TRB Standard 5Exemplars:
First - Jaime Murdoch Second - Nika Younesi Third - Aren Goodman Fourth - Patrick McDowall Fifth - Shayna Wood Sixth - Tyler Armstrong (With permission) |
Educators implement effective practices in areas of classroom management, planning, instruction, assessment, evaluation and reporting. Educators have the knowledge and skills to facilitate learning for all students and know when to seek additional support for their practice. Educators thoughtfully consider all aspects of teaching, from planning through reporting, and understand the relationships among them. Educators employ a variety of instructional and assessment strategies.
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The above blog post outlines a method of scaffolding I have found to encourage and guide students in their writing so they may produce masterful work and continue to improve and grow. By writing this reflection that is connected to the 5th TRB Standard that states that "educators have the knowledge and skills to facilitate learning for all students and know when to seek additional support for their practice" and "educators employ a variety of instructional and assessment strategies," I learned that peer and self-assessment, combined with teacher guidance, can facilitate learning for all students. Peer assessment and self assessment, when outlined and structured clearly, and guided with foresight by the teacher, have the potential to promote comprehensive learning and growth for all students. This can lead to further learning and growth. Students can begin to take ownership of their writing skills and seek out their peers for opportunities to improve.
In my own experience of learning and developing my own creative writing skills, I looked to my parents and teachers for feedback around editing and proofing (when I was a student in grade 6 through 12). Emerging as a young writer, leaning on these supports for their comments and constructive criticism was essential for my growth. Since then, I have learned to make my own revisions and will refer to my peers and colleagues for edits on occasion. I am aware that not all secondary students have parents who are able to edit and proofread their work, and so peer assessments can take the place of this. Not only does this practice in peer assessment help the student who is writing, it also fosters growth in the student who is reading and making edits. Seeking the support of other students for the purpose of assessment and creating a culture of sharing and reflecting in the classroom facilitates learning for all students.
This blog post addresses not only peer assessment, it begins by emphasizing automatic writing as a way to quietly encourage students to write freely without judgement. Furthermore, it talks about building upon this (once the students are ready) by introducing the concept of writing for a specific audience, and then shaping their writing according to a certain genre. Each of these scaffolding strategies could be applied to a classroom, and by having this variety of methods, teaching can be tailored to the students, depending on where they’re at, and how they learn.
The learning styles that stand out in this reflection are: linguistic, intrapersonal and interpersonal (Gardner). Guiding students to write freely, to write for an audience and to write in a specific style are all delivered linguistically. During the process of writing, students are sensitive to themselves and are making decisions about what to write (subject matter and words). They are choosing what to include and what to leave out. During the editing and then proofreading stages, students are tapping into their interpersonal learning. They are connecting with their peers and interacting with them for the purpose of receiving feedback. Once they receive the feedback, they go back to intrapersonal learning when they implement the constructive criticism that was offered. The strengths of this blog that I have chosen to support TRB 5 are: its broad overview of some strategies to encourage and support creative writing, its acknowledgement of different types of learners in writing (and how to help students of different skill levels succeed), and its emphasis on the benefits of peer editing as both an assessment tool and learning strategy.
As a new teacher, “hav(ing) the knowledge and skills to facilitate learning for all students and know(ing) when to seek additional support for (my) practice” is of paramount importance, because all students have value and are important. Their learning is the reason for teaching! What’s more, “thoughtfully consider(ing) all aspects of teaching, from planning through reporting, and understand(ing) the relationships among them” are pathways to success when it comes to providing meaningful education. By learning and knowing “a variety of instructional and assessment strategies,” and implementing them with confidence and care, I am bound to foster growth in my students and help them learn, no matter what their skill level or preferred learning style.
To use weaving as a metaphor, when the appropriate textile techniques are applied to materials that suit the technique, the resulting fabric has the desired drape and integrity the weaver was aiming for. When it comes to learning, when students are guided with the scaffolding tools and strategies suitable to their level and skill, they are able to produce desired and integral results. Once a student has begun to learn to write, it becomes easier the next time around, just as weaving a 2nd fabric is easier than the first. If perhaps the writing or weaving did not work well the first time, by adopting a growth mindset and approaching the work again, mistakes can be learned from and new horizons reached. By having a peer assess the student’s work and offer feedback in a constructive way, this process of growth is enhanced through its very nature of support and fresh perspective. Editing branches out into uncharted territory.
I can keep TRB Standard 5 in my periphery as I grow as a teacher. It can easily be applied to my own personal improvement in terms of my knowledge, skills and attitudes about my teaching and learning. I can seek support from my colleagues, and look to them for assessment and feedback that supports my growth. I can also always be considering the different aspects of teaching and reflect on the relationships between them. By deconstructing teaching in this way, my understanding of it is sure to improve. To be thorough in my approach, I need to be aware of the many different teaching strategies and scaffolding techniques available and recognize the eight different intelligences (spatial, body-kinesthetic, musical, linguistic, logical-mathematical, interpersonal, intrapersonal, naturalistic) (Gardner). When I diversify my method of teaching (and keep it fresh) and remain aware of the many types of intelligences when creating the lessons I teach, more students will be able to learn and grow.
