Guiding Questions 

What is teaching?

To me, teaching is both an art and a science that involves giving one's knowledge to others and can be done by transferring information, skills, values, and attitudes to a learner or student. It involves engaging with these learners to facilitate their understanding and growth and does not necessarily have to take place in a formal educational setting, such as a school or university but rather can also take place in informal settings like at home, at work, or even riding the subway. As a teacher, a person not only provides the tools for knowledge acquisition, but also encourages critical thinking, problem-solving, and a lifelong desire to continue their journey of learning. Although being a teacher does not always require professional training, all teachers must be adaptable, empathetic, and have the ability to change instruction to meet the unique needs and abilities of each student. 

What is learning?

Learning begins at a very young age and it involves absorbing, processing, and internalizing information. Similar to teaching, learning can occur in various environments and in different ways such as through formal and informal education, personal exploration, or practical experiences, and often results in a change of behavior and understanding. It is not only about acquiring facts but also about personal growth and is an essential part of human development allowing for individuals to adapt, innovate, and thrive in a complex and ever-changing society.

What brought you to teaching and why do you want to be a teacher?

My dad is currently a retired principal however he started his career in teaching. Growing up I would look forward to hearing stories about his day and how he was able to make an impact on the lives of students. Although I respected this and found it interesting, it was not until high school that I really began to internalize some of his experiences and form my own opinions. In school, I had many friends who struggled academically and financially, which led to issues both inside and outside of the classroom. I noticed that many teachers seemed to show little interest in offering additional help and were overall closed off to unconventional teaching methods that I believe would be beneficial. I recalled how my dad would tell me that it is important to accommodate all students and their needs and that many times there are other factors at play when academic achievement is low. I saw so many missed opportunities for teachers to intervene and help students, leading to many unfortunately dropping out or getting in trouble. As a student myself I felt helpless, however I knew that one day I wanted to make some type of difference and be able to help students on their lifelong journey of learning. 

What is your vision of teaching and learning?

My vision for teaching and learning involves a change in how many view failure and begin fostering a growth mindset. Traditional methods of teaching and learning tend to be performance-based in both capacities. Teachers are assessed by how much knowledge they have and can produce, while students/learners are graded on how well they can reproduce the knowledge they are given. The goal is not to internalize information and then apply it in critical and diverse ways but rather to achieve high marks or promotions. My vision is to reverse this mindset by giving students the knowledge and information they need through trial and error, collaborative learning/teaching, and more inquiry-based tasks. 

What comes to mind when you hear classroom management? Where did you get this impression? What role does it have in teaching and learning?

Understanding the diverse needs and backgrounds of a class is a clear first step toward effective classroom management. When thinking about classroom management I immediately think about regulating behaviours, drawing attention to the subject being taught, and mutual respect for others. Taking some time to reflect, I also believe it involves a high level of organization, planning, and communication with and among students. I have these impressions as a result of both lived experience with a variety of teachers and learning about the different ways of learning based on environmental factors. Positive classroom management practices create a comfortable and orderly environment that is inclusive of learning and plays a significant role in teaching and learning 

How does a learning community contribute to the learning process?

Contrary to previous beliefs, learning does not occur independently. Although there is a time and place for forms of independent work or less collaborative environments, the benefits of having a group of like-minded individuals are huge. Additionally, the skills obtained go far beyond the specific subject or topic being discussed as communication, problem-solving, and collaboration skills are lifelong.

Why must learning environments be student-centered?

As teachers, one of our main roles is to prioritize the needs of our students. Every student is unique in terms of how they learn and the prior knowledge they bring to the classroom, however, student-centered learning environments can accommodate these different learning styles, interests, and backgrounds. These environments also encourage students to take responsibility for their own learning, which fosters a sense of ownership and accountability.

Why must learning environments be assessment-centered?

Assessments are the necessary bridge between learning goals and success criteria. They not only track student progress but are also an avenue to provide constructive feedback which identifies learning gaps and encourages accountability. While student-centered and assessment-centered learning environments have key differences, I do not however believe that they are mutually independent from each other. Rather, I would assert that they complement each other by providing the tools and feedback mechanisms to ensure that students are making progress, meeting educational goals, and receiving the support they need to be successful.

Describe one particular learning environment from your K-12 experiences and describe the degree to which the setting or situation was student-, knowledge-, assessment-, and community-centered. How did this setting influence your learning? Why? How might others in that particular setting respond to this question? Why?

