Throughout this capstone course, I've reflected deeply on my educational journey while focusing on developing a professional action based inquiry research project. A key aspect of my reflection has been integrating Indigenous perspectives and practices into my teaching through my capstone inquiry on ‘Kapikiskwanaw’ — ‘We Will Talk’ —as a way of framing reciprocity. This has broadened my understanding of education and reinforced the importance of establishing ethical relationality in the classroom. As I developed my portfolio and research project, I've applied these learnings, enhancing my ability to create inclusive learning environments. This experience has been transformative, shaping me into a more sensitive and effective educator.

Throughout this 12 week practicum, I've engaged deeply with various aspects of teaching, from professional responsibilities to creating a conducive classroom environment. The emphasis on direct involvement in teaching, progressing from 50% to 100% for six weeks, was particularly valuable. It allowed me to apply theoretical knowledge practically, deepening my understanding of teaching. I gained insight into professional responsibilities, planning for learning, facilitating learning, assessment, and classroom management. Engaging with colleagues, parents, and stakeholders, I learned the multifaceted nature of a teacher's role. Planning for diverse student needs and facilitating engaging lessons were key challenges. However, through consistent assessment practices and creating a supportive classroom environment, I fostered student progress and well-being.

Throughout this course, we delved into the characteristics of students with disabilities and exceptional gifts and talents, taking into account their diverse educational, cultural, and linguistic backgrounds. A central theme was the adaptation of classroom instruction and management to meet the diverse needs of all learners effectively. Engaging in discussions and assignments, I gained valuable insights into inclusive teaching practices tailored to accommodate a range of abilities and backgrounds. Learning about various methods for adapting instruction and managing diverse needs has broadened my understanding of inclusive education and equipped me with practical strategies for fostering an inclusive learning environment. This course has been instrumental in shaping my approach to teaching and ensuring that I can meet the needs of all learners in my future practice.

Embarking on the journey of building a healthy school community through the comprehensive school health approach was the key takeaway from this course. The course unfolded as a roadmap for understanding how personal wellness intertwines with the responsibilities of being new educators. It went beyond the conventional academic discourse and delved into the realms of fostering a nurturing environment that catered to the diverse wellness needs of a student body. In encapsulating this experience, it's evident that the course wasn't just about imparting knowledge; it was about cultivating a mindset that views education not only as an intellectual pursuit but as a holistic journey towards the well-being of all involved.

This course is designed to prepare prospective teachers to engage with Indigenous perspectives, as well as ways of knowing and being. The course relates to the teaching and learning contexts. Delving into the intricacies of this course has been both enlightening and essential. The emphasis on understanding Indigenous ways of knowing and being is not just a theoretical endeavor but a practical integration into teaching and learning contexts. At the heart of the course is a profound exploration of decolonization, indigenization, and reconciliation — an in-depth examination that goes beyond mere academic discourse. It's a recognition of the historical context and a commitment to fostering a more inclusive and respectful educational environment. 

Exploring inquiry-based learning in teaching Social Studies for Elementary Education was an eye-opening experience. The course emphasized the challenge of making the subject engaging, moving beyond surface-level knowledge to foster critical thinking. Strategies like interactive learning and thoughtful questioning emerged as crucial tools. The focus on citizenship education prompted reflection on the role of teachers in shaping informed citizens. As I prepare to teach, the goal is to create an inspiring classroom, instilling civic responsibility and critical thinking. The course has fueled the aspiration to be more than an instructor — to be a guide in the pursuit of understanding the world.

The course offered a comprehensive exploration into the essential components for crafting a robust program of studies for teaching Physical Education in elementary schools. It delved into the fundamental aspects of knowledge, understanding, values, attitudes, skills, and processes crucial for effective implementation. From dissecting relevant instructional methodologies to intricacies of unit planning, curriculum integration, and resource development, the course provided a holistic view. The investigation into a spectrum of assessment strategies added a layer of practicality, emphasizing the importance of gauging and enhancing the learning experience. It was not just about theory but a journey into the practical dimensions of shaping a dynamic and impactful Physical Education curriculum.