Gardner, H. (n.d.). The Components of MI. Retrieved January 19, 2018, from http://multipleintelligencesoasis.org/about/the-components-of-mi/
In my own experience of learning and developing my own creative writing skills, I looked to my parents and teachers for feedback around editing and proofing (when I was a student in grade 6 through 12). Emerging as a young writer, leaning on these supports for their comments and constructive criticism was essential for my growth. Since then, I have learned to make my own revisions and will refer to my peers and colleagues for edits on occasion. I am aware that not all secondary students have parents who are able to edit and proofread their work, and so peer assessments can take the place of this. Not only does this practice in peer assessment help the student who is writing, it also fosters growth in the student who is reading and making edits. Seeking the support of other students for the purpose of assessment and creating a culture of sharing and reflecting in the classroom facilitates learning for all students.
This blog post addresses not only peer assessment, it begins by emphasizing automatic writing as a way to quietly encourage students to write freely without judgement. Furthermore, it talks about building upon this (once the students are ready) by introducing the concept of writing for a specific audience, and then shaping their writing according to a certain genre. Each of these scaffolding strategies could be applied to a classroom, and by having this variety of methods, teaching can be tailored to the students, depending on where they’re at, and how they learn.
The learning styles that stand out in this reflection are: linguistic, intrapersonal and interpersonal (Gardner). Guiding students to write freely, to write for an audience and to write in a specific style are all delivered linguistically. During the process of writing, students are sensitive to themselves and are making decisions about what to write (subject matter and words). They are choosing what to include and what to leave out. During the editing and then proofreading stages, students are tapping into their interpersonal learning. They are connecting with their peers and interacting with them for the purpose of receiving feedback. Once they receive the feedback, they go back to intrapersonal learning when they implement the constructive criticism that was offered. The strengths of this blog that I have chosen to support TRB 5 are: its broad overview of some strategies to encourage and support creative writing, its acknowledgement of different types of learners in writing (and how to help students of different skill levels succeed), and its emphasis on the benefits of peer editing as both an assessment tool and learning strategy.
As a new teacher, “hav(ing) the knowledge and skills to facilitate learning for all students and know(ing) when to seek additional support for (my) practice” is of paramount importance, because all students have value and are important. Their learning is the reason for teaching! What’s more, “thoughtfully consider(ing) all aspects of teaching, from planning through reporting, and understand(ing) the relationships among them” are pathways to success when it comes to providing meaningful education. By learning and knowing “a variety of instructional and assessment strategies,” and implementing them with confidence and care, I am bound to foster growth in my students and help them learn, no matter what their skill level or preferred learning style.
To use weaving as a metaphor, when the appropriate textile techniques are applied to materials that suit the technique, the resulting fabric has the desired drape and integrity the weaver was aiming for. When it comes to learning, when students are guided with the scaffolding tools and strategies suitable to their level and skill, they are able to produce desired and integral results. Once a student has begun to learn to write, it becomes easier the next time around, just as weaving a 2nd fabric is easier than the first. If perhaps the writing or weaving did not work well the first time, by adopting a growth mindset and approaching the work again, mistakes can be learned from and new horizons reached. By having a peer assess the student’s work and offer feedback in a constructive way, this process of growth is enhanced through its very nature of support and fresh perspective. Editing branches out into uncharted territory.
I can keep TRB Standard 5 in my periphery as I grow as a teacher. It can easily be applied to my own personal improvement in terms of my knowledge, skills and attitudes about my teaching and learning. I can seek support from my colleagues, and look to them for assessment and feedback that supports my growth. I can also always be considering the different aspects of teaching and reflect on the relationships between them. By deconstructing teaching in this way, my understanding of it is sure to improve. To be thorough in my approach, I need to be aware of the many different teaching strategies and scaffolding techniques available and recognize the eight different intelligences (spatial, body-kinesthetic, musical, linguistic, logical-mathematical, interpersonal, intrapersonal, naturalistic) (Gardner). When I diversify my method of teaching (and keep it fresh) and remain aware of the many types of intelligences when creating the lessons I teach, more students will be able to learn and grow.
Gardner, H. (n.d.). The Components of MI. Retrieved January 19, 2018, from http://multipleintelligencesoasis.org/about/the-components-of-mi/
Evidence 1: Triangulated Assessment Tool (Nika)
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As a developing, pre-service educator, I am being enlightened on the challenges that surround effective assessment. The concerns pertain to designing assessment tools that actually assess what is intended to be assessed. I have learned how important it is to have the learning intentions of any lesson at the constant forefront when considering assessment. As Anne Davies posits in Making Classroom Assessment Work, it is imperative to begin with the end in mind (2007, p. 25). As well, it is important to bear in mind the age and development of the children in the class. Essentially, any assessment tool should be designed to improve student learning, as it guides the plan for ongoing instruction (Davies, p. 45).
