3.
2 the ability to use a wide
variety of responsive
instructional strategies and
methodologies to
12 Oct 2016 accommodate learning styles
of individual learners and
support their growth as social,
intellectual, physical and
spiritual beings.
1.4 a commitment to service
and the capacity to be
11 Oct 2016
reflective, lifelong learners and
inquirers.
1.1 - the ability to maintain
respectful, mutually supportive
and equitable professional
relationships with learners, group, one-on-one, me with feedback, and they welcome me being asked why they did things a certain way, and do not get offended
colleagues, families and
communities;
2.4 ability to use technologies
16 Nov 2016 readily, strategically and
appropriately
3.1 the ability to utilize
meaningful, equitable and
16 Nov 2016 holistic approaches to
assessment and evaluation;
and
3.2 the ability to use a wide
variety of responsive
instructional strategies and
methodologies to
16 Nov 2016 accommodate learning styles
of individual learners and
support their growth as social,
intellectual, physical and
spiritual beings.
3.2 the ability to use a wide
variety of responsive
instructional strategies and
methodologies to
16 Nov 2016 accommodate learning styles
of individual learners and
support their growth as social,
intellectual, physical and
spiritual beings.
1.3 a commitment to social
justice and the capacity to
nurture an inclusive and
16 Nov 2016
equitable environment for the
empowerment of all learners;
and
3.2 the ability to use a wide
variety of responsive
instructional strategies and
methodologies to
19 Oct 2016 accommodate learning styles
of individual learners and
support their growth as social,
intellectual, physical and
spiritual beings.
1.2 ethical behaviour and the
ability to work in a
08 Nov 2016
collaborative manner for the group, one-on-one, well together during class time.
good of all learners;
4.1 knowledge of
Saskatchewan curriculum and
policy documents and applies
this understanding to plan
01 Mar 2017 lessons, units of study and year
plans using curriculum
outcomes as outlined by the
Saskatchewan Ministry of
Education;
2.2 proficiency in the
01 Mar 2017
Language of Instruction;
2.4 ability to use technologies
07 Mar 2017 readily, strategically and
appropriately
1.4 a commitment to service
and the capacity to be
07 Mar 2017
reflective, lifelong learners and
inquirers.
4.2 the ability to incorporate
First Nations, Metis, and Inuit
24 Jan 2017 knowledge, content and
perspective into all teaching
areas
2.3 knowledge of First Nations,
Metis and Inuit Culture and
24 Jan 2017 History (e.g., Treaties,
Residential School, Scrip, and
Worldview);
4.3 the capacity to engage in
program planning to shape
lived curriculum that brings
learner needs, subject matter,
24 Jan 2017 and contextual variables
together in developmentally
appropriate, culturally
responsive and meaningful
ways
2.4 ability to use technologies
15 Mar 2017 readily, strategically and
appropriately
2.2 proficiency in the
15 Mar 2017
Language of Instruction;
3.2 the ability to use a wide
variety of responsive
instructional strategies and
methodologies to
22 Mar 2017 accommodate learning styles
of individual learners and
support their growth as social,
intellectual, physical and
spiritual beings.
4.3 the capacity to engage in
program planning to shape
lived curriculum that brings
learner needs, subject matter,
22 Mar 2017 and contextual variables
together in developmentally
appropriate, culturally
responsive and meaningful
ways
3.2 the ability to use a wide
variety of responsive
instructional strategies and
methodologies to
21 Mar 2017 accommodate learning styles
group, one-on-one,
of individual learners and
support their growth as social,
intellectual, physical and
spiritual beings.
