Tag Archives: student ambassador

The Hart House

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The Hart House

The Hart House is probably my favorite place of the U of T Campus. It has everything you need. From a music room where you can play the piano, a library, a chapel, a fitness centre. Everything. There is no reason for an international student to not spent time at this hub. During the fall and the winter, if you are a full-time student, you are entitled to use the Hart House without paying any additional fees. However, during the summer, some fees are being charged. However, in comparison with other gyms or art centers at Toronto, the fees at the Hart House are really affordable for students.

 

Sports

IMG_1553 IMG_1554If you are a sportive person but do not want to train as an athlete, at the Hart House you can find a really nice and low-key fitness centre in where you can practice different sports. Also, you can find cardio machines and rooms for different activities. The pool is amazing, and you can it use for training or for taking different swimming classes. And don’t worry if you are just starting learning to swim, there are lifeguards that would keep you safe.

 

 

Dance and Fitness

Yoga, Nia, Latin Grooves, Pilates, Zumba are some of the different dance and fitness class that you can take. These classes are really fun, they keep you in shape and with a good mood for the week.

If you want to take advanced dance classes, the Hart House also offers ballet, hip hop, salsa, and other classes for paying some little fees. Come and enjoy!IMG_1524 IMG_1526 IMG_1547 IMG_1548 IMG_1552

 

Art and Music

Can you believe that there is an Art Gallery inside the Hart House? And a Theater? You can watch different plays, concerts, and an art collection in the same place! And if you want to play some music, there are different opportunities for performing during the year at Hart House.

Clubs and Committees

Do you want to get socially involve in Toronto? Hart House is a good place to start. Is there an event that you would like to volunteer? Hart House clubs and committees have something for everyone, find the group that’s right for you. If you find an organization that you would like to be a part of, contact them directly for membership information.

Restaurants

Cheap and good meals always available at Hart House.

Seriously, just come and see for yourself.IMG_1532IMG_1538IMG_1550IMG_1522

 

 

 

 


 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


En Español: La Hart House

 

 Roxana Escobar  

 

by Roxana
Social Justice Education

En búsqueda de uno mismo: Campus Life II

El segundo edificio que visité para la serie Campus Life fue The Koefler House. Este es un lugar muy especial y animo a todos los estudiantes internacionales a visitarla. Allí se pueden encontrar dos espacios maravillosos en donde conocerás a mucha gente de distintas partes del mundo, podrás estar en IMG_1508contacto con tu espiritualidad, y si es que te anima, encontrarás un sitio en donde involucrarte con distintos programas comunitarios en la ciudad de Toronto. Como estudiantes internacionales, esta es una buena forma de conocer a la ciudad y a su gente.

 

Centre for Community Partnership

En este centro se pueden encontrar varios programas sociales en los cuales puedes participar. No es sólo voluntario, es un lugar al que se va a aprender mientras colaboramos con las comunidades o grupos en los cuales estamos trabajando. Hay diferentes maneras de participar. Para los estudiantes de la escuela de graduados como nosotros, sólo se necesita ir al segundo piso del edificio Koefler y ver en qué programa podrías estar incluido. La idea es hacer un compromiso con la organización que elijas, y juntos, hacer un cambio en el mundo.

Dado que es un proceso impulsado por la comunidad, se espera que la relación entre los estudiantes y sus centros elegidos sea siempre recíproca.

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Hay dos tipos de programas:

  1. Los programas a corto y largo plazo co-curriculares. Estos son realmente importantes. Si decides participar, es necesario tener en cuenta que te estás comprometiendo al menos de 4 a 8 meses de tu vida ayudando y aprendiendo. Y si te gradúas mientras estás inscrito en alguno de los programas no tienes que renunciar. En el centro buscan animar a los estudiantes después de la graduación a quedarse y contribuir con la organización que eligieron. La idea es hacer de esta oportunidad un compromiso de por vida. Quién sabe, quizás luego de tu participación en alguno de los programas encuentres tu vocación.
  2. Cursos para estudiantes de pregrado.

