Planning For Learning

Practicum Goal: 

Develops varied activities and assignments that are relevant, clearly aligned with learning goals, require deep thinking and support student engagement, collaboration, and choice (TQS 3a).

Plans for multiple paths to learning for individuals and groups of learners (TQS 3a).

In an environment where parallel teaching and collegiate preparatory standards intertwine, the goal of developing varied activities and assignments aligned with learning objectives takes on a captivating dimension. The challenge lies not just in crafting relevant tasks but in ensuring that they stimulate deep thinking, fostering an environment where students are not passive recipients but active participants in their education. 

Demonstrated growth: Throughout the practicum, I have shown significant growth in implementing medium and long-range planning within a team parallel teaching environment. Collaborating with colleagues, I have contributed to the development of varied activities and assignments that align with learning goals and cater to the diverse needs of students. By engaging in thorough planning processes, I have successfully anticipated multiple paths to learning for both individuals and groups of learners. This approach has facilitated a more cohesive and effective teaching experience, allowing for greater flexibility and adaptability in meeting the needs of all students. My strength in adaptability has been particularly evident as I have navigated unexpected challenges and adjustments, demonstrating resilience and the ability to pivot strategies to ensure continued student engagement and progress.

Future goals: Moving forward, I aim to further refine my skills in medium and long-range planning within collaborative teaching environments. Specifically, I seek to deepen my understanding of how to integrate differentiated instructional strategies and assessments into the planning process, ensuring that every student has access to meaningful learning opportunities. 

Pre-Practicum Goals: As we launch into our STEAM semester, I feel it is now more important than ever to look at meaningful cross-curricular integration when planning for learning. To achieve this, we must start by "plan[ning] for multiple paths to learning for individuals and groups of learners" (TQS 3a). I intend to dedicate time in my placement to looking for, planning for, testing, and reflecting on different avenues for learning. 

Demonstrated growth: As a result of my completion of the integrated curriculum project I was able to take many opportunities to plan for multiple paths to learning. However, I feel that my greatest outlined growth in this teaching competency was my ability to “use resources that accurately reflect and demonstrate the strength and diversity of First Nations, Métis and Inuit” (TQS 3a, 3b, 4d, 5d). I view myself as incredibly fortunate to be placed in a school which has one of the highest Indigenous student populations of all CBE schools. In my position, I had both a great opportunity and duty to actively serve these students in open and honest ways. I will never forget on my first day when I shared that I was Métis, one of my Indigenous students (who is quiet and rarely engaged in learning) timidly asking “do you still dance?” As our studies progressed, other educators in my school shared with me that they had never seen this student so engaged in their learning, nor producing such reflective and honest responses. I feel it has been incredibly powerful for my students to see themselves represented and their understandings reflected in the classroom. It brings me a very emotional honour to feel that I have been a proponent of this. Over the course of the term, I was able to integrate a lot of Indigeneity in the classroom; we completed a novel study of David A Robertson’s The Barren Grounds and completed an entire week of activities dedicated to Métis week. My students have learned about Indigenous stories and histories actively through our novel, and we have learned how to jig, make bannock, create Métis pointalism art, and much more! In doing so, I was “using resources that accurately reflect and demonstrate the strength and diversity of First Nations, Métis and Inuit” (TQS 3a, 3b, 4d, 5d).  I believe that doing this allows me to form relationships with students which are built on honour, respect and understanding; separate from a tokenizing or diminishing perspective which we still so often see. I think it is crucial for our Indigenous students to find mentors in Indigenous teachers to support them in their journey, especially as we work to build a future generation of proud Indigenous peoples in Canada. 

MT: "Throughout her time in the classroom, she created an in-depth novel study unit about “The Barren Grounds”. During the novel study she implemented a variety of daily tasks and activities, including vocabulary work (in both English and Cree), character profiles, written responses, tableaux, and music-centered movement activities – all of which had high levels of student engagement....Additionally, Jaiden does an excellent job of integrating Indigenous ways of knowing and learning into the classroom by using resources and personal experience that showcase the strength and diversity of First Nations, Métis and Inuit communities. She is able to consistently use her knowledge to teach and connect with every student in the classroom in a thoughtful and caring way.”

