"Educators have the knowledge and skills to facilitate learning for all students and know when to seek additional support for their practice. Educators thoughtfully consider all aspects of teaching, from planning through reporting, and understand the relationships among them. Educators employ a variety of instructional and assessment strategies."
Evidence 1: Practicum Experience Blog Post (+Reflection)
The first piece of evidence I have chosen for TRB Standard 5 is a blog post that I created in my e-portfolio. This post reflects on a practicum experience I had with my Grade 2/3 class in the Fall of 2017. My practicum partner and I chose to teach an English Language Arts unit on Celebrations & Traditions. This evidence is a link that will take the visitors of my e-portfolio to the blog post which contains the information on this experience.
Through the creation of this blog post, I really enjoyed reflecting on the process of developing this unit. My practicum partner and I were able to learn a lot of valuable skills through the planning and instruction involved in this practicum experience. In terms of relating this evidence piece to TRB Standard 5, we chose an excellent topic that related to each student in the class and allowed for optimal learning to take place. We sought out help from our sponsor teacher in order for us to design lessons that would be most beneficial for our students. She provided us with great insight on how we should develop our unit. One piece of advice we received from our sponsor teacher included planning for short time periods of instruction which allowed the majority of our lessons to be student driven where they could work with each other and do hands-on activities. Another example is how she advised us to use a self-assessment tool at the end of the unit so that we could have the students' voice in the assessment of their work. This worked out tremendously as the students were able to self-reflect on all their hard work with honesty and a feeling of accomplishment.
Through this piece of evidence, I was able to reflect on how important it is to create units and lessons that relate to each student in the classroom. This blog post goes into depth of how this unit was taught and which types of different activities the students took part in. We were able to incorporate a lot of hands-on activities that kept the students busy and engaged. I feel that this unit related to each student in our class because they were able to write about and share aspects of their personal life that they are proud of. By writing this blog post, I got to reflect on how important it is to create these types of engaging and inclusive lessons and unit plans so that each student will be motivated to participate and learn.
Due to our classroom being filled with students that have a variety of different learning styles, our unit was made up of lessons with hands-on activities such as partner work, sharing, colouring, and writing. My practicum partner and I felt that this was the best way to create our unit in order to accommodate for the diverse learners in our class. I believe that our unit on Celebrations & Traditions related to each student in our class and made for an engaging and inclusive environment. The teaching strategy that was used in the unit could be described as an inclusive way of instructing. Here is a definition from Inclusive Teaching Strategies that goes into further detail of this style of teaching. "Inclusive teaching strategies refer to any number of teaching approaches that address the needs of students with a variety of backgrounds, learning styles, and abilities. These strategies contribute to an overall inclusive learning environment, in which students feel equally valued." The evidence I have used for TRB Standard 5 contains examples of how an inclusive teaching strategy was used in this unit as my practicum partner and I were able to connect with each student and all students felt the confidence to share their work with the class.
A strength of this evidence is how it clearly demonstrates how I have met each requirement for TRB Standard 5. The blog post is very specific in describing how my practicum partner and I planned, instructed, and assessed this unit on Celebrations & Traditions. One particular strength of this unit was how my practicum partner and I were able to motivate each type of learner in our class which resulted in the students creating some amazing work!
As a new teacher, it is imperative that one reflects on each day spent in the classroom and each lesson or unit that is taught. I continually ask myself some of the following questions after a day of teaching: What went well today? What could have gone better? How was my classroom management? Did the students learn the intended objectives that I have set out for this lesson?
The reflecting process I had while writing this blog post allowed me to asses myself on how I taught this unit. I'm very proud of the work I put into creating, developing, and instructing this unit plan with my practicum partner. It allowed me to see what worked best and which skills I need to continue to develop for my next practicum experience.
As I move forward as a teacher, I will continue to reflect on lesson plans and units that I teach in order to become a more effective educator. Writing this blog post allowed me to reflect on my strengths and areas that I need to continue to develop. This was a very beneficial process as I looked back on my classroom management strategies, the planning of this unit, and the way I carried out instructions in our classroom - this will make me a better teacher in the future as I continue to reflect on my work and seek assistance from other educators in the field.