4.3 the capacity to engage in
program planning to shape
lived curriculum that brings
learner needs, subject matter,
01 Mar 2017 and contextual variables
together in developmentally
appropriate, culturally
responsive and meaningful
ways
2.4 ability to use technologies
28 Mar 2017 readily, strategically and
appropriately
1.3 a commitment to social
justice and the capacity to
nurture an inclusive and
29 Mar 2017
equitable environment for the
empowerment of all learners;
and
During the practice I would explain the drill, demonstrate the drill and/or
have an actual team member demonstrate for a visiual cue, then have
Coached a 2hr senior girls volleyball
them try it. If the drill went well we continued on to something a little more
practice with no prior knowledge of skill
Extra-Curricular challenging. If there was a common mistake being made, the whole drill Achieved 12 Oct 2016
level/learning styles. Had to adjust on the
was stopped and we would revisit the skill. If it was an individual mistake I
spot.
would help the individual 1 on 1 briefly, having them show me the change
made before I moved on.
So far I have learned a lot about the school dynamics, such as My Prairie
Spirit Classroom. By keeping a journal I am able to reflect on my
Professional Keeping a daily journal while doing student
experiences in and outside of the classroom, and learn from as many
Development teaching field experience
teachers and staff as possible. I am able to reflect back and observe
what I have learned and how I have learned it.
After each lesson I have taught, I have discussed it with my partner
teachers. They give me feedback and ask me questions that make me
Other In-Class I have built a supportive relationship with think about what I have just taught, and why I did it the way I did. They
Instruction (Small both of my partner teachers. They provide encourage me to do the same when observing their lessons. They enjoy
co-teaching etc.) to provide them with feedback as well. if I ask them to explain their reasoning/proceedures. Being able to
approach each other in a respectful manner enhances my learning, and
theirs.
I used the Smart Board to display song lyrics, while I used a secondary
music source to play a song. After this, I provided students with laptops so
The use of the Smart Board, and laptops for
Formal Lesson they could complete a handout assignment I had given them. The
students
students needed help with the laptops and formatting a handout since
they had never used them/made a handout before.
Being able to work in a group to make a handout for their class provides
students who are quieter to participate in group work. They then
The use of a JIGSAW method, as well as provided their classmates with their handout and taught their section of
Formal Lesson providing a written component within their material (JIGSAW), which allowed me to observe their learning of the
groups, and group discussion. material they were assigned. Then in group discussion of the material as a
whole, I could observe the connections they had made, and their deeper
understanding of the material.
By listening to the song, and not merely analyzing the lyrics got the
students excited and engaged, some of them were even singing along.
Using a visual along with an auditory to They were more invested in the assignemtn they were given after too. To
Formal Lesson analyze song lyrics, to motiviate the grow ftuther in this aspect I think I could've given them more insight as to
students for a lesson. why we were listening to the song, and what particiular things I was
looking for them to bring out of it. I would also revisit the song again after
they had finished their assignments.
The JIGSAW allows the students who are auditory, and "hands on" learners
to verbally reitterate the information they have learned to other students.
This allows them to say what they have learned in their own words. The
Using a JIGSAW method along with a
Formal Lesson handout component addresses those students who are not as vocal.
written component.
They can summarize the information they have learned in their own
words, but with writing. They can also use creativity because they are
given the choice of how they wish to format their handout.
By splitting the students into groups on my own versus them deciding their
own groups, it allowed for a more inclusive environment. By splitting
cliques up it allowed the students to engage with other classmates that
Splitting them into the most productive they may not have had the opportunity to engage with before. This
Formal Lesson
groups possible worked out well and it made for the most productive environment, and
allowed all students to have valuable participation. In the future, I would
like them to think about this on their own when choosing their group
members.
I first provided the group with verbal instructions and then a
demonstration. I walked around and help the learners individually. I
Phys. Ed. Volleyball lesson, used visual, and learned from this, that the demonstrations benefit the students greatly. I
Formal Lesson Achieved 25 Oct 2016
spoken instruction to facilitate learning. also need to bring them closer to instruct the drill, instead of setting them
up, then explaining. This is important in the gym because many of them
could not hear me since they were all over the gym.
During class I took a couple of the students who were struggling out of the
Other In-Class classroom to work one-on-one with anatomy. I quickly realized that some
Instruction (Small Working with small groups who didnt work of the students understood and were just not applying themselves, and
Achieved 08 Nov 2016
some of them didn't understand and were also not applying themselves. I
co-teaching etc.) got the students to teach each other the information in a discussion, with
me asking them guiding questions.
