Teaching Towards Social and Ecological Justice Education

As seen in my relationships philosophy as well as my lesson plans throughout my pre-internship block, I have worked hard on forming meaningful relationships with the students I have had the pleasure of learning beside to ensure I create lessons that fit who they are as a person and their learning needs. For week 7, I have created a math lesson that connects well with physical education to support the active learners in the classroom. As a lot of the lessons, especially math the students are often confined to the classroom space, with little movement, I felt if I could create a math lesson that connected to a physical movement activity would support the students in understanding that math can be taught and applied to our daily lives and is not just limited to pen and paper assignments.

After learning and reflecting on multiple intelligences through my student in my pocket assignment, I applied and analyzed these intelligences with other students in the class, and a wide range of them would benefit from kinesthetic learning which is the process of using one’s body to understand and solve problems in areas that go beyond the physical education classroom. This lesson will not only be supporting my student in my pocket but also the other students who often have difficulties staying engaged in the learning, this idea was also seen in lesson 6. By realizing these multiple intelligences and interests in kinesthetic learning from my students, I believe it is important to use them in the classroom to further support their understanding and development of concepts that may be challenging, such as recognizing odd and even numbers.

For this lesson, I have also stemmed further than the instructional strategies that I have become comfortable with over time such as reading for meaning, and class discussion, as discussed in my learning to teach critical reflection. This lesson I decided to go out of my comfort zone and engage the students in instructional strategies that took the learning from static to expressive and exploratory learning. By using instructional strategies that are not seen in the classroom will allow for stronger engagement and understanding of the content. It is also important to use these diverse instructional strategies to support the students who may otherwise not be interested in the common instruction that occurs in the classroom, and show them that learning does not need to take place the same way every day.

Overall, this lesson was created after observing the student’s interests and abilities throughout the past 6 weeks. Through doing field notes and forming strong relationships with my students, I have come to the conclusion that my students want to be involved in their learning and have a say in how they show their learning. Through the creation of this lesson, I worked hard to create adaptations and extensions to ensure that I can create a lesson that reflects the diverse learners that I have been inspired by. Reflecting again on my relationships philosophy the process of social justice education does not always need to be extravagant ideas, it can be simply creating a lesson out of the ordinary that engages the students and shows them that their learning is valued and represented in the classroom.

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