Goal+6

Related Program Goal: Engage in Education as Transformative Praxis // By this we mean: // The program will strive to prepare educational leaders who recognize their practice as transformative praxis. Discussion of isotopes and moles. I gave notes and questions to do regarding isotopes and moles. The students wrote down what I asked them to. They worked on the questions given to them. Sept.15/11 By doing an experiment on physical and chemical changes I must be able to identify these in the lab itself for the students as well as myself. Sept.7/11 This was my first day teaching besides the outline for my Chem 20 class. I practiced and looked at Jesse's notes for guidance as well as the curriculum to help ensure that I was covering knowledge that is needed. I used WHMIS, MSDS and my personal experiences with these items to display the importance of Safety practices. I also had notes prepared on what chemistry was and how it affects us--in case students weren't sure what to answer or how to answer. And also so i would be prepared in case it didn't go over well. The students gradually began to speak up a bit more and display their knowledge through communication. || Sept.28/11 I realized and Shak also explained that I know the subject matter but to break down the concepts even further down so that they understand what I'm asking them to complete. Therefore I don't start to high above and have all these blank expressions but start at the basics and than explain it in more detail as I go up. This way they can see the steps. I did have a couple questions where some students got it right away and it was good as it challenged some of the students and gave them the oppurtunity to do something on their own right away but for those who don't see the connections right away they found it difficult and had no idea where I was going. So I than brought them back to the board and gave then examples as to how to do it. Sept.15/11 I was able to answer the students questions about their experiment and question them on the physical and chemical changes. There were a few instances were I could not answer the students questions--such as pouring too much of their borax mixture into their overall solution "slime". These students were unable to make "slime" but it was a great experience for me as it helped me understand what would happen if it was done incorrectly. They did try and fix it but it didn't work. It was also beneficial for the students as they realized reading instructions carefully is important. Thus this experiment covered a number of areas: understanding the concept, developing the students thinking (as well as my own). Sept.7/11 After talking with Jesse about the class and sitting back and reflecting as well I realized that I could try and give the kids more time to answer the questions perhaps have them write it down instead of putting them on the spot completely. It made me realize that i could try and draw and gather their information by giving them a bit more time to think about the questions I was asking. || The project handed out to the students is very open in the way that they present it as well as they are to look for other cultures besides European. So that they will understand how their are connections across a variety of cultures as well as perhaps differences. || Sept.19/11 Once these projects are handed in it will be able to see if they made these connections....... || Element Bingo-an engaging way to get the students involved and understand the names and symbols and use the periodic table which is a valuable tool. The students had a blast. If they didn't understand something they asked right away. Concept Map-a great way to get the students to tie together their knowledge and how they see items connect. They worked well and had probably half of their concept map finished at the end of the period. || Sept.29/11 Element Bingo-went quite well. Took a bit longer than anticipated...could go through it faster--suggestino made by David was to have the elements picked earlier and have them on an overhead. Should also get better on the element name. They were better than last time but still was a bit of a problem. Concept Map-should have done a quick run through the class first was better at this than I have been but it's something to keep working on. It went over really well to start with very small steps to show how to do a concept map so that the students see the connections that are in this unit. It also shows me how they make those connections. It was great to see them making connections to things that were not mentioned in class and found outside school. Ran a bit over time thus make sure I watch the time a bit closer. || Bio 20 I showed a number of videos to the students on biodiversityand defense mechanisms. They could than visually see the differences between different defense mechanisms, camoflauge, mimicry, etc. Oct.5/11 & Oct. 7/11 Instead of using a handout and getting the students to write down notes for information regarding ionization, atomic radius, etc I gave them a handout where they created a graph and the graph demonstrated these areas. There were questions about this and from there they started to understand the concept. I had them each print off the graph and complete the questions. We than took the questions up in class the next day. || Nov.8/11 Bio 20 The kids really got involved with these videos and came up with a number of different ideas for animals that would fit