PGP

__ ** Professional Growth Portfolio (PGP) Goals Tables ** __ ** BLACK = BEFORE MIDTERM ** ** GREEN = ADDITIONS SINCE MIDTERM **   ** RED = COLE'S EDITS ** ** BLUE = RYAN'S EDITS ** ** Goal 1: Support broad areas of student growth by providing varied and ** Related Program Goal: Recognize Learning as Valuing and Constructing // By this we mean: // The program strives to prepare educators who appreciate learning as processes of valuing (i.e., recognizing that the knowledge we think worthwhile reflects what we value as a society) and constructing (i.e., that learning involves unique and active knowledge construction processes by learners, supported by teachers.)
 * constructive learning opportunities **
 * **Goal 1 Outcomes:** ** The Teacher Candidate… ** || **Indicators/ Evidence** || **Analysis/ Interpretation** ||
 * 1.1 Ensures the participation and success of all students. || Oct 28 - Taking pictures of each student's pattern.

Sept 7 – Asking every student to share their sorting group with the class. || Oct 28 - All students participated in the activity because they were all using the math manipulatives in order to show their learning of patterns. All students were successful because each student was able to show me their pattern with manipulatives and then again in their journal. All students were participating by showing their learning with manipulatives and journals. Their journals showed that they were successfully learning about patterns. This analysis does not interpret the student response to taking pictures of their model. How does taking a picture aid in learning? If it aids you in your assessment consider placing this in section 6.7. If it motivates student participation then that is what you would discuss here. If you wish to demonstrate that you provide an opportunity for students to demonstrate learning in a variety of ways, see comments I placed in section 1.5

Sept 7 – Students need to know that their ideas are valid and that they can express them to classmates and teachers. Teachers need to ensure that every student has a chance to share. I found it difficult to reach every student in a timely manner to share their ideas but because it is so important I made the time by shortening the questions that I was asking each child in order for each child to have the time to share their sorting group. ||
 * 1.2 Uses a variety of ways to identify and build on student academic, physical, spiritual and social strengths. || Nov 8 - I taught a lesson on the letter "i". As a class we brainstormed words that start with the letter 'i". Then each student choose a word and how they would like to display their knowledge of that "i" word. || Nov 8 - Students were able to choose the word that they wanted to demonstrate their learning with then they also were able to choose how they would like to display their learning. All students were able to pick an "i" word and display their knowledge with the method that they feel they can excel at. Students were able to show their learning with their academic strengths. ||
 * 1.3 Uses constructivist principles to guide student learning. || Nov 1 - Fawn allowed students to build on their knowledge of representing patterns by connecting their prior knowledge and schema to alphabet and alphabetic representation. Students were also provided opportunities to construct and demonstrate their understanding of patterns through self-determined attributes.

Oct 28 - The first part of the lesson was an opportunity for students to reflect on prior knowledge. The lesson was then built on this prior knowledge.

Sept 12 - Having students lead the lesson by exploring paper on their own. || Nov 1 - Evidence of this was recorded through student responses based on the connection they previously had to alphabet. The students were also provided with manipulatives and as they worked to demonstrate their understandings every student produced a different product that confirmed that they had reached the outcome.

Oct 28 - By making a connection between today's lesson and previous learning the students were very confident in sharing their ideas and quickly attacking the task assigned to them. Connecting learning to prior knowledge is a constructivist principle.

Sept 12 - This lesson showed that student centered activities ignite learning inside children and are much more useful when developing lifelong learners. Students start to learn and explore on their own instead of always asking the teacher for the answer. As a result of this and many other exploring lesson I will try to make every lesson centered around the students instead of the teacher assigning a very limited activity for all the students to do. ||
 * 1.4 Analyzes the classroom environment and makes adjustments to enhance social relationships and student motivation/engagement. || Nov 3 - Every Thursday the two Kindergarten classes work together on a topic in math. This Thursday I asked the students to work in groups to find a certain amount of items. Each group had a number from 1 to 10. Students work in partners with students from the other Kindergarten class.

Sept 22 - Using a circle for FNIM ways of knowing and incorporating it into other lessons

Sept 7 - Invitation to Fruits and Vegetables

Aug 31 – Decided to change the location of two students lockers in order to foster relationships with other students. || Nov 3 - Students enjoyed working with new students and were able to form connections with friends in another class. The students would not have had this opportunity if the classes had not mixed. Students form a long term relationship because of the weekly connection with the other class. Students then take that relationship beyond the classroom and connect again at lunch and recess. This shows that the students were able to make connections with other students in a predetermined setting.

Sept 22 - During a lesson on FNIM ways of knowing and the Circle of Life students were very engaged because they were sitting in a circle and were able to pay attention and become engaged in the lesson. I then took this knowledge and applied it to multiple lessons and activities in our classroom, such as doing Show&Tell in a circle.

