12 Oct 2016
11 Oct 2016
16 Nov 2016
16 Nov 2016
16 Nov 2016
16 Nov 2016
16 Nov 2016
19 Oct 2016
08 Nov 2016
01 Mar 2017
01 Mar 2017
07 Mar 2017
07 Mar 2017
24 Jan 2017
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15 Mar 2017
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22 Mar 2017
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01 Mar 2017
28 Mar 2017
29 Mar 2017
. he abiliy o use awi e varietyof responsive instructional strategies and methodologiesto accommodatelearning styles of individual learners and support their growth as social, intellectual, physical and spiritual bein s. 1.4 a commitment to service and thecapacityto be reflective, lifelong learners and inquirers.
Extra-Curricular
Coached a2hr senior girls volleyball practicewith no prior knowledgeof skill level/learning styles. Had to adjust on the spot.
During thepracticeI would explain thedrill, demonstratethedrill and/or havean actual team member demonstratefor a visiual cue, then have them tryit. If the drill went well wecontinued on to something alittlemore challenging. If therewas acommon mistakebeing made, thewholedrill was stopped and wewould revisit theskill. If it was an individual mistakeI would helpthe individual 1 on 1 briefly, having them show methechange madebefore I moved on.
So far I havelearned alot about theschool dynamics, such as MyPrairie Spirit Classroom. Bykeeping ajournal I am ableto reflect on my Professional Keepinga dailyjournal whiledoingstudent experiences in and outsideof theclassroom, and learn from as many Development teaching field experience teachers and staff as possible. I am ableto reflect back and observe what I have learned and how I have learned it. After each lesson I havetaught, I havediscussed it with my partner 1.1 -theabilityto maintain teachers. Theygive mefeedback and ask mequestions thatmakeme respectful, mutuallysupportive Other In-Class I have built asupportive relationshipwith think about what I havejust taught, and whyI did it thewayI did. They and equitableprofessional Instruction(Small both of mypartner teachers. Theyprovide encouragemeto do thesame when observing their lessons. Theyenjoy relationshipswith learners, group, one-on-one, mewith feedback, and theywelcomeme being asked whytheydid things a certain way, and do not get offended colleagues, families and co-teachingetc.) to providethem with feedback as well. if I ask them to explain their reasoning/proceedures. Being ableto communities; approach each other in arespectful manner enhances mylearning, and theirs. I used theSmart Board to displaysong lyrics, whileI used asecondary 2.4 abilityto usetechnologies music sourceto playa song. After this, I provided students with aptops l so Theuse of theSmart Board, and laptops for readily, strategicallyand Formal Lesson theycould completea handout assignment I had giventhem. The students appropriately students needed helpwith thelaptops and formatting ahandout since theyhad never used them/madeahandout before. Being ableto work in agroupto make ahandout for their class provides 3.1 the ability to utilize students who arequieter toparticipatein groupwork. They then meaningful, equitableand Theuse of aJIGSAW method, as well as provided their classmates with their handout and taught their section of holistic approaches to Formal Lesson providing awritten component within their material (JIGSAW), which allowed meto observetheir learning of the assessment and evaluation; groups, and groupdiscussion. material theywereassigned. Then in groupdiscussion of thematerial as a and whole, I could observetheconnections theyhad made, and their deeper understanding of thematerial. 3.2 the ability to use a wide varietyof responsive Bylistening to thesong, and not merelyanalyzing thelyrics got the instructional strategies and students excited and engaged, someof them wereeven singing along. methodologiesto Usingavisualalongwithanauditoryto y to Theywere moreinvested in theassignemtn theyweregiven after too. To accommodatelearning styles Formal Lesson analyzesong lyrics, to motiviatethe grow ftuther in this aspect I think I could'vegiven them moreinsight as to of individual learners and students for alesson. whywe werelistening to thesong, and what particiular things I was support their growth as social, looking for them to bring out of it. I would also revisit thesong again after intellectual, physical and theyhad finished their assignments. spiritual beings. 