Para obtener más información sobre el centro, visita su sitio web: Centre for Community Partnership

 

El Multi Faith Centre

El Multi Faith Centre es un lugar muy importante para varios estudiantes de la Universidad de Toronto. Es un lugar al que se puede ir a disfrutar y vivir de nuestra espiritualidad libremente. Allí, se pueden encontrar diferentes programas, clases y personas dispuestas a hablar y discutir acerca de la religión y sus implicaciones en nuestra vida.

El Multi Faith Centre ofrece espacios de múltiples propósitos para la meditación, el yoga y la oración. Es un espacio seguro. Además, si tienes alguna duda acerca de cómo ciertas religiones se expresan y sus distintas manifestaciones (con respecto al género o a la edad, por ejemplo) encontrarás a alguien capaz de ayudarte.multi-f

Algo muy importante de este centro es que siempre están animando a los estudiantes a ir y hablar de sus diferentes posiciones respecto a la religión y a la espiritualidad. Por lo tanto, si es que lo necesitas, el centro te puede ayudar a financiar actividades vinculadas a alguno de estos temas. Si tienes una investigación en mente, un taller o cualquier otra cosa que quieras realizar, ve y averigua cómo El Multi Faith Centre te puede ayudar. No existen restricciones para la participación, puede ser una muestra de arte, una performance, poesía, una charla, una discusión, etc.

Si tienes alguna pregunta, puedes escribirle Sameena a: sameena.eidoo@utoronto.ca

Para obtener más información acerca de las próximas actividades de ir al sitio web del centro: Multi Faith Centre

También te puedes suscribir al Newsletter


In EnglishFinding ourselves: Campus Life (II)

 Roxana Escobar  

 

by Roxana
Social Justice Education

Finding ourselves: Campus Life (II)

The second building that I visited for the Campus Life posts was the Koffler house. This is a really special place and I encourage all international students to visit it. In there you can find two wonderful spaces in where you can meet new people, get in touch wit your spIMG_1508irituality, and involve in great community programs around the GTA. As international students, this is a great way of getting to know the city and its people.

 

Centre for Community Partnership

In this centre, you can find several community programs to enrol. It is not just volunteering, it is a place in which you will learn and also give back to the groups you are getting involved with. There are different ways for participating. For graduate students like us, it only takes going into the second floor of the Koffler building and see which program you would fit. The idea is that you make a commitment to the organization that is going to take you, and together, make a change in the world.

Since it is a community driven process, it is expected that the relationship students established with their chosen centres be a reciprocal one.

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There are two categories in to choose your programs:

  1. Co-curricular short and long term programs. This is really important. If you decided to participate, you need to be aware that this is a commitment for at least 4 to 8 months. Don’t worry if you graduate and you still want to participate. The Centre for Community Partnership encourages students after graduation to stayed contributing wit the organization they choose. We can make this relationship a life commitment.
  2. Academic courses: mostly for undergraduates

For more information about the centre visit their website: Centre for Community Partnership

 

The Multi-Faith Centre

The Multi-Faith Centre is a very important place for several students at U of T. It is a place where you can go and live your spirituality freely. In there, you can find different programs, classes, and people willing to talk and discuss religion and its implications in our life.multi-f

The Multi-Faith Centre offers multi purposes spaces for meditation, yoga, and pray. It is a safe space. Also, if you have any questions about religion accommodations there is always someone able to help you.

Something really important about this centre is that there are always encouraging students to go and discuss their different position on religion and spirituality with them. Thus, they help and fund initiatives related to any of those subjects. If you have a research in mind, a workshop or any other activity go and find out how the Multi-Faith Center can help you. There are no restrictions for your participation, it can be an art show, a performance, poetry, a talk, a discussion, etc.