Sept 7 - I decided to start my first unit on Fruits and Vegetables because the students were extremely interested in the kitchen in the classroom. Students were given an invitation to learning (a table of fruits and vegetables) and were allowed to explore and ask questions about the invitation. This allowed students to be engaged and motivated in their own manner.

Aug 31 – At first I changed the location of one student’s locker because it was causing a distraction from learning due to visiting between that student and her friend. I have realized that there were many positive effects of this change for the students. This will help the two students to start to interact with other students in the classroom and will increase learning time before and after breaks. This will therefore increase the social relationship between these two girls and the other students in the classroom. ||
 * 1.5 Provides opportunities for students to demonstrate their understandings in multiple ways. || Nov 17 - Fawn has begun to facilitate our numbers outcomes. She began by teaching understanding of the number zero. She provided the students with multiple ways to show their understanding of how zero looked.

Oct 28 - Students participated in a group discussion. They then drew their own pattern core and built a model of their pattern out of blocks. They then used their model to draw their pattern and write about it. Throughout the process Fawn had individual conversations with the students to assess their understanding.

Sept 27 - Students were allowed to show their learning about coconuts in any medium that they wanted.

Sept 15 - Bb project. Students were allowed to make something out of clay that started with the letter B. || Nov 17 - It was apparent that the students were engaged when they had an opportunity to sing, act out, create with their bodies, print, colour, etc the number zero. The students were singing the poem while they wrote and as they negotiated how they would create a zero with their bodies in the groups, it was apparent that they were very engaged in solving the problem.

Oct 28 - By structuring class this way Fawn assessed her students understanding through conversation, observation, and the creation of a product. As a result, all students had the opportunity to successfully demonstrate their understanding. This demonstrates her ability to provide opportunities for her students to demonstrate their understanding in multiple ways.

Sept 27 - Students were to show their understanding about why a coconut is hard and if coconuts have seeds in them. They learned that the entire coconut is actually the seed and that the coconut is hard in order to protect itself. Students then choose between drawing a picture, painting a picture, colouring a picture, using clay, using pastels or acting it out in order to demonstrate their learning. Most of our students picked drawing and then either colouring, painting or using pastels and the rest choose to make it out of clay. Students were able to show their learning with different mediums. The only reflection on how to make this lesson better in the future is to let students plan out the project as a group. For example how are we going to show the coconut protecting itself (then they could come up with the coconut falling from the tree instead of me giving the idea to them). The projects would then truly become their learning.

Sept 15 - This was a great experience as many students were able to think of a B word easily and make that item out of clay. I let all students pick their own word to make out of clay which provided multiple ways for them to learn and for them to connect the word to their personal life. I will be trying this more often but I did realize that at the beginning students need the framework of planning a project all together before they can successfully make one on their own. As a result, my next lessons will be picking the same method to show our learning as a class but as they become proficient at planning and making their projects then they will be able show their learning in their own individual ways. ||

Related Program Goal: Affirm Dignity and Respect for Individuals // By this we mean: // The program strives to prepare educators who promote dignity and respect for all.
 * Goal 2: Affirm dignity and respect for individuals (students, families, colleagues) **
 * **Goal 2 Outcomes:** ** The Teacher Candidate… ** || **Indicators/ Evidence** || **Analysis/ Interpretation** ||
 * 2.1 Creates and maintains a learning environment that encourages and supports the growth and potential of the whole student. |||| Sept 21 - Students shared their thoughts on God and their beliefs on who created earth.

Sept 6 – Students displayed many different techniques that can be used to explore pastels and to make learning projects. || Sept 21 - Today during our Treaty lesson I was talking about the creator and that he was like God or Buddha (someone who made us all and provided us with everything we need). I planned to do most of the talking because it was a new concept to the students, but I was pleasantly surprised. I decided to let one student share their thoughts and once that student did, everyone wanted to share their beliefs. I had students telling us who they believe made the earth and makes babies and what they believe about our world. As the teacher I could have shut this down after the first student that shared but I recognized the important and engagement that would occur from letting the students share. As a result I will be careful when stopping questions/comments because there may be a great learning opportunity.

Sept 6 – As students were exploring with pastels. I was able to go around the classroom and pull out individual students exploration which encouraged the students to continue to find new methods of exploring pastels. I was also able to keep Miller working the entire time because I was constantly asking him to continue to try new things that his classmates had found out. This encouraged Miller to continue and he was amazed when he realized what he could do. I found out that in order to get students to constantly be learning you must encourage them in everything they do, nothing is insignificant. ||
 * 2.2 Provides learning opportunities that recognizes and fosters each pupil’s sense of self worth and dignity while demonstrating caring, compassion, trust and empathy. |||| Nov 15 - Fawn provides an opportunity for students to reflect at the end of each day multiple times a week. This allows children an opportunity to share and listen to each other’s learning and how it connects to the curriculum.

