Facilitating Learning

Practicum Goal: 

Engages in discussions and inquiry that invite high level thinking and engagement of all students (TQS 3b).

In an educational setting with gifted students, the goal of engaging in discussions and inquiry that invite high-level thinking takes on a nuanced and intriguing stance. It's not just about facilitating dialogue but creating an environment that challenges and stimulates the intellectual capacities of all students, including those with advanced abilities. The goal recognizes the diversity within the classroom, ensuring that discussions go beyond surface-level understanding and encourage gifted students to delve into more complex, thought-provoking inquiries. In this context, the goal becomes a balancing act—fostering an atmosphere where high-level thinking is not exclusive to a select few but is an inclusive invitation for all students. 

Demonstrated growth: Throughout the practicum, I have demonstrated significant growth in my capstone inquiry, particularly with the incorporation of Indigenous practices. This growth directly aligns with my pre-practicum goal of engaging in discussions and inquiries that invite high-level thinking and engagement from all students. By integrating Indigenous perspectives, knowledge, and methodologies into classroom discussions and inquiry-based activities, I have effectively met this goal. My capstone inquiry has not only deepened students' understanding of diverse avenues of thought but has also fostered a greater sense of empathy, respect, and appreciation for different perspectives in learning; it has sparked meaningful conversations and critical thinking among students, encouraging them to explore complex issues and engage in authentic dialogue.

Future goals: I seek to continue fostering inclusive discussions and inquiries that invite high-level thinking and engagement from all students, including those with diverse backgrounds and abilities. I aim to create learning environments that empower students to explore diverse perspectives, deepen their understanding of complex issues, and contribute positively to their communities.

Pre-Practicum Goals:  We have the privilege of being immersed in a technology course this semester, as such my goal is to become proficient in "integrat[ing] digital technology and resources, as appropriate, to build student capacity for: acquiring, applying and creating new knowledge; communicating and collaborating with others, critical-thinking; and accessing, interpreting and evaluating information from diverse sources" (TQS 2f, 3a). I look forward to challenging my own way of viewing and working with technology in the classroom, and finding ways to meaningfully integrate it into learning experiences. 

Demonstrated growth: As I reflect on my goals from the beginning of the semester, I see significant growth. My first goal of integrating technology has come to fruition in abounding ways. During my practicum, I used technology a lot more than I had anticipated. To begin, I used the smartboard every single day for instruction and offering interactive learning opportunities. I also found this to be an incredible tool for me as an educator in terms of accompanying my lesson planning. One of my key takeaways from using technology was through using it in an assistive way for differentiation. Some of my ELL learners used ipads throughout every lesson to translate; we offered explicit instruction on how to use the chrome extension ReadWrite for all students; we also used Speechify often with students. I encouraged students to use their chromebooks as I taught them how to conduct research and engage in an inquiry on Indigenous Constellations. I also had students use ipads to explore different apps for learning. In addition, students had a culminating presentation which required them to create a mini slideshow presentation. As a form of assessment, I also used games (such as google forms or kahoot). An aspect of technology that stands out to me was offering opportunities for structured impulse and brain breaks through the use of Movement Breaks; to do these I used spotify multiple times on the smartboard throughout the day. 

Future goals: I've grown to understand how challenging it can be to involve all students in the learning process. Observing the development of motivation and engagement throughout my lessons and observing how my intentions foI think it was a fantastic learning experience to observe the development of motivation and engagement throughout my lessons and to observe how my ideas for utilising this worked out. In order to ensure that every student has an equitable and joyful learning experience, I want to find ways to include movement into as many tasks as I can. I'm also working on deeper differentiation strategies for ELL learners as an ongoing goal.

Growth: The opportunity to complete 5 connected lessons allowed me to “use a variety of teaching strategies to engage learners in rich learning experiences” (FL2, TQS 3b). I was also able to establish skills in “communicating and monitoring high and achievable expectations in student friendly language” (FL4 TQS 3a, 3b). Furthermore, throughout the progression of our lessons I “scaffolded student understanding including knowledge, skills, and strategies” (FL5, TQS 3b). 

Goals: I have come to appreciate the complexity that comes with trying to engage all learners in a learning task. I feel that it was an incredible learning opportunity to watch the progression of motivation and engagement throughout my lessons, and to see how my plans for harnessing this at all times panned out. My goal for facilitating learning is to look at ways to incorporate movement into as many activities as possible and to work on deeper differentiation strategies so as to allow every student to have an equitable and enjoyable learning experience. 

Strategies: One of the most effective techniques for fostering progress in this area is to participate in professional learning in how best to incorporate movement in traditional learning. To assist me in achieving this, I will use the abundance of academic research made accessible to me. In addition, I will draw upon my professors and peers body of knowledge.

Growth: Throughout my read-aloud lesson, I completed both a think-aloud with the class, and an interactive semantic organizer wherein I "engaged in discussions and inquiry that invite high level thinking and engagement of all students" (FL8, TQS 3b). 

Goals: I have realized the value of enabling learning through the lens of engagement and participation as I progressed through my lesson plan. Upon reflection of specific feedback of my lesson, I would like to set two goals: the first being, I want to use more clear student-friendly language in my instruction so as to further deep comprehension and understanding. My second goal is to harness student engagement in constructive ways, and work on classroom management when energy is high. 

Strategies: One of the best strategies to support growth in this area is to engage in professional learning  and to attend workshops on classroom management. To support my goal of using child-friendly language, I will turn to the plethora of both academic and teacher-supported resources which have been made available to me.

Semester TQS & Program Outcome Guiding Competency:  Engaging in Career-long Learning; Demonstrates a Professional Body of Knowledge.

Initial Goals: My goal for this semester is to understand the ways I can facilitate learning in a way that is positive, comprehensive, and fosters deep understanding. I also wish to turn this inward and focus on ways to engage in career-long learning, and have a goal of attending as many PD sessions as possible throughout the term. Lastly, I believe that this term I should focus on ways to enrich my body of knowledge, and will act as a sponge to all areas of facilitating learning education.

Growth: As I moved through my lesson plan, I learned about the importance of facilitating learning through the gaze of inclusivity and engagement. I learned that our lessons are impactful insofar as they work to reach all student's needs and abilities. With this, I came to understand the effectiveness of becoming aware of who these students may be, and how we can help them find success. Correspondingly, I came to understand that lesson plans are impactful insofar as they are engaging to all students. This was improved largely by asking myself three questions as seen in the image to the left, and remaining conscious of them as I moved forward.  I have learned of the different instructional strategies and techniques we can choose to employ within the classroom. 

Strategies: One effective strategy is the use of backward design. Backward design is not only a tool that benefits planning and facilitation but one that greatly benefits and supports assessment. 

Growth: This semester we have explored an abundance of ways to enrich student learning. As a focal point, we examined teaching presence, and inquiry based learning; specifically its subsection of discipline based inquiry. As such, we came to understand that discipline based inquiry constitutes a distinctive way of thinking about the world, and allows students to play the "whole" game. Furthermore, we looked at the 8 dimensions of discipline based inquiry which contribute to the engagement and flow within student learning. We also explored the teaching effectiveness framework and the five principles of effective teaching. 

Goals: I look forward to learning everything I can about student engagement strategies within the classroom, I aspire to inspire the fun within learning, and greatly anticipate witnessing this in a practical and in-person setting. 

Strategies: Some strategies for implementing the 8 dimensions of discipline based inquiry, in an attempt to cultivate knowledge building, is by remaining conscious of the "Knowledge Building Principles and Indicators" rubric, as well as the "Effective Teaching Practices" Rubric, and by creating the invitation for your students to contribute to conversation.