If you have any questions, write Sameena at sameena.eidoo@utoronto.ca

For more information about the upcoming activities go the centre website: Multi-Faith Centre

You can also submit into their Newsletter


In Spanish: En búsqueda de uno mismo: Campus Life (II)

Campus Life (I)

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Campus Life (I)

In the following weeks, I will post a series of anecdotes that I have been living in the past few weeks getting to know the U of T campus. I will present a selection of sites that you can sight and the things that you can do around campus and outside OISE. The various University buildings are scattered in downtown Toronto. OISE students are a bit removed from the rest of the campus, not by distance, but in relation to activities and facilities. Our building is very large and there are always things to do around here. Being in my last semester of the M.Ed. in Social Justice Education, I decided to leave OISE’S building and discovered whatever the university has to offer. As international students, part of our transition is to also feel part of the city. Don’t be like me during my first year, go out and meet the campus and the city. Toronto is awesome.

SpadinaFor this first post of Campus Life I visited three sites around campus that can help you make a better transition into being a new international student in Canada and its educational system. They are all are at 563 Spadina Av. 15 minutes walk from OISE.

 

 

 

 

The first is The Centre for Women and Trans People

women centreThis centre is close to Kensington Market on Spadina (if you want to go and eat after your visit). In there, you can find a safe space to discuss any concerns you have about sexual and gender identities, and how they are being addressed by the University. Moreover, you can find spaces available for work and a friendly, feminist, and inclusive environment to study or just to have a nice conversation.

women centre IIIn the centre you can find out all about the activities conducted by the university and the city for social and gender justice. I encourage you to participate in this center and its initiatives as a member or volunteer. For more information, visit their website.

 

 

 

The Centre for Aboriginal Initiatives

aboriginal centreThe next place I visited was the Centre for Aboriginal Studies and Initiatives Aboriginals. In this centre you can find literature and research related Aboriginal peoples’ studies, primarily in North America. Activities have been suspended for the summer. But stay tuned for news during the academic year. For more information, check out their website.

 

The First Nations HouseFirst Nation I FNIV

 

The last place I visited was the First Nations House. I must confess that this place has been my favorite until now. FNII FNIII In here, you can find a friendly environment and nice people to talk with. The first thing that struck me when I got there were the paintings with indigenous demonstrations across the floor.

In the centre you can find all kinds of help. The staff is ready to help with literature research, academic advice, help with grammar and spelling, among other things. You can also find free coffee and snacks, as well as computers and a cozy reading room.

If you need it, you can talk to some of the Elders found in residence. Being in the center feels like home. For more information, visit their website. If you are interested in helping and volunteering, contact Jackie at fnh.library@utoronto.ca

If for some reason you find it difficult to go, check the magazine of the residence so you can be aware of the activities around the house.

 

 

 

 

 

 

 

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In Spanish: Campus Life (I)

Campus Life (I)

signCampus Life (I)

En la siguiente serie de posts, les presentaré una selección de sitios que puedes conocer y de actividades que puedes realizar en el Campus de la Universidad. Los edificios de la Universidad se encuentran dispersados dentro del centro de la ciudad de Toronto. Los estudiantes de OISE estamos un poco alejados del resto del campus, no geográficamente, pero sí en relación a actividades y facilidades. Nuestro edificio es muy grande y siempre hay cosas que hacer por aquí. Quedándome solo un semestre más para terminar el M.Ed. en Social Justice Education, decidí salir del edificio de OISE y conocer qué más tiene la universidad que ofrecerme. No dejes pasar la oportunidad de conocer la Universidad a través de la ciudad.

SpadinaPara este primer post de Campus Life visité tres sitios alrededor del campus que pueden ayudarte a tener una mejor transición al ser un estudiante internacional en Canadá, así como también a su sistema educativo. Todos se encuentran en 563 Spadina Av.

El primero es The Centre for Women and Trans People women centre

Este centro se encuentra cerca al Kensigton Market en Spadina (por si luego te animas a comer algo rico y regional). Aquí puedes encontrar un espacio seguro para conversar sobre cualquier inquietud que tengas al respecto de las identidades sexuales y de género y cómo están siendo atendidas por la Universidad. Además, hay espacios disponibles para trabajar y un ambiente amigable, feminista e inclusivo con todxs. Si estás en OISE, solo te toma 15 minutos caminando llegar al centro.

women centre IIAdemás, ahí te puedes enterar de todas las actividades que se realizan en la universidad y en la ciudad a favor de la justicia de género. Anímate a participar de este centro y sus iniciativas siendo miembro o voluntario. Para mayor información visita su página web.