In grade 4 I recall my teacher being very passionate about teaching us Latin root words and their meanings. As this was the early 2000’s it was very much a knowledge and assessment-centered classroom, with desks spread apart and arranged in long rows facing the desk and blackboard. Additionally, the lesson was mainly a lecture with the teacher writing roots on the board and then identifying them in larger common words. We were then given definitions and memorization-type worksheets to complete, independently. As a social learner who likes visual aids to retain information, I remember finding this lesson extremely frustrating and difficult to complete the worksheet. Others in the class who liked independent work or naturally could write long detailed descriptions may have enjoyed this form of learning, however, given that most of the class did not complete the worksheet I believe most would have preferred a more community and student-centered environment.

Using your understanding of backward design AND the Ontario Tech lesson plan template as a tool to guide your planning, where would you start the planning process?  Why? Consider the manner in which you would work through the template (the response should be 2-3 paragraphs in length).

Although there is an interconnectedness between the three components a teacher undertakes to plan their lessons, there is a clear method known as backward design (BWD) which gives some direction as to the order one must take. It is important to understand the broader curriculum for one to use BWD, as it is a process that flows from general to specific instruction plans. Based on this process, I would begin my planning with a long-range plan that not only lays out the strands/units along with their specific expectations but also includes a rough timeline for when these units and eventually lessons should be carried out. From this information, I would then proceed to complete section 2 of the template, which relates to expectations and learning/life skills. Following this, I would move back to section 1 which is more of a general overview. Finally, I would skip down to section 7 as a means to solidify both my learning goals and success criteria based on the expectations previously defined.

With a clear direction of the goals, topics, and skills students must learn through the course of the year, I would then move on to more specific considerations. Prior knowledge, physical needs, and other accommodations are important to consider in every learning environment as these have an impact on reaching overall expectations. Given this, I would complete sections 3, 5, and 6 to allow myself to plan for contingencies and have all the required resources to make learning as seamless as possible. At this point in terms of BWD, I am still in the long-range plan section and so as I continue with further planning it will start to become more unit and lesson-specific. Now that I have information about expectations, skills, learning environment, and student needs I can begin my unit plan and focus on the specific content I need to teach. In this section, I may also refer to section 6 and add more required resources as I continue.    

Finally, as I make my way through BWD and make it to the last stage of lesson planning, I would peruse all my information contained in sections 1-7 and begin with careful consideration of section 8. This section gives guidance for the successful completion of section 9 by going through the minds on, action, and consolidation phases of a lesson, then identifying the tasks and guiding questions under each. As I finish with my plans, I will wrap up section 10. The reason I did not say begin is that as it is a reflection section meant for my own personal growth, it is a section that may be completed at different times throughout the entire BWD process.  

Consider the 'big three' questions for your lesson plan and use this time to develop them. For reference, use the image below from the lecture. Remember, these three questions help to guide and illustrate the bigger picture of the lesson.  They should be brief but succinct! Have a look at 'Section 1 on the lesson plan to view the questions and use the resource linked to this section. Draft your responses to the three questions. Keep in mind: you are learning to teach and this is a work in progress! When you have finished, in a few sentences, reflect on how well you feel the responses to the questions have addressed: assessment, instructional activities and learning outcomes (one paragraph). Remember, you can return to these responses and refine them as you go. This DLP response is simply giving you the time and space to put your ideas down.

The three questions are: 

What is it that students will learn and be able to do?

Students will learn how to recognize and respond to potentially harmful situations online, including cyberbullying. They will understand the significance of consent when sharing content and learn strategies for managing their privacy on social media platforms and websites, all under the broad scope of digital media literacy. Students will be able to apply critical thinking skills to assess the credibility of online sources, recognize signs of potentially unsafe or inappropriate online interactions, and take appropriate actions. They will demonstrate practical knowledge of online safety and security measures, being good digital citizens.

How will you know that they learned or are able to do “it”?

Learning will be assessed through a plethora of methods such as class discussions, scenario-based assessments, critical thinking activities, and self-assessments. The overall ability to recognize and respond to potentially harmful online situations, as well as critical knowledge of online safety and security measures, will be evaluated.

How will you guide them through the process to get them to “it”?

In addition to class lessons, minds-on activities, one-on-one conversations, and exit tickets at the end of critical lessons, students will also participate in the creation of online safety plans. These activities will progressively build their understanding of online safety and skills in digital media literacy, allowing for the creation of productive digital citizens.

Sample Exit Tickets:

1. In one sentence, summarize what it means to be a good digital citizen in today's technologically advanced world.

2. Name two signs of potentially unsafe or inappropriate online interactions that you should be aware of.

Compare assessment "for" "as" and "of" learning.  How are they similar? Different? How can these forms of assessment benefit both teacher and learner?