Nov 4 - Fawn’s lesson today focused on asking the children a question about how the animals were connected in the pond habitat the students planned and constructed. The students were provided with an opportunity to hypothesize and reformulate their hypothesis as the discussion went on. Students were also questioned about what they learned as Fawn read a book to answer the question and provide examples of food chains.

 Nov 2 - I taught a lesson today about First Nations storytelling. Students listened to my story and then went with a partner and told their stories to each other. Finally students drew each other’s story in their journals.


 * Ongoing** - Having students hypothesize answers to their questions and accepting all answers as valid.

Sept 7 – Kaelynn shared a sorting group with the class and I did not understand her group and said that it didn’t work and to find a make a new group. || Nov 15 - The students respond to immediately to the chance to share. One child exclaimed, “Hooray” when Fawn told them it was time to share their learning.It was apparent that the children enjoy doing this and it gives them a chance to share their understandings and thoughts about their own learning.

Nov 4 - The students were each provided with an opportunity to share and it was evident in their excitement and willingness to participate that they felt honoured. The fact that Fawn also continually asked questions and had the students think critically about what they saw in the pictures which led to students providing insight into how humans are on top of food chains, and that animals need each other to live or everything would die. The conclusions that children came up with were additional evidence that each student felt a sense of self-worth and dignity in the way everyone’s answers were honoured and valued and the excitement in the answers they provided.

Nov 2 - The students were very excited to tell their own stories and were happy that they get to tell about themselves and their lives. All students drew their pictures of either their story or their friend’s story. This lesson provided students with an opportunity to recognize their identities and to increase their sense of self-worth and dignity while also being caring and compassionate to their partner’s story.


 * Ongoing -** Students are asked to hypothesize their thoughts on the questions asked by them. These hypothesis are record as each individual says them because they are valid and worth hearing. Quite often students give the wrong answers as their hypothesis but we need to recognize their thoughts and make their answers have worth.

Sept 7 – As soon as I said that the group did not work, I saw the excitement and spark disappear from Kaelynn and instead it was replaced with a sense of failure and confusion. I did not have a chance to give Kaelynn time to explain why her idea was a sorting group. After the lesson it was still bothering me and I could tell that Kaelynn was still somewhat upset and confused, so I asked her to come talk to me. I used this chance to apologize for saying that her group did not work and giving her a change to explain her group to me. I let her know that I did not understand her group because it was pretend and I did not know what she was pretending. I also let her know that her sorting method was valid and could be used to sort many different things. Lesson learned: try to give students ample time to fully explain their idea, it may not make sense at first but if you wait and have patience, the students will surprise you will what they know. ||
 * 2.3 Develops knowledge and understanding of students’ distinct cultural, ethnic and language background and applies it to anti-oppressive teaching practices. |||| Sept - Christian's Show & Tell

Sept - Home visits || Sept - Christian brought a book on Africa for his show and tell. Since he is from Africa originally we were able to explain to the students that Christian came from another country and spoke a different language. We were also able to explain why Christian was so quiet and that he just learned English one year ago and that we must accept him for who he is.

Sept - As a teacher I was able to go to students' houses to meet their families. We learned many aspects of the students' background and are now able to use this in our teaching. While visiting Gigi's family we were informed that her background is First Nations and Brazilian, without this home visit we would have never known that her mother was from Brazil. ||

