself”.  It was a wonderful experience for all involved.  Thanks again to “Playing For Change” for all of your support and for being our inspiration!

This movement is a wonderful example of what creative minds, talents and technology can do to inspire hope and transformation around world.

https://vimeo.com/141721261

 

 

Teaching with Technology- A Constant Challenge

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trust technology1

 

This cartoon reminded me (Cathy) of an incident from when I was teaching grade four.  The math problem for the day was:

A man went to bed at 11:00 p.m. and got up at 7:00 a.m. the next day.  How many hours did the man sleep?

One of my students just couldn’t figure it out it.  He usually didn’t have problems with mathematics, but he just couldn’t “see it”. In an effort to guide him, I told him to draw a clock and count the hours in between 11 and 7.

Sometime later I noticed he was sitting at his desk just staring at his notebook.  I walked over to see what he was staring at. This is what he had drawn:11

 

I guess my technology wasn’t matching up with his technology.  It’s a constant challenge!