Assessments of learning are the types of assessment that most of us are used to and are used as evidence of student learning to assess achievement based on defined learning goals and success criteria. These types of assessments are different from the other two as they are typically summative, meaning they usually happen at the end of a unit term or semester and involve assigning a grade based on student achievement. This type of assessment is beneficial to teachers and learners as it encourages accountability, provides a basis for assigning grades, and aids in evaluating connections with intended learning outcomes. Assessments for learning are useful in helping teachers adjust their methods of delivery to further benefit students and their learning. Similar to assessments of learning, these are primarily driven by teachers, as the focus is on using evidence of student learning to assess progress. This is beneficial to teachers as well as students given that it allows teachers to make real-time adjustments to their instruction, identify areas where students may need additional support, and encourage an overall deeper understanding of the learning process. Finally, assessment as learning occurs when students monitor their own learning and assess themselves through self-assessment. Similar to assessment for learning, this is a formative assessment given that it occurs throughout the teaching and learning process. This type of assessment is different from the others in that it is the only one that is student-led as they are actively involved in the assessment process, through reflection of their own progress and understanding. This is beneficial to both teachers and students given it encourages the development of metacognitive skills as students get a clearer understanding of their strengths and areas that need improvement. 

Consider your own K-12 experiences. How was assessment "as learning" integrated into your experience?

Looking back on my K-12 experience I can say that assessment "as learning" was not used very often. The goal of this assessment is that it is formative, meaning it occurs as the teaching and learning is occurring, however, in my case, it was used more as an end-of-unit consolidation. These assessments were usually surveys or open-ended reflections that asked us to consider what we learned during the unit and how we felt about the material. This was usually also coupled with a teacher evaluation so it was more so a course recap than a learning opportunity.  

What has helped YOU as a learner as you have progressed through the Lesson Plan Assignment thus far? Why?

Collaboration with other teacher candidates has been very beneficial in my progress thus far. I believe that many times people forget what valuable resources their peers and colleagues are, and noticed that these different perspectives I am receiving are shaping the way I think when planning. I also have benefitted from making a rough list of curriculum expectations that overlap and share similarities. Although the lesson plan I am making is focused on one, by having interrelated topics, it is giving me insights into my content section and specific considerations for students with exceptionalities. 

What has hindered your learning as you have progressed through this assignment thus far? Why? How might you address this moving forward?

Currently, my biggest struggle involves the consolidation of the lesson as I feel like so much is being covered during the minds-on and action. Further, I realize that this is probably the most important part given it is where I will know if they have met the success criteria and benefited from the lesson as a whole. Moving forward I think that I need to either reduce the amount of work I have students doing in the action phase (worried students will miss key ideas if I do this) or split the activity up so that this lesson is part one of a two-part lesson (likely what I will do). 

In your own schooling experiences (grade school to now) recall an experience where your teacher stimulated or inspired your thinking about a topic using thoughtful questioning techniques (eg: A socratic circle with questions, debate questions, etc.).  Describe and share the impact it had on your learning.

In grade 6 our teacher set up in language class a mini-debate meet and it was based on a moral dilemma that a character faced in a book that we were reading. We were given some guiding debate questions however also created some of our own while brainstorming and discussing the side our group was assigned to defend. This was very beneficial to my learning because it let me express my ideas orally versus in the traditional written way many prior assignments were completed. I felt like this task encouraged the way I personally learn and I genuinely enjoyed it.

As you see it now (remember, this is a snapshot of your thinking that will likely evolve), how would you organize your questioning techniques to inspire thinking during a lesson? Consider Bloom's, as well as videos and readings from this week and last. Consider how you will ensure all students have an opportunity to engage.

I would organize my questioning based on Bloom's taxonomy and this is actually laid out for me in the model of a minds-on, action, and consolidation lesson plan. In the minds on I would ask questions that challenge students to remember and understand then in the action ask questions that let students apply and analyze information through some form of a task. Finally, in the consolidation, I would end off the lesson with questions that push students to evaluate their learning and potentially through an exit ticket or some form of homework ask questions about creating something new or original. This is scaffolded as an inverted pyramid. I will ensure that all students have an opportunity to engage by assessing their prior needs and accommodating these needs, either ahead of time by factoring them into lesson planning, or during the lesson by making small modifications on the spot. Overall the development of my questions needs to be student-centered, which means focusing on actively respecting differences, modelling empathy, and being equitable.

Please see Personal Statement's for this week's material. 

Please see Personal Statement's for this week's material.