The course offered a captivating exploration of selected topics, delving into critical or emerging approaches in Education. Engaging with these evolving themes, I found myself immersed in the ever-changing landscape of educational methodologies. A noteworthy aspect was the social justice assignment wherein we were asked to engage in the learning of the course in a real world experience.

This practicum focuses on planning for learning, facilitating learning, assessment, classroom environment, and professional responsibilities. Students will be directly involved in all aspects of teaching for 50% of the required time during their last five weeks of the practicum. Please see dedicated practicum page.

In this course, we learned how to integrate the fine and performing arts into the elementary classroom. The development of creativity related to both the fine and performing arts took place as we investigated contemporary theories and methods in arts education. I was able to build and implement integrated learning experiences that enhance student learning based on this knowledge and in the context of the STEAM semester. As an artist, this class was particulrily valuble in seeing how one might espouse the worlds of art and education. I've learned from this course how valuable it is to include arts and creativity into our classrooms, and ultimately (one would hope) into our everyday lives. I crtiically engaged in ideas surrounding arts integration and inserted myself as a proponent, advocate, and supporter of the arts; I had the opportunity to position myself and offer a testament to the arts in elementary school, as well as begin to explore myself as a transdisciplinary artist. 

This course provides an introduction to the teaching and learning of Science in elementary schools. With a heavy and impactful emphasis on inquiry based learning, this course examined the ways in which we can interact with science in our classrooms. This course was a component of the integrated STEAM semester. Numerous activities and lesson plans for elementary and junior high school classes were born out of this course. Along with my peers, I had the chance to lead a grade 9 biodiversity activity in my classroom and receive constructive criticism and feedback for improvement; I also had the pleasure of exploring Indigenous ways of knowing in connection to science in the classroom.

This course explores the knowledge and skills required to implement programs of studies in teaching Mathematics in Elementary schools. In order to fulfil the needs of our students, the course covered a variety of techniques to developing instruction, planning units of study, integrating curriculum, developing resources, and developing evaluation strategies. Throughout this course I engaged in creating learning activities, lesson planning, and discussions that centre on effective and inclusive strategies to support all learners in developing core mathematical abilities. This course was a component of the integrated STEAM semester. This course has provided me a thorough understanding of mathematics and the principles of effectively teaching it.

An overview of technological influences and emerging pedagogical technologies in education was offered in this course. Intended to help future teachers in critically analyzing current and developing technological applications that are pertinent to the teaching and learning process, this class took a deep dive into educational technology tools. Using digital technology, this course helped me prepare for a career in an educational era rapidly shifting towards reliance on technology. We looked at a variety of uses for technology including: evaluation, differentiation, inclusion, and  presentation. This course was a component of the integrated STEAM semester. I was able to engage in the tech ed assignments of blogging, using apps for learning, digital storytelling, coding, and virtual field trips. My ultimate takeaway from this course is a dismantling of my previous beliefs and fear around using technology in the classroom, and a shift towards a deep apprecitiaon for it's applicability and relevance in my teaching practice.

During this course, I gained an understanding of the information and tools necessary to create plans of study for the teaching of English Language Arts in elementary schools. The course analyzed pertinent instructional approaches, unit planning, integration of curriculum, and resource building. In addition, we completed research on and application of a variety of evaluation techniques. I was able to enhance my awareness of the practical elements of teaching within the speciality and the relationship between this practice and theoretical ideas through participation in field experience; as well as a more nuanced understanding of how to apply this theory in a classroom setting. Additionally, I was able to use actual classroom observations from my field experience to engage in critical reflection and relate these observations to a vision for my own teaching. Overwhelmingly, this course taught me the power of planning for learning through our novel study, connected lessons, and tutoring assignments. The course emphasized designing for student learning (subject-specific; assessment to reinforce student learning and enhance teaching; and designing for inclusion, differentiation, and inquiry).

This course analyzed  human behaviour from a developmental perspective, with an emphasis on physical, emotional, cognitive, moral, and social development. The focus most wholly was on classroom implications of motivation, memory, learning styles, student diversity, principles of reinforcement, and other aspects of learning. Through this course I have been able to gain a deeper understanding of the psychology behind education, with particular emphasis on how to differentiate and plan for student success. We completed multiple interactive case studies which allowed us a deeper insight into the types of students we may encounter in our classroom, as well as important considerations as to how we might address diverse learning needs. This course was also designed to intertwine with our field experience, wherein we were able to take a critical look at the ways course concepts manifested in real-life situations.