3.2 the ability to use a wide varietyof responsive TheJIGSAW allows thestudents who are auditory, and "hands on" learners instructional strategies and to verballyreitteratetheinformation theyhave learned to other students. methodologiesto This allows them to saywhat theyhavelearned in their own words. The Using aJIGSAW method along with a accommodatelearning styles Formal Lesson handout component addresses thosestudents who arenot as vocal. writtencomponent. of individual learners and Theycan summarizethe information theyhavelearned in their own support their growth as social, words, but withwriting. Theycan also usecreativitybecause theyare intellectual, physical and given thechoiceof how they wish to format their handout. spiritual beings. Bysplitting thestudents into groups on my own versus them deciding their 1.3 a commitment to social own groups, it allowed for amoreinclusiveenvironment. Bysplitting justiceand thecapacity to cliques upit allowed thestudents to engage with other classmates that nurturean inclusiveand Splitting them into themost productive theymay not havehad theopportunityto engagewith before. This Formal Lesson equitableenvironment for the groupspossible worked out well and it madefor the most productiveenvironment, and empowerment of all learners; allowed all students to havevaluableparticipation. In the future, I would and likethem to think about this on their own when choosing their group members. 3.2 the ability to use a wide varietyof responsive I first provided thegroup with verbal instructions and then a instructional strategies and demonstration. I walked around and helpthelearners individually. I methodologiesto Phys.Ed. Volleyballlesson,usedvisual, and learned from this, that thedemonstrations benefit thestudents greatly. I accommodatelearning styles Formal Lesson spoken instruction to facilitatelearning. also need to bring them closer to instruct the drill, instead of setting them of individual learners and up, then explaining. This is important in thegym becausemany of them support their growth as social, could not hearmesincethey wereall over thegym. intellectual, physical and spiritual beings. During class I took acoupleof thestudents who werestruggling out of the 1.2 ethical behaviour and the Other In-Class classroom to work one-on-onewith anatomy. I quickly realized that some abilityto work in a Instruction(Small Working with small groups who didn’t work of thestudents understood and were just not applying themselves, and collaborativemanner for the group, one-on-one, well together during class time. someof them didn't understand and werealso not applying themselves. I good of all learners; co-teachingetc.) got thestudents to teach each other theinformation in a discussion, with measking them guiding questions. 4.1 knowledgeof Saskatchewan curriculum and policydocuments and applies thisunderstanding to plan I haveplanned manylessons over the lessons, units of studyand year Formal Lesson courseof theterm that havedirectly Myassessment needsto alwaysrelateback to mycurricularoutcomes. plans using curriculum related to thecurriculum. outcomes as outlined bythe Saskatchewan Ministryof Education; Challenged myself to ask open-ended Students tookawhile to answer myquestions whichmademenervous. I 2.2 proficiencyin the Formal Lesson qeustions to aclass who doesn't normally forced myself to wait until someonecameforward with an answer. After Languageof Instruction; speak out loud. that thestudents answered myquestions almost immediately 2.4 abilityto usetechnologies I used video and different kinds of flow I would likethe students to get moreinvolved in lessons and would liketo readily, strategicallyand Formal Lesson charts in alesson about presentation skills tryto incorperatemoreinteractivegames on thesmart board appropriately 1.4 a commitment to service I need to begin to ask for helpafter my reflections on how I can adjust or and thecapacityto be Refelcting after each lesson on how I can changelessons to be better. I often reflect on whyI don't think something reflective, lifelong learners and improve went well, but I need to start asking for morehelp inquirers. 