under the different categories of mimicry, etc Oct. 5/11 & Oct. 7/11 This idea of using a computer to do the graphing assignment was great as the students could clearly see the elements that fell under the particular category. Shak had used this assignment before and had them draw the graph by hand which works as well but isn't as clear. This way on the computer it is very distinct and easy to read. The kids got the idea and understood the concept. For those who didn't get what the graph was stating to them that's why we discussed it in class the following day and also took a bit in notes. || I gave the students flowcharts where they could go through and allow them to work through the naming by using this process. They are allowed to use this for exams and it's a great tool. Oct.13/11 I gave the students a progress report and kids wanted to gain a bit more information on it and their marks. Thus we looked at that. Sept.28/11 The students had 5 minutes to review what they had learnt the previous day on periodic table history. I than called upon a student of each group and had them tell me something they had learned about the reading. Whether it was something they had read specifically or something from another group but was important. Some students struggled but with their group members were able to answer the question. There were some problems about listening to one their classmates. Sept.27/11 I did a jigsaw reading activity for the periodic table history. This way they students were responsible for the information they read with the one group and report it back to their original group so that they understood the history of periodic table without having to read the whole handout. All students actively worked on this. They didn't have a chance to finish that class so we will continue tomorrow. Sept.23/11 I had a quiz on atomic theory and then the students had the rest of the period to work on their project. I answered any questions that they had about the report. For those students who needed a bit more time to write the quiz that was fine as I stayed in the classroom and sent them to the computer lab when they finished. They did well as a lot of them worked well. When I made rounds in the computer room they were actively working on the project and they also asked a lot questions. Sept.12/11 We went outside for this class where the students were able to learn in a different environment. I hoped that using the outdoor classroom would allow students to make connections with chemistry to what they see around themselves. I hoped to establish an understanding of conversions. || Oct.20/11 These flowcharts are a great way for students to work on the naming and is a great tool. Most students find it beneficial some don't which is fine it's just a tool that they can use. Oct.13/11 This was really good to do as my students were able to realize where they were. They took the responsibility of asking for their marks on a test that I had marked previously. I apprectiated that they were taking the initiative to ask. Sept.28/11 The student that I called on usually was the one to answer where I had meant that the group could answer the question. Therefore I should have done a better clarification at the start as to how I was going to ask them. Therefore each student would have had something prepared and was able to share. Thus it would have gone quicker. Sept.27/11 The jigsaw was very effective all the students were reading and participating in the discussion within their reading group and than in their own groups when explaining it to their own group members. It helped students get out of their "usual" partners and discuss with other classmates but than have the responsiblity to gather the information and report it back to their group. Sept.23/11 I noticed that it was good to have a bit extra time for writing exams was beneficial for certain students. They also had the responsibility in the computer room to begin their assignment as I was still in the classroom. They did well. All the students were working on it when I entered the classroom. They asked questions showing me that they were actively engaged as I was going through their quizzes. Sept.12/11 I believe the idea of being outdoors was great. It did cause a few problems as interruptions can occur as there are more distractions but I believe I handled them quite well (Waiting till they looked at me or called on certain students to gather their attention on me again). I circulated well by going to each student and seeing if they understood the concept of conversions and the ladder method. || I handed out their student reports so they can see what they have to hand in. I also have given a list of assignments to the other teachers for my science 10, biology 20 and other chem 20 class as what I'm missing. Along with marks up to date for each of those classes so that they punch them into their reports. Nov.16/11 CHEM 20 MARTIN I'm starting the balancing equations (unit 4) with this class now. It's going to be a bit different as each one is going to be explained and given a quick assignment. My other class I was giving them a quick overview on how to do it so they could do it for their individual experiment. Nov.15/11 A quick reminder to the class as to what they need to hand in and a work period on predict, write a balanced equation and state the type for balancing equations. I reminded them as there were a few sheets that they are required to hand in as this