This course allowed me to gain a working knowledge of the principles and difficulties surrounding differentiated assessment of learning. I was expected to demonstrate proficiency in the development of a variety of instruments and techniques for measuring and evaluating individual learner performance. Throughout this course I was able to marry the worlds of theory and practice by integrating my learnings through application in field experience. In this course I completed a reflective and academic visual journal, as well as a comprehensive assessment dossier which aimed to synthesize and broaden my understanding of assessment as an active process.

This course emphasises the significance of literacy and language development in the elementary classroom. I was able to investigate key concepts in order to obtain a better understanding of how language development happens; I then learned how to select optimal instructional and assessment methods to foster this development. Following a thorough examination of various principles, I was able to gain experience in putting these principles into practice through my field experience placement. This experience was enriched through participation in a semester-long case study that included weekly tutoring sessions with a first-grade student. This course has set the foundation for both my capabilities and areas for growth in a practical setting, while also advancing my pedagogical knowledge of critical topics in language development and literacy.

This semester I have learned the foundation for curriculum and pedagogy in the areas of planning, facilitating, and assessing learning. This was enriched through an examination of important issues such as power and justice and the ways that the economy, matters of race, culture, class, gender ideologies, political discourses, and other social institutions interact to construct the social systems that make up educational institutions. Building off of these broad ideas, it has been important examine specific burrows of understanding which stand out, and which have impacted me both  academically and personally. For me, these areas worth special consideration are our pedagogical lenses through which we view teaching and learning effectiveness, diversity, Indigenous education, and finally, the poignancy of inclusivity in my practice as it overarches and undoubtedly affects each issue and topic we now understand. Throughout the semester we were able to make our learnings tangible through virtual school tours, as well as the creation of a lesson plan.

This course has taken a look at the various teacher competencies, professional responsibilities, ethics, as well as diversity within classrooms. By way of academic literature, in class discussion, and workshops, this course outlines what it is to be an educator, but more-so what is expected of you as an educator. Additionally, we explored the impacts of teaching on student outcomes, as well as society as a whole. We explored the philosophical, physiological and sociological influences on society, and looked at the concept of personal worldview and its place in the classroom. This course has provided me with the foundation of knowledge necessary to embark on my learning and teaching career. 

An overview of every facet of the elementary physical education curriculum in Alberta is given in this course, with a focus on gymnastics movement experiences. This course was is intended for any student who is interested in working with children and youth in an educational or recreation environment that includes fundamental movement skill development. After completing this course, students will following the course, I am qualified to safely lead gymnastics lessons.

This course provided me with an in depth understanding of the physiological changes that occur throughout the growth period from childhood to adolescence. The influence of physical maturity and development on physical activity, exercise, and skill acquisition attained special consideration throughout this course. Growth and development in this respect was examined in relation to the design and teaching of physical literacy programmes. I had the opportunity to utilize both the TGMD-3 and BOT-2 examinations which has added to my professional knowledge in assessing children’s physical literacy levels. 

This is an introductory course that uses theoretical underpinnings to promote teaching game strategy, tactics and skills in a logical, progressive manner. This course introduced me to the idea that game skills may help people live healthier lives and build age-appropriate fundamental movement skills, with an emphasis on promoting activity for life. This course has offered me an in-depth look at the Teaching Games for Understanding (TGfU) model as well as it’s practical application. In terms of pedagogy, I now know that through TGfU, all domains (psychomotor, cognitive, and emotional) are engaged, the role of monism is recognized, student autonomy is promoted, and student-centered inquiry-based learning is prioritized. Moreover, TGfU is a model which focuses on the scaffolding of tactical awareness and complexity as a means to developing games appreciation and literacy. 

This course provided a fundamental understanding of nutrition's function in health and fitness.  We explored the basics of human nutrition examined practical applications. Throughout this course, I was asked to apply nutrition guidelines to my own personal nutrition demands as well as those of specialized populations. I was also offered the opportunity to apply my knowledge to case studies, thereby developing my course understanding and reasoning skills.

