PS III Goals Adam Toth Dr. Gerald B.

Probe School -Grade 5

Goal 1: To Improve communication with teachers, students, and
parents
Connection to Internship Context: being well informed and keeping
other informed helps will help me to teach in a manner that is
consistent with school goals and help parents know how their children
are doing academically, what is being done to help them with their
learning, and how parents can help in the learning process. This
information will be particularly important for parents of students who
have learning exceptionalities and for parents of students who have
attendance difficulties
Actions to be Taken:
Check email daily
Review weekly class lists and evaluate which students need
further contact
Send out parent letter at the beginning of units to inform parents
what students will be learning
Goal 2: Take educated risks with performance tasks
Connection to Internship Context: In PSI and II I had the opportunity to
use performance tasks that had been used before and to experiment
with less commonly used options with mixed success. In PS III I would
like to research and create unique performance tasks and discuss them
with my teacher mentor before implementing them in class. Mr.
Filipenko is known by teachers and students to use outside the box
teaching methods to engage students with great success. Having a
class that is used to new and varying forms of assessment and
teaching create an ideal opportunity for me to test new types of
teaching and performance tasks
Actions to be Taken:
Each unit, research or create one unique performance task
(something I havent done before).
Goal 3: Differentiate lesson plans for students with learning or social
exceptionalities.
Connection to Internship Context l: There are an increasing number of
students with learning and social exceptionalities within Alberta
classrooms, and in the classrooms I am now working. In order to help
all students be engaged, enjoy school and learn, I want to practice
Actions to be Taken:

PS III Goals Adam Toth Dr. Gerald B. Probe School -Grade 5

Review all IPPs and SLPs for students I teach

Include differentiation for these students on each lesson plan (at
least student A and B on each lesson plan)

Goal 1
Contact
Review

Week

Daily email

6/7

6/7

Consider
Brenden,
Matea? For
next week

Unit Email
Intro Letter
Soc
Sci
Health
Email with
Bronwyn
mother
concern test

6/7

5/7

6/7

6
7
8

6/7
0/7
6/7

5/7

Email Brooke
E. and
Browyns
mother
about party
materials

10

6/7

Celebration
of Learning
spoke with
all parents
and
grandparents
in
attendance

Goal 3
Review
Differentiatio
n
_

Add Zoyya
and Martin
to
Differentiatio
n list

Include
Matea

Also
Consider
Malechi and
Sam for
differentiatio
n for some
activities

PS III Goals Adam Toth Dr. Gerald B. Probe School -Grade 5

11

6/7

12

6/7

Met with
Avas Mother
Met with
Brendans
mother
about his
learning plan
and
objectives

Email Class
Parents
about FNMI
Cultural -day
13
14
15
16
17

3/7
/7
/7
/7
/7

Unit Differentiation
Social StudiesReenacted the
American revolution in
class!

Goal 2
Positives
I really liked the

team teach!
Students had tons
of Fun!
Students

Remembered the
facts about it
because they
where recalling an

experience not a
fact.
I enjoyed it and it
was an excellent
mix in the week
with little prep and
was a quick way
to get through
material

Changes
Be more clear on
student behavior
expectations
before getting into
activity
Ensure door is
closed to not
interrupt other
classes
Have students
work
collaboratively bit
have an individual
response as
evidence of
learning

PS III Goals Adam Toth Dr. Gerald B. Probe School -Grade 5

Science (Electricity)
Beginning with a
glossary review to
check for prior
understanding and for
student use
throughout the unit.

We did have a
fully filled out
glossary that was
referred to
continuously
throughout the
unit.

Health- Body Image

Relate music video

Wings by Macklelore to
consumerism and

body image

Science (Electricity)
Rather than
demonstrating how
steel wool ignites
when put in a short
circuit, I allowed
students to run the
experiment in groups.

Really high
student
engagement!
gave oppourtunity
for students to
come up with own
interpretations of
what the song
meant to them.
fantastic student
led discussion in
small and large
groups.
Students learned
to critically assess
media
very high student
engagement
majority of
students were
able to relate the
electric concept to
the experiment
Helped students
remember what a
short circuit is by
referring to this
experiment again
in the unit.
gave students a
sense of

I need to learn
more about how to
use this in class,
the way I did it
was way to long
and got boring
(game with groups
trying to come up
with the answer)
Next time I would
consider
abbreviating the
list
have a more
focused direction
with discussion.
Even though
students had a lot
of great points,
make sure it
comes back to
curricular
objectives.
have a project
where students
critically assess a
song of their
choice

demonstrate
experiment first
and require
written
explanation of
the products of
the experiment
before students
experiment
themselves.

PS III Goals Adam Toth Dr. Gerald B. Probe School -Grade 5

Health Power 4
Bones online program
has online modules for
students to go through
and learn about bone
health.

Social studies
students create critical
thinking questions.
After discussing what
critical thinking
questions are and how
to answer critical
thinking questions, I
allowed students to
come up with their
own critical thinking
questions based on a
set of information they
were given. Students
then chose a peercreated question to
answer. Students
answered questions by
pulling information I
created specifically for
these questions.

responsibility and
being trusted by
the teacher.
High student
engagememt
student driven
learning
individual
outcomes for
students to
achieve.
can be done
individually or in
pairs.
very good system
for tracking
student progress
fun for students
free gifts for
students
program is set up
for you
Good student
engagement.
encouraged
students to push
the boundaries of
what they are
capable of doing.
helped me
understand
students
knowledge of
critical thinking.

power 4 bones
recommends 3045 minutes for
each session, our
class needed
closer to an hour.
slow down online
components to
allow for more
group discussion
and group work

Time consuming
and work intensive
for teacher
consider the way
students could
either learn about
researching
critical thinking
question for
themselves or
creating their own
online databases.

PS III Goals Adam Toth Dr. Gerald B. Probe School -Grade 5

Social studies
-Presentation
preparation. In groups
students were
assigned to create a
Prezi presentation on a
particular region

Before students

were allowed to
work on their
presentation, each
student had to fill
out a small
booklet outlining
what their group
was going to
present, how
much time they
would spend on
each aspect of
their presentation,
who would present
what, what work
needs to be done
before the
presentation, and
assign roles for
each member of
the group so the
work could be
completed in time.
I chose to include
this presentation
preparation
worksheet as part
of the assignment
after attending a
professional
development
session by the
Alberta
Assessment
Consortium. The
presenter spoke
specifically on
group work and
project based
learning and
emphasized the
importance of not
giving group
marks since giving

walk students
more through the
steps of filling out
the project
preparation form.

PS III Goals Adam Toth Dr. Gerald B. Probe School -Grade 5

one student a
grade for the work
of another student
is unethical.
through having
each student
complete a plan
for their group and
record their
contribution to the
group
presentation, I
was able to give
individual students
a personalized
grade on a group
assignment.
The time students
spent preparing
their presentation
was used
effectively since
they had planned
out what needed
to be done by
each members of
the group and all
members were
included.