will show me that they are beginning to understand the topic. They will also be using the balancing in their independent project and will be using it in the rest of the chem unit. Oct.28/11 Have the students marks up and comments as their report cards are going out next week. Oct.27/11 Chem 20 #2 Formula Name Exam-they need to have a number of these so they can show me that they understand this concept. They need to know and understand this concept as its a major part for chemistry and later units. Oct. 12/11 Chem 20 had an exam. There were a few errors made on the exam which overall wasn't a big problem but it might have been distracting to interupt a couple of times for the students. It also made me quite aware of a certain problem that the class had about halogens and diatomic molecules. Oct. 7/11 Since the students started to present their projects I also started to correct their assignment for those who had handed it in. This way I could tell the studnets if they were missing a section and what it was. I gave out an idea of the marks and what needed to be handed in. I did realize that I think it would have been more beneficial if the students would have had my checklist prior to me correcting it so they would have known for sure what they were going to be marked on. I had told them in their papre but due to how I had it set up I don't think some understood what I all wanted. Sept.23/11 Since the students were actively working on their projects in the computer lab I was able to correct their exams. They had a quiz on atomic theories. Sept.16/11 The students were given an Introductory Exam for their first unit. They were given several days notice and were able to study and ask questions prior. I also gave a quick outline of the exam on the Wed the 14th. This is one way I assessed and evaluated the class. || Nov. 29/11 A number of the students have started to hand in their stuff. I believe it's due to the fact that I will be leaving soon and they realize in order to obtain a mark they must do this by last day of classes in December otherwise they will be unable to recieve a mark. I've given back assignments as quickly as possible. A few students have wanted to do better so they have asked if they can hand something in again as they were disappointed with their mark. I decided for certain projects they could such as food web for bio 20. Mostly I decided they could for the fact that it was something they simply forgot as well as they asked. These last few weeks will be very busy with correcting but I'm excited to see what the students have for me as well as visiting other schools. Nov.16/11 CHEM 20 MARTIN I believe that the students in both chem classes have a pretty good grasp on it. Though I am still missing assignments from my other class. I like doing each section and having a small assignment on it as I believe it stuck better with kids but I also like how the kids have to learn a bit more on their own when you go through these ideas quickly and than they have to work on an independent assignment. I believe it challenges them a bit more. By looking back I would say it depends on your class and students as to which way will work best. I look forward to trying both (and different) versions in the future. Nov.15/11 A few students handed in the assignments but I'm still missing several. I feel that I went through some of the stuff perhaps a bit to fast as their are a majority of the students who have not handed in their assignments yet. In the future a bit more time will be beneficial in explaining. Oct.28/11 Marking and comments done for classes. Oct.27/11 Chem 20 #2 Exam is to formally assess their understanding of naming and formula writing. Oct. 12/11 The exam was a good way to assess the students knowledge. Especially regarding the conept of halogens and diatomic gases. As the whole class had it mixed up which was fine its just the way it was explained to them. This way we were able to clear that problem up. Oct.7/11 I had some students missing bibliography in their projects which would have been a better idea to have it in the checklist so they realized what I wanted. I also felt that by giving them a copy of what they were required makes them invovlved and knowledgeable on it too. I had discussed it with all the students and made sure they knew what I required of them but a checklist would have been easy for them to glance over. Also by giving the students their marks and what I was missing from them this allowed them to realize what they needed to hand into me. Sept.23/11 By going through the quiz while they were working on their quiz allowed me to see how well they did. Finding out that only 4 out of like 20 students that day passed was disheartening. Since I was correcting this in their class period I took this time to call them each individually up and explain what happened. I also discussed it with Shak. It made me question myself alot: Why did they do so poorly? Was it the way I taught it? How they studied (if they did)? If I should have asked questions in a different way? At first I was only going to have them answer it on a quiz--matching scientists with what they did atomic theories but due to a number of students responding with that it's just a quiz and not studying at all I decided they will have questions pertaining to this on the unit exam as well. I will give them a different type of question instead of matching it will probably be short answer. This way I hope to see if