Future goals: As I look into the future, I still want to be more effective. As a result, I want to be able to streamline the lesson planning process while still making sure that every learning objective is amply met. I'd also like to learn how to streamline my classes and keep things simple for both myself and my students. As I go to a full-time teaching position, this will become increasingly criticall.

Growth: Our interactive novel study on The Barren Grounds taught me the value of long-term preparation, which sought to “develop varied activities and assignments that are relevant, clearly aligned with learning goals, require deep thinking and support student engagement, collaboration, and choice” (PL7, TQS 3a). Concurrently, I was able to “demonstrate knowledge of learner development and differences and use this knowledge to plan learning experiences” (PL6, TQS 3b). Lastly, by virtue of the nature of our novel we were able to “use resources that accurately reflect and demonstrate the strength and diversity of First Nations, Métis and Inuit” (PL10, TQS 4d, 5d).

Goals: I would still like to improve efficiency. As such when I create lesson plans, I want to be able to shorten the process while still ensuring that all areas of learning are copiously achieved. Additionally, I'd want to learn how to simplify my lessons and avoid overcomplicating my job for both myself and my pupils. This will become ever important as I transition to full time teaching.

Strategies:  As per previous reflection, practicing lesson planning will tremendously assist me in accomplishing my objectives; it will also be critical that throughout these practices, I be mindful of how productive my time is and which tools will best assist me in obtaining a streamlined plan. In addition, letting go of certain aspects of perfectionism will be a very effective strategy for me in both planning for learning, but also professional growth as a whole. 

Growth: Through the development of my read-aloud lesson plan and the activities within it, I demonstrated my ability to "develop varied activities and assignments that are relevant, clearly aligned with learning goals, require deep thinking and support student engagement, collaboration, and choice" (PFL7, TQS 3a). 

Goals: I would like to improve upon my efficiency in planning. That is, when I go to make lesson plans, I would like to be able to streamline the process of making a plan while simultaneously ensuring all domains of learning are achieved. I would also like to learn how to pair down my lessons to essentials, and not overcomplicating my work for both myself and my students.

Strategies: Practicing lesson planning will help me greatly in achieving my goals; it will be equally as important that during these practice opportunities, that I remain conscious of how constructive the time I am taking is, and what tools best help me in achieving a streamlined plan. Utilizing my mentor teacher for feedback and guidance will also be invaluable in this area, as her professional expertise and body of knowledge will offer me insight into real-life application. I might also acknowledge how vital it is to tap into my students' strengths and expertise, and to provide them opportunity to give feedback on my lessons. 

Semester TQS & Program Outcome Guiding Competency: Demonstrates a Professional Body of Knowledge

Initial Goal: In keeping with the UDL, my first goal for planning for learning is to fully understand the learning networks, and to recognize when to adopt them within my classroom. I would like to focus on the child-centered approach to education and develop a rooted understanding of engaging lessons and best practices to use within the classroom. I believe that this will help me build my professional body of knowledge, and with a broader frame of reference, my teaching practice will be greatly enriched. 

Growth: My growth this semester has been greatly and positively impacted by our lesson plan assignment. I was able to create a lesson plan that embodied engagement on many fronts. I was able to develop a strong understanding of strategies such as think-pair-share activities, as well as the use of interactive read alouds. The lesson plan, as the name suggests, really allowed me to develop my planning skills; it offered me a practical understanding of how I can apply this within my classrooms going forward.

Strategies: Strategies for planning for learning include utilizing backward design, planning for the learning among diverse learners, and embarking on career-long learning so as to understand up-to-date and progressive strategies. We can also consider it equally as important to utilize the strength and knowledge in our own students, and allow them opportunities to provide feedback. 

Growth: This semester, we explored through various workshops and academic literature the importance of planning effective ways to teach curriculum. We looked at this through the lens of understanding that students enter the classroom with previous knowledge, facilitating active learning through the concept of metacognition and Csikszentmihalyi's "flow", and incorporating student interest into lessons. 

Goals: I look forward to gaining a deeper understanding of how to apply these concepts within my classroom, as well as learning the scope of knowledge that needs to be understood by students.

Strategies: Some strategies for the understanding and application of this concept include remaining aware of the factors which influence learning, continuing through understanding and kindness when students have areas of weakness, and incorporating these into lesson plans so as to form a deeper understanding.