Embedded Files
Reflecting on my Goal from Practicum 2
Reflecting on my Goal from Practicum 2
My goal for my practicum placement in terms of facilitating learning was to be attentive and involved in the learning process on a day-to-day basis. I planned to ensure that I am engaging in deep-thinking conversations, prompting meaningful questions for students and circulating through the classroom. As this experience has now come to a close, I believe I have achieved this goal. To demonstrate my achievement of this goal, I have included pictures from my Evidence and Investigation Inquiry-Based unit where I created a classroom crime scene, had the students act as junior detectives to solve the crime scene, and included the students in the design of this learning through the KWL process!
In the future, I feel that I am inspired by my hard work and the payoff with students. The students were so engaged in this learning and I believe that it has a lot to do with the facilitation of the curriculum. I challenged myself with the curriculum to think outside the box and ensure that there were hands-on activities as well as meaningful conversations taking place. Going forward, I want to continue this pedagogy in my own classroom! I will do so in a similar fashion; including students in the design process and using their input to facilitate learning that engages them in the experiences as well as meaningful, deep-thinking conversations!
Reflecting on my Goal from Practicum 1
Reflecting on my Goal from Practicum 1
My goal for my practicum placement in terms of facilitating learning was to "[use] a variety of teaching strategies to engage learners in rich learning experiences" during my 5-week practicum. I planned to achieve this goal by seeking feedback from my mentor teacher, faculty supervisor, and students throughout my lessons (TQS 3b). I believe that I achieved this goal as both my mentor teacher and faculty supervisor can articulate my willingness to learn and pursue my areas of growth as an educator. I strongly believe in lifelong learning and so I always want to practice being mindful of facilitating rich, engaging, learning experiences in my future career.
Based on this practicum experience, I want to challenge myself to continue being mindful of students interests and identity when facilitating learning because student engagement in the lessons that I taught during practicum 1 always made the learning experience more meaningful for myself and the learners!
To demonstrate my achievement of this goal, I have linked a lesson that I taught in my practicum where students are extracting fossils! (TQS 1a-c, 2b, 3a-c, 4d-h).
Wonder Novel Study Unit Plan
Wonder Novel Study Unit Plan
As a requirement of my EDUC 2103 course "Teaching ELA", I worked in a group to design and create a novel study unit plan that helped me to “a variety of teaching strategies to engage learners in rich learning experiences". Creating this unit plan was a challenging assignment because, due to COVID-19, I was unable to physically be in a classroom where I could practice facilitating such learning. That being said, however, this unit plan did allow me to learn more about how and why teachers facilitate learning within their own classrooms! (TQS 3a-c)
Literacy and Language Develop Reading Log
Literacy and Language Develop Reading Log
To contrast the timid first year education student version of myself who facilitated learning participating is a lesson from my mentor teacher, I wanted to show a recent example of the success I feel in this teaching competency. This reading log was a required assignment for my Literacy and Language Development course during the second year of my degree. This assignment gave me plenty experience in discovering ways that I can specifically facilitate learning in a classroom through the use of children's literature. On top of that, developing this reading log allowed me to 'practice' engaging students in a "rich learning experience" through a "variety of teaching strategies" (TQS 3b).
Jessica Gosselin Reading Log (1).pdfFacilitating Learning Experience from Teaching Games for Understanding
Facilitating Learning Experience from Teaching Games for Understanding
During my winter semester of my first year in the education program, I had the wonderful opportunity to take a class specifically geared towards teaching games in a physical education classroom to maximize student understanding. This class was a great opportunity for me because I was able to branch out from the education program and into a different setting.
Below is an attached lesson plan that I used to facilitate a game to maximize the learning for students. Though this lesson plan was used in front of university level students, it was made for the use of elementary physical education. I believe this also allowed me to understand a teaching quality standard for facilitating learning in a different setting. For example, during the facilitating of this lesson plan, I was able to "[pace the] lesson appropriately for all students" (TQS 3b).
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