This course connects physical literacy's basic movement skills to physical exercise, fitness, and health promotion. Throughout the term, we have completed an in-depth analysis of many fundamental movement skills including locomotor, manipulative, gymnastics, and dance. We have equally taken part in the critical analysis of different assessment tools for in-class settings such as SOFIT, CAPL, and PLAY tools. Furthermore, we have considered different models of implementing and supporting movement and physical literacy for children,  including the LTAD model, and recreational approaches. This class has paid considerable attention to the importance of inclusion in a PE setting,  and we have taken many approaches to acknowledge adaptations and celebrating differently-abled students in the classroom. Finally, we were offered the opportunity to synthesize our learning by way of creating an interactive lesson plan on a fundamental movement skill of our choice, including a detailed assessment tool.   

This course provides an introduction and overview to aspects of holistic health and wellness. As the first course in my minor, this course has provided me a great foundation across a wide range of topics pertaining to health and wellness. I believe this course will be an instrumental building block for my journey as a Health and Physical Education student. 

Embarking on the study of religion in this course has been a distinctive journey, far from a comparative approach but rather a nuanced exploration that intertwines religious traditions with contemporary thought and culture. The emphasis wasn't on drawing comparisons between religions, but on delving into the intricacies of each, recognizing their unique contributions to the rich tapestry of human experience. What sets this course apart is its questions-based approach—a dynamic and inquisitive stance that invites exploration rather than imposing conclusions. It's an introduction that sparks curiosity, encouraging students to engage with the profound questions that religion raises in the context of modern thought and culture. Hermeneutics, in the context of this course, emerged as a fascinating lens through which to explore the study of religion. It's not merely about deciphering religious texts but understanding the art and science of interpretation. Rather than presenting a fixed set of answers, hermeneutics encourages a dynamic engagement with meaning, acknowledging the fluidity and complexity of religious concepts.

Engaging with the course on current theories of communication has been a dynamic exploration into the multifaceted realm of effective expression. The course doesn't just preach; it actively promotes understanding by immersing students in diverse speaking situations. From group discussions to honing audience analysis skills and cultivating effective listening habits, the course is a holistic approach to communication. What sets it apart is the emphasis on practical application—providing opportunities for students to research, organize, and prepare various types of speeches. It's not just about absorbing theories but actively translating them into tangible skills. The course recognizes that communication is an art, and proficiency is honed through hands-on experiences. It's a roadmap for navigating the intricacies of effective expression, ensuring that students not only understand the theories but can seamlessly integrate them into real-world communication scenarios.

This course is designed to familiarize students with a variety of outdoor activities, such as cycle touring, canoeing and kayaking, backpacking, caving, rock climbing and mountaineering. The emphasis will be on experiential methods of learning and practical application of leadership skills. Participation is required in a 10-day expedition. Unfortunately, due to injury, I was airlifted off the mountain on the second day of our expidition; my learning from that can be seen as documented in my self-growth paper.

Attempting to encapsulate the expansive journey we undertook in exploring interpellation, recognition, and marriage within the realm of philosophy is difficult to Chemistry Mythbusting: “Inattempt. The course, serving as an introduction to philosophy through the lens of sex and love, navigated through intricate inquiries that transcended conventional boundaries. From the complexities of interpellation to the nuances of recognition and the institution of marriage, each facet unfolded a tapestry of philosophical questions that were as challenging as they were enlightening. The terrain covered was expansive, weaving through the intricate threads of human connections, societal constructs, and the very essence of existence. Wrestling with these philosophical inquiries demanded a constant reevaluation of perspectives, challenging preconceived notions, and delving into the profound depths of thought. The journey wasn't just about answering questions but navigating the uncharted waters of contemplation, where the currents of discourse meandered through the landscapes of human intimacy and societal structures. In attempting to encapsulate this odyssey, one is reminded that the essence lies not just in the answers but in the transformative process of questioning itself.

