So did McGill survive probation , this is good news: McGill’s prestigious medical school is no longer on probation, but the accrediting body that oversees the program says it is still admitting too few minorities. The Committee on Accreditation of Canadian Medical Schools decided to lift the two-year probation on the school following a review earlier this year.Jun 16, 2017

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This week my topic is on accredited schools. What is an accredited school? Accreditation provides recognition that the content and quality of the program has been evaluated and meets standards set by the profession. The student, can be assured knowledge and skill are included, and the program is stable professionally and financially. The process for accreditation is designed to be supportive, consistent and objective. Accreditation is awarded after successful documentation of compliance with the current Standards. Compliance is determined by on-site inspection and evaluation of written documents provided by the organization. The purpose of the accreditation process is a collegial process based on self and peer assessment. The purpose is improvement of academic quality and public accountability. The process occurs usually every five to ten years. The accreditation is important as it helps determine if an institution meets or exceeds minimum standards of quality. Helps students determine acceptable institutions. As well assist institutions in determining acceptability of transfer credits. If a school is not accredited it is not recognized by the government. Five Steps in Accreditation Enrolment: Self-Assessment, On-Site Assessment, Commission Review and Decision, Maintaining Compliance, and Reaccreditation. If a school loses its accreditation it will force a college or university to close its doors. This is because the school will no longer be able to receive federal and provincial aid, which is significant source of funding for many schools. In Canada 2015, McGill’s medical school is put on probation by accrediting body. The association found the undergraduate program failed to meet 24 of the 132 required standards. The faculty has 18-24 months to demonstrate significant progress.

Hi fellow bloggers! I have come across a couple of websites that will offer some extra insight into resistant learning. https://www.edutopia.org/discussion/5-ways-engage-reluctant-students this offers some very useful tools to try. I like the idea of asking the student to help you. Moving the student to the centre of the class, helps gain acceptance from other keen learners. This is one of my go to websites when I need extra ideas. Another website giving some great reading options is https://www.google.com/search?q=Approches+to+resistant+learners&ie=utf-8&oe=utf-8&client=firefox-b-ab, I found many resources available to research. Have a great day!

Well classmates here we are at week 5. Half-way through our Professional Practice. This week our comment is on Chapter 16 (Understanding Students’ Resistance to Learning, The Skillful Teacher, Third Edition, Jossey-Bass. How is it when we embark on teaching what we love we are met with resistance from some students? I can relate! While some of the class is very good at understanding technology, I am resistant. Why? Because I have not as of yet understood methodically, how to manoeuvre. I feel embarrassment and a lack of confidence. However, having a lesson whereas the teacher compares his or her learning experience on a particular subject they felt resistant to and how they overcame their resistance was empowering. It seems that having the approach in the first classes, explanation about the how’s and what’s if the course and having the teacher discuss their own resistance at their own learning style, hopefully sets the resistant student confident to learn. Developing an action plan early, when you have obvious resistance in your classroom, is utmost to change the environment by accessing classroom techniques, such as the CIQ. This will let you know where the learner’s are sitting in their knowledge. We have all felt like OMG this can’t be happening!! No panic, have a plan right from the first class. The rest of your class should not suffer because of a few students creating resistance. Slow Down!

Hello friends!! Today I am going to talk about “Teaching in Diverse Classrooms”. Chapter 8, The Skillful Teacher, Third Edition by Jossey-Bass. This is an excellent resource book, interesting, easy to read and applicable. The diversity in traditional classrooms, has increased in racial and cultural students. There are many learning styles to consider, for example independent learners, active learners compared to reflective learners. Syllabus-bound and syllabus-free learners, the list is endless. Keeping in mind as well perhaps sexual orientation, ideological or spiritual commitments define who they are. Disabilities need to be accommodated as well, eg-physical, learning, hearing, and auditory. To be able to accurately gauge diversity, various methods may be used, such as Myers-Briggs Personality or Kolb’s cycle of experiential learning. These assessment techniques can be daunting to some. They may be viewed as “another” test. You could use more informal measures of assessment, such as knowledge of, key skills, or familiarity with as a starting point. You could use an exercise in where a student talks about their culture. I spoke earlier about use of the Critical Incident Questionnaire, this will give you a weekly reading of how the student’s are learning.

There are many ways of addressing diverse classrooms, team teaching, mixing student groups, mixing modalities, visual or oral communication, silent or speech filled classrooms.  You could try anyone of these techniques.  We must constantly vary our activities as we learn the wide range of our students learning style.  The approach  mentioned as most helpful is team-teaching, with colleagues who share different racial backgrounds, personalities, and learning styles, most helpful.  Using effort to teach for diversity contains its own justification.

While on the topic of skillful teaching I have been searching for alternative suggestions. One website I have found interesting and easy to use is teachers21.org/effective-teaching-strategies. There is some great ideas in this site for example: Team Teaching HIGH FUNCTIONING TEAMS High Functioning Teams are pairs or groups of people working with efficiency and effectiveness toward a clear, common goal. For… The learners are… The teams might include… classroom teachers students (children) all students (classroom, grade-level, school), cooperative learning teams, etc. teacher leaders teacher colleagues grade-level teams, department teams, district level teams, mentoring pairs, etc. school leaders leader colleagues and teachers whole school, whole faculty, instructional leadership team, administration team, etc. district leaders district leader colleagues, school leaders and teachers superintendent’s cabinet, district office team meetings, teacher advisory board, all-school conferences, etc., take a look at this site as there is some good information. Have a great day!!

My take on Chapter Two, The Skillful Teacher, (Stephen D. Brookfield). As teachers we need to be aware that all students learn differently. What works for one student may not work for another. Some students have the confidence and experience of speaking out whereas some think that is a sign of egotistical behavior. In times of difference using standardized practices will help all students learn essential skills and knowledge. Keep in mind good teaching is whatever helps students learn. Sometimes you need to deviate from our assumptions of professionalism to engage students learning. When a group of students are challenging, angry, contemptuous or even hostile, organize your class right at the opening by engaging the highly resistant student, to an alumni panel. This technique has been successful, as documented in end-of-course evaluation. Once introduced at the opening, teacher leaves the classroom, this lets all students know there is no monitoring. Being aware students experience emotional lives that can be hidden from teachers and peers. Teaching college students, treat them like the adults they are. This book is an invaluable resource for all teachers. Helping with problems that really do exist and having examples to deal with these problems with positive results.