Reflection

Reflection: Digital Portfolio

Choose 2 of the prompts below. Record your responses and post to your Drop Box.

1. Think about how you will use the Assessment page of your Digital Portfolio during your first teaching block. Provide 2 examples, writing 1 paragraph for each. 

I will use my Assessment page of my Digital Portfolio during my teaching block in at least two different ways. Firstly, I will refer back to it to remind myself of the experiences I encountered relating to assessments and all the different forms of assessments that are available for me to implement in my placement to improve student learning. In addition to using it to reflect and look back on it to help me during my assessments, I will also be able to look back to it and my professional learning goals. I feel that looking back at the AER form and seeing my goals and in addition to my goals the resources that touched upon each of them will aid in a variety of ways. It will serve as a reinforcement for me to keep trying until I reach those goals for the betterment of the students and my career as an educator. It will also provide help to me through accessing the many resources that I explored when competing the form. The Assessment page of my Digital Portfolio will be extremely useful and beneficial for me throughout my first teaching block and through my beginning years as an educator.

3. My professional learning goal is to create an inclusive classroom where all students, IEP, gifted, etc., feel welcomed and accepted in their learning environment. 

I would want to emphasize this goal during an interview for many reasons. I will want all students to feel like they can succeed in my classroom regardless of what factors or issues may have held them back in their past experiences. Not only do I strongly believe that an educator's job is to ensure his or her students succeed by providing the necessary methods for that student's learning to improve but I also believe in an inclusive classroom. Fortunately, the school I am currently working with for my practicum is a community that strongly believes in the integration and inclusion of all students, including those with special needs. I feel that this is vital for all schools to take part in in order to create a learning environment that is welcoming and accepting of all. To exclude these students based on a special need they may need, their individual education plan or on a disability they may have would create an environment that, as an educator I would not want to be apart of, and I know students would not either. By integrating and including all students their peers are taught compassion, responsibility and many other life skills. They are taught what it means to be apart of a community, to be a part of a family. I will strive to ensure that any classroom I do have is accepting and inclusive to all the students who come through the door. 

AER Strategy Form

https://drive.google.com/file/d/0B1Ufhd45U5SbWjV3UnRDdXhmRVk/view?usp=sharing


Click the link above to access my AER Strategy Form!


Take Care,

Emily

Independent Instructional Planning Planner

EDBE 8Y01 Instructional Planning Assignment: Planner

PART TWO: Independent Task Complete and post to your Drop Box

NAME:     Emily De Melo
Grade: 4	Subject: Language	Strand(s): Oral Communication
Overall Expectation(s): 1. listen to understand and respond appropriately in a variety of situations for a variety of purposes 2. use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes 3. reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations	Specific Expectation(s): - 1.2 demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to suit a variety of situations, including working in groups. - 2.2 demonstrating an understanding of appropriate speaking behaviour in a variety of situations. - 2.3 communicate in a clear, coherent manner, presenting ideas, opinions and information in a readily understandable form. - 3.1 identify, in conversation with the teacher and peers, what strategies they found most helpful before, during and after listening and speaking and what steps they can take to improve their oral communication skills.	Achievement Chart Categories:         Knowledge & Understanding -    demonstrates thorough knowledge of social justice issues         Communication -    expresses and organizes ideas and organization with a high degree of effectiveness -    communicates for and with different group members about their social justice issue to a high degree of effectiveness -    able to ask questions -    able to listen attentively and comprehend the information         Application -    makes connections to own society or community in relation to social justice issues -    able to reflect on prior knowledge of social justice issues -    able to apply new speaking skills and strategies when presenting their material
LEARNING SKILLS AND WORK HABITS: Which LSWH(s) will be addressed?  Independent Work - Students must work independently and respectfully when listening to other groups’ findings and documenting information on their handout. Students must work independently when creating 2 open questions and reflecting on what they learned from the projects presented in the Gallery Walk. Students will work individually to recognize where they are strong in their listening skills and where they need improvement. Collaboration - Students must work with their partners in researching and sharing their findings. Students will work together and listen to each other attentively in order to take away as much as they can from this activity.
LEARNING GOAL(S) We are learning to create and engage in conversation with our fellow peers and teachers about social justice issues.	ASSESSMENT TASK/STRATEGY -    Teacher will divide classes in half. (side A and side B) -    Every student will be broken into pairs (or if uneven one group of three). -    These pairs will work together to research a newspaper article (either with provided newspapers or on computer/ tablet/ etc,.) -    The pairs will then identify there social issue within the article. -    They then, with their partner(s), present the article and the social justice issues within it to their peers during the gallery walk. -    Side A will present first as side B walks around the gallery walk to the presentations on social justice issues in the world. -    Prior to students doing the gallery walk teacher will distribute the handout (on this handout the students must provide - for at least 2 presentations- 2 open questions and what they learned from the presenters) -    During the partner work teacher is so circulate and ask guiding questions such as: “ where have you seen this issue? Have you ever experienced it?” etc to get the students thinking about their learning.       PURPOSE:  Assessment AS and FOR learning: -   Students ask questions, research and monitor their own learning, what they want to learn and how to get there. Students are in charge of leading conversation, listening to their peers conversations, reflecting and reaching their learning goal/ level of achievement. -   Students’ work will be assessed with the checklist       NATURE: Formative       Observation/Conversation	SUCCESS CRITERIA I know I have learned because I can listen to understand and demonstrate my understanding of social justice issues to others. I know I have learned because I can listen attentively and respectfully to what my peers are sharing with me during gallery walks. I can recognize what social issues exist in the world today. I can ask my peers questions and reflect on what I have learned. I can understand why speaking clearly and listening attentively is important.
ASSESSMENT TOOL  -    Checklist