it's the fact that a quiz isn't worth as much and that's why had difficulty or if it was the type of questioning that I used (that being matching). Sept.16/11 This examination was good for the fact that I had it corrected very quickly but the students had to wait a while before they saw their grade due to the fact that I was waiting for a few students to write the exam. It was also beneficial in regards to allowing me to see where my class is and if there were any areas of trouble for the whole class or a particular student. || Chem 20 Solubility Lab. The students were given the ingredients and choice of allowing how much they wanted to use. They used PEOE (predict explain observe explain) to work with 4 ingredients and how solubility works with these. Oct. 13/11 Bio 20. Decided to do a soil jigsaw. I couldn't get them computers but they worked in the library. Each of them choose one of the 4 options. Each being covered as later they will share the information. Chem 20 #2. We started on molecular and ionic naming as well. I decided to try giving them sticky notes with charges and elements in hopes that they could make the connections and visually as well as manipulatives and visual strategies. Sept.29/11 Did the element bingo again this time I only gave them the element name and they had to find the symbol. I asked the students after a few seconds what the symbol was. I did this individually. They were all calling it out after a while. I tried doing the concept map which has gone over really well. The students are making some amazing connections in chemistry and within other areas even if it was a movie they have seen. Sept.27/11 We did a number of activites: jigsaw, element bingo, and notes of Lewis diagrams. The kids were super excited about the element bingo and got involved quickly. The jigsaw took a bit of explaining but they settled down and participated well in it as well. Sept.22/11 Having the students use marbles, egg cartons to work on valence electrons. They had to answer 3 questions in their journals. I told them what I wanted and let them go at it. I went around quicker but need to do even a faster loop at first. I brought their attention back to the board and then had them swap the number of marbles with somebody else and do it again. Through their journals and discussion with the kids I found they were catching on some at first were having a lot of difficulty but at the end when I went through their journals they had all caught on. Sept.21/11 Had the students act as neutrons, electrons, protons by role playing. Did a handout previously. The students had to make a variety of different elements by putting the right number of students in the center of the desks aka "nucleus". Thus they were the protons or netutrons. Than they also had to have the correct number of electrons on the outside for the element. They were to move around to act as a could and realize they are not fixed in one spot. || Oct.26/11 Chem 20 The kids seemed to have a bit of difficulty with a new idea of PEOE but once they caught onto the idea of it they did well. Oct.13/11 Bio 20. Because I couldn't get the computers they used books from the library which was a learning experience upon itself. As some were not sure how to find books so that was an interesting experience. Mrs. Kenny the librarian was very helpful in this regard and the kids started to pick up on it as well. Chem 20 #2 This was a fairly beneficial way of getting the students engaged and since I made it in stations they got to move around. They seemed to get a fairly good understanding of it. Some difficulties still arose such as I made a couple of errors. Sept.29/11 The element bingo is a great tool to use and by mixing it up that they have to search for the symbol allows them to grow and begin to understand the periodic table better. I could see that the kids were catching on more and more as we went. It was taking them less time to find some of the symbols and some of them they already know. The concept map is an amazing tool to use as a summary as it helps me see the connections students are making. They haven't quite finished but I plan to have them present it and if there are any problems we can correct them. For instance if a certain connection they make is incorrect or if I didnt' expalin something well enough. Sept.27/11 The element bingo caused me to realize that I really need to work on my element name and how to pronounce them. Sept.22/11 Having them experiment at first on their own was good as they tried to work through different steps. This gave a chance for the students who understood the concept to finish it and help others. I brought them back to the board as there were 2 questions that the students were unsure about or didn't understand by instructions. By having them gather their attention back at the board was important as they were than able to clarify any problems they had and were able to do it a second time on their own. You could tell that the second time around it was easier and there was less questions for help and they were finished very quickly. You could also see it in their journals as they had it filled in a bit better the second time. By having a debrief in the middle was an awesome idea it helped sum things up and clarify any problems but allowed the students to play with the concept at the start for a little bit Sept. 21/11 They did well. Was at first bit hard to get the students involved. Though once they started