“Good assessment tasks are interchangeable with good instructional tasks” Lorrie Shepard In Instructional Design: Evaluating and Reporting, we spent ample time discussing assessment, and the concept of triangulation. As learned, it is important to use various forms of evidence to triangulate student learning. That is, collecting over time, assessment evidence by way of products that students create, conversations with students about the learning, and observations of learning (Davies, p. 45). How teachers collect evidence will vary in terms of what is appropriate to the learning target and to different groups of learners (Davies, p.45). As explained, triangulation increases the reliability and validity of the assessment, as the flexibility in student demonstration makes clearer the trends and patterns in the overall assessment (Davies, p. 46). This process of triangulation simply allots more opportunities for students to truly showcase their learning. As every student is unique, and may thus learn in different ways and at different times, as should they be assessed in multiple ways. By considering various forms of collected evidence, it is ensured that students are given well-rounded opportunities to demonstrate their learning in ways conducive to their learning needs and styles. As outlined in TBR standard five, educators are to employ a variety of instructional and assessment strategies. Triangulation is one of such assessment strategies that sets students up for success. In a group project, my co-student-teachers and I were required to design appropriate assessment tools to be successfully used in our two-week field experience. We designed assessment tools in light of our understanding of triangulation. In a kindergarten class at Departure Bay school, we introduced a unit on winter celebrations and various winter cultural traditions. The unit engaged students in multiple ways of learning. It was important for us to design a unit plan, incorporative of a variety of different activities, so that students could sample with different ways of obtaining learner success. We ensured that our lessons would engage students with different learning styles, abilities, and needs. Just as I hold true the notion of multiple ways of learning, as do I envelop the notion of appropriate assessment strategies. As part of our triangulated assessment, we created a cultural take-home project with rubric (student product), a stamp booklet (conversation), and an observation tool (observation of learning). |
The cultural take-home project required students, with parental support, to draw answers to questions about the self, in regards to personal family winter traditions.
As a more ongoing means of collecting evidence, we created a stamp booklet. Within the booklet, there were pages allocated to each individual lesson. After a lesson, students were asked to first converse with one of us student-teachers about what they wanted to draw in their booklet, that reflected their understanding of our lesson. Upon completion, the students again had conversations with us student-teachers about their drawings. After this second conversation, when we felt the students had grasped the learning outcomes, the students received their stamp.
The third part of our overall assessment was to observe student learning. Our unit consisted of many group discussions, brainstorms, and small teacher lead group conferences. We simply took note of when we observed students demonstrating their learning and making connections in multiple, authentic ways.
As a teacher, I endeavour to hold true to TBR standard five, by keeping in mind my understanding of triangulation, and the relations between planning, instruction, assessment, and evaluation. I carry with me my understanding of beginning with the end in mind, as learning outcomes function to guide teaching and student learning. TBR standard four is important to me, as I want to most effectively consider all aspects of teaching, so that I may best support my students.
References:
Davies, A. (2007). Making Classroom Assessment Work. Courtenay, BC: Connections Publishing.
As a more ongoing means of collecting evidence, we created a stamp booklet. Within the booklet, there were pages allocated to each individual lesson. After a lesson, students were asked to first converse with one of us student-teachers about what they wanted to draw in their booklet, that reflected their understanding of our lesson. Upon completion, the students again had conversations with us student-teachers about their drawings. After this second conversation, when we felt the students had grasped the learning outcomes, the students received their stamp.
The third part of our overall assessment was to observe student learning. Our unit consisted of many group discussions, brainstorms, and small teacher lead group conferences. We simply took note of when we observed students demonstrating their learning and making connections in multiple, authentic ways.
As a teacher, I endeavour to hold true to TBR standard five, by keeping in mind my understanding of triangulation, and the relations between planning, instruction, assessment, and evaluation. I carry with me my understanding of beginning with the end in mind, as learning outcomes function to guide teaching and student learning. TBR standard four is important to me, as I want to most effectively consider all aspects of teaching, so that I may best support my students.
References:
Davies, A. (2007). Making Classroom Assessment Work. Courtenay, BC: Connections Publishing.
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Evidence 1: Student Teaching Observation Notes (Aren)The piece of evidence I have chosen is an observation report written by my supervisor during fall practicum. My supervisor’s report indicates that I successfully implemented traits of TRB standard five, such as successful classroom management, strategic instruction and thoughtful planning in order to teach an effective lesson.
My lesson involved taking risks. I created a language art lesson that tied in visual arts and outdoor education. The objective was to spend time outside under the giant cedars participating in a “shape poetry word harvest walk”. Students made observations outside using their five senses then reflected on their observations in order to create a piece of “shape poetry” the following day. Based on the successful feedback I received, I have learned that thorough planning does not go unnoticed, particularly by students. According to Derrick Meader, proper preparation and planning boost student performance and achievement. He also states that teachers must present information that resonates with the students and makes it important enough for them to want to learn it. The hook for this lesson was to introduce the concept of shape poetry. I asked students if they knew what this meant and took a few minutes to answer their questions. I then showed them a YouTube video of some student shape poetry projects. Even though the shape poetry part of the lesson was not until the following day, I believed that providing the students with a ‘why’ for the lesson was very important. I believe that students are far more receptive to a task when they know there is a purpose to their efforts. |
My lesson also incorporated multiple classroom management strategies. As noted by my practicum supervisor, I kept a calm tone that permeated the classroom and in turn was reflected in the students’ behavior. This is in line with Jacob Kounin’s beliefs about preventative discipline, who stresses the importance of a positive, productive tone in the classroom. Kounin’s theories resonate with me as I am a strong believer in maintaining a consistent calm demeanor not only throughout a lesson but for the duration of time I am with students. This has proved to assist me in maintaining control of the classroom as well as creating a focused and safe learning environment where students are receptive to instruction.
During the lesson, I rewarded positive behaviour by thanking students for their contributions. This is important to me because it allows students to feel valued for their efforts and also draws student’s attention to my expectations. If students spoke out during my instruction I quietly addressed them and subtly redirect their behaviour. As stated in my observation report, this technique kept the class well maintained. This method follows Jacbob Kouin’s ripple affect theory. When teachers praise good behaviour, it sets a precedent for what your expectations are.
My lesson required complicated instructions and involved embarking on an atypical task. In order for this to run smoothly I modeled expected behaviour as well as set expectations for student work. I noticed that students were receptive to my instructions and were enthusiastic to undertake the task. As a result of the student’s positive behaviour, I was able to spend time working along each student.
