Goal+4

Related Program Goal: Philosophize Educational Possibilities // By this we mean: // The program will strive to prepare educators to imagine and propose educational theory and practice within visions of the highest aspirations for humankind and the world. Science 10 interview with Helen Ben NDP candidate. The students asked a number of questions regarding sustainabilityand her view point on it. They had a great question and answer period with her. Sept.21/11 I reviewed the journals atomic theory discussion questions that had been presented the previous day. Sept.20/11 Talking about atomic theories and theories in general and their impacts on science and life in general helped the students realize there is a connection of the science in class to the world around them. Some students were able to grab onto this right away and go with it. Other students had a bit of difficulty and had to be guided in understanding this by giving them some ideas. As well as looking through their journals and answers to those discussion questions. || Nov.2/11 Science 10 this discussion was a great oppurtunity for students to realize their impacts and to voice their political and environmental concerns to someone who has the power. They realized that by talking to someone who has the power that this is a great way to get things done in the world that they believe are important. Sept.21/11 Since I went through the journals I wrote down interesting points that the students had about theories and presented their findings to their classmates and tried to clarify a few things. For instance some students identified the fact that most scientists were males in history and others noticed the European background (last names) of the scientisits so by announcing this to students it helped them realize that our history does play a part in the way education was found in the past. Perhaps I didn't spell this out to them but they seemed to take in what I said by nods and engagement. Perhaps I could have laid it out a bit more clearly by stating that science does depend on historical events and theories but I believe the students understood where I was going with this. Sept.20/11 By going through their journals I could see that some students easily saw the connections between the inside and outside the classroom. Some students had difficulties with this. || Chem 20 Martin. Due to the experiments in Chem 20 Mrs. Martin and I decided that it would be easier to take the kids out and do things in groups. Thus one of us would stay with the students and work on something in the classroom and the other would than take a couple groups to do their experiment. This giving the students a chance to have more on one on help in either area. Oct.12/11 BIO 20 I had the students fill out a sheet of paper where they told 5 things they learnt from the movie DIRT for an exit slip. I also got them to ask me a question about dirt. Sept.21/11 I decided to try this role playing activity of having the students act out protons, neutrons, electrons and having the nucleus be desks in a circle. They were able to move around and actively participate. By watching, listening, questioning the students I saw that they understood the concept. That they were actively engaged and proved to me they understood the concept. Sept.12/11 I tried using fill in the blanks for matter concepts and admin slips for sig figs, scientific notation and standard notation. Sept.8/11 I took Jesse's advice from the day before to let the students take the time to write things down first and give them a chance to work things out rather than just have them give me ideas/answers straight away. This was a great idea as I had more responses from students. I was able to connect with them better and it helped me learn to try different approaches. || Nov.9/11 Chem 20 Martin. By doing this and allowing more one on one help this was beneficial for the students as well as ourselves. As we were able to watch all the experiments closer and thus able to give a little more guidance if required. It also worked out well as the students than were not distracted by other experiments and could do their own or work on another assignment in the classroom all together. Oct.12/11 BIO 20 By having the students discuss 5 things that they learnt from the movie I was able to assess if the movie was helpful and that our discussions that we had were beneficial. The questions they gave me also were great as I plan to use them in further lessons. They had some interesting question. Such as what's the difference between dirt and soil? If you could find soil on other planets? These allowed me to search these areas and try and find out more information and to guage their interest in dirt. Sept.21/11 I discussed the role playing activity before with a few different collegues or friends prior to the class and than afterwards with Shak. I wanted to have his take on what he saw or thought about the lesson as well. I realized that some students took over and told others what to do. Shak also noticed this. I had thought about doing a couple more the following day but through discussion we figured they understood it well enough and that we did need to move on. I really enjoyed having the students move around and talk amongst each other to make these elements as I could see active engagement and I'm hoping it will stick in their minds. This activity I believe would be very useful for younger grades perhaps