Reading response for the new curriculum orientation and glossaries

 By reading this new curriculum orientation and glossaries, the most surprised to me is that, in extension to including Aboriginal perspective and knowledge in the curriculum,  the historical wrongs endured added. The redesigned curriculum includes Asia and South Asian communities' histories and their contributions to our province's development. I think it is an important step to break the eurocentric education system. Another idea standing out to me is the flexible teaching and learning environment. It provides a great opportunity for reflective teaching and learning. 

When I looked at the mathematics curriculum for grades 8-12, grades 8 and 9 are straight forward, which have only one choice, but I found there are so many choices for students to choose from in grades 11 and 12. I map their paths based on direction (further education and workplace) and field of interests ( computer, statistic...). So my mapping path is as below, but I feel it's not easy,  and I am a little worried for the students who chose the workplace mathematics; if they work for a few years and decide to go to university, do they meet the prerequisite for acceptance? and how can they fill the knowledge gap from high school?

Homework geometric/ numerical puzzle

 The number diametrically opposite to 7 is 22. The total number from 1to 30 is 30, and 16 is the first number for the rest half of the numbers. So I let 1 diametrically opposite to 16, then 2 opposite to 17, and so on, 7 will be diametrically opposite to 22.

When I try to solve this question, I was thinking of a clock. So my extension puzzle will be the number from 1 to 60 equally spaced points on the circumference of a circle are labeled in order. Which number will be diametrically opposite to 23?

To make the puzzle possible, you have to space total even numbers, which means every number can be paired. If one number can not be paired, then it means it has no number can be diametrically opposite, then this puzzle is invalid. It is impossible to create this puzzle with odd total numbers. For example, 1to 13 is impossible for this geometric puzzle. I am not so sure what makes the geometric puzzle. Maybe it was intended to use geometric shapes and principles to design and solve the puzzles.

Response to Microteaching plan

During the microteaching exercise, I received great feedback helping me with the future lesson plan-making and actual teaching. Overall, I am pretty relaxed and was not as nervous as I thought. By telling the history, I achieved my big idea goal of cultural exchange through traditional food. The demonstration parts went well since it made the class active and alive.  It is always easier to make interactive activities in person. To improve my teaching plan with the limitation of online teaching,   I could be more creative in thinking of more alternative ways to engage my students. To better control the timing and pacing, I could reduce some content and utilize a variety type of materials and media.

Reading Response- Eisner Three Curricula from Educational Imagination

One point from Eisner's article that grabs my attention was taking initiatives. Eisner stated, "It is possible to create a school environment in which the taking initiative becomes an increasingly important expectation as children mature "(p.88) No doubt that taking initiatives is essential, especially in education. As students get older, learning some topics on their own initiative achieves better results than when teachers assign the same topics.  This is because people put in more effort and passion into learning when done by choice and out of interests than by force.  Take one of my tutoring students as an example; he explained to me that math is not his favorite subject, and he didn't spend much time on it.  However, he and his group members spent late nights and weekends on a Python project that won an award for his grade in his school.  He loves the subject, and his goal is to study computer science when he gets into university.  So, he willing puts far more effort into that area than math.

Another point that makes me stop and think is the reward system.  I didn't question much about the reward system because it seems to work fine and is commonly used everywhere in and outside of school.  For example, students receive a favorite book as a reward if they read a certain number of books.  Companies reward their employees with commissions, year-end bonuses, and promotions if they reach their goal.  However, I start to question the reward system's real benefits as I realize that the students who love to read and the employees who are passionate about what they are doing do it more for their passion than the reward.

Last but not least, null curriculum grabbed my attention.  Eisner pointed out "what the school does not teach are as important as what they do teach."(p.97)  Taking intellectual competence as an example, I hope schools can provide children more intellectual processes or thinking opportunities even though they need time to employ.  The redesigned mandated BC provincial curriculum connects to Eister's idea of explicit, implicit, and null curricular by focusing on the core competencies, essential learning, literacy, and numeracy foundations modeled as know, do, and understand for learner-centered and competency-driven deep learning.

Lesson plan- Making Chinese Dumplings

Teaching Topic-Making Chinese Dumplings

I am planning to teach making Chinese traditional food, dumplings. The big idea here I would like to introduce some Chinese culture through traditional Chinese food. Due to the restriction of online learning. I can only do the demonstration from my side, students can have playdough and some nuts instead of dumpling wraps and fillings if they can find.

Homework Reading for Oct 5th-Battleground Schools

          I feel it is so true that the problematic biased assumption exists in our daily life. I can see and hear these assumptions around me. I often heard from students and parents are math-phobia, saying they are not good at math and never understand it. Sadly, once I heard an elementary teacher said math is not a useful subject except you want to be a cashier. Without a doubt, it is dangerous if those people with such assumptions make a decision on and lead mathematic education.

         I was also surprised that because of the shortage of specialist mathematical teachers, then gym teachers, science teachers, technology teachers were assigned to teach lower grade secondary level mathematics. This is not acceptable and not being professional and responsible for providing quality education for the next generation.

         Another part that made me stop is that "TIMSS support the idea that deeper conceptual understanding mathematics is the key to success in the international ranking. (p.400)" In my opinion, what the goal of mathematic education is not for competition but for training our children's logic and problem-solving skills using to improve their lives and become better beings. If the goal of mathematic is competing, then the schools will compete for whose students can solve more challenging problems in a particular grade instead of focus on education itself.