Through the creation of this blog post, I really enjoyed reflecting on the process of developing this unit. My practicum partner and I were able to learn a lot of valuable skills through the planning and instruction involved in this practicum experience. In terms of relating this evidence piece to TRB Standard 5, we chose an excellent topic that related to each student in the class and allowed for optimal learning to take place. We sought out help from our sponsor teacher in order for us to design lessons that would be most beneficial for our students. She provided us with great insight on how we should develop our unit. One piece of advice we received from our sponsor teacher included planning for short time periods of instruction which allowed the majority of our lessons to be student driven where they could work with each other and do hands-on activities. Another example is how she advised us to use a self-assessment tool at the end of the unit so that we could have the students' voice in the assessment of their work. This worked out tremendously as the students were able to self-reflect on all their hard work with honesty and a feeling of accomplishment.
Through this piece of evidence, I was able to reflect on how important it is to create units and lessons that relate to each student in the classroom. This blog post goes into depth of how this unit was taught and which types of different activities the students took part in. We were able to incorporate a lot of hands-on activities that kept the students busy and engaged. I feel that this unit related to each student in our class because they were able to write about and share aspects of their personal life that they are proud of. By writing this blog post, I got to reflect on how important it is to create these types of engaging and inclusive lessons and unit plans so that each student will be motivated to participate and learn.
Due to our classroom being filled with students that have a variety of different learning styles, our unit was made up of lessons with hands-on activities such as partner work, sharing, colouring, and writing. My practicum partner and I felt that this was the best way to create our unit in order to accommodate for the diverse learners in our class. I believe that our unit on Celebrations & Traditions related to each student in our class and made for an engaging and inclusive environment. The teaching strategy that was used in the unit could be described as an inclusive way of instructing. Here is a definition from Inclusive Teaching Strategies that goes into further detail of this style of teaching. "Inclusive teaching strategies refer to any number of teaching approaches that address the needs of students with a variety of backgrounds, learning styles, and abilities. These strategies contribute to an overall inclusive learning environment, in which students feel equally valued." The evidence I have used for TRB Standard 5 contains examples of how an inclusive teaching strategy was used in this unit as my practicum partner and I were able to connect with each student and all students felt the confidence to share their work with the class.
A strength of this evidence is how it clearly demonstrates how I have met each requirement for TRB Standard 5. The blog post is very specific in describing how my practicum partner and I planned, instructed, and assessed this unit on Celebrations & Traditions. One particular strength of this unit was how my practicum partner and I were able to motivate each type of learner in our class which resulted in the students creating some amazing work!
As a new teacher, it is imperative that one reflects on each day spent in the classroom and each lesson or unit that is taught. I continually ask myself some of the following questions after a day of teaching: What went well today? What could have gone better? How was my classroom management? Did the students learn the intended objectives that I have set out for this lesson?
The reflecting process I had while writing this blog post allowed me to asses myself on how I taught this unit. I'm very proud of the work I put into creating, developing, and instructing this unit plan with my practicum partner. It allowed me to see what worked best and which skills I need to continue to develop for my next practicum experience.
As I move forward as a teacher, I will continue to reflect on lesson plans and units that I teach in order to become a more effective educator. Writing this blog post allowed me to reflect on my strengths and areas that I need to continue to develop. This was a very beneficial process as I looked back on my classroom management strategies, the planning of this unit, and the way I carried out instructions in our classroom - this will make me a better teacher in the future as I continue to reflect on my work and seek assistance from other educators in the field.