4.2 theabilityto incorporate I learned how to teach treaties in theclassroom and theimportanceof First Nations, Metis, andInuit Professional teaching them. Ialso learnedtheimportanceof thelanguage weuse in knowledge, content and Attended aTreatyworkshop Development theclassroom so that I can beas inclusiveand culturallyappropriateas perspectiveinto all teaching possible. areas 2.3 knowledgeof First Nations, Metis and Inuit Cultureand Professional I learned manythings I did not know about FNMI content and treaties History(e.g., Treaties, Attended aTreatyworkshop Development during this workshop. Residential School, Scrip, and Worldview); 4.3 thecapacityto engagein program planning to shape ‘lived curriculum’ that brings Byattending thetreatyworkshop I learned manydifferent ways to learner needs, subject matter, Professional incorperatetreaties into theclassroom, in turn making theclassroom a and contextual variables Attended aTreatyworkshop Development moreculturallyresponsive and safeplacefor all students to be. I learned togetherindevelopmentally theimportanceof treaty education for all students. s. appropriate,culturally responsiveand meaningful ways 2.4 abilityto usetechnologies Taught studentshowto navigate websites I used powerpoint for visuals, and used theinternet to find different kinds readily, strategicallyand Formal Lesson forreliability of websites. appropriately Alternateeducation is aclass for students with cognitivelearning 2.2 proficiencyin the adaptations. I had to makesureI was explaining things thouroughlyand Formal Lesson Taught an Alt.Ed. Class for hefirst h t efirst time Languageof Instruction; clearlyfor each student. I also had to makesureI was explaining things a number of different ways to reach all students. 3.2 the ability to use a wide varietyof responsive instructional strategies and methodologiesto Had to adapt my instructional strategies to reach each individual learner. accommodatelearning styles Formal Lesson Teaching alt. ed. Sincethestudents all havevery different needs and abilitiesI had to of individual learners and adapt to accommodatelearning styles support their growth as social, intellectual, physical and spiritual beings. 4.3 thecapacityto engagein program planning to shape ‘lived curriculum’ that brings learner needs, subject matter, Byteaching theclass about websitereliabilityit will enablestudents to feel and contextual variables Formal Lesson Teaching webistereliabilityin alt. ed. moreconfident when doing research or looking online. The lesson taught togetherindevelopmentally thestudents something veryuseful for everydaylife. appropriate,culturally responsiveand meaningful ways 3.2 the ability to use a wide varietyof responsive instructional strategies and Helped astudent completean exam. I could not givethestudent the Other In-Class methodologiesto answer, but onlyguideher to finding the answer. Sometimes I would help Instruction(Small accommodatelearning styles Helped astudent with a test in alt. ed. her navigateher textbook and her notes, or simplyask her guiding group, one-on-one, of individual learners and questions. This shows that I am ableto usea varietyof strategies to help co-teachingetc.) support their growth as social, students recall information. intellectual, physical and spiritual beings. 4.3 thecapacityto engagein program planning to shape Did alesson whereI used "Unpacking theWhite PrivilegeBackpack" and ‘lived curriculum’ that brings related it to To Kill aMockingbird. By adding in real lifecontent and how it learner needs, subject matter, relates to them everyday, thestudents found out how privilege, equity and contextual variables Formal Lesson Taught alesson on whiteprivilege and equalityworks in their everydaylives. This lesson was veryimpactful, togetherindevelopmentally and theexit slips I received at theend showed that the students had a appropriate,culturally deeper connection with theconcept. responsiveand meaningful ways In this lesson I used thesmartboard to interactivelyhavethe ivelyhavethe students 2.4 abilityto usetechnologies Taught alesson on journalism, used afun comeup and click yesor no if heythought t aname of acitywas readily, strategicallyand Formal Lesson interactivequizfor motivational set incorrect or correct. It was afun wayto get thes tudents involved and appropriately moving. 1.3 a commitment to social justiceand thecapacity to Coaching clubvolleyball, someof the After agamesome players weregiving another playerahard timefor nurturean inclusiveand playerswere not being hard on another making amistake. Although I did not noticeat thetime, aparent brought Extra-Curricular equitableenvironment for the player. I stepped in to abolish what could it to myattention. Wehad a team talk, and then I ndividuallysat i down empowerment of all learners; havebegun apattern. with thegirls and discussed proper team etiquite.
Achieved
12 Oct 2016
Achieved
25 Oct 2016
Achieved
08 Nov 2016
Achieved
01 Mar 2017
Achieved
01 M ar 2017
Achieved
07 M ar 2017
Still in progress
Achieved
25 Jan 2017
Achieved
25 Jan 2017
Achieved
25 Jan 2017
Achieved
15 M ar 2017
Achieved
15 M ar 2017
Achieved
22 M ar 2017
Achieved
22 M ar 2017
Achieved
21 M ar 2017
Achieved
01 M ar 2017
Achieved
28 M ar 2017
Achieved
29 M ar 2017
