5) All students can learn, albeit in different rates and ways.
Know how to identify ways students learn and the different learning styles. Respond to these differences by creating multiple paths to learning for individuals and groups, including those with special learning needs.
9) There are many approaches to teaching and learning.
Know a broad range of instructional strategies appropriate to area of specialization and subject discipline, and know which strategies are appropriate to help different students achieve different outcomes.
PSI |
During my first practicum I was placed on a colony school. This gave me the unique opportunity to work with people from a background I was largely unfamiliar with. Given that none of my students spoke English as their first language, I learned to adapt my teaching to meet the language capabilities of my students, by focusing heavily on vocabulary and comprehension.
Furthermore, I had to accommodate to various hearing and visual deficits in the classroom. I worked closely with the two Educational Assistants in the room. They helped me design classroom pathways to accomodate students while I was teaching. Additionally, they would assist me with prep work by converting assignments into braille, and devising strategies to better meet the needs of students in the classroom. |
PSII |
During my second practicum I differentiated by giving students a variety of personal choice in their assignments. For instance, one of their assignments was to create a short 10 min presentation of a video, picture, or image they found influential. Similarly, students created a media form to draw attention to particular social injustice. By choosing both the topic and the format, students felt greater ownership and engagement with their work.
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PSIII
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In my third practicum I had the pleasure of working with a student in Grade 8 on an IPP. In Social studies I designed a variety of projects that would specifically meet his learning abilities. With the assistance of an EA, he was able to complete these activities at his own pace.
In many circumstances he would take on special roles in the classroom to integrate him into whole class activities. In one lesson, the class took part in a Silk Road simulation. Knowing that this student would struggle with working and interacting within a group, particularily in a very noisy activity such this. He took on the role of timekeeper and then later, nomadic group. He was highly desired by his classmates, and the attention made him feel essential and needed.
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Mixed Level Classes
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In PSIII I taught a mixed level Drama class for grades 6-12. I had three high school students taking the 3-credit course, and the rest attended as an enrichment course for CTF.
Most of the time we complete mixed level activities, particularly in Improv. Though in some circumstances students worked on different activities. For instances, in our introductory movement unit the grade 6 students did tableaus, while the older students worked on silent performances. Older students also took on differing roles, such as leading warm-up activites. Lastly, the grade 12 students worked towards a directing project for two months. |
Toolbox |
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Mental Health
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In my PSIII I completed Go To training with the rest of the staff. The training was an extensive overview of mental health issues affecting teenagers. How to identify and seek appropriate resources for the student.
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