Related Program Goal: Support Emancipatory Action for Social and Ecological Justice // By this we mean: // The program will strive to prepare educators to address systemic forms of race, gender, ethnic, sexual, ability, environmental, socio-economic (i.e., colonial), and other forms of oppression to achieve social and ecological justice through emancipatory educational theories and practices.
 * Goal 3: Strive to support social justice and ecological responsibility **
 * **Goal 3 Outcomes:** ** The Teacher Candidate… ** || **Indicators/ Evidence** || **Analysis/ Interpretation** ||
 * 3.1 Promotes and engages in the improvement of social and environmental conditions. || Nov 8 - Fawn co-created a pond food web/chain with the students on the Smartboard. Each student were provided with an opportunity to provide an idea and make a connection within the food chain. After creating the food web we discussed the impact it would have on plants and animals if one animal or plant disappeared. || Nov 8 - The students responded by explaining that everything would die and the food chain would fall apart. Fawn is planning to continue and follow up on this idea when the students plan and construct their own food web/chain. It was great to see the students realize the fragility of the environment. ||
 * 3.2 Identifies and ameliorates ways in which socio-economic status affects children, learning and community. || Nov 9 - Spoke to children about how some kids don't have any food and that we as Canadians are lucky to get food. Also spoke to students about how we need to eat all our food so that we can stay focused at school and learn. Our school gives out lunches if needed to students. || Nov 9 - Students now understand that it is important to eat all our lunch because other people (even students in our school) don't have enough food to eat. Students also now understand that in order for us to learn we need to eat our lunches so that our brains can work. This helped students to understand why adults want them to eat all their lunches. After speaking to the students all the students have been eating all of their lunches everyday. ||
 * 3.3 Demonstrates, shares, and assists students in developing critical insights into current issues. || Sept 28 - Terry Fox Run || Sept 28 - Today we decided to do a walk for Terry fox although I was unable to explain to the entire class what the meaning behind Terry Fox was and why we were walking there was about 5 kids that I was able to explain it to. On the walk two kids started questioning on about Terry Fox and what cancer is. This was amazing because these students were not the usual ones to be curious and questioning. ||
 * 3.4 Empowers students by assisting in development of understandings of democratic action. || Sept 20 - Voting. Our students were allowed to vote for their choices during multiple lessons in the last week. || Sept 20 - We found that students still do not fully understand the concept of raising your hand when your choice is said and that everyone person only gets one vote. I found a new technique that may help students to understand that they have already voted: I ask students to link their hands together and put them on their lap so that they cannot vote again. This seemed to help. As a result of these lessons I believe that I need to spend more time re-explaining what voting is and how it is used in our classroom. ||
 * 3.5 Develops in self and others understanding of exceptionality and inclusive education. || Daily - Including students by adapting activities

Daily - Speaking to class about language barriers

Daily - Respect for students abilities and their potential to learn || Daily - Inclusion of Miller in activities that involve fine motor skills by helping to lower the work load so that he is still involved but does not feel like he is struggling and gets frustrated.

Daily - Inclusion of Christian even though he is quiet and keeps his thoughts to himself. Acknowledge that he is quiet and just learning English so we must give him time to think and share because it is part of his learning process.

Daily - Having all students learn the same things instead of making it simpler for certain students. Believing that all students are capable of learning the same things. ||
 * 3.6 Develops in self and others understanding of anti-racist and anti-oppressive approaches to education. || Oct - FNIM inclusion in F&V Unit

Oct - Circle

Sept - God || Oct - Reading FNIM books during Fruits and Vegetables lessons in order to incorporate FNIM ways of knowing into all aspects of the curriculum.

Oct - Using the circle for other activities to weave in FNIM ways of knowing in to all activities. Students start to realize that a circle is used to include everyone in the sharing and so that all people are respected at the same level.

Oct - Students discussed the creator in FNIM culture and what the students believe in. ||

** Goal 4: Develop as a critical reflective practitioner who connects practical and theoretical knowledge ** Related Program Goal: Philosophize Educational Possibilities // By this we mean: // The program will strive to prepare educators to imagine and propose educational theory and practice within visions of the highest aspirations for humankind and the world.
 * **Goal 4 Outcomes:** ** The Teacher Candidate… ** |||| **Indicators/ Evidence** || **Analysis/ Interpretation** ||
 * 4.1 Identifies and understands how education is affected by present day and historical global, local, political and cultural issues (i.e. war, peace, poverty, racism). |||| Daily - Oh Canada

Sept - Christian's Background || Daily - The students understand that it is a privilege to live in Canada and the re must be proud and respectful when we are singing Oh Canada. We also discuss how luck we are to attend school.

Sept - We spoke about where Christian is from and how he just learned to speak English. We also found out how Christian's background is from a poverty stricken country and how this affects his learning. ||
 * 4.2 Is a reflective practitioner who continually assesses the effects of instructional choices and actions on others and who actively seeks out opportunities to grow professionally. |||| Oct 31 - I taught a lesson on cutting skills by reading a story and having the kids cut out the project.

Oct 3 - Planning projects with students

Sept 15 - Review time as compared to activity (new learning) time.

Sept 8 - Teacher Centered Letter A Placemats

Aug 30 – The amount of confidence and composure entering the school year.

Aug 29 – Yves Bousquet speech on balance made me take the time last night and watch a movie with my mom || Oct 31 - The students were cutting out witch's houses and were very frustrated because the instructions were not clear. After teaching the lesson I realized that I was giving the students' too many steps at once and should have done it cut by cut. As a result of this lesson I will be planning my lessons on fine motor activities with very step by step instructions. This shows that I am a reflective practitioner who continually assesses the effects of instructional choices.

Oct 3 - Today I planned our coconut project with the students. I started by asking them what shape a coconut was and how to draw that. Then instead of continuing to ask them about what other shapes and things needed to be on the coconut drawing to show their learning, I decided to draw the next piece without their help and then left out the last two critical pieces for them to figure out on their own. This instructional choice made it very difficult for students to understand how they were going to show that the coconut has coconut meat and coconut water inside. This project plan just showed a coconut. As a result of this lesson I have chosen to plan the entire tipi project with the students and instead of just drawing it for them I have to try to probe and get the ideas out of them. This way students remember what they are learning and they have ownership of their learning. With this method the students will also learn to make project plan instead of just copying what is on the board without doing any of their own thinking.

