Time to get Innovative.

It is about time that I have returned to the blogging community. Since my last post, I have graduated and commenced my masters degree. This new entry into the rigor of academia is exciting! After having completed my undergraduate studies and have moved forward into the realm of elementary schools, as well. The District School Board of Niagara is my current occupation as a french occasional teacher, and with much delight, an educator looking to make a difference in the lives of many.

There is course that I am currently completing in my masters degree referred to as; Innovative Curriculum Design and Classroom Assessment. It is an incredible course that aligns its readings, content and lecture principles on the innovations of curriculum. I am anticipating an enjoyable and engaging class design that encompasses the use of teaching the masters students the importance of the 21st century, while also scaffolding the current assessment available. The professor is Susan Drake (2014), whom being an author of the book "INTERWEAVING CURRICULUM AND CLASSROOM ASSESSMENT: Engaging the 21st-century Learner" we use as contextual reading material, creates an upbeat class dynamic that withholds and puts its own theory into practice. I hope to endure and enlighten those about the new coming competencies that is relevant to educators. Yet, also offer experiential reflection on practices that were implemented, and that have worked. With using the Ministry curriculum as the roots of design, let us see what innovative planning as masters students and educators we can concoct.
Image result for innovative curriculum

After reviewing some work and articles published by others; I have found a relevant topic on multi-literate English/French language learning through graphic novels. The authors, Dr. Janette Hughes of UOIT and Professor Heather Lotherington of York University, both see the relevance of medial formats and graphic imaging for novel unit use in a multilingual fashion. Both their work influences that of an English and French class, and can be used for literacy development in an innovative way. The overall developmental pathways of kindergarten to grade 6 is at times difficult when engaging students. With further research, it aids in supporting our own pedagogical development and the way in which we teach.

Check out their work here: http://faculty.uoit.ca/hughes/Contexts/MultipleLiteracies.html

Comments

  1. UnknownOctober 1, 2017 at 6:56 AM

    Vert interesting post that can take you in lots of directions! The graphic of multi-literacies shows how complex multimodal literacies really are. Do we need to be literate in all the different areas of design to really be able to demonstrate multi-modal literacy? i will be interested in seeing how you apply this to curriculum design. and also to language learning.

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