I need to create a metaphoric representation of my teaching philosophy. I need to include Indigenous ways of knowing and must reference my course textbook. I have completed three other assignments throughout this course work that once we decide if this is a good fit, I can send my previous paper to help assist with this paper.
Teaching Quality Standard: Fostering Effective Relationships, Engaging in Career-Long Learning, Demonstrating a Professional Body of Knowledge, Establishing Inclusive Learning Environments, Applying Foundational Knowledge About First Nations, Metis, and Inuit, and Adhering to Legal Frameworks and Policies. Rationale: Tanaka (2016) talks about the importance of being able to reflexively examine one’s own thoughts, feelings, personal insights, and understandings of cultural perspectives, as these will help us to understand our own dispositions, understanding of learning and the dynamics of teaching (p. 9, 99). There is also a professional responsibility requiring awareness within the relationship of teaching (Tanaka, p. 9, 99), and within Alberta Education Teaching Quality Standards, to be mindful and open to diversity. By working with the various ideas and concepts you have engaged in prior to this course, and through the readings and text you have been working through, you are being asked to recursively acculturate different ways of knowing into your understanding of Indigenous Ways of Knowing practices, reflexively. Explore your various experiences with Indigeneity: your thoughts, feelings, insights, and cultural perspective(s). Analyze, critique and describe the effect of your experiences and the course materials. Surface what has been resonating for you as you synthesize meaningfulness of culture and diversity in learning, and how you will take up inclusive practices. Explain the significance of your perspective, understanding, belief, and awareness: where has your journey taken you? How have you changed? Tanaka (2016) refers to Parker Palmer (1998, 2007, 2017) throughout her interwoven observations, listening, and stories. Palmer’s (2017) ideation of teacher identity and integrity as integral parts of how a teacher views and enacts who they believe they are as a teacher, and is profoundly interconnected to what we believe in terms of what student learning is, looks likes, how students behaviour demonstrates learning and thinking, and how we as teachers interact, plan and design learning opportunities and materials. Going through the process of surfacing your teacher beliefs, values and ideations, and then articulating them in a meaningful way, will help anchor you as you begin your teaching career, wherein you will be pulled in various directions and ways by parents, students (children), other teachers, and administrations. By developing your teaching philosophy, you will be grounding your practice in sources of knowledge, holding true to your truth, and recalling your desires and ideations of why you are ‘being-becoming’ a teacher (Tanaka, 2016). Instructions: You will create a metaphoric presentation wherein you share your thinking, beliefs and understandings about yourself and your teaching personification, with a 5-6 page reflective paper (12 pts, double space) with supporting citations. The conception of a metaphoric presentation is to help you creatively express how your thinking, ideations, process and understandings has changed over time (the course of your two year program). Your teaching philosophy and metaphoric presentation deepens as you encompass previous course work (SCMP 600 Emerging Teaching Philosophy), materials, knowledge, and experiences: melding into a new representation of understanding and conceptualization to demonstrate your personal and professional growth. Your metaphoric presentation is an innovative/organic way to communicate your teaching philosophy. Consider your metaphoric representation as a framework for your philosophical paper: the vehicle in which you will describe, highlight, and communicate your reflexive and emerging understanding of who you are as a teacher. The 5-6 page reflective paper is about crafting and articulating your personal narrative and teaching philosophy. Your paper is expected to use APA style, citations and sourcing to support your knowledge, interpretation, and personal learning; explaining your insight and growth rationale. Also, in the reflective paper include an electronic image of your metaphoric presentation (there is no requirement, or need, for a physical representation to be handed in). As a reminder, this teaching philosophy with its metaphoric presentation can be used concretely as part of your Living Portfolio Exhibition for next semester. Due Date: Thursday, December 9 Assessment Criteria: Performance Guidelines and Expectations The Ways of Knowing: Personal Narrative will be an electronically submitted paper, no later than Thursday, December 9. Weighing: 40%. Criteria Descriptions Accomplished to Mastery Emerging to Progressing Basic or lower A- to A+ B- to B+ C- to C+ Criteria #1: Competence The paper is APA style with appropriate citation of texts/articles supporting thinking/ideations and sources of knowledge; and is persuasive. Self-reflection is thoughtful, insightful and explores future implementations personally, professionally, and as a teacher/learner. Application of knowledge, theories and understanding is integrated throughout the reflexive writing and metaphor presentation. · Skillful use of citations (little or no errors) · Compelling arguments · Engaging · Skillfully organized · Systematic use of citations · Effective arguments · Supporting details · Logically organized · Simplistic use of citations · Predictable and/or partially supported arguments · Straightforward details · Simplistically organized Criteria #2: Commitment The paper is recursive, integrating Indigenous Ways of Knowing and experiences into thinking and understanding of learning and teaching paradigms and relationships. Provides insight from personal experiences with diversity and inclusion, in developing an understanding of indignity. Perspective is shared, examined, and explored to interpret and demonstrate personal growth and progress throughout an educational journey. · Perceptive · Insightful questioning · Vivid details · Evaluates and shares impressions · Focused · Relevant questioning · Interesting details · Connections experiences logically · Reasonable · Predictable questioning · Simplistic details · Obvious connections Criteria #3: Care Contributes insightful examples of personal experiences of the relationship of theory to practice, and explores impact and personal affect, with connections to personal values, beliefs, and cultural understandings, to express a teaching philosophy. Provides analysis from personal experiences with diversity and inclusion, inside and outside of the classroom, and in teacher-student dynamics/paradigms. · Insightful conclusions or connections · Purposefully explains impact · Astutely displays and analyzes paradigms · Enhances understanding · Thoughtful conclusions or connections · Meaningfully explain impact · Credibly displays and analyzes paradigms · Supports understanding · Plausible conclusions or connections · Appropriately explains impact · Simplistic displays and analyzes of paradigms · Predictable understanding Criteria #4: Design The metaphoric representation speaks to the teaching view, perspective and philosophy developed. The metaphor demonstrates a sense of place with a connected story enacting the emotional, spiritual, physical, and academic/intellectual processes/aspect of a teaching philosophy. · Innovative design · Engaging use of visuals · Vividly communicates information (through oral, visual and/or writing) · Effective/practical design · Effective and interesting use of visuals · Interestingly communicates information (through oral, visual and/or writing) · Variable or workable design · Straightforward use of visuals · Appropriately communicates information (through oral, visual and/or writing) Criteria #5: Impact Analyze, synthesize and integrate cultural knowledge, theory and experiences and the impact education has in society, and the role the teacher has in shaping culturally inclusive education. · Skillfully analyzes motivations and procedures in classrooms and education · Insightfully connects insights to personal experiences · Perceptively shares impressions of teacher identity · Explicitly supports position · Logically analyzes motivations and procedures in classrooms and education · Thoughtfully connects insights to personal experiences · Meaningfully shares impressions of teacher identity · Effectively supports position · Simplistically analyzes motivations and procedures in classrooms and education · Predictable connects insights to personal experiences · Appropriately shares impressions of teacher identity · Reasonably supports position