Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
FOUNDATIONS (1, 2)
To act as a professional inheritor, critic and interpreter of knowledge or culture when teaching students.
FEATURES
• Situates the discipline's basic benchmarks and points of understanding (concepts, postulates and methods) in order to
facilitate significant, in‐depth learning by students.
• Adopts a critical approach to the subject matter.
• Establishes links between the secondary culture set out in the program and the secondary culture of the students.
• Transforms the classroom into a cultural base open to a range of different viewpoints within a common space.
• Casts a critical look at his or her own origins, cultural practices and social role.
LEVEL OF MASTERY
By the end of his or her initial training, the student teacher should be able to:
• understand the subject‐specific and program specific knowledge to be taught, so as to be able to promote the creation of
meaningful links by the students;
• exhibit a critical understanding of his or her cultural development and be aware of its potential and limitations;
• exhibit a critical understanding of the knowledge to be taught, so as to promote the creation of meaningful links by the
students;
• Establish links with the students' culture in the proposed learning activities.
How have I developed this competency during this course or professional seminar/field experience?
- At the beginning of the school year, I planned an ice-breaker activity to get to know my students. They
answered
questions using Smarties. For every colour of Smarties they got in their little box they
answered
the associated question. They shared in their groups then we shared them with the entire
class.!
!
- During class discussions, the students were open to provide examples from their personal lives. For
example, when I first introduced the class novel, Tales of a Fourth Grade Nothing, we spoke about the
book's
setting (New York). The students shared their experiences when visiting New York and what they
knew
about it. Given that the novel took place in the 70's we spoke about the differences between
growing
up during that time and growing up now.!
!
- The students complete a project where they compared their grade four life to that of their parents. This
linked the topic we were covering in class with the student's personal life/culture.
Attach additional sheets if necessary.
WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*
How have I developed this competency during this course or professional seminar/field experience?
- Every morning, I would check Class Dojo for any notes/messages from parents/guardians. As students'
would
come into the classroom, I had the date written on the board and listed their homework which
needed
to be written in their agendas. As I would pass by to ensure that they wrote everything down, I
would check for any other notes/messages that a parent/guardian may have written down on the agenda.
I responded or installed any of the ones I did read and receive.!
!
- My CT has an ongoing blog where she posts all of the student's homework for the week. She also
would
highlight due dates for projects or test dates. I would keep up with the blog and add any notes
when
writing the posts together. !
!
- Anything was written was looked over to ensure that proper syntax, grammar, and vocabulary were
used. When addressing the students I would use appropriate language.
Attach additional sheets if necessary.
WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*
FEATURES
• Bases the selection and content of teaching sequences on data drawn from recent didactical and pedagogical
research.
• Selects and interprets subject‐specific knowledge in terms of the aims, competencies and subject content
specified in the program of study.
• Plans teaching and evaluation sequences taking into account the logic of the content to the taught and the
development of learning.
• Takes into account the prerequisites, conceptions, social differences (i.e. gender, ethnic origin, socioeconomic
and cultural differences), needs and special interests of the students when developing teaching/learning
situations.
• Selects diverse instructional approaches that are suited to the development of the competencies targeted in the
programs of study.
• Anticipates obstacles to learning posed by the content to be taught.
• Plans learning situations that provide opportunities to apply competencies in different contexts.
LEVEL OF MASTERY
By the end of his or her initial training, the student teacher should be able to:
• develop appropriate and varied teaching/learning situations involving a reasonable level of complexity that
enable students to progress in the development of their competencies;
• Build these activities into a long‐term plan.
How have I developed this competency during this course or professional seminar/field experience?
- Throughout my FE3, I had to prepare multiple lesson plans before going through with a lesson. I was
able
to complete both Math and ELA lessons with my students.!
!
- I had a few students that were working at lower grade levels or were advanced, so I did need to
differentiate
my lessons. In some lessons I would provide students with "cheat sheets" or I would leave
instructions/examples
up on the board. Instructions were kept short and clear. I did use visuals and carry
examples of expectations by asking one of my students to assist me. I created extra work packets for
out
students
who finished their work quickly.!
!
- Many of my lessons had a discussion portion to engage students and bring out their ideas. I also
planned a couple of lessons with games to make learning interactive.