 

 

 

aboriginal centreEl siguente destino fue el Centre for Aboriginals Initiatives and Aboriginal Studies. En este centro puedes encontrar literatura e investigaciones relacionadas a los estudios sobre poblaciones aborígenes, principalmente en Norte América. Por el verano las actividades están paralizadas, pero estate atento a las actividades que se realizarán durante el año académico. Para mayor información revisa su página web.

 

First Nation I FNIVFirst Nations House. Debo confesar que hasta el momento ha sido mi favorito. Aquí puedes encontrar un ambiente muy agradable y gente muy amable para conversar. Lo primero que me impresionó al llegar aquí fueron las pinturas con manifestaciones indígenas en todo el piso.

IMG_1500 FNV FNIII FNIIEn el centro puedes encontrar ayuda de todo tipo. El staff está preparado para ayudarte con búsquedas bibliográficas, asesoría académica, ayuda con la gramática y la ortografía, entre otras cosas. También podrás encontrar café y snacks gratis, así como también computadoras y una sala de lectura muy acogedora.

Si es que lo necesitas, puedes hablar con algunos de los Elder que se encuentran en la residencia. Estar en el centro se siente como estar en casa. Para mayor información visita su página web. Si estás interesado en ayudarlos y hacer voluntareados, comunícate con Jackie a fnh.library@utoronto.ca

Si por alguna razón se te hará difícil ir, revisa la revista de la residencia para que te enteres de sus actividades.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


In English: Campus Life (I)

Fall Practicum Report 2: Literacy is Everywhere!

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by Caitlin
Master of Teaching student

 

As I mentioned in my last blog post, I introduced each colour by reading a book and engaged in a critical discussion about the themes or the colour representation. I wanted to give you my book list and some guiding questions that I used.

Colour Inquiry

Book

Author

Background and Guiding questions

Red Red is Best  Kathy Stinson This story follows a little girl’s love for red. A good book to talk about feelings and how colours can make us feel good. I used a clip of “Anger” from Inside Out, to demonstrate that colours can make us feel different emotions.

  1.  How does red make the little girl feel?
  2. What items were red?
Orange Sixteen Runaway Pumpkins  Dianne Ochiltree We used this book on “Orange and Black” spirit day. A simple book that can be used to emphasize counting and one-to-one correspondence.

  1. Can you find more orange items in the book?
  2. Is there any orange items in the classroom?
Yellow Girl on the yellow giraffe  Ronald Himler This book can be used to enter into a discussion about poverty and living conditions. It is very simple, so you may need to read it a couple of times in order for students to pick up on it.

  1. Why did the girl love her yellow giraffe?
  2. Was the giraffe real? How do you know?
Green Little yellow and little blue  Leo Lionni  An awesome book to introduce mixing colours. Also, has an underlying message about friendship and families.

  1. What happened when little yellow and little blue played together?
  2. How did they turn back to their original colour.
Blue Red: a crayon’s story  Michael Hall This is a great book to have students make predictions with. The main character is a red crayon who is actually a blue crayon! Write your students predictions before reading, and come back to it after!

  1. What do you think this book is about? Why do you think that..?
  2. Why was everyone confused with the Red crayon?
  3. What happened in the end?
Purple Mix it up!  Herve Tullet  This is the book that helped my students learn about mixing colours. I did the colour volcanos after reading the book so I could reinforce the ideas.

  1. What happens when you mix…
    Red and Blue?
    Red and Yellow?
    Yellow and Blue?
  2. If I wanted a lighter colour, what colour do i add to it?
  3. If I wanted a darker colour, what colour do I add to it?
White and Brown White rabbits color book  Alan Baker Another great book to reinforce mixing colours. Also it helps children learn that white helps keep colours vibrant. I created a bunch of white bunnies on chart paper prior to the lesson and invited students to come up and colour as we wen
t along. (Spoiler alert, the white rabbit turns brown in the end!)

