Goal+3

Related Program Goal: Support Emancipatory Action for Social and Ecological Justice // By this we mean: // The program will strive to prepare educators to address systemic forms of race, gender, ethnic, sexual, ability, environmental, socio-economic (i.e., colonial), and other forms of oppression to achieve social and ecological justice through emancipatory educational theories and practices. BIO 20 The students started to learn about GMOs. They began to watch a movie called "Running Out of Control" There was a lot of discussion on the benefits and drawbacks of using GMO's and what patoning living organisms is causing. The students were very engaged asked a number of questions and I believe were shocked by some of the things they learnt. Sept. 30/11 With Andrea's Science 10 class we went to Flying Dust where we went for a guided nature walk. We also checked out the their local Community Garden. We had a discussion on the affects that nuclear waste storage and tar sands. Especially as this will affect our area as we are further north. I asked certain individuals what they thought of the issue. They were to write down in their common place book. || Nov.14/11 BIO 20 This was a great idea for the class to learn about genetic pollution, benefits, drawbacks of GMO's. Even what's happening in the world or our own backyards. We discussed if anyone farmed. How we felt about the idea that native plants are having patons on them and how in some places people are committing suicide do the impacts of having GMO's. I would definitely recommend and watch this video again. Sept. 30/11 Science 10 class. By having these students go on the fieldtrip and discover the issues that affect the immedicate area they are in as well as what may affect them in the future. We had a great discussion and by asking certain individuals who were having trouble staying on task hopefully they learnt. I believe they did as there were a couple of students I specifically asked questions. || BIO 20 The students are looking into GMOs still. They are researching if there are any in the products we buy at out local supermarket. They are to call a company and see if the company will tell them if they use GMOs or not. Sept.30/11 With Andrea's Science 10 class-fieldtrip to Flying Dust. They discussed certain questions the day before and than on the fieldtrip were able to question these aspects and see how the issue of nuclear waste and tar sands and how these will affect Meadow Lake area and other northern communities. || Nov.18/11 BIO 20 The students are excited to see Andrea call a few companies (on speakerphone) to see what the companies response is about the use of GMOs. They have found it curious and for some troubling that they are not given a straight answer on the use of these products. Some students actively got involved to call the 1800 numbers and ask the companies others I believe felt shy but they were still interested as they than would ask their fellow classmate what the responses were. Sept. 30/11 Science 10 Andrea's fieldtrip. I believe some things surprised students on the issues that are actually concerning our area. Whether it could be a spill that could happen here or if there will be a different issues. The issue got certain students to think about what they think will be problems in this area. I look forward to glancing through their common place book to see what they all discovered and learned. As well as what they think about it...their reflection || Chem 20 #2. Erin took some students who were struggling and wanted some additional help into a separate room. There were a few students who understood these concepts very well and thus we gave them the oppurtunity to challenge themselves and work on organic naming online where they could try the next level. || Oct.18/11 Chem 20 #2. It was awesome to let the kids who needed extra individual help and to allow them to work in a different environment with more one on one. There also was an opportunity for those who are doing very well to challenge themselves further by trying the organic naming. || Had the students present their main element the one that they had done specific research on to the class. This way they were able to share their knowledge and were able to teach their peers. Sept.8/11 I asked everyone as equally to answer questions--I just called on students at random and made sure i tried to get everyone up to the board at least once. || Oct.7/11 I thought the students did a great job in doing this. There was some shyness and uncertainity but once they started to chat they soon felt comfortable and were able to get through the short presentation. I also felt that by getting everybody to do this they could show what they had understood. Sept.8/11 I honestly subconsiously did this I didn't think that oh because we are doing math perhaps I'll have more boys come up because they might be better. I just wanted everyone to have a turn and to me it was natural to ask each of the students to go up. It didn't matter to me who answered the question and I never pointed out who answered. I just had the class vote or tell me if the answer was right or wrong. Occassionally I tried to play devil's advocate and pretend like it w as wrong so that they would prove to me that they knew the concepts by staying firm to their choices. Jesse made the comment about this goal and was stated how I had everyone take a turn and the light clicke on for me that I had done that. It just had seemed normal to get everyone involved. ||
 * Goal 3: Strive to support social justice and ecological responsibility **
 * **Goal 3 Outcomes:** ** The Teacher Candidate… ** || **Indicators/ Evidence** || **Analysis/ Interpretation** ||
 * 3.1 Promotes and engages in the improvement of social and environmental conditions. || Nov.14/11
 * 3.2 Identifies and ameliorates ways in which socio-economic status affects children, learning and community. ||  ||   ||
 * 3.3 Demonstrates, shares, and assists students in developing critical insights into current issues. || Nov.18/11
 * 3.4 Empowers students by assisting in development of understandings of democratic action. ||  ||   ||
 * 3.5 Develops in self and others understanding of exceptionality and inclusive education. || Oct.18/11
 * 3.6 Develops in self and others understanding of anti-racist and anti-oppressive approaches to education. || Oct. 7/11