References
Cornell University. (n.d.). CTI - Inclusive Teaching Strategies. Retrieved from https://www.cte.cornell.edu/teaching-ideas/building-inclusive-classrooms/inclusive-teaching-strategies.html
Cornell University. (n.d.). CTI - Inclusive Teaching Strategies. Retrieved from https://www.cte.cornell.edu/teaching-ideas/building-inclusive-classrooms/inclusive-teaching-strategies.html
Evidence 2: Core French Greetings & Conversations Unit (+Reflection)
The second piece of evidence that I have chosen for this TRB Standard, is a link that will take you to a unit plan that I designed for a grade 6/7 Core French class. Within this unit plan, I clearly explain what the rationale and big ideas are, how students' learning is assessed, and how this unit plan is carried out over several lessons. Throughout the learning that takes place over this unit, my goal for the students is to obtain basic but necessary French vocabulary that will enable them to greet each other and ask/answer simple questions through conversation. This second piece of evidence for TRB Standard 5 makes my commitment to this standard and desire to "employ a variety of instructional and assessment strategies" very clear through the different modes of instruction and assessment that I utilize for my learners.
Through the creation and process of carrying out this unit plan for my grade 6/7 students, I learned how vital it is to be creative in designing unit/lesson plans in order to accommodate to the different learning needs within the classroom. It is up to us as teachers to implement different teaching styles along with activities and exercises that allow for optimal learning to take place. Throughout my early teaching experience, I have realized that learning takes place in it's highest form when there is genuine enjoyment for the task at hand. I believe that students need be motivated and enjoy what they are doing in the class or throughout a lesson/unit plan in order for optimal learning to occur. My beliefs towards the benefits of "joyful education" agree with Judy Willis' article on The Neuroscience of Joyful Education: "When students are engaged and motivated and feel minimal stress, information flows freely through the affective filter in the amygdala and they achieve higher levels of cognition, make connections, and experience "aha" moments" (2007, p. 1). My efforts to "employ a variety of instructional and assessment strategies" in order to facilitate joyful education is clearly evident throughout the design and layout of this unit plan on French Greetings & Conversations.
The strength of this specific evidence piece is how it lists and contains the different teaching and assessment methods that I utilize over the teaching of this unit plan. For example, I list two main modes of assessment that take place over the unit: formative and summative. The students will experience formative assessment largely through teacher observation. Many of this unit's activities include oral conversations so that students have the opportunity to practice speaking French and utilizing the vocabulary that is introduced throughout this unit. This type of formative assessment goes on as I watch students engage in conversation - practicing their letter sounds and using proper pronunciation. I will also participate with the students and engage in conversation with them. This will take place through the High-Five Conversations, and I will give students the opportunity to showcase their learning and expertise, or work directly with the students that are finding these activities challenging. Activities such as the High-Five Conversations allow me to informally assess students' learning and provide assistance to those that need it. Summative assessment also takes place in this unit. Through our in-class "quizzes" and matching activities, I am able to see each student's written work which gives me an idea of where each student is at individually with their learning. This process allows me to assess my own teaching style, and make any necessary adjustments in order to meet the learning needs of each student.
With respect to this standard and the process that went into designing this unit plan, I was further reminded of the importance to utilize resources and others that are more experienced within the field. This standard states that: "Educators have the knowledge and skills to facilitate learning for all students and know when to seek additional support for their practice." As I was working towards completing my second practicum experience during the creation and implementation of this unit, I chose to use my sponsor teacher as a resource in order to create a unit plan that would include activities that best supported my students' needs and learning. My sponsor teacher provided me with tremendous insight and helped me choose activities that would allow for joyful education in the classroom.
As I have mentioned previously within this reflection, I believe that it is of the upmost importance for educators to include a variety of teaching and assessment styles and strategies. Our students' learning needs vary tremendously within the classroom, so why would we use only one teaching style in order to meet the needs of our students? In my opinion, a master teacher is one that takes risks and utilizes several different strategies and activities in the classroom in order to facilitate joyful education for their students - ultimately creating an inclusive learning environment which meets the different learning needs of each student. In order to hold this standard true throughout my career, I plan to continue using my peers and others within the field as resources so that I can continue improving my knowledge on how to successfully "implement [the most] effective practices in areas of classroom management, planning, instruction, assessment, evaluating and reporting."