The success of this lesson proved to me that I have the ability to successfully abide by TRB standard five. This inspires me to continue to work on implementing this standard in my practice. Many aspects of TRB standard five are important to my practice because they allow me to shape my classroom into a positive, controlled learning environment for all students to succeed in.
As I grow in this profession I believe it is important to continue to live up to the standard of TRB five. Over time and as the education world changes, the term “effective practices” may mean different things and I will continually educate myself in this regard. Yet, no matter the change in technique the concept of facilitating learning for all students will always remain and I will always strive to do just that.
References:
Meador, Derrick. “How Investing Time in Preparation and Planning Pays off for Teachers.” ThoughtCo, 20 Jan. 2018, https://www.thoughtco.com/power-of-preparation-and-planning-3194263
Kounin, Jacob S. (1970) Discipline and Group Management in Classrooms. Holt, Rinehart and Winston, Inc.
During the lesson, I rewarded positive behaviour by thanking students for their contributions. This is important to me because it allows students to feel valued for their efforts and also draws student’s attention to my expectations. If students spoke out during my instruction I quietly addressed them and subtly redirect their behaviour. As stated in my observation report, this technique kept the class well maintained. This method follows Jacbob Kouin’s ripple affect theory. When teachers praise good behaviour, it sets a precedent for what your expectations are.
My lesson required complicated instructions and involved embarking on an atypical task. In order for this to run smoothly I modeled expected behaviour as well as set expectations for student work. I noticed that students were receptive to my instructions and were enthusiastic to undertake the task. As a result of the student’s positive behaviour, I was able to spend time working along each student.
The success of this lesson proved to me that I have the ability to successfully abide by TRB standard five. This inspires me to continue to work on implementing this standard in my practice. Many aspects of TRB standard five are important to my practice because they allow me to shape my classroom into a positive, controlled learning environment for all students to succeed in.
As I grow in this profession I believe it is important to continue to live up to the standard of TRB five. Over time and as the education world changes, the term “effective practices” may mean different things and I will continually educate myself in this regard. Yet, no matter the change in technique the concept of facilitating learning for all students will always remain and I will always strive to do just that.
References:
Meador, Derrick. “How Investing Time in Preparation and Planning Pays off for Teachers.” ThoughtCo, 20 Jan. 2018, https://www.thoughtco.com/power-of-preparation-and-planning-3194263
Kounin, Jacob S. (1970) Discipline and Group Management in Classrooms. Holt, Rinehart and Winston, Inc.
Hatchet (Patrick)
In my mind, there is no more a compelling and engrossing coming of age story than Gary Paulsen’s novel Hatchet. It is an account of childhood dragged, often times bruised and bleeding, into adulthood through the survival experiences of 13-year-old Brian after he crash lands in Canada’s great North Woods. A plethora of adventures and misadventures fills its pages, all coalescing to create a fountainhead of Canadiana that is as applicable today as it was when it was first published in 1987.
And so it was with great relish that I discovered that my Grade 4/5 practicum class at Departure Bay Secondary School would be conducting a novel study of Paulsen’s Hatchet. After coordinating with my sponsor teacher, I began to to create a unit plan that would utilize the novel as the foundation for a cross-curricular exploration of how human needs are related to environment. In particular, my English Language Arts lessons focused on an experiential reading of the novel in which learners were encouraged to share their own visceral reactions to not only Brian’s plight but also an imaginative exploration of how they themselves might react to a similar situation.
And so, in formulating a cumulative assessment activity that would correspond to this approach, I provided learners with the opportunity to share and express their gained knowledge through the production of a play. The guidelines for the play were purposely vague so as to encourage the paramount hope that learner creativity would take center stage. Over a two week period, the students were provided with several blocks of practice time with the understanding that they would stage their production in front of their classmates in a celebration of learning, accompanied by popcorn and fanfare. Two rubrics for the play and the associated assessment tool are the primary evidence I will provide to satisfy TRB Standard 5.
Perhaps all true creativity begins with chaos? This was certainly the case for the first pre-production meetings for the play where a maelstrom of shouting and an overflow of ideas left me reeling. Each learner in the different groups was intent on sharing and validating the genius of their ideas for script, character outlines, plot, and the plethora of required props. The turbulent nature of these first meetings provided an element of both personal satisfaction and insight into some of the social and planning skills the learners were lacking. My satisfaction was derived from witnessing the passion and creativity being demonstrated by the learners but I also ensured that students were later provided with strategies that stressed the importance of listening and writing down all presented ideas.
While my intent for the activity was to provide a departure from traditional assessment, I do believe it still met the requisites of TRB Standard 5 in that it agreed with the statement that “educators have the knowledge and skills to facilitate learning for all students”. And for this activity, all students were engaged in the process of demonstrating their learning. Indeed, the play provided a platform for differentiation in that all learners were given the opportunity to utilize their own varied skills and talents; an opportunity not always fulfilled by conventional assessment tools. And by providing space for this option, I believe my evidence also meets the requirement that “educators thoughtfully consider all aspects of teaching”.
The day of the play finally arrived. Props were gathered, last glimpses at scripts were made, and the odor of fresh popcorn filled the classroom. A wall of silence greeted the first performance where what looked like six students seated in chairs were actually six adventurers heading north in a small bush plane that was doomed to crash. The conclusion of each performance was met by generous applause, strengthened by the claps of my sponsor teacher who later commented on his surprise at the total engagement of all the students in the activity.