Chemistry 2211 was a profound journey into the intricate tapestry of chemistry woven into my daily life. From savoring the essence of food to delving into the unseen realm of medications and cleaning agents, the course illuminated the profound impact of chemistry on my existence. It was more than just topics; it was a personal exploration of the chemicals shaping our world. Navigating through the realms of explosives, energy sources, and environmental chemistry, I gained not just knowledge but a deeper understanding of the risks and benefits woven into our chemical tapestry. This journey went beyond the classroom, urging me to reconsider the products and consumption choices that defined my interaction with the science around me.

This course blends creative writing with writerly readings and analysis of published contemporary poetry. Students will be encouraged to explore a range of styles, as well as experiment, play with, write and re-write their own work in light of critiques by fellow students, the instructor and the implicit examples found in literature. The highlight of the course was undoubtedly the poetry portfolio, a collection of my personal poetic creations. Throughout the journey, I was not just encouraged but inspired to explore various styles, experiment, play with words, and engage in the continual process of writing and rewriting. The critiques from fellow students and the instructor, coupled with the implicit examples drawn from literature, transformed my poetic expressions. It was more than a mere assignment; it was an invitation to breathe life into words and witness the alchemy of creativity unfold.

This course studied themes in mathematics, science, and technology that are relevant to everyday living. Units and measurement, number amounts and conversions, nanotechnology, percentage, scientific methods, statistical analysis, probability, assessing and reporting findings, exponential functions, radioactivity and radiation, and logic were among the topics covered in the course. This course developed my critical mathematical and scientific reasoning skills of which I can take with me throughout academics and life. This course challenged me at times, which lent itself to my learning of time management skills, dedication, and growth in areas of weakness.

This course introduces students to developments in Canadian politics, economics, society, and culture since 1867. We have explored in depth a range of topics in relation to Canadian history such as the history of Canada’s First Nations, immigration, industrial revolution(s), urbanization, the expansion of the Canadian state, Canada’s international affairs, participation in wars, challenges to Canada’s federation and regional identities, changes in work and family life, and the changing ideas about Canadian identity. We have also had the opportunity to develop our academic reading and writing skills in a historical setting and were granted the opportunity to learn how to work with archival information and sources. My main takeaway from this course was the opportunity to focus on Indigenous servicewomen in Canada's WWII. 

This course explores the narrative elements of selected works of fiction, poetry, and theatre to introduce the concepts and practices of literary study. Close reading approaches have been applied to a variety of narratives in efforts to improve foundational skills in writing and analytical thought about literature. This course has allowed me to interact critically with a multitude of classic and contemporary literary works, which has expanded my frame of reference and awareness exponentially. I have had the opportunity to enhance my academic research and writing skills, as well as develop professional ways of interacting personally with different forms of literary art. I believe that this course has opened my eyes to new perspectives and understandings, which has ultimately allowed me to gain a broader awareness of literature as it interplays in my life, and in society. This course challenged me at times, which has transformed into a strengthening of my diligence, perseverance, and dedication to my studies.

This course examines multiple interpretations of law and introduces various ways of thinking about the world in which we live, through an examination of conflict in its social context. More specifically, this course looks at law, and the different legal and moral standpoints of various influential philosophers. By way of case studies and examinations of differing trials, this course has offered much breath to the numerous ways of interpreting the law. What I will be taking away from this course is a deeper understanding on the court systems in both Canada and the US, as well as the philosophy of law which they are built upon, and their evolution therein. 

This course examines human aesthetic responses and our capacities to interpret diverse forms of cultural expression. Through completion of this course, I have examined specific texts relating to aesthetic ideas and principles, which has allowed me a deeper understanding of the ways in which we, as humans, interpret and experience the world surrounding us; this course performs a deep analysis of art in this context. What I will be taking away from this course is a broader understanding of the aesthetic experience, but also a deeper understanding of how to apply this to my every day interpretation within education. 

This course develops skills in the writing, reading, and thinking required in university today. Upon reflection of this course, I conclude two things: this course challenged me in many ways which contributed to the understanding of effective learning strategies and time management, which lead me to examine and strengthen my work ethic. The second conclusion I draw from this course, is the authentic learning of relevant and practical skills in the areas of reading, writing, and thinking. As an outcome of this course, I believe I will be thoroughly prepared in my learning career, and as the title of the course infers, this course has and will continue to lend itself to my academic success.