Through the creation and process of carrying out this unit plan for my grade 6/7 students, I learned how vital it is to be creative in designing unit/lesson plans in order to accommodate to the different learning needs within the classroom. It is up to us as teachers to implement different teaching styles along with activities and exercises that allow for optimal learning to take place. Throughout my early teaching experience, I have realized that learning takes place in it's highest form when there is genuine enjoyment for the task at hand. I believe that students need be motivated and enjoy what they are doing in the class or throughout a lesson/unit plan in order for optimal learning to occur. My beliefs towards the benefits of "joyful education" agree with Judy Willis' article on The Neuroscience of Joyful Education: "When students are engaged and motivated and feel minimal stress, information flows freely through the affective filter in the amygdala and they achieve higher levels of cognition, make connections, and experience "aha" moments" (2007, p. 1). My efforts to "employ a variety of instructional and assessment strategies" in order to facilitate joyful education is clearly evident throughout the design and layout of this unit plan on French Greetings & Conversations.
The strength of this specific evidence piece is how it lists and contains the different teaching and assessment methods that I utilize over the teaching of this unit plan. For example, I list two main modes of assessment that take place over the unit: formative and summative. The students will experience formative assessment largely through teacher observation. Many of this unit's activities include oral conversations so that students have the opportunity to practice speaking French and utilizing the vocabulary that is introduced throughout this unit. This type of formative assessment goes on as I watch students engage in conversation - practicing their letter sounds and using proper pronunciation. I will also participate with the students and engage in conversation with them. This will take place through the High-Five Conversations, and I will give students the opportunity to showcase their learning and expertise, or work directly with the students that are finding these activities challenging. Activities such as the High-Five Conversations allow me to informally assess students' learning and provide assistance to those that need it. Summative assessment also takes place in this unit. Through our in-class "quizzes" and matching activities, I am able to see each student's written work which gives me an idea of where each student is at individually with their learning. This process allows me to assess my own teaching style, and make any necessary adjustments in order to meet the learning needs of each student.
With respect to this standard and the process that went into designing this unit plan, I was further reminded of the importance to utilize resources and others that are more experienced within the field. This standard states that: "Educators have the knowledge and skills to facilitate learning for all students and know when to seek additional support for their practice." As I was working towards completing my second practicum experience during the creation and implementation of this unit, I chose to use my sponsor teacher as a resource in order to create a unit plan that would include activities that best supported my students' needs and learning. My sponsor teacher provided me with tremendous insight and helped me choose activities that would allow for joyful education in the classroom.
As I have mentioned previously within this reflection, I believe that it is of the upmost importance for educators to include a variety of teaching and assessment styles and strategies. Our students' learning needs vary tremendously within the classroom, so why would we use only one teaching style in order to meet the needs of our students? In my opinion, a master teacher is one that takes risks and utilizes several different strategies and activities in the classroom in order to facilitate joyful education for their students - ultimately creating an inclusive learning environment which meets the different learning needs of each student. In order to hold this standard true throughout my career, I plan to continue using my peers and others within the field as resources so that I can continue improving my knowledge on how to successfully "implement [the most] effective practices in areas of classroom management, planning, instruction, assessment, evaluating and reporting."
References
Ministry of Education. (2012, January). Standards for Education, Competence and Professional Conduct of Educators in British Columbia. Retrieved from https://www.bcteacherregulation.ca/documents/AboutUs/Standards/edu_stds.pdf
Willis, J. (2007). The Neuroscience of Joyful Education. Educational Leadership, 64, 6. Retrieved from http://www.ascd.org/publications/educational-leadership.aspx
Ministry of Education. (2012, January). Standards for Education, Competence and Professional Conduct of Educators in British Columbia. Retrieved from https://www.bcteacherregulation.ca/documents/AboutUs/Standards/edu_stds.pdf
Willis, J. (2007). The Neuroscience of Joyful Education. Educational Leadership, 64, 6. Retrieved from http://www.ascd.org/publications/educational-leadership.aspx
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