In reflecting on the heightened participation of learners in this assessment, I knew for certain that a test or essay would not have elicited the same response. And so, in considering the place of assessment in the classroom, I have begun to think that teachers all too often give greater precedence to the requirements of externalized forces rather than assessment that prioritizes and focuses on the learners themselves. In fact, I tend to agree with Paratore and McCormack’s (2015) contention that a lot of assessment is merely “external assessment masquerading as classroom assessment” and that “most of these assessments are selected without consideration of the particular curriculum in the classroom or specific needs of individual children” (p. 5). In providing this assessment option to the learners, it is my belief that I personalized their assessment and encouraged the diversity of their skills and by doing so met the requirement that “educators employ a variety of instructional and assessment strategies”.
Using theatre and performance as assessment is a departure from traditional practice and is accompanied by a range of challenges. As can be seen from the accompanying assessment tool, I was able to create criteria that could be applied to the play and yet which still addressed curriculum competencies, content and also provided space for self-assessment. In allowing learners the capacity for self-assessment, I followed closely on Bailey and Heritage’s (2008) definition that good assessment “help[s] students understand where they are in the learning and what their learning goals will be” (p. 29).
Without effective formative assessment, the very basis of learning becomes unstable. Assessment is one of the pillars of TRB Standard 5 and it will continue to be a grounding principle in my continuing journey as a developing teacher. Indeed, the standard calls for teachers to “thoughtfully consider” their approaches to all aspects of teaching. In my opinion, I consider this as impetus to engage in responsible experimentation that diverges from convention and allows for the multiverse of different learner intelligences, talents and expressive abilities. In fact, I take great inspiration from the words of Easley and Zwoyer (1975) who believe assessment should not be used to judge what is right or wrong but instead should be seen “as pieces of information which may reveal what the child is thinking,” and so allows for “step[s] toward becoming a master teacher, rather than merely a disseminator of information” (p. 25). I see this early foray into assessment as the start of a creative process that will lead me to other formats and paradigms that will hopefully be as varied as the distinct natures of all the learners in my classroom.
References:
Bailey, A. L., & Heritage, M. (2008). Formative Assessment for Literacy, Grades K-6 : Building Reading and Academic Language Skills Across the Curriculum. Thousand Oaks, CA: Corwin.
Easley and Zwoyer, (1975). In Crooks, T (1988). “The Impact of Classroom Evaluation Practices on Students,” Review of Educational Research, 58 (4), p 469.
Paratore, J. R., & McCormack, R. L. (Eds.). (2014). Classroom literacy assessment : making sense of what students know and do. Retrieved from https://ebookcentral.proquest.com
And so it was with great relish that I discovered that my Grade 4/5 practicum class at Departure Bay Secondary School would be conducting a novel study of Paulsen’s Hatchet. After coordinating with my sponsor teacher, I began to to create a unit plan that would utilize the novel as the foundation for a cross-curricular exploration of how human needs are related to environment. In particular, my English Language Arts lessons focused on an experiential reading of the novel in which learners were encouraged to share their own visceral reactions to not only Brian’s plight but also an imaginative exploration of how they themselves might react to a similar situation.
And so, in formulating a cumulative assessment activity that would correspond to this approach, I provided learners with the opportunity to share and express their gained knowledge through the production of a play. The guidelines for the play were purposely vague so as to encourage the paramount hope that learner creativity would take center stage. Over a two week period, the students were provided with several blocks of practice time with the understanding that they would stage their production in front of their classmates in a celebration of learning, accompanied by popcorn and fanfare. Two rubrics for the play and the associated assessment tool are the primary evidence I will provide to satisfy TRB Standard 5.
Perhaps all true creativity begins with chaos? This was certainly the case for the first pre-production meetings for the play where a maelstrom of shouting and an overflow of ideas left me reeling. Each learner in the different groups was intent on sharing and validating the genius of their ideas for script, character outlines, plot, and the plethora of required props. The turbulent nature of these first meetings provided an element of both personal satisfaction and insight into some of the social and planning skills the learners were lacking. My satisfaction was derived from witnessing the passion and creativity being demonstrated by the learners but I also ensured that students were later provided with strategies that stressed the importance of listening and writing down all presented ideas.
While my intent for the activity was to provide a departure from traditional assessment, I do believe it still met the requisites of TRB Standard 5 in that it agreed with the statement that “educators have the knowledge and skills to facilitate learning for all students”. And for this activity, all students were engaged in the process of demonstrating their learning. Indeed, the play provided a platform for differentiation in that all learners were given the opportunity to utilize their own varied skills and talents; an opportunity not always fulfilled by conventional assessment tools. And by providing space for this option, I believe my evidence also meets the requirement that “educators thoughtfully consider all aspects of teaching”.
The day of the play finally arrived. Props were gathered, last glimpses at scripts were made, and the odor of fresh popcorn filled the classroom. A wall of silence greeted the first performance where what looked like six students seated in chairs were actually six adventurers heading north in a small bush plane that was doomed to crash. The conclusion of each performance was met by generous applause, strengthened by the claps of my sponsor teacher who later commented on his surprise at the total engagement of all the students in the activity.