science 10, 9. As it's an easy exercise and gets the point across in a visual, active way. Sept.12/11 I believe the fill in the blanks worked well but I tried doing this outdoors and perhaps it was a bit difficult for the students to follow along on their sheets as they strictly had to go by listening skills and couldn't double check by visually seeing it. Though I did repeat several times and if they had questions I answered as best as I could. The admin slip went over well. I could have explained what it was better though. Such as this is a way for me to analyze if you understand previous concept that we discussed on Thursday and helps me to know if you are understanding it. Sept.8/11 To me this class simply enforced the notion that you should take what others say to you into consideration. By listening and using Jesse's advice because he has that experiene the class went well. It's important to take ideas, experience, knowledge of others and use it. As it helped me grow professionally and I was able to connect and help my students understand a concept better. || Used a video as a motivational piece for chem 20. The kids really got involved and seemed to enjoy watching a video and having the interaction that this website offered. Oct. 6/11 I took the oppurtunity to go to the First Year Teacher Conference for NWSD. Even though I was the only intern (I believ) who attended and thus was in a slightly different place than the other teachers. It was a great time to meet new people and make connections. It also was great to hear different ideas and to broaden my outlook in areas that I could teach in whether that's the subject or the community. It was also benefiical for the fact that we discussed certain things which I was unsure about such as parent teacher conference. It was interesting to hear how different schools do theirs. I also really enjoyed the discussion on assessment as they made a couple of really good examples. They discussed a lot in inquiry learning which I've had a lot of discussion in before so I felt a little disappointed but there were so many new ideas that the disappointment didn't last long. || Oct.31/11 This video showed solubility and how solutes and ice work out. The kids really enjoyed it and I will be using this again. I also realized along with conversations with Andrea and David that having a motiviational set works well. It grabs their attention and gives them something to think about. Oct.6/11 This gave me a great chance to reflect on how I've been assessing my students and even some different ideas in how to aproach my students. There were also great discussions on inquiry ideas even if they were for not my age range or subject. i found them interesting! Such as building a house and having to find the dimensions and cost, etc and doing this for a math class. I also found that it took some of the theoretical ideas mentioned in my university courses and brought them home. Such as assessment or parent teacher conference as they gave as a bit more of an ideea of what to expect or what to do || I have made myself available to the students whenever they have needed extra help throughout the year but particularly within these past few weeks. This has been mainly in period 3, lunch, or after school. These past couple of weeks I have been particularly going after students who need to hand in something or that need extra help. We have scheduled times that work for both of us and have been meeting up. Most students have started to realize that they need to come to me sooner rather than later as I will be gone soon. |||| Nov. 23 to Nov.30/11 The students are starting to make more of an attempt to see me to ask questions and are taking a bit more responsibility on their part to do that. A number have stated that it makes more sense now and thus have completed more assignments or have started to do better on exams. || Science 10 Motion videos are not working well as there are complications getting them off the videos and onto the computers so they can work on them. This is the 5th period probably and we seem to be no farther. the computers are also not saving their work which is causing a large headache for the students and us. |||| Nov.1/11 Upon discussion with Andrea we decided to scrap the project because they can't safe their information. We discussed in class as well and the students don't seem to be that torn up about the fact they can't do it as they are unable to work with their project causing them frustration. ||
 * Goal 4: Develop as a critical reflective practitioner who connects practical and theoretical knowledge **
 * **Goal 4 Outcomes:** ** The Teacher Candidate… ** |||| **Indicators/ Evidence** || **Analysis/ Interpretation** ||
 * 4.1 Identifies and understands how education is affected by present day and historical global, local, political and cultural issues (i.e. war, peace, poverty, racism). |||| Nov.2/11
 * 4.2 Is a reflective practitioner who continually assesses the effects of instructional choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally. |||| Nov.9/11
 * 4.3 Combines practical and theoretical knowledge with broader life learning to refine a philosophy of education. |||| Oct.31/11
 * 4.4 Is sensitive to and engages the unique strengths and learning styles of all students. || Nov.23 to Nov.30
 * 4.5 Identifies, defines, and attempts to conduct all dealings and to resolve problems cooperatively with those involved. || Nov.1/11