Knowledge of content

The student-teacher will have an understanding of the nature and content of the BC curricula and an understanding of the epistemic relationship between the academic disciplines and school subjects. Student-teacher will also demonstrate competency in literacy, numeracy and information technology. (College of Teachers Standards 3, 4, 5, 8, 10)

Artefact one: Dean's List

This artefact demonstrates my competency academically.  I was able to take a large course load and complete them with grades that were enough to have the college recognize my efforts.

Artefact two: Language Arts Bibliography

This bibliography I wrote for a language arts class at VIU. We were asked to compile a list of books that we would potentially use in a classroom or classrooms. Participating in this exercise required me to look at books while having to think of what the BC standards state students need to learn, and then take that knowledge and produce a written document that I can use to remember what books I thought were effective and why. I also noted classroom ideas for using the books. Being able to discern the books main ideas and themes while also producing the bibliography demonstrates my competency in literacy and gives me a deeper understanding of what is available when I have my own classroom.

Knowledge of the theoretical foundations of educational thought in our society

The student-teacher will have an understanding of theoretical explanations of child and youth development, prevailing, relevant theories of learning and curriculum theory. (College of Teachers Standards 4, 5, 6, 10, 13)

Artefact one: Personal Theory

This artefact was done for a class at VIU. It represents my understanding of how children learn and the different ways that I can augment my teaching to meet those goals. This document also demonstrates my knowledge of different theorists in the field. To have a document made that highlights all the different modes of learning will help me to become a better teacher because I will be able to acknowledge the different learning styles that exist in my classroom. I will also use this understanding to help inform students of their own learning styles.

Artefact two: Questions Reflection

This artefact is a reflection about a speaker who came to our class. The speaker presented a topic about how to access deeper learning within the class through the use of higher order questions. My response shows how I am able to take the information she presented and combine it with my prior learning to create a more solid understanding of questioning techniques. Being able to frame questions effectively shows my understanding of how children learn and the best ways to reach them; which I will incorporate into my teaching to help ensure deep learning by all.

Knowledge of the theoretical foundations of learning

The student-teacher will have an understanding of theoretical explanations of the relationship of learning to development from childhood to adolescence and principles that can be used to guide applications of the theoretical foundations of learning. (College of Teachers Standard 6)

Artefact one: Primary Program

The primary program artefact represents my understanding of the different ways that students learn and how I can facilitate that in my classroom. I believe that children learn in all different ways and paces therefore I will vary my instructional methods in class to accommodate all those learners. In this document I have made reference to different principles that guide planning for instruction and learning; being aware of the different learning and teaching theories will help me to create appropriate learning environments.

Artefact two: Frame of Reference

My frame of reference fulfills this outcome because I acknowledge the relationship that I have with students as being part of a community where we work together to learn and grow as effectively as we can. I apply the different learning theories and the social justice theories to create a community of learners in my class; a community that includes all of us as both learners and teachers. I think that students learn best when they are empowered and feel as if they are can participate as an active member. Since it is my philosophy of teaching, it clearly outlines my beliefs and how I will teach. This is also a living document, one that grows as I grow and morphs as I learn more through practice.