Volume 10 - Winter 2007

Matryoshka: A Symbolic Biography of Learning, First Semester, 10(1)

Heather Haxton

I approached this narrative artistically because that is my standard mode of processing and presenting meaningful experiences. There are many powerful, symbolic counterparts to the written word. When I discovered we could approach our biography creatively, the idea of painting a Matryoshka doll came to mind. A synonym for Matryoshka is nesting doll and therefore it is an object that connotes containment and discovery.

How Technology Reinforces Existing Methods and Establishes New or Refines Existing Objectives in Music Classrooms, A Semester One, Independent Inquiry, 10 (2)

Neil West

This paper investigates the use of technology to teach traditional music classroom activities (performance, composition, theory and musicology) with an additional discussion of the role played in “general” music classrooms. My findings indicate that technology should supplement rather than replace existing methods, and that technology offers new and interesting areas for exploration that were previously un-chartable in classrooms.

Once Upon a Time in Education, Semester One, Considered Case Response, 10(3)

Carly Lutzmann

This fairy tale was written for Case 5 of the Teachers and Teaching strand in semester one. It is written in a deliberately childish, archaic fashion that replicates children’s literature. The story describes the journey of a reluctant teacher as she discovers that reflecting on her own practice, involving students in inquiry-based learning and fulfilling her fiduciary duty to her students results in deep, meaningful learning.

Understanding the Difference Diversity Makes, Semester One, Considered Case Response, 10(4)

Jennifer Liikala

Growing up in small town Eckville Alberta , I encountered something of the effects of damaging education through ill interpretations of history and cultural diversity. This essay reflects upon the personally meaningful impact that a teacher named James Keegstra had on my home community where he taught.

A Life in Teaching: A Stitched Together Blanket, A Semester One Biography of Learning, 10(5)

Jennifer Dowsett

The patchwork sewn on my blanket's surface comes from Ayers (2001) where he states that “a life in teaching is a stitched-together affair, a crazy quilt of odd pieces and scrounged materials” (p.1). In my classroom experience, I have never found that one size fits all. Each child is different and every moment is different. I want the children in my class to want to come into class. I want the classroom to be comfortable for the students; I want them to feel safe. To me a blanket represents a supportive environment. A blanket provides comfort when you are sad or feel alone; a blanket provides warmth when you are cold; a blanket holds you when you are tired; a blanket doesn't judge; a blanket is always nice to have.

Responding to Diversity, Semester One, Considered Case Response, 10(6).

Jennifer Liikala

Religion appears as a sensitive and pervasive issue in school culture. Points raised during seminar discussions about diversity moved me to further refine my own position on inclusiveness and religion in public school settings.

Theories of Learning: A Case for Reciprocity Between Theory and Practice, Semester One, Considered Case Response, 10(7).

Jennifer Liikala

To continue with the inquiry approach used in seminar to explore case five, I spent some time reflecting upon each learning theory presented in terms of my own understandings. In doing so I aim to briefly consider some personally salient aspects of constructivism, behaviorism, cognitivism, and humanism.

Biography of Learning II - a. The heart must be strong, b. Many minds means many stories, or; Do I know my students? A Semester One, Biography of Learning, 10(8)

Neil West

This biography of learning, informed by my experiences so far in the MT program, is divided into two parts. The first (a) deals with what I consider important strengths for both learners and teachers, and the second (b) deals with the practical reality of understanding where students come from, and how individuals bring unique perspectives on topics and life in general to the classroom. I use a symbolic acronym, poem, prose and photographs as a sort of collage related to each of these two areas.

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