Sept 15 - I realized that in my lesson I spent more time on reviewing the concepts learned the previous day then the new learning that I was trying to accomplish in that lesson. During my lesson I started noticing many kids distracted this made me realize that I need to do something different. After getting constructive criticism from Ryan I realized that I spent too much time reviewing and that I may have recognized that the students were distracted but I did nothing to change how I was teaching to get them engaged again. As a result, I realized that I need to work on my animation, my techniques to bringing the classes attention back and my ability to change/shorten/quit what I am doing and move onto something else in order to improve my students are learning.

Sept 8 - This lesson was a reinforcement activity on the letter A. I chose an activity and showed the students how to do this activity. After watching how the lesson went, I found that some students did not like this activity and there was no demonstration of the student learning. This was just an activity that a teacher told them to do not something they used for learning. As a result I am planning to teach the letter B and let the students decide how to show their learning. Students will brainstorm a list of ways they can display their learning, once this list is done students will then use it to show their learning of the Letter B by showing the sound, formation, or words that start with B.

Aug 30 – This feeling came from my first internship where I withdrew in October due to my unpreparedness and my lack of confidence in myself as a teacher. At first it was hard to accept that I had withdrew and I believe that I had failed but as the year went on I have realized that it was the best decision. I have also realized that it has made this internship that much more easier on myself. I have learned to be as prepared as possible and to have confidence in myself – “I am a teacher”. Own that statement. As a result my students are able to learn from a more confident and prepared teacher. It is hard for students to learn if the teacher is unsure of what they are doing and why they are doing it. By improving my confidence and always being prepared my students are able to learn on a regular basis.

Aug 29 – I knew that if I did not take the time to focus on other sections of my life and balance my needs then my internship and health would suffer. This was partially learned from my stress and sickness level in my first internship and from listening to Yves and Elizabeth’s strong belief in balance for each and every one of their staff. “If you do not have your family what do you have left …” As a result the balance that I must maintain in my life will affect my students by presenting a calm, organized and open minded teacher allowing to learn better. ||
 * 4.3 Combines practical and theoretical knowledge with broader life learning to refine a philosophy of education. |||| Nov 10 - As an intern in a Kindergarten classroom that uses the Reggio Amellia approach I have been continuously changing my view on education and how it affects students and how teachers are more of a facilitator than an instructor. || Nov 10 - As I have been working more and more with the Reggio Amellia approach I have been adapting my philosophy of education to include the aspect of exploration and of the teacher as a facilitator. I have taught lessons which are very student directed and some that were teacher directed. Through watching the learning that takes place in each of those types of lesson I have found that most learning occurs when the activity is student centered, based on exploration and when the teacher is a facilitator. I have enjoyed learning about the Reggio Amellia approach. I will be interested in hearing if and how you feel this method could be used with any age group ||
 * 4.4 Is sensitive to and engages the unique strengths and learning styles of all students. || Oct 28 - I taught a math lesson where we used our auditory, visual, kinesthetic, and pictorial skills. |||| Oct 28 - The students were excited to learn about patterns and each student was able to learn in the style they preferred. Students were given the opportunity to listen to the learning, were able to view the learning, they used their kinesthetic learning and finally displayed it pictorially in their journals. Each student was able to learn the lesson because of the many different learning styles that were presented. I know that the students learned the lesson because they were all able to demonstrate their learning in their journals. This demonstrates that I am sensitive to the unique learning strengths of different students.  ||
 * 4.5 Identifies, defines, and attempts to conduct all dealings and to resolve problems cooperatively with those involved. || Oct - I have been working with two other interns to provide an extracurricular program with the students in grades 4, 5, 6. |||| Oct - After about two weeks of the program I noticed that the other two interns were always late for our program and were not helping with the preparation of the activities. I began to become very frustrated with the other two interns. I decided that in order to solve this problem I would wait it out and then see if their behavior changes. After two weeks I was becoming more frusterated. I decided to pleasantly remind the other two interns that the next two weeks they would be leading the program. I was afraid about what was going to happen but realized that they are professionals and would act appropriately. Sure enough the week that they begun their part of the program their professionalism shined through and the conflict was resolved without becoming an excessive problem. ||