Attach additional sheets if necessary.
WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*
How have I developed this competency during this course or professional seminar/field experience?
!
- During my FE3, most of the activities I planned revolved around my students either working in small
groups
or in pairs. During my first lesson, I let the students choose their partners; however, I learned that
preparing the groups in advance allowed me the opportunity to specifically choose students to work
together
(i.e. pairing a stronger student with one that needs more attention/practice).!
!
- Throughout my lessons, I would ask students guiding questions to get them on the right path and to
evaluate
if they understand the task at hand. During my lessons, I would circulate to provide students with
feedback
and guidance while they complete the task. I would also read over their answers as they
worked
to ensure that the students are grasping the topic.!
!
- In some of the lessons, I provided the students with reference sheets. For example, during the
multiplication lesson I planned, the students were given a multiplication grid cheat sheet to check their
work
if they were not sure if their answers were correct. It was made clear at the beginning of the lesson
that the sheet was only to check their work and was not to be used to answer the multiplication equations.
TEACHING ACT (3, 4, 5, 6)
Attach additional sheets if necessary.
WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*
How have I developed this competency during this course or professional seminar/field experience?
- At the beginning of the year, my CT and I went through all the students' IEPs and files. We made notes
and
even spoke to other teachers who had specific students in their class. !
!
- We completed diagnostic exams for ELA (writing) and math in the first week of school to gather
information
on the student's knowledge. !
!
- At the beginning of each lesson, we would go over the expectations for the lesson. Students had access
to
the rubrics I would be using to evaluate them. They even had checklists to self-evaluate themselves. !
!
-I
took notes through my lessons on how the students took in the information and what I would need to
adjust as we move on. !
- We gave some of the students workbooks that were for one grade level lower. During spelling tests,
some students had fewer words than others.
Attach additional sheets if necessary.
WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*
How have I developed this competency during this course or professional seminar/field experience?
- My CT and I set up the classroom layout in August. We decided to create groups of five and six. We had
a total of four groups. We decided this would be more effective in the long run. The students can still work
individually,
but group work would be easier. Our classroom was set up in a way where both the
Smartboard and the blackboard could be used. !
!
- I used Class Dojo to award points to students who were on task and had their work done. Students who
not complete their work were given too many reminders, and came to class bo prepared were
did
deducted
points. !
- I used the RECESS technique. Each time the class was too noisy or off task I would remove a letter. If
they
were good, I would add the letter back. If the entire word was erased the students would lose their
recess. The "One, two, three." "What do you see?" technique was also used to grab the class' attention. I
would count and the students would respond with the "What do you see?" I would respond with what I
wanted to see them doing. As interventions, students would be issued a pink slip (incident slip) to take
home
and sign. If it was not signed, they would stay in during lunch with the behaviour tech.
Attach additional sheets if necessary.
WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*
How have I developed this competency during this course or professional seminar/field experience?
- As
mentioned, at the beginning of the year my CT and I read over all the students' files. We also issued
diagnostic
exams to understand where each child stands.!
!
- The few students who were working at a lower grade level were given grade three ELA workbooks
rather
than the grade four books. At first, we did give them the grade four books to see how much they
were
able to complete. Clearly, there was a struggle, so we swapped them out. While students worked
their work, I would take the other students aside to explain their homework pages.!
on
!
- For reading comprehension benchmarks tests, some students were given tests at a different reading
level.
While my CT explained the exam to the majority of the class, I took those few students outside to
go over the text and questions with them.!
!
- In my planned lessons, I always took into account that my class was working at varying levels. Any
explanations
were followed by examples. The examples were written, images were included, and I would
act
out a hypothetical example with one of my students. Extra sheets were prepared for the students
who
needed it. Extra time was allocated for the students who needed more time to complete their work.
Attach additional sheets if necessary.
WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*
How have I developed this competency during this course or professional seminar/field experience?
- I used a lot of technology in my lessons. The Smartboard was used to introduce topics through videos,
practice
questions, etc. Instructions and examples for activities were left up on the Smartboard on a
Google
Slide.!
- Since the students have Chromebooks, I used Google Classroom throughout my FE3. I used it to put up
content
such as reading tests, activities, etc. I was also able to put up student grades.!