In reflecting on the heightened participation of learners in this assessment, I knew for certain that a test or essay would not have elicited the same response. And so, in considering the place of assessment in the classroom, I have begun to think that teachers all too often give greater precedence to the requirements of externalized forces rather than assessment that prioritizes and focuses on the learners themselves. In fact, I tend to agree with Paratore and McCormack’s (2015) contention that a lot of assessment is merely “external assessment masquerading as classroom assessment” and that “most of these assessments are selected without consideration of the particular curriculum in the classroom or specific needs of individual children” (p. 5). In providing this assessment option to the learners, it is my belief that I personalized their assessment and encouraged the diversity of their skills and by doing so met the requirement that “educators employ a variety of instructional and assessment strategies”.
Using theatre and performance as assessment is a departure from traditional practice and is accompanied by a range of challenges. As can be seen from the accompanying assessment tool, I was able to create criteria that could be applied to the play and yet which still addressed curriculum competencies, content and also provided space for self-assessment. In allowing learners the capacity for self-assessment, I followed closely on Bailey and Heritage’s (2008) definition that good assessment “help[s] students understand where they are in the learning and what their learning goals will be” (p. 29).
Without effective formative assessment, the very basis of learning becomes unstable. Assessment is one of the pillars of TRB Standard 5 and it will continue to be a grounding principle in my continuing journey as a developing teacher. Indeed, the standard calls for teachers to “thoughtfully consider” their approaches to all aspects of teaching. In my opinion, I consider this as impetus to engage in responsible experimentation that diverges from convention and allows for the multiverse of different learner intelligences, talents and expressive abilities. In fact, I take great inspiration from the words of Easley and Zwoyer (1975) who believe assessment should not be used to judge what is right or wrong but instead should be seen “as pieces of information which may reveal what the child is thinking,” and so allows for “step[s] toward becoming a master teacher, rather than merely a disseminator of information” (p. 25). I see this early foray into assessment as the start of a creative process that will lead me to other formats and paradigms that will hopefully be as varied as the distinct natures of all the learners in my classroom.
References:
Bailey, A. L., & Heritage, M. (2008). Formative Assessment for Literacy, Grades K-6 : Building Reading and Academic Language Skills Across the Curriculum. Thousand Oaks, CA: Corwin.
Easley and Zwoyer, (1975). In Crooks, T (1988). “The Impact of Classroom Evaluation Practices on Students,” Review of Educational Research, 58 (4), p 469.
Paratore, J. R., & McCormack, R. L. (Eds.). (2014). Classroom literacy assessment : making sense of what students know and do. Retrieved from https://ebookcentral.proquest.com
| patrick.pdf |
Learner Story: Student Voice (Shayna)
Click to view full Learner Story
One piece of evidence I have chosen to satisfy TRB standard five is a learner story I developed for a student in my first practicum classroom. The composition of this write-up followed a process of observation, interviews with the student, and expressing both student and teacher voice. These steps allowed for greater awareness of the students academic, physical, and social skills, thereby providing me the opportunity to introduce teaching strategies more suited to their learning style. The steps in creating this learner story meet the planning, reporting, and assessment components of TRB standard five, while the adapted teaching methods occurring as a result of the project satisfy the instructional component.
This project allowed me to see how much you can learn about a student through conversations and observation. Having a knowledge of their out of school interests and activities allowed me the opportunity to further my relationship with the student and build greater mutual respect. Observing this particular student helped me work more directly and effectively with them during subjects they struggled with, as well as relate to them through their interests (both academic and extracurricular). The learner story furthered my beliefs about building relationships with students in order to have respect and increased academic success. I found that simply taking the time to observe a student significantly increased my awareness of their successes and challenges, allowing me to adapt my approaches and teaching style to suit their needs. This ability to observe, record, and, facilitate their learning appropriately, led to a stronger relationship between the student and myself. They felt comfortable coming to me with problems and yet still respected my authority as a teacher.
In the article, 'Wondering with Children: The Importance of Observation in Early Childhood Education', George Forman and Ellen Hall state five things we can learn from observing children: their interests and preferences, level of cognitive and social development, their strategies for creating a desired effect, skills and accomplishments, and finally, their personalities and temperaments. Through the development of the learner story, I experienced the five attributes, all of which further our goal as teachers in developing appropriate strategies for our students to be successful learners. Forman also concludes that with observation and increased relationships we will be able to "support children's thinking in depth and breadth."
I find that the wonderful thing about the learner story, is that it isn't specific to any one learning style, but rather a method to approach learners of all styles. By taking the time to observe and report your findings, one is able to provide greater adaptations and support students ranging from auditory to kinesthetic learners. It's within this adaptability that I find the strength of the learner story. It is so beneficial as it gives both students and teachers a voice, allowing for a greater relationship and understanding to form between the two. The learner story is adaptable in its intent as it can be condensed and written purely for a single project or to reflect on an extended period. The letter style of this feedback allows a parent to observe the stories as well and see their child's input in a new format. This evidence allows for multiple voices to be heard and teachers to gain a greater insight in the life of their student allowing them to see areas that can be improved through changes in how they facilitate a learning opportunity.
I'm passionate about inclusivity in the classroom and with a standard that emphasizes learning for all students I hold it close. The ability to consistently observe, record and adapt a lesson to reach as many students as possible is a skill that every successful teacher works towards. As teachers, it is understood that students don't fit into a one-size fits all model of learning and assessment; we need to develop new approaches to our practice that will reach a variety of learners. TRB standard five emphasizes the work that a teacher must put in to improve their relationships with their students in order to be a more successful teacher with greater learning success in the classroom.