  1.  If the bunny was dipped in yellow and red paint, what colour would it be in the end?
  2. If the bunny was dipped in yellow and blue paint, what colour would it be in the end?
  3. If the bunny was dipped in blue and red paint, what colour would it be in the end?
  4. What colour was the bunny in the end?
Black and Grey The black book of Colours  Menena Cottin This wonderful book gives you an idea how a person without sight sees colour. All the pages are black, and the pictures are raised off of the page just like braille. This story helps children understand what colours look like if you were blind.

  1. What did the story say yellow felt like?
  2. What did the story say red felt like?
  3. What did the story say blue was like?
How colour make us feel My Many Coloured Days  Dr. Seuss This is one of Dr. Seuss’ hidden gems! This book helps give examples of how colours can make you feel. This was a great lesson near the end of the inquiry, to wrap up the concepts we spoke about in the Red lesson

  1. What colours make you feel good?
  2. What colours make you feel mad?
  3. What colours make you feel sad?
Skin colour Skin again

The Colors of Us

Bell Hooks

Karen Katz

These two books are great at introducing different skin colours and addressing some stereotypes that people may have about skin colours. I was unable to get the Colors of Us on loan from the library, so I found a youtube video that reads it outloud! Find it here!

  1. Look at your friends on the left and right, do you guys have the same skin colour?
  2. Some people may use the “peach” colour to colour themselves. Do you use the peach colour too? Why or why not?

 

Are you curious about the OISE student experience? Contact me:

Email: oise.ambassador@utoronto.ca

Fall Practicum Report 1: Inquiry Without Borders

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by Caitlin
Master of Teaching student

Hey guys. I know its been a while! I finished my 4 week practicum block on November 20th, and then I started my last 3 weeks of the fall semester on November 23rd! If you have read my other blog post, you will know that I was sick the last couple of days of practicum. So I was not a happy camper going back to school exhausted and sick 🙁

But enough of my sick self, and lets talk about my practicum. I was in a Full Day Kindergarten class in York Region. My AT was amazing! This was the first time I saw and was apart of an inquiry and play based model She really let the students’ inquires guide the discussions, activities and interactions in the class.

During my first experience day, my AT asked if I could teach a colour unit with the class. She let me create my own unit, and lent me some resources to use. I was excited as it was my first inquiry unit! But then again, it was my first inquiry unit! I had no idea how to implement anything…so I turned to a teacher’s best friend, Pinterest!

After sifting through an overwhelming amount of “pins,” I realized that there had to be some structure to the inquiry unit. So I decided to to have a  general discussion about colours on the first day and then focus on a colour a day until the end of the inquiry. Before we began our colour inquiry of the day, I read a book to set create a focus for the day. I have a detailed book list in this blog post here.

I didn’t want to just read the book and have the students be on there way. I wanted to incorporate a variety of activities to accompany the colour of the day too.  I had to think of flexible and differentiated ways to engage my young learners. In doing this I was able to engage in cross-curricular subjects or create lessons for subjects I was not familiar with! I wanted to share some of my activities that are simple, meaningful and exciting to my students.

Math

  • Students were able to sort various classroom materials by colour. We sorted legos, coloured letters, jewels, and much more
  • Students made colour patterns. I cut up strips of chart grid paper and had students create their own pattern using colours. I clipped the strips onto clipboards so the strips did not slip around when they coloured. If you decide to do this, try and have students vocalize the colours as they colour the squares. It will help them remain focused and on task.
  • Created different patterns using link cubes.

I have done math in my previous practicums but I was so excited to engage students in doing coloured math lessons! They were having so much fun and didn’t know they were learning math.

Science

  • We experimented and made colour volcanos from this page. The kids loved it, especially with the overflow of liquids! We co-created the chart paper together. We identified the materials, our predictions and wrote down what the two colours made. I had two students come up and help me pour the coloured vinegars together. They loved that part and seeing the overflow!!  If you decide to do this experiment, make the coloured vinegar as concentrated as possible. Like put a lot of food colouring in there! I only used 8 drops per colour and the colour pay off wasn’t that great.
  • We tried to make snow slime.…and it was only great to play with for one day. The students had a lot of fun to make it, especially sprinkling the glitter in! This recipe was alright, but I don’t think I put enough borax in there. I will try and experiment with another recipe next time

I have never been interested in science, and I really didn’t like how it was taught when I was in school. Even though these two activities did not pan out the way I expected it to, I think they were a great start to my future years of teaching science.

