Pre-assessing the learning needs of students

The student-teacher will have the capacity to pre-assess students' needs as a basis for planning for effective teaching and learning. This will include an understanding of exceptional and special needs children, methods of assessment and the implications for provision of effective instruction for all children in the classroom. (College of Teachers Standards 1, 2, 6, 7, 8, 11, 12)

Artefact one: All About Me Survey

This artefact is one that I composed and asked my classes to fill out about themselves to assist me in getting to know them as learners and as people. In addition to having the students fill it out; I too filled it out to share with them. Before teaching the students I feel it is important to recognize them as having the varied abilities and backgrounds. This document I will use to assist me in planning for effective instruction; knowing where students are in their learning as well as acknowledging them as having lives outside of class creates a deeper understanding and rapport with students.

Artefact two: Pre-instructional Assessment

Doing a pre-instructional assessment of a school ensures that I look at all of the community, both within and outside of the school. This assessment included looking at the class and analyzing what the different learning styles were and what their learning goals were. I received and incorporated into my plans my sponsor teacher’s current assessment and classroom rules to ensure that the students received the best possible instruction they could. I believe this document meets the outcome of pre-assessing because I thoroughly went through all the aspects of the school in order to ensure that I was knowledgeable about the environment I was going to work in; it allowed me to practice in a guided manner what I should do before planning for my classes as a teacher.

Interpretation of prescribed learning outcomes to plan for instruction and management of appropriate learning experiences

The student-teacher will have the capacity to select, integrate and justify pedagogical decisions based on an understanding of the curriculum. (College of Teachers Standards 3, 6, 7, 8, 10, 11, 12)

Artefact one: Math Matrix

I have chosen to include a math matrix that I wrote for teaching math 7. I think this artefact meets the outcome because I used a variety of methods and ways of instructing to teach the students the information presented. I chose to do varied hands on activities balanced with book work and group work to ensure that all the learning styles were met as well as allowing for different ways to represent their thinking. Many of the students I taught in this practicum struggled with math and therefore I think it was important to take the time to create lessons that achieved the same outcomes however with a focus on hands-on activities and discussion more than book work and tests. I found this matrix transformed my view of teaching math, it showed me that I could teach in different ways to accomplish the same task.

Artefact two: Science Fair Write-up

As one of the education assignments, I was to prepare and conduct a Science Centre for an elementary school. After the fair was over, we then wrote an analysis of the day; focusing on assessment, what I learned as well as what the students learned. The science fair shows my ability to take curriculum outcomes and find varied activities to meet the different levels of students that I instructed in the day. Teaching that many varied aged students in one day requires a range of activities, instructional and assessment strategies to accommodate the different ages.

Design coherent instruction using appropriate resources

The student-teacher will have the capacity to locate, critically analyze and use resources to support planning of appropriate, motivating, and meaningful lessons/learning activities that stimulate students’ physical, creative,
and intellectual abilities in all curricular areas. (College of Teachers Standards 1, 3, 4, 5, 6, 7, 8, 11, 12, 13)

Artefact one: Maud Lewis Writings by Students

These student write-ups demonstrate my ability to find and adapt a resource to meet the needs of all the students. There were students in my class who struggled to do many activities when writing. This activity seemed to allow for everyone not only to participate but to go past their own perceived abilities. It demonstrated that through practice, and in setting the right learning environment for students they can do wonderful things.

Artefact two: Probability Lesson Plan

This lesson plan incorporated a game to teach the concept of probability for grade seven students. I knew my students had had prior experience with probability therefore I chose to review and enhance their understanding by creating a fun game to reintroduce the topic. In the lesson, I also incorporated discussion and writing. This lesson demonstrates my ability to include social time, fun, discussion and written work all in a math lesson which I believe is a great way to support all learners in a manner that meets the outcomes.

Designing assessment, evaluation, and reporting of student learning

Students will display the capacity to design a variety of authentic assessment instruments and procedures and to develop appropriate classroom assessment strategies with an awareness of the applicability of norm-referenced devices.  Students will display the capacity to participate in the work of school-based resource teams.  (College of Teachers Standards 1, 2, 4, 5, 6, 8, 9, 10, 11, 12)

Artefact one: Teacher Response

This artefact is a response from one of the teachers at VIU. Part of the requirement of our course was that we were to design and implement a way of assessing and researching a Big Idea. We were also to create a discussion around this big idea. This is the feedback the teacher provided to us. I learned a lot about big ideas from this as well as how to assess student journals, which are difficult to assess because of the personal nature of them.

Artefact two: Magazine Lesson Plan

This lesson plan shows my ability to write assessment tools with particular focus on ensuring that the tool I write makes sense and is applicable to the students. as well I created a lesson plan that neatly incorporates the rubric into the lesson., I think this demonstrates my ability to create assessment tools that work for students and meet IRP outcomes.