- I used an application called Kahoot. The questions were displayed on the Smartboard. The students
would answer from their Chromebooks. !
- Instead of using an activity book, the students used their Chromebooks to complete their Hyperdoc
activities
linked to the class novel.!
- I created "When I'm Done" activities based on their ELA workbook in the same format as the Hyperdoc.
This would allow the students the opportunity to practice their computer skills as well as their grammar.
Attach additional sheets if necessary.
WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*
How have I developed this competency during this course or professional seminar/field experience?
- I started a Lego club alongside my CT and a few other teachers. It was held during lunch recess on
Tuesdays.
The goal of the club was to have students use their creativity to make structures out of Legos.
on
some days they were all given a challenge where they all had to make the same structure which we
would
later compare with the rest of the groups'. !
!
- Most of my students participated in the lunch buddy system. They would visit the lower grades to assist
lunch monitors with the hot lunches.!
!
- The school had a close relationship with the police department. An officer came in to speak to the grade
five
students about the law and consequences of their actions.!
!
- As mentioned, the open line of communication was always kept between my CT and I and the parents.
They were able to reach us through Class Dojo as well as by writing a note(s) in their child's agenda.
Attach additional sheets if necessary.
WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*
How have I developed this competency during this course or professional seminar/field experience?
- As mentioned above, my CT had to step in as VP many times throughout my FE. She even had to act
as
a principal when the principal was on the school board. This meant that the class was left to me (with
the
substitute). We kept in touch in terms of how things were running in the classroom. The three of us
formed a mini team to keep things running smoothly.!
!
- I sat in during Teacher Council meets and observed the behind the seems of how a school operates. I
was able to grasp how much work goes into planning special activities and field trips. !
!
- I would complete recess duties with my CT and would even fill in for some of the teachers who were
unable to make it to their supervision or for those who forgot about their supervision.!
!
- We worked closely with the French teacher for our groups as well as any speciality teachers. One
specific group tended to be louder than the other. Since I had been implementing the RECESS
technique,
we implemented them across all their subjects for consistency. After each switch, we would
inform
one another on how the group behaved and how many letters they lost or gained.
Attach additional sheets if necessary.
WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*
How have I developed this competency during this course or professional seminar/field experience?
- My CT and I worked closely together during the fifteen weeks. We relied on one another when planning
and
organizing ourselves. Our school schedule was quite hectic since our groups had switched from
class
to class each day. To ensure the smooth running of the class, we would go through what needed to
be done with each group at the beginning of the day.!
!
- When writing up my lessons, my CT was able to provide me with great notes and adjustments to make.
Following my lessons, she would always have a good comment to say about how my lesson ran. She
was
also able to provide me with clear constructive criticism and tips to apply in future lessons. Not only
did
she give me tips on lessons and classroom management but she was also able to give me pointers
on
parent/teacher interactions (i.e. dealing with a difficult or defensive parent)!
!
- After each lesson, I would write a reflection on what went wrong and what ran smoothly as I expected. I
would make a list of what I could do differently the next time. Luckily I would complete my lesson once
with
one group then again with the other. Therefore, I would adjust my lesson after the first group, then
carry
out my lesson with the other. Afterwards, I would reflect again.
Attach additional sheets if necessary.
WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*
How have I developed this competency during this course or professional seminar/field experience?
- I had two groups of students totalling to forty-four students in all. I gave each one of those children the
support,
attention, guidance, and encouragement they needed. I did not express favouritism for one child
over
another; my class was run in a democratic manner. !
!
- Each one of my students come from different backgrounds. Living in Canada, a large majority of the
students in my classroom have different ethnicities, religions, and beliefs that may be contradictory to my
own.
However, this did not get in my way, my classroom was managed in a non-discriminatory way.
Every child had the right to express themselves freely.!
!
- I was untrusted with the groups as I was left with a substitute teacher on multiple occasions while my
CT replaced in the office. !
!
- I was able to get a lot more hands-on experience in the FE than the other two. I was really able to take
on the role of a teacher. I planned lessons, managed my class, organized/planned for the upcoming
weeks, I monitored the students during duty, I came in during ped days for prep, and I created content for
the class.
Attach additional sheets if necessary.
WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*