Literacy

  • I cut up construction paper and wrote out the letters, in upper case and lower case. I had students help me construct the word on

    the board after I read the book. I also had additional letter cut outs on the literacy table.
  • Students used white boards to try and practiced writing the colour of the day.
  • I left the coloured books out on a table
    in the classroom. I didn’t tell the students I left them there. I wanted them to “discover” and read the book independently.

I had to create different activities as my students had a range of needs and strengths. For those who couldn’t write their letters, I had the letter cut outs so they could at least arrange the letters to form the word. For those who were interested in reading, I had the books out for them to look at without any judgment.

Social Studies and Socio-Emotional Development

  • We engaged in discussions about different skin colours and how each person’s skin colour tells us a story about our history and family. I started this discussion by using two books, “The Colours of Us” by Karen Katz and “Skin again” by Bell Hooks
  • We talked about how colours make us feel. The students often said that their favourite colour made them feel happy. So when the students drew themselves, using one colour, they often said their favourite colour makes them feel good or happy.

Students have a profound way of communicating themselves, and these lessons were no exception to that fact. Never underestimate a child’s power to connect and express their feelings about themselves or their global community.

Fine-motor Development

  • My AT found these long foamies at the dollar store. She thought these would be great for students to cut out and exercise their fine motor abilities. They surprisingly had so much fun doing it! After we cut them up, we put them in our sensory bin and had students sort them amongst the other colours. For even more fine motor development, students could use tongs and have them pick them up!

This is a crucial area that needs developing, especially in the early years. For some of my students, they couldn’t even hold a pencil correctly. This task helped them gain control in their muscles and move their fingers accordingly.

Are you curious about the OISE student experience? Contact me:

Email: oise.ambassador@utoronto.ca

Master of Teaching Vocabulary

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by Caitlin
Master of Teaching Student

Greetings Blog-o-sphere. When writing my last post, I realized that I throw around acronyms or words around that many of you may not know. It’s like we have a specific MT vocabulary. So I decided that I would clarify some words and provide my definitions for them. So here we go!

Teacher Candidate (TC)- That’s what we call the students in the MT program, or in any education program for that matter. We haven’t earned our stripes as Teachers yet but we are suitable candidates for the job! In practicum you will be probably introduced as a TC or Student Teacher by your AT.

Cohort-These are the other TCs you will be studying with for the next 2 years of the program. The MT program is huge that all TCs are separated into specific groups or cohorts by their grade level. For example, I am in PJ 161, which means I can teach Primary/Junior. 161 is our cohort number.

25/26 of my cohort friends with some of our loved ones at our Holiday Party

Primary Division-Kindergarten to Grade 3

Junior Division- Grade4-6

Intermediate Division-Grade 7-12

Practicum-The period of practice teaching in a classroom/learning environment. Each TC should get a different practicum site every fall and winter, and hopefully in a different division. For example, I had a Grade 3 class in the fall (primary) and I am currently in a Grade 6 class in the winter (junior).

The layout of my Grade 3 class for my first practicum.

 

 

Before school starts, the Practicum Team asks which school boards you would prefer to work in. You are asked to give three options. It is likely that you will receive your first option, but I know of some people getting their second instead. You are unable to pick which school you want to teach at, just the specific board. The school boards have to be located in the GTA.

Field Experience Days-These are two or three days selected by the MT program for you to go and observe your practicum classroom. You are not required to teach, but if you are like me you can’t help yourself. I often spend the morning to familiarize myself with the classroom routine and strategies used by the AT. Then in the afternoon, I try and walk around the classroom and help out with the lessons.