I have planned many lessons over the
Formal Lesson course of the term that have directly My assessment needs to always relate back to my curricular outcomes. Achieved 01 Mar 2017
related to the curriculum.
Challenged myself to ask open-ended Students took a while to answer my questions which made me nervous. I
Formal Lesson qeustions to a class who doesn't normally forced myself to wait until someone came forward with an answer. After Achieved 01 Mar 2017
speak out loud. that the students answered my questions almost immediately
I used video and different kinds of flow I would like the students to get more involved in lessons and would like to
Formal Lesson Achieved 07 Mar 2017
charts in a lesson about presentation skills try to incorperate more interactive games on the smart board
I need to begin to ask for help after my reflections on how I can adjust or
Refelcting after each lesson on how I can
change lessons to be better. I often reflect on why I don't think something Still in progress
improve
went well, but I need to start asking for more help
I learned how to teach treaties in the classroom and the importance of
Professional teaching them. I also learned the importance of the language we use in
Attended a Treaty workshop Achieved 25 Jan 2017
Development the classroom so that I can be as inclusive and culturally appropriate as
possible.
Professional I learned many things I did not know about FNMI content and treaties
Attended a Treaty workshop Achieved 25 Jan 2017
Development during this workshop.
By attending the treaty workshop I learned many different ways to
Professional incorperate treaties into the classroom, in turn making the classroom a
Attended a Treaty workshop Achieved 25 Jan 2017
Development more culturally responsive and safe place for all students to be. I learned
the importance of treaty education for all students.
Taught students how to navigate websites I used powerpoint for visuals, and used the internet to find different kinds
Formal Lesson Achieved 15 Mar 2017
for reliability of websites.
Alternate education is a class for students with cognitive learning
adaptations. I had to make sure I was explaining things thouroughly and
Formal Lesson Taught an Alt. Ed. Class for the first time Achieved 15 Mar 2017
clearly for each student. I also had to make sure I was explaining things a
number of different ways to reach all students.
Had to adapt my instructional strategies to reach each individual learner.
Formal Lesson Teaching alt. ed. Since the students all have very different needs and abilities I had to Achieved 22 Mar 2017
adapt to accommodate learning styles
By teaching the class about website reliability it will enable students to feel
Formal Lesson Teaching webiste reliability in alt. ed. more confident when doing research or looking online. The lesson taught Achieved 22 Mar 2017
the students something very useful for every day life.
Helped a student complete an exam. I could not give the student the
Other In-Class
answer, but only guide her to finding the answer. Sometimes I would help
Instruction (Small
Helped a student with a test in alt. ed. her navigate her textbook and her notes, or simply ask her guiding Achieved 21 Mar 2017
questions. This shows that I am able to use a variety of strategies to help
co-teaching etc.)
students recall information.
Did a lesson where I used "Unpacking the White Privilege Backpack" and
related it to To Kill a Mockingbird. By adding in real life content and how it
relates to them everyday, the students found out how privilege, equity
Formal Lesson Taught a lesson on white privilege Achieved 01 Mar 2017
and equality works in their everyday lives. This lesson was very impactful,
and the exit slips I received at the end showed that the students had a
deeper connection with the concept.
In this lesson I used the smartboard to interactively have the students
Taught a lesson on journalism, used a fun come up and click yes or no if they thought a name of a city was
Formal Lesson Achieved 28 Mar 2017
interactive quiz for motivational set incorrect or correct. It was a fun way to get the students involved and
moving.
Coaching club volleyball, some of the After a game some players were giving another player a hard time for
players were not being hard on another making a mistake. Although I did not notice at the time, a parent brought
Extra-Curricular Achieved 29 Mar 2017
player. I stepped in to abolish what could it to my attention. We had a team talk, and then I individually sat down
have begun a pattern. with the girls and discussed proper team etiquite.