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Spring 2022 Supplemental Practicum: EDUC3090
Spring 2022 Supplemental Practicum: EDUC3090
This three-week practicum experience focused on teaching and learning in alternative education settings. For at least half of my practicum period, I was required to be personally involved in leading educational activities for the organization. As a preservice teacher, having the opportunity to not only be immersed in an alternative learning environment, but also to teach and learn in one has been indispensable to my education. I now have a depth and breadth of knowledge in inquiry based learning, differentiation to a multitude of grade levels, and an immense appreciation for the power of field trips for learning.
Practicum Binder: What I Accomplished
Practicum Binder: What I Accomplished
Reflective Practice Project: Chaperone Guide
Reflective Practice Project: Chaperone Guide
At Telus Spark, gallery spaces offer a self-directed, free-choice learning environment. The Alberta Program of Studies was not employed in the building of exhibitions, despite the fact that there are several opportunities for rich learning. As a result, teachers frequently ask Spark for a scavenger hunt or other comparable materials to provide more structure and visible learning outcomes when visiting. Furthermore, the curriculum and program of studies are largely unfamiliar to the majority of Spark's floor workers. Few teachers have the opportunity to visit ahead to a field trip and to plan activities for those locations. Furthermore, chaperones are often uninformed of how to interact with exhibits, particularly in an inquiry-based manner, and are unaware of what teachers want of them other than to keep students safe. In an effort to mitigate this issue and satisfy the demand for such a resource, we decided to design a chaperone guide.
In the design of the chaperone guide, we aimed to target four pertinent domains of understanding: inquiry based learning, higher order thinking, meaningful experiences, and curriculum connection. By doing so, we are better able to offer a purpose to the guide and look at the ways in which it can be used emphatically. Ultimately, working and learning in an alternative environment gives us a fresh perspective on pedagogy and allows us to find creative avenues to channel our learning. By way of this guide, we are able to synthesize our learnings, marry the worlds of theory and practice, and engage in a symbiotic relationship with Telus Spark.
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Written Journal
Written Journal
This written journal aims to examine the pedagogical theory aligned with teaching and learning in alternative classroom situations in real-life context. That is, to marry the worlds of learning, theory, and practice so as to synthesize learning. Throughout this reflection, I will consider the efficacy of different educational strategies as observed within my supplemental practicum at the Telus Spark Science Centre. Inferences and insights will be drawn from observations, anecdotal evidence, course literature and media, and discussion board publications. As such, my written journals serve as a furthering conversation of discussion board publications, seminars, and connection to field experience. Through the completion of this cross analysis, I am able to interpret new knowledge garnered and form meaningful connections. Ultimately, advantageous classroom experience as a preservice teacher is a copious yet integral undertaking within our education. It is also one that can not be fully understood through reading a textbook, but rather must be ardently sought, experienced, and practiced.
Lesson Plans
Lesson Plans
Although Telus Spark has pre-designed programs and lessons, it was imperative that we use their models while still adapting them to our own and seek innovative ways to engage with them. As such, we chose to introduce their lessons through the Mount Royal Template, as well as reflect on each lesson which can be found at the bottom of each document.
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