References
Forman, G., & Hall, E. (2007, June 1). Wondering with Children: The Importance of Observation in Early Education. Early Childhood Research and Practice, 7(2).
This project allowed me to see how much you can learn about a student through conversations and observation. Having a knowledge of their out of school interests and activities allowed me the opportunity to further my relationship with the student and build greater mutual respect. Observing this particular student helped me work more directly and effectively with them during subjects they struggled with, as well as relate to them through their interests (both academic and extracurricular). The learner story furthered my beliefs about building relationships with students in order to have respect and increased academic success. I found that simply taking the time to observe a student significantly increased my awareness of their successes and challenges, allowing me to adapt my approaches and teaching style to suit their needs. This ability to observe, record, and, facilitate their learning appropriately, led to a stronger relationship between the student and myself. They felt comfortable coming to me with problems and yet still respected my authority as a teacher.
In the article, 'Wondering with Children: The Importance of Observation in Early Childhood Education', George Forman and Ellen Hall state five things we can learn from observing children: their interests and preferences, level of cognitive and social development, their strategies for creating a desired effect, skills and accomplishments, and finally, their personalities and temperaments. Through the development of the learner story, I experienced the five attributes, all of which further our goal as teachers in developing appropriate strategies for our students to be successful learners. Forman also concludes that with observation and increased relationships we will be able to "support children's thinking in depth and breadth."
I find that the wonderful thing about the learner story, is that it isn't specific to any one learning style, but rather a method to approach learners of all styles. By taking the time to observe and report your findings, one is able to provide greater adaptations and support students ranging from auditory to kinesthetic learners. It's within this adaptability that I find the strength of the learner story. It is so beneficial as it gives both students and teachers a voice, allowing for a greater relationship and understanding to form between the two. The learner story is adaptable in its intent as it can be condensed and written purely for a single project or to reflect on an extended period. The letter style of this feedback allows a parent to observe the stories as well and see their child's input in a new format. This evidence allows for multiple voices to be heard and teachers to gain a greater insight in the life of their student allowing them to see areas that can be improved through changes in how they facilitate a learning opportunity.
I'm passionate about inclusivity in the classroom and with a standard that emphasizes learning for all students I hold it close. The ability to consistently observe, record and adapt a lesson to reach as many students as possible is a skill that every successful teacher works towards. As teachers, it is understood that students don't fit into a one-size fits all model of learning and assessment; we need to develop new approaches to our practice that will reach a variety of learners. TRB standard five emphasizes the work that a teacher must put in to improve their relationships with their students in order to be a more successful teacher with greater learning success in the classroom.
References
Forman, G., & Hall, E. (2007, June 1). Wondering with Children: The Importance of Observation in Early Education. Early Childhood Research and Practice, 7(2).
Evidence 1: Practicum Experience Blog Post (Tyler)
Blog Post - Practicum Experience
The first piece of evidence I have chosen for TRB Standard 5 is a blog post that I created in my e-portfolio. This post reflects on a practicum experience I had with my Grade 2/3 class in the Fall of 2017. My practicum partner and I chose to teach an English Language Arts unit on Celebrations & Traditions. This evidence is a link that will take the visitors of my e-portfolio to the blog post which contains the information on this experience.
Through the creation of this blog post, I really enjoyed reflecting on the process of developing this unit. My practicum partner and I were able to learn a lot of valuable skills through the planning and instruction involved in this practicum experience. In terms of relating this evidence piece to TRB Standard 5, we chose an excellent topic that related to each student in the class and allowed for optimal learning to take place. We sought out help from our sponsor teacher in order for us to design lessons that would be most beneficial for our students. She provided us with great insight on how we should develop our unit. One piece of advice we received from our sponsor teacher included planning for short time periods of instruction which allowed the majority of our lessons to be student driven where they could work with each other and do hands-on activities. Another example is how she advised us to use a self-assessment tool at the end of the unit so that we could have the students' voice in the assessment of their work. This worked out tremendously as the students were able to self-reflect on all their hard work with honesty and a feeling of accomplishment.
Through this piece of evidence, I was able to reflect on how important it is to create units and lessons that relate to each student in the classroom. This blog post goes into depth of how this unit was taught and which types of different activities the students took part in. We were able to incorporate a lot of hands-on activities that kept the students busy and engaged. I feel that this unit related to each student in our class because they were able to write about and share aspects of their personal life that they are proud of. By writing this blog post, I got to reflect on how important it is to create these types of engaging and inclusive lessons and unit plans so that each student will be motivated to participate and learn.
Due to our classroom being filled with students that have a variety of different learning styles, our unit was made up of lessons with hands-on activities such as partner work, sharing, colouring, and writing. My practicum partner and I felt that this was the best way to create our unit in order to accommodate for the diverse learners in our class. I believe that our unit on Celebrations & Traditions related to each student in our class and made for an engaging and inclusive environment. The teaching strategy that was used in the unit could be described as an inclusive way of instructing. Here is a definition from Inclusive Teaching Strategies that goes into further detail of this style of teaching. "Inclusive teaching strategies refer to any number of teaching approaches that address the needs of students with a variety of backgrounds, learning styles, and abilities. These strategies contribute to an overall inclusive learning environment, in which students feel equally valued." The evidence I have used for TRB Standard 5 contains examples of how an inclusive teaching strategy was used in this unit as my practicum partner and I were able to connect with each student and all students felt the confidence to share their work with the class.