to they seemed to enjoy it by some of the laughter, and movement. A problem that I found was that a few students who understood it very well dominated it by telling people where to go or figured it out. Though I tried to solve this by having everyone tell me how many protons, neutrons, electrons they had for the element such as nitrogen and how they knew that. My suggestion would be to make different people in "charge" of putting students in their positions therefore everyone would know/undertand how it works. || Chem 20 Martin The students were working on their individual projects. I had a sub in the classroom and was moving around a lot between all the students. I learnt a lot about allowing students to do individual projects. They have a blast doing these, they are a lot of work to set up and it's hard to see what's happening all at once. Especially if you are needed in other rooms. Oct.13/11 I and Jesse recognize that I'm having trouble starting small and growing larger on concepts. I tried to work on this today and I was a bit better. Sept.22/11 Having the students use marbles, egg cartons to work on valence electrons. They had to answer 3 questions in their journals. I told them what I wanted and let them go at it. I went around quicker but need to do even a faster loop at first. I brought their attention back to the board and then had them swap the number of marbles with somebody else and do it again. Through their journals and discussion with the kids I found they were catching on some at first were having a lot of difficulty but at the end when I went through their journals they had all caught on. I orginally didn't have a debriefing section in the middle but when I noticed the amount of difficulty I added it in. Sept.7/11 When teaching about what chemisty is, how it affects us, WHMIS, MSDS I asked questions and when it took a bit of time for the students to answer I began to give a few answers and try and give them different leading questions: "How many drove to school or got a ride?" "How does a vehicle run?" Gas awesome and than they realized a bit more of what I was looking for they were able to take some of these ideas and go with it. || Nov.9/11 Chem 20 Martin. Thus by having a few issues arise and than talking with Erin we have decided to go in small groups to allow them to finish their projects. Therefore we can continue with something in the classroom and it's easier and bit more manageable to only help a couple of groups versus the entire class. This has given me a chance to think about what I'll do in the future for this assignment and what kinds of experiments I will allow or not allow. Oct.13/11 I was working on naming and formula writing for molecular and ionic. I did better than I had the previous time at starting smaller. Probably didn't start as small as I could have. The kids seemed to have a better understanding of these this time around. Sept.22/11 I originally didn't plan on debriefing the students. I had figured it was more of a review from previous science classes and that it was just a quick fun review activity. I realized when I was going around that there was a lot of confusion and questions on certain aspects. I decided to answer the questions on the board and had them answer their own in their books and than get them to do a second one so that they could put what they just learnt into practice. Having that debrief was very good to do. Sept.7/11 As stated before I realized that there are different ways to try and gather the information by changing the way I asked the question or giving them a few leading questions they started to discover what cheimstry was. I also think that i could have given them a bit more time to think about what I was asking or perhaps I should have let them work in small groups at first so that they could try and gather some answers and thus not feel intimiated or scared to voice their opinion/thought. ||
 * Goal 6: **** Build instructional competence and strong teacher identity **
 * **Goal 6 Outcomes:** ** The Teacher Candidate… ** || **Indicators/ Evidence** || **Analysis/ Interpretation** ||
 * 6.1 Demonstrates knowledge and confidence in subject matter and knowledge of Saskatchewan curriculum documents and applies these understanding to plan lessons, units of study and year plans using the Broad Areas of Learning and Cross-curricular Competencies. || Sept.28/11
 * 6.2 Plans instruction using the Adaptive Dimension and resource-based learning to address individual student needs and cultural diversity using a wide repertoire of instructional strategies and methods. ||  ||   ||
 * 6.3 Incorporates First Nations, Inuit and Métis content and perspectives across all teaching areas. || Sept.19/11
 * 6.4 Plans and develops engaging and authentic lessons that demonstrate knowledge and confidence in subject matter. || Sept.29/11
 * 6.5 Incorporates available technology in pedagogically appropriate ways. || Nov.8/11
 * 6.6 Establishes a classroom environment that supports learning and develops responsible learners. || Oct.20/11
 * 6.7 Carries out professional responsibilities for student assessment and evaluation. || Nov. 29/11
 * 6.8 Demonstrates capacity to take risks and make mistakes as part of professional growth and accepts constructive criticism in cooperative manner. || Oct.26/11
 * 6.9 Reflects upon the goals and experience of professional practice, adapts teaching accordingly and demonstrates professionalism at all times. || Nov.9/11