// By this we mean: // The program will strive to prepare educator-leaders who engage in relationships that build learning communities and community through learning
 * Goal 5: Create a positive community in the classroom and school **
 * Related Program Goal: Build **** Communities **
 * **Goal5 Outcomes:** ** The Teacher Candidate… ** || **Indicators/ Evidence** || **Analysis/ Interpretation** ||
 * 5.1 Builds classroom connections with local, national, and global communities ||  ||   ||
 * 5.2. Builds inclusive communities across lines of difference (e.g., ethnicity, ability, class, race, gender and family structure) and promotes open communication. || Nov 23 - I am working in the Grade 2/3 class and we are making a quilt about family traditions. This quilt symbolizes the traditions of each family and the countries in which they came from. Students are able to draw anything they wish that shows their family traditions. Once everyone has finished their drawings we will be sewing it together to make a quilt. || Nov 23 - This quilt will be displayed in the school for the local community to see and for students to display their pride and their family traditions. I also hope to use this quilt as a model for future classrooms. Although this is done on a small scale by just showing parents and the school community students are still able to show their traditions. In the future I would like to use this activity to make connections with national and global communities such as making a quilt on a country or province and then sharing it with another classroom in that country or province. I look forward to seeing it. ||
 * 5.3 Works with colleagues in mutually supportive ways and develops effective professional relationships with members of the educational community. || Sept 19 - Was able to attend a Professional Development session on Fountas and Pinnell.

Sept 1 – Intern meeting to bring all interns together in their thinking. || Sept 19 - All the interns were allowed to attend the PD on Fountas and Pinnell. As a result of this PD Ryan and I have decided to use Fountas and Pinnell in the classroom to assess the students, since this will be the first time using this method in the classroom for both of us we will be working cooperatively to implement it successfully. I also took the opportunity to connect with the resource teacher and scheduled a time to watch her test using Fountas and Pinnell. This connection has helped with my future goal of working as a resource teacher.

Sept 1 – We decided to have an internship meeting so that we could share and help each other with the stresses of internship, such as the requirements, the deadlines, ways to plan an inquiry unit, and technology problems. I have realized that I have a lot to offer others and that I can continue to grow and learn by working with colleagues and members of the community. I will be taking time to learn how to set up a tipi from Teena in order to use this skill in my future classrooms. ||

Related Program Goal: Engage in Education as Transformative Praxis // By this we mean: // The program will strive to prepare educational leaders who recognize their practice as transformative praxis.
 * Goal 6: **** Build instructional competence and strong teacher identity **
 * **Goal 6 Outcomes:** ** The Teacher Candidate… ** || **Indicators/ Evidence** || **Analysis/ Interpretation** ||
 * 6.1 Demonstrates knowledge and confidence in subject matter and knowledge of Saskatchewan curriculum documents and applies these understanding to plan lessons, units of study and year plans using the Broad Areas of Learning and Cross-curricular Competencies. || Nov 17 - Treaty Kit lesson on our Elders. I started the lesson with reviewing prior knowledge of what we have learned so far with the Treaty Kit. The lesson continued with a story and then some discussion on what the story was telling us. All students then had an opportunity to share why their Elders were important to them and finally students wrote a sentence about their Elders and some drew a picture. || Nov 17 - Students were able to start their thinking about "reflecting on prior knowledge and learning' in the starting activity. After reading the story students worked on their "comprehension" skills by being able to retell the story to the teacher and explain which parts of the book were important. Students then had the opportunity to "compose and create" their own stories from their "prior knowledge" about thief lives and their elders. Lastly students worked on writing sentences and drawing pictures to "represent" their learning in multiple ways. This lesson demonstrates how I was able to touch on multiple outcomes in a single lesson. This could also fit in goal 1.3. You have not really connected to the BAL's (Sense of Self Community and Place?) and CCC's (Identity and Interdependence?) .If you reflect on your entries you will find many that fit here as well. ||
 * 6.2 Plans instruction using the Adaptive Dimension and resource-based learning to address individual student needs and cultural diversity using a wide repertoire of instructional strategies and methods. || Nov 18 - I taught a lesson today on the story "The Cow Who Clucked". Students listened to the story then we talked about how it relates to different prior knowledge of each student. The main activity was for students to write a sentence and draw a picture about the book.

Nov 7 - I have taught many lessons which have been adapted to meet the needs of specific students. Today the job was to write a sentence that included two pwim words and the glue word "and" (sight words). Some students found this easy and started to work on finger spacing, periods and writing from left to right. Other students were only asked to write the sentence or part of the sentence. For the EAL student he was able to express two pwim words to write and draw but did not understand the concept of writing the sentence, therefore he was just asked to write the two pwim words. I also provided students with the opportunity to use resources in the room to find the words that they needed. || Nov 18 - Some students decided to write about the cow while others choose smaller animals in the book and wrote about them. Some students drew detailed pictures while others drew very simple (not coloured) pictures. Students were given the choice of what part/detail of the book they wish to draw. They were also given the opportunity to write a sentence, for some students this is very difficult. All students were helped until we felt that they had done their best, for some it was a word or two for others it was complete sentence with proper spacing, capital and a period. The same was done for students' pictures. Depending on the students learning level they were asked to draw more details or add a second animal while others would have been asked to make the shapes to their animal.