Associate Teacher (AT)-This is your mentor teacher in the classroom. They should be the person you turn to for support and guidance when you are in practicum. They also evaluate mid-way through and at the end of your practicum. The final evaluations become attached to your Master’s transcripts, so when you apply for teaching positions, school boards and employers will have access to them.

Educational Assistant (EA)-EA’s are in the classroom to help students who have an Individualized Education Plan (IEP) or Individualized Program Plan (IPP). In my last placement, I had an EA in my class and she brought so much life into the classroom. She was like our little ray of sunshine.

Faculty Advisor-This is an OISE MT professor who comes to supervise you during practicum. They visit you twice, once in the first two weeks and once in the last two weeks. If there are any issues you don’t feel comfortable telling your AT, you should seek guidance from the Faculty Advisor

I hope this cleared up any confusion you may have! Let me know if you need further clarification on any of the terms.

Are you curious about the OISE student experience? Contact me:

Email: oise.ambassador@utoronto.ca

Preparing for My Winter Practicum

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by Caitlin
Master of Teaching student

 

Its almost that time of the year and I’m so excited! And no, I’m not talking about Valentine’s Day or the Lunar New Year but the start of Winter Practicum!

Before practicum starts on Feb 18, I am given 2 Field Experience Days to go in, meet my class and take some notes. On my first Field Experience Day I went to meet my class. I am teaching Grade 6 and there are 31 students in the class! And to my surprise, one of my cousins is in my class! What a crazy first day to learn all those wonderful facts!

Knowing the expectations of practicum, I took the initiative to ask my AT a lot of questions about the classroom, strategies she uses and her long-term plans for the class. We also set the expectations of my lesson plans and what I will be teaching during practicum. I am so excited for the lessons I am responsible for, so I decided to share it with you!

1. Math! I am given the challenge to teach math again. I am quite nervous but I am also optimistic that I can do this! I don’t know what unit I am teaching just yet, but on Friday for my second Field Experience Day I will be given the student textbook, workbook and teacher’s resource guide to prepare myself.

2. Speeches/Oral Presentations. I mentioned in my last practicum posts that I helped my Grade 3’s with their oral presentations skills. I am excited to implement the strategies that I used with my Grade 6’s.

3. Religion and Art lessons. My AT told me that she integrates Religion and Art often, and I could not be more excited to do some lessons. I recently finished my Catholic Education course, which is the introductory course that allows TC’s to teach in Catholic school. And I have always been creative, so I am excited to mesh the two together.

I’m sure I will be responsible for more lesson plans, and I will be sure to update you. I expect this practicum will be different than my last practicum when I had 19 students in my Grade 3 class. But I am up for the challenge! LETS GET THIS DONE!

Are you curious about the OISE student experience? Contact me:

Email: oise.ambassador@utoronto.ca

January Recap from a Master of Teaching Point of View

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by Caitlin
Master of Teaching student

Hi blog-o-sphere! Its the beginning of February and you know what that means…its time for my monthly recap.

A lot happened during January…and by that I mean a lot of assignments! Most of my classes are full year classes, and a bunch of assignments were due this month! I’ve never really talked about my assignments, mostly because they are reflective pieces and I usually share my exciting reflective pieces here!

But I decided to shake it up this month and give you a breakdown of the assignments I have handed in or are working on before practicum starts! Most of the emails I get is about the workload, so I want to share with you what your January might look like if you are an MT student!

I’ve broken it down by class, so here we go…

CTL7000H LITERACY

  • Facilitation- Each student is responsible to facilitate a discussion on the readings for the week. I presented a facilitation on critical literacy. Many of the books I mentioned in my library post are books I used for this facilitation. 2 great things came out of this assignment: I got to develop a deeper understanding on critical literacy and I added some new books to my wish list! (I mentioned some of these books in my blogpost here!)
  • End of term task- During practicum, I need to find examples of literacy in the classroom that changed or added to my pedagogy on literacy. I have a feeling on what I will be looking for, especially with the expectations my new AT has set for me…(if you are interested in learning what these expectations are click here!)