A strength of this evidence is how it clearly demonstrates how I have met each requirement for TRB Standard 5. The blog post is very specific in describing how my practicum partner and I planned, instructed, and assessed this unit on Celebrations & Traditions. One particular strength of this unit was how my practicum partner and I were able to motivate each type of learner in our class which resulted in the students creating some amazing work!
As a new teacher, it is imperative that one reflects on each day spent in the classroom and each lesson or unit that is taught. I continually ask myself some of the following questions after a day of teaching: What went well today? What could have gone better? How was my classroom management? Did the students learn the intended objectives that I have set out for this lesson?
The reflecting process I had while writing this blog post allowed me to asses myself on how I taught this unit. I'm very proud of the work I put into creating, developing, and instructing this unit plan with my practicum partner. It allowed me to see what worked best and which skills I need to continue to develop for my next practicum experience.
As I move forward as a teacher, I will continue to reflect on lesson plans and units that I teach in order to become a more effective educator. Writing this blog post allowed me to reflect on my strengths and areas that I need to continue to develop. This was a very beneficial process as I looked back on my classroom management strategies, the planning of this unit, and the way I carried out instructions in our classroom - this will make me a better teacher in the future as I continue to reflect on my work and seek assistance from other educators in the field.
References
Cornell University. (n.d.). CTI - Inclusive Teaching Strategies. Retrieved from https://www.cte.cornell.edu/teaching-ideas/building-inclusive-classrooms/inclusive-teaching-strategies.html
Blog Post - Practicum Experience
The first piece of evidence I have chosen for TRB Standard 5 is a blog post that I created in my e-portfolio. This post reflects on a practicum experience I had with my Grade 2/3 class in the Fall of 2017. My practicum partner and I chose to teach an English Language Arts unit on Celebrations & Traditions. This evidence is a link that will take the visitors of my e-portfolio to the blog post which contains the information on this experience.
Through the creation of this blog post, I really enjoyed reflecting on the process of developing this unit. My practicum partner and I were able to learn a lot of valuable skills through the planning and instruction involved in this practicum experience. In terms of relating this evidence piece to TRB Standard 5, we chose an excellent topic that related to each student in the class and allowed for optimal learning to take place. We sought out help from our sponsor teacher in order for us to design lessons that would be most beneficial for our students. She provided us with great insight on how we should develop our unit. One piece of advice we received from our sponsor teacher included planning for short time periods of instruction which allowed the majority of our lessons to be student driven where they could work with each other and do hands-on activities. Another example is how she advised us to use a self-assessment tool at the end of the unit so that we could have the students' voice in the assessment of their work. This worked out tremendously as the students were able to self-reflect on all their hard work with honesty and a feeling of accomplishment.
Through this piece of evidence, I was able to reflect on how important it is to create units and lessons that relate to each student in the classroom. This blog post goes into depth of how this unit was taught and which types of different activities the students took part in. We were able to incorporate a lot of hands-on activities that kept the students busy and engaged. I feel that this unit related to each student in our class because they were able to write about and share aspects of their personal life that they are proud of. By writing this blog post, I got to reflect on how important it is to create these types of engaging and inclusive lessons and unit plans so that each student will be motivated to participate and learn.
Due to our classroom being filled with students that have a variety of different learning styles, our unit was made up of lessons with hands-on activities such as partner work, sharing, colouring, and writing. My practicum partner and I felt that this was the best way to create our unit in order to accommodate for the diverse learners in our class. I believe that our unit on Celebrations & Traditions related to each student in our class and made for an engaging and inclusive environment. The teaching strategy that was used in the unit could be described as an inclusive way of instructing. Here is a definition from Inclusive Teaching Strategies that goes into further detail of this style of teaching. "Inclusive teaching strategies refer to any number of teaching approaches that address the needs of students with a variety of backgrounds, learning styles, and abilities. These strategies contribute to an overall inclusive learning environment, in which students feel equally valued." The evidence I have used for TRB Standard 5 contains examples of how an inclusive teaching strategy was used in this unit as my practicum partner and I were able to connect with each student and all students felt the confidence to share their work with the class.
A strength of this evidence is how it clearly demonstrates how I have met each requirement for TRB Standard 5. The blog post is very specific in describing how my practicum partner and I planned, instructed, and assessed this unit on Celebrations & Traditions. One particular strength of this unit was how my practicum partner and I were able to motivate each type of learner in our class which resulted in the students creating some amazing work!
As a new teacher, it is imperative that one reflects on each day spent in the classroom and each lesson or unit that is taught. I continually ask myself some of the following questions after a day of teaching: What went well today? What could have gone better? How was my classroom management? Did the students learn the intended objectives that I have set out for this lesson?
The reflecting process I had while writing this blog post allowed me to asses myself on how I taught this unit. I'm very proud of the work I put into creating, developing, and instructing this unit plan with my practicum partner. It allowed me to see what worked best and which skills I need to continue to develop for my next practicum experience.
As I move forward as a teacher, I will continue to reflect on lesson plans and units that I teach in order to become a more effective educator. Writing this blog post allowed me to reflect on my strengths and areas that I need to continue to develop. This was a very beneficial process as I looked back on my classroom management strategies, the planning of this unit, and the way I carried out instructions in our classroom - this will make me a better teacher in the future as I continue to reflect on my work and seek assistance from other educators in the field.
References
Cornell University. (n.d.). CTI - Inclusive Teaching Strategies. Retrieved from https://www.cte.cornell.edu/teaching-ideas/building-inclusive-classrooms/inclusive-teaching-strategies.html
