D. Instruction and Pedagogy
KSA #5: The teacher understands that all students can learn, albeit at different rates and in different ways
KSA #9: The teacher utilizes many different approaches to teaching and learning
KSA #10: The teacher utilizes traditional and electronic teaching/learning technologies
Descriptors:
· Believes that all children can learn; makes mastery an objective for all
· Recognizes different learning styles and individual needs and accommodates instruction accordingly
· Encourages peer tutoring and cooperative learning
· Uses appropriate language and terminology
· Voice quality, pronunciation and appropriateness of language is apparent
· Maintains appropriate pacing of activities
· Provides seamless transition between activities
· Ensures homework assignments are clear
· Follows up on the completion of assignments
· Includes a motivational hook for creating interest and motivation
· Provides an appropriate variety of learning activities, consistent with the goals and objectives of the lesson
· Encourages student initiative by providing opportunities for the student to make learning choices
· Utilizes a variety of appropriate resources
· Integrates available technology to enhance learning
This term I challenged the Grade 3 girls to some tough concepts and I wanted to make sure everyone succeeded on some level. As such, my original plans underwent many different transformations as I found that some concepts required more time. For students who were quick to understand concepts, I encouraged them to further their skills with more complex instructions. For students who were struggling, I modified instructions a little but still challenged them to give it a try. I supported my mentor teacher by helping struggling students with their math corrections.
Throughout the term, I shared interesting structures and buildings with the girls as a hook and to get them thinking about structures in our world. These were well received and the girls asked many questions to try to understand the various examples more. I was pleased to know that a few students were so engaged in the topics that they went home and took the initiative to learn more about architecture. I particularly enjoyed hearing about how students built houses in SketchUp at home with their parents.
We had computer lab time once a week in which we practiced typing on a site called Typing Club. I highly recommend this program because it has separate lessons with tips on posture and finger positions, and the instructor also has the option of creating their own texts for typing tests. Beginning in October, we also started learning about Google SketchUp which is a 3D modeling program. Although it was a steep learning curve and a lot of instruction and support was needed in the beginning, the girls are all capable of using the basic tools to create 3D objects and simple houses.
For 6 weeks, we combined the Gr.2 and 3 classes and split into 3 rotating groups for Math Workshop. My mentor teacher's group had a problem solving activity, the Gr.2 teacher had math games, and I had IPad games related to math. I found several math apps appropriate to the girls' learning levels. Most of the girls gave all the apps a try but their favourite was Wonder Bunny Math Race. Although we only had the trial version, the girls were content to play the same levels over and over again in order to earn carrots to buy upgrades for their bunnies. Not only did this app help the girls practice their addition, and subtraction, but also challenged them with multiplication, division and simple fraction levels. In addition, because the girls were earning carrots towards purchases, they practiced the use of some monetary currency. Using games to teach and practice academic subjects is highly fascinating and can be a whole professional development project in itself!
Areas I wish to improve on are to have seamless transitions between activities, and a greater variety of learning activities. I tried to create worksheets and activities which were meaningful and helpful. These were successful but given more time, I would like to create exploration centers related to building and structures. The girls handled transitions well, but I foresee transitions as being a future management issue depending on the class.
KSA #9: The teacher utilizes many different approaches to teaching and learning
KSA #10: The teacher utilizes traditional and electronic teaching/learning technologies
Descriptors:
· Believes that all children can learn; makes mastery an objective for all
· Recognizes different learning styles and individual needs and accommodates instruction accordingly
· Encourages peer tutoring and cooperative learning
· Uses appropriate language and terminology
· Voice quality, pronunciation and appropriateness of language is apparent
· Maintains appropriate pacing of activities
· Provides seamless transition between activities
· Ensures homework assignments are clear
· Follows up on the completion of assignments
· Includes a motivational hook for creating interest and motivation
· Provides an appropriate variety of learning activities, consistent with the goals and objectives of the lesson
· Encourages student initiative by providing opportunities for the student to make learning choices
· Utilizes a variety of appropriate resources
· Integrates available technology to enhance learning
This term I challenged the Grade 3 girls to some tough concepts and I wanted to make sure everyone succeeded on some level. As such, my original plans underwent many different transformations as I found that some concepts required more time. For students who were quick to understand concepts, I encouraged them to further their skills with more complex instructions. For students who were struggling, I modified instructions a little but still challenged them to give it a try. I supported my mentor teacher by helping struggling students with their math corrections.
Throughout the term, I shared interesting structures and buildings with the girls as a hook and to get them thinking about structures in our world. These were well received and the girls asked many questions to try to understand the various examples more. I was pleased to know that a few students were so engaged in the topics that they went home and took the initiative to learn more about architecture. I particularly enjoyed hearing about how students built houses in SketchUp at home with their parents.
We had computer lab time once a week in which we practiced typing on a site called Typing Club. I highly recommend this program because it has separate lessons with tips on posture and finger positions, and the instructor also has the option of creating their own texts for typing tests. Beginning in October, we also started learning about Google SketchUp which is a 3D modeling program. Although it was a steep learning curve and a lot of instruction and support was needed in the beginning, the girls are all capable of using the basic tools to create 3D objects and simple houses.
For 6 weeks, we combined the Gr.2 and 3 classes and split into 3 rotating groups for Math Workshop. My mentor teacher's group had a problem solving activity, the Gr.2 teacher had math games, and I had IPad games related to math. I found several math apps appropriate to the girls' learning levels. Most of the girls gave all the apps a try but their favourite was Wonder Bunny Math Race. Although we only had the trial version, the girls were content to play the same levels over and over again in order to earn carrots to buy upgrades for their bunnies. Not only did this app help the girls practice their addition, and subtraction, but also challenged them with multiplication, division and simple fraction levels. In addition, because the girls were earning carrots towards purchases, they practiced the use of some monetary currency. Using games to teach and practice academic subjects is highly fascinating and can be a whole professional development project in itself!
Areas I wish to improve on are to have seamless transitions between activities, and a greater variety of learning activities. I tried to create worksheets and activities which were meaningful and helpful. These were successful but given more time, I would like to create exploration centers related to building and structures. The girls handled transitions well, but I foresee transitions as being a future management issue depending on the class.