Pedagogy
ELCC Convocation, NorQuest College, June 2023
My pedagogical approach blends lectures with personal and professional life experiences, usually with a flair of animation. Our stories are very powerful - they stir us, provoke us, and teach us - they make up who we are (Johnson, 2022). This narrative methodology encourages engagement and makes the content accessible and relatable. We engage with stories in a unique way compared to everyday conversations, perceiving the storyteller through all our senses (De Vos et al., 2003; Johnson, 2022). When there is care for both the story and the audience, the story leaves a lasting impact.
I design learning activities to promote critical thinking and problem-solving, utilizing multi-modal expressions of teaching including lectures, think-pair-shares, small and large group discussions, polls and surveys, online games such as Kahoots, and video clips. My approach to assessment, both formative and summative, is centred on ensuring that it is meaningful and aligned with program values and learning outcomes. Formative assessments are integral in gauging understanding, helping students develop their thinking, and building on their strengths and competencies. I provide timely, constructive, and thoughtful feedback, encouraging practice and reflection. For summative assessments, I emphasize student voice and choice, enabling learners to take ownership of their learning and authentically demonstrate their knowledge and skills through real-world tasks (Hill, 2020). This approach fosters a deeper understanding and connection to the material. I gauge the effectiveness of my teaching methods based on students' responses and engagement, measured through attendance, active participation, and the feedback they provide me as their instructor.
Authentic Assessment
"Authentic assessment is the mirror of effective learning. It demands that we look beyond the surface and focus on what students understand, can do, and what they value."
~ Costa & Kallick, 2009
In ELCC 2002 - Working with Families, I've created assessments that reflect NorQuest's commitment to authentic assessment by emphasizing real-world application, developmental focus, student collaboration, voice and choice, and reflective practice. These assignments are designed to foster critical thinking, professional judgment, and practical readiness, aligning with the principles of equity, diversity, and inclusion.
Assignment Exemplar
Working with Families
ELCC 2002
Types of Families Presentation & Reflection
(click above)
In this assessment, students research and present on various family types, applying theoretical knowledge to practical situations, enhancing their understanding of family diversity, the impact on child development, and their ability to address real-life challenges while supporting families effectively. The original assignment had several issues: unclear or incorrect information, confusion over rubric criteria, inadequate student research, plagiarism (including AI use), and uneven group participation. To address these, I introduced a draft component to clarify expectations, removed sensitive topics (covering them in class instead), expanded family types to provide greater student voice and choice, introduced video options alongside written formats, and required early sourcing to emphasize the importance of research while reducing plagiarism. Group work responsibilities were redistributed, and personal reflections were added to foster student agency and assess individual learning and growth. These changes resulted in better-researched, clearer presentations aligned with ELCC values, improved student accountability, and increased success through inclusive multimodal options. Students who engaged deeply excelled, while those needing additional support were identified earlier, highlighting the effectiveness of the changes.
"It was good assignment in three parts, it helps a lot... we got feedback for draft that is very helpful for the presentation."
~ Student survey, Fall 2023
Assignment Exemplar
Working with Families
ELCC 2002
Family-Educator Role Play
(click above)
In this assessment students explore the complexities of family-educator partnerships through reflective practice, role-play, and feedback, culminating in a final reflection. This assignment replicates real-world interactions, fostering professional skills through iterative reflection and feedback. It emphasizes equity and inclusion by addressing diverse family dynamics while engaging learners in meaningful, practical experiences. The original assignment required students to role-play a challenging conversation with a family member and create a Family Service Plan (FSP) to support a child experiencing significant challenges in a childcare setting. Students received assessment details in advance, as such most relied on rehearsed scripts, which, though prepared, did not authentically replicate the unpredictable nature of real-world challenging conversations. Additionally, the FSP component lacked alignment with the course’s GLOs and duplicated content covered in another course. To address these issues, I designed a new assignment that better aligns with the course objectives, incorporating authentic assessment practices emphasizing practical, real-world application while fostering the development of skills and professional judgment critical to their future roles.
"I think this assignment was by far one of the most useful assignments in the ELCC program, as it was interesting seeing how we as educators are solving real life situations that happen at centers, getting to learn and practice how to enhance our communication skills, confidence and maintain professionalism."
~ Hosna (student), Fall 2024
curriculum deVELOPMENT
"One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our human feelings. The curriculum is so much necessary raw material, but warmth is the vital element for the growing plant and for the soul of the child."
~ Carl Jung, 1970
I have developed the course content for three core ELCC courses at NorQuest College - ELCC 2002: Working with Families, ELCC 2100: Practicum 3, and ELCC 2006: Play & Creativity - as well as approximately three-quarters of the content for ELCC 2200: Practicum 4. Building on the work of my peers, I have also contributed significantly to enhancing the content of ELCC 2007: Leadership and Management. Curriculum design is a passion of mine, and I approach it with enthusiasm and a deep commitment to creating materials that engage students and captivate their interests. Grounded in Flight: Alberta's Early Learning and Care Framework, my work integrates best practices, current events, and emerging research, while also being intentionally shaped by commitments to equity and decolonizing approaches. This includes critically examining dominant narratives, challenging deficit-based perspectives, and making space for diverse ways of knowing, being, and doing. I strive to incorporate multiple perspectives, ensuring diverse stories are centred, while intentionally leaving space for students’ cultural capital. By embracing multimodal approaches to learning, I aim to make the materials practical, relevant, and inclusive, meeting the diverse needs of students and fostering meaningful connections.
Unit Exemplars
Practicum 3
ELCC 2100
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Emergent Planning, Pedagogical Documentation, & Flight: Responsive Environments
In the lecture portion of this practicum course, students are introduced to pedagogical documentation and begin exploring the co-inquiry process and emergent curriculum, with a focus on incorporating the child’s voice in play.
Unit Exemplars
Working with Families
ELCC 2002
(click below)
Indigenous Families in Canada, Culturally Responsive Care, & 2SLGBTQIA+ Families
This advanced course focuses on developing skills for collaborating effectively with families in a child's environment. It explores diverse family structures and relationships while addressing contemporary challenges faced by families.
Unit Exemplars
Practicum 4
ELCC 2200
(click below)
Emergent Curriculum: Big Ideas to Support Planning, Emergent Curriculum: Big Ideas in Action - Day One, & Emergent Curriculum: Planning for Celebrations and Field Visits
In the lecture portion of this practicum course, students are introduced to 'Big Ideas' as a tool for planning and implementing emergent curriculum. This approach lays the foundation for meaningful, child-centred environments intentionally designed to build upon children's funds of knowledge and foster their dispositions to learn.
Unit Exemplars
Leadership & Management
ELCC 2007
(click below)
Understanding Leadership, Promoting Professionalism, & Anti-Bias Leadership
This advanced course focuses on developing the leadership capacities and organizational skills required for the effective operation of early learning and child care programs. Students examine the pedagogical distinctions between leadership and management, exploring how each contributes to quality care, inclusive practices, and collaborative team environments.