Nov 7 - Students that needed the extra challenge were excited to try to get their spacing, periods, capitals and words correct. Students that were still having difficulties with sentences were very excited when they were able to write their two pwim words and other letter writing. Students in the middle were able to take the next step forward in their abilities. Each student was happy to progress at their own pace and were encouraged to do their best ability. Students were able to used the sight word wall in order to find the words they needed.This shows that even though there is one lesson, each student has adapted the lesson to their own abilities and makes them successful at learning and that this is acceptable in the classroom. I think the Reggio approach takes care of the adaptive dimension in many ways because it seems to allow all children to enter and exit activities on their own terms. ||
 * 6.3 Incorporates First Nations, Inuit and Métis content and perspectives across all teaching areas. || Nov 2 - Fawn incorporated First Nations content and perspectives when introducing the elements of telling and summarizing a story with a beginning, middle and end to the kindergarten students and discussed the idea that First Nations people passed down knowledge, ideas and lessons through storytelling. Students were provided with an opportunity to share with each other and record their ideas about each other’s stories in their journals.

Sept 13 - Lesson on Fruits and Vegetables. I was able to incorporate a story about how the Cherokee people believe that strawberries first came to be. || Nov 2 - The students actively shared their stories with each other as teachers rotated around the classroom. Students also recorded their thoughts about the stories down on paper expressing the main idea and other elements of the story.

Sept 13 - As a result of this lesson I found out how easy it was to incorporate FNIM content into lesson. You do not need to spend half the lesson explaining why you are adding the content. If you just add it and give a simple explanation (such as "This is what another culture believes about how strawberries came to be) of what it means then students will make the connections in their brain and FNIM content will become a usual learning experience. ||
 * 6.4 Plans and develops engaging and authentic lessons that demonstrate knowledge and confidence in subject matter. || Sept 30 - Tipi treaty kit extension activity. || Sept 30 - A student in the classroom asked what tipis were made of and how they stay dry. As a teacher I could have just told them and they may have not remembered but instead I decided to make a new lesson about his question that came from the student. Student were given multiple materials and a basin of water and were asked to experiment and find the material that would work best to make a tipi. Once students found out the best material then they were able to understand why animal hide would work for tipis and then we decided that the bison/buffalo would be the best material to make a tipi. ||
 * 6.5 Incorporates available technology in pedagogically appropriate ways. || Nov 9 - Fawn introduced the concept of food webs/chains to the students. After the students planned the food chain on the SMARTBOARD, Fawn modelled to the students how to be researchers on the computer. After demonstrating this Fawn provided each student an opportunity during computer time to access google images, type in words they were searching for and locate, identify, analyze and draw an animal for the food chain of their choice

Sept 26 - Tipi Treaty Kit Lesson || Nov 9 - Students each found one or many images on their own and drew an example. Every students was provided with an opportunity to utilize technology to support their understanding and develop the concept of the animals a part of the food chain/web.

Sept 26 - Used the Smartboard to show pictures of different kinds of tipis, I allowed students to pick which picture they wanted to show the class. I also was able to bring the abstract subject of setting up and taking down a tipi by showing the students a video. This also helped to explain why it would be easier to move a tipi than it would be to move our houses today. ||
 * 6.6 Establishes a classroom environment that supports learning and develops responsible learners. || Nov 21 - Students share their learning everyday at the end of the day. This helps the students to focus in on what they learned that day so that they can enjoy learning and reflect on why it is important.

Sept 21 - Talking circle. || Nov 21 - Students take the time to reflect on the day and to decide on one thing that they learned for the day. Students then take that idea and can share it at home with their family. This offers students the feeling of accomplishment everyday and gives them motivation to learn something new everyday which in turn helps them to become life long learners. You have been actively engaged in this all year.

Sept 21 - During the last week we have been doing our social studies lessons on the treaty kit in a circle learning environment. I have found that students are much more engaged and in return gain more knowledge. Since this has worked so well we have tried to implement it into other lesson such as our snake lessons and our Show&Tell are now done in circles. I will continue to use this method and try to find other new methods of changing classroom environment to improve student learning. ||
 * 6.7 Carries out professional responsibilities for student assessment and evaluation. || Nov 22 - Today students were asked to pick their best and worst writing from their writing journals. Students were then asked to explain what step they were at with their worst writing and what step they were at with their best writing on the writing continuum in our classroom.

Nov 15 - While teaching lessons I have been using formative assessment with the students. Once I have finished instructing students go and work on their own. When they believe they are done and while they are working I will ask questions and make comments that will help them to improve their drawings. Then students are able to change their pictures to make them better instead of finishing the project with no feedback.