CTL7001H EDUCATIONAL PROFESSIONALISM

  • Professional Ethics Mind Map- as a group, we had to research one article about a teacher crossing professional boundaries and violating our professional standard of ethics. Once we have found it, we had to determine which standards they have broken and justify if the disciplinary action they were given was just. It was interesting to hear about the different cases. This assignment helped ground me and realize that yes, there is fun to be had on the job but if there is ever a slip up, the consequences are huge!
  • Field trip-in pairs, we get to plan out a field trip and go on it! But before we can, we need to do some research, write a proposal, look at the logistics, arrange transportation and create a backup plan. I don’t have a lot of information of this assignment yet, but I am excited to plan and go on a field trip!

CTL7002H MATHEMATICS

  • Math lesson- we arranged ourselves in groups for our math lesson. In the fall, we began to  plan a lesson for 4 students. We had to follow the Ontario Math curriculum, and focus on one strand (specific) expectation. My group got grade 3 data management. So we created a coffeeshop for our lesson! We had a menu board with items for the students to buy and we were brave enough to give the students real money to use. (Don’t worry, we set the expectations before bringing the money out!) We had students figure out what they wanted to buy from the coffee shop, and determine how much money they would need. We then extended the task by asking them to create different variations of their total. It was a huge success! I wish we could have done the lesson with more students!
  • Reflection- Now, I need to start working on my reflection for that lesson. I need to address some observations I had during the lesson, expand on it with theory and reflect on the whole lesson. I can’t wait to get this reflection done and explain all the highlights from the lesson.

CTL7003H SCIENCE/SOCIAL STUDIES

  • Unit Plans- for both classes, Social Studies and Science I have to design a whole unit plan! Thankfully I am able to complete the project with a partner (Social Studies) or a group of 4 (Science). Both unit plans must include 2 full lesson plans, a calendar, the big ideas and curriculum expectations.
  • Museum assignment- for Social Studies, we were asked to go to either the ROM or the Bata Shoe Museum and sketch 3 artifacts. We then had to relate how we would use it in the classroom, or how we would introduce the artifact on a trip to the Museum. I am a huge nerd of museums, so I was so excited to do this assignment. I was one of those people who sat in front of the artifact…so if you saw me do that…I apologize..
  • Current Event Presentation- in groups of 4, we had to present a current event topic, find how we could teach about this current event in school, link it to a curriculum expectation and reflect why its so important. We chose to address homelessness in Toronto and linked it to the Grade 5 Social Studies expectations.

CTL7006H REFLECTIVE TEACHING AND RESEARCH

  • Literature Review-Part of the major research paper for my masters is the literature review. And let me tell you what I have realized when writing this. In undergrad, I wrote literature reviews to satisfy course requirements and was often bored because I was limited to a topic. But this literature review is different. Its personal and its all the information I need to know to better understand my research questions. I found myself looking for more information each day, which was good if I had months to write it, but bad since I only had 3 weeks to write it.
  • Critical Peer Review-Once my literature review is submitted, my professor reads it and also another student in the class does too. I read my partner’s work and produce a review of what I thought of their work. I synthesize the strengths, areas of improvement, and provide recommendations for their next draft. I really like this assignment as I get to learn about my peers’ research paper and I get to compare the structure of my paper to theirs.
  • Facilitation-similar to the literacy facilitation, I guide a discussion on the readings that week and have my group members dig deeper into the material. Often the facilitator relates the article back to our teaching pedagogy or research paper so we can develop our “theory to practice” skills.

CTL7014H FUNDAMENTALS OF TEACHING

  • Creativity assignment- I spoke about my creativity assignment in this blog post. Check out my full post here
  • Portfolio- We get to design our teaching portfolio that we will carry throughout our careers. We can insert lesson plans, code of ethics, observations and assignments that best represent our educational pedagogy and disposition. I haven’t completed this assignment yet, but once I do, I will post it for you guys to see!

I hope this gives you a glimpse into the variety of assignments you can expect when you enrol into the MT program. If you need any clarification on anything, let me know!

Are you curious about the OISE student experience? Contact me:

Email: oise.ambassador@utoronto.ca