Plan teaching and learning situations.
Design and plan teaching and learning activities and situations that are appropriate for the students, the learning content and the education objectives.
Fourth Field Experience: St-Edmond High School
Feb to Apr 2023
Over the course of my third field experience, I taught 100% of my Cooperating Teacher's workload. During this time, I had to remain extremely organized and prepare detailed plans for each lesson I was teaching. I am proud to say that I said on top of my lesson planning at all times and I was always prepared to teach my lessons, with all materials required. In addition, I did not let unforseen situations impede my ability to teach my lessons, as I always knew where I was going and how to adapt, thanks to my lesson planning.
Below you will find the lesson plans I created for my formative assessments with my Cooperating Teacher and Supervisor.
First formative assessment lesson plan - Cooperating Teacher
Second formative assessment lesson plan - Cooperating Teacher
Third formative assessment lesson plan - Cooperating Teacher
First formative assessment lesson plan - Supervisor
Second formative assessment lesson plan - Supervisor
Third formative assessment lesson plan - Supervisor
Third Field Experience: Georges P. Vanier Elementary School
Aug to Dec 2022
At the beginning of my field experience, I took the time to review the QEP, the Progression of Learning, and the workbooks bought by the students’ parents. This research reactivated my own prior knowledge on the curriculum, it gave me a global understanding of the level students should be at, and it allowed me to prepare for the content I was about to teach.
In addition, I added to the workbook external resources for activities and lessons that took into account student needs and diversity in learning situations. As an example, I prepared a lesson for my third formative that incorporated capitalization and punctuation rules with kinetic learning. As I noticed that some of my students had different needs relating to grammar rules that should already be acquired, I added some review for that, while connecting with a different type of learning style.
I also did not shy away of complementing to the workbook some resources that were more inclusive of student diversity. As an example, in all model dialogues in the workbook, characters were addressed only as he or she. I made it a point to create more characters and use they/them as their pronouns. Without explicitly telling students that the character’s pronouns were they/them, I implicitly presented to students the use of gender-neutral pronouns and encouraged them to use those.
Finally, throughout my field experience, I assessed students’ level in English and supported those who were not at the desired proficiency for their level. I offered remediation and prepared extra documents for them to enrich their vocabulary and practice grammar.