Nov 1 - I have been individually testing students on the outcome of patterning under section PK.1 of the curriculum. || Nov 22 - Students were able to pick their best writing by using the continuum chart and realizing that the best one has a higher level of writing on the continuum. The same was done with their worst writing. Every student was able to explain at what point on the continuum they are with their best writing. Students then pasted these into their portfolios to share with their parents at the Activity Conferences. This form of assessment if formative in order for students to get the feedback needed to then continue on the continuum for the second term.

Nov 15 - Students are very excited and motivated to improve their drawings if they are reminded about the criteria and pushed forward. Students get discouraged if there are a lot of improvements to be completed at the end. This form of assessment helps the students work towards making their pictures better during the drawing stages. This also helps me as a teacher to assess which students can understand what they are missing in their pictures.

Nov 1 - Students were initially very excited to show me what they had learned. Some students when it was time to test them, they seem to be uninterested and not wanting to finish the tasks. The students who normally would do great in a class setting were struggling when being tested individually. Once I am finished testing all my students I will be reanalyzing the data collected to see if it matched up with student performance during lessons. If there is a discrepancy then I will be looking at ways to fix this issue. This testing of the pattern unit demonstrates my ability to carry out professional responsibilities for student assessment and evaluation. ||
 * 6.8 Demonstrates capacity to take risks and make mistakes as part of professional growth and accepts constructive criticism in cooperative manner. || Nov 16 - I taught a lesson on the Pond Habitat Food Web. Once finished the lesson I knew that it was not great and there was a lot to work on as a teacher. I knew the mistakes that I had made but was able to receive feedback from Ryan in a constructive manner and use that to help me with further lessons.

Sept 29 - Reporting the Education Week Committee ideas to staff meeting.

Sept 15 - I taught a lesson on the letter B. We were making a project on what we learned about the letter B. || Nov 16 - I knew that my main mistake was letting students play with their strings while I was teaching and then after they had already played with it most of the lesson asking them not to. This was ineffective because they had already started playing and there was no rule in place then so they did not see the reasoning behind the rule. Ryan suggested instead of letting the students keep their strings with them the whole lesson put them in a box at the front and pick them out as needed. This helps to ensure most of the strings are used and that the students are able to focus on the learning.

Sept 29 - I took the risk to report back to the staff what the committee had decided on for Education Week. When the staff meeting was finished I received feedback from the staff that the ideas felt like a make work project and staff felt overwhelmed. I took this feedback to the committee and we revamped our thoughts about the decisions we had made and we realized that we needed to involve all the staff in the decision and give them the professionalism that they deserve. After we revamped the decisions, I approached the staff meeting and told them our new thoughts and took their feedback. The staff had good feedback on the ideas but were unsure about the execution of the ideas to the parents. I have taken this feedback and am going to meet with the committee again to make more changes. This experienced helped me to realize that even as teachers we are constantly on a cycle of reflection and that most decisions cannot be made in one pass around the cycle.

Sept 15 - I decided to take a chance and let the students all choose their own B words to make out of clay. Since they did not know really how to use clay and wanted to just play with it, this was a risky lesson. In the end it turned out well, I realized that great things can come out of risky lessons (Charissa made a balance ball that was squished because someone was siting on it! What a great B word that also connects to her personal life). Once the lesson was complete Ryan and I discussed the reasoning behind having all the students work on the same B word (such as ball or bat). At first I did not understand what the reasoning would be because I thought that varied learning would be better (and would help kids make the personal connections) but as a result of this criticism I realized that students need to learn how to plan projects and how to use materials because they can start to do it on their own. ||
 * 6.9 Reflects upon the goals and experience of professional practice, adapts teaching accordingly and demonstrates professionalism at all times. || Nov 16 - Fawn facilitated the construction of the students pond food web with the students as they decided t put it up on the wall. The students decided what they wanted to use represent their connections between the animals and held the string, ribbons, etc The students sat together with their connections (ribbons, strings) and were often distracted by them.

Nov 4 - As I was planning the culminating activity for the pattern unit I realized that most of the students thought of patterns based only on colours and did not have experience transferring it to other objects. I decided that my culminating activity was going to be making patterns out of the materials that we collected on the River Walk (ie things found in the natural environment). || Nov 16 - Fawn reflected on the students’ behaviour and how they were distracted. Although the lesson was a success overall Fawn realized that she had to change how the students would have access to the strings, etc during the lesson. Ie. Discuss rules and expectations beforehand.

Nov 4 - The students began the lesson with giving me patterns that were only colour patterns, after discussing the students were able to give me pattern cores that were not colours. Students used the items that they found on their river walk to make the learning authentic. All students were able to tell me their pattern core and knew that they needed three of each items. All students were also able to make their patterns. This shows that I reflected on my previous lessons and adapted my teaching and the student learning in future lessons. ||