My Goals
I have five goals directly referencing one outcome in each of the five practicum evaluation rubrics this year. My insightful goals revolve around improving my practice in the context of ensuring my students are able to learn effectively, become immersed and engaged in their learning and thinking, and proceed on a path of achievement and understanding.
1. Planning for Learning
In my future lesson planning, I want to include intricate and thorough ideas on how to appropriately design learning experiences for students with diverse learning styles. By demonstrating my knowledge on how to differentiate for select students, it enables me to deliver equal rich learning opportunities for all students.
Reflective of outcome five from the Planning for Learning evaluation rubric:
"Demonstrates knowledge of learner development and differences and uses this knowledge to plan learning experiences"
2. Facilitating Learning
My goal is to integrate inquiry learning to invite higher-level and abstract thinking, leading to engaging students in their learning and thinking. So, in my practicum, I will scaffold learning through prompting students by asking open-ended questions, creating "hands-on" and "minds-on" tasks, and continuing to be explicit and clear in directions which gives rise to students ability to self-monitor their learning.
Reflective of outcome seven from the Facilitating Learning evaluation rubric:
"Engages in discussions and inquiry that invite high level thinking and engagement of all students"
3. Assessment
My goal is to utilize and practice various ways to involve students in the assessment process during my practicum to invite self-regulated learning. This way, I can determine which form(s) of self-assessment work most effectively, and which will benefit myself and future students in the long run.
Reflective of outcome two from the Assessment evaluation rubric:
"Develops learner understanding of learning goals and achievement expectations to promote self-monitoring"
4. Environment
I hope to practice classroom management skills during my practicum as this crucial concept is something I can improve on while facilitating a lesson. By having a clear teaching presence, taking full control over the classroom when teaching lessons, and ensuring students are aware of expectations are numerous ways to create a productive classroom environment, thus leading to positive classroom management.
Reflective of outcome one from the Environment evaluation rubric:
"Creates and manages effective classroom routines and procedures to ensure positive student behaviour"
5. Professional Responsibilities
I hope to improve what I found to be my central weakness of instructing lessons in the future, which is bettering facilitation through the application of feedback from qualified individuals such as my mentor teacher. To elaborate, my objective for EDUC 3010 is to heavily and clearly apply my mentor teacher's feedback on a variety of lesson's to improve future facilitation of lessons to enrich and maximize student learning and understanding.
Reflective of outcome one from the Professional Responsibilities evaluation rubric:
"Identifies and implements specific changes to practice based on reflection and feedback from Mentor Teacher and Faculty Supervisor"
Technology in the Classroom
Technology is constantly advancing and becoming a prevalent learning tool often utilized in primary grade classrooms. My current educational technology experience is very minimal in terms of incorporating technology in lessons I have designed and instructed thus far. However, I have observed how my mentor teachers in my previous field experience classrooms utilize different means of technology to enhance learning experiences for their students. Common technology in classrooms include laptops, SMART boards, and Apple iPads, in which all my field experience classrooms have made use of to scaffold learning for students.
A question that provokes my thoughts regarding the integration of technology in classrooms is how to ensure the technology used is merely for productive reasons and does not divert students' focus away from the learning purpose; they must be able to self-regulate their learning by using technology. An idea that merges with my question is whether or not students, specifically younger ones, possess the knowledge and skills necessary to correctly navigate a piece of technology to attain productivity and the learning goal.
This question is important to me because the ultimate objective of education is learning; if technology provides the guidance to achieve a learning target, then utilizing technology in my future classroom is beneficial for my students.
I have five goals directly referencing one outcome in each of the five practicum evaluation rubrics this year. My insightful goals revolve around improving my practice in the context of ensuring my students are able to learn effectively, become immersed and engaged in their learning and thinking, and proceed on a path of achievement and understanding.
1. Planning for Learning
In my future lesson planning, I want to include intricate and thorough ideas on how to appropriately design learning experiences for students with diverse learning styles. By demonstrating my knowledge on how to differentiate for select students, it enables me to deliver equal rich learning opportunities for all students.
Reflective of outcome five from the Planning for Learning evaluation rubric:
"Demonstrates knowledge of learner development and differences and uses this knowledge to plan learning experiences"
2. Facilitating Learning
My goal is to integrate inquiry learning to invite higher-level and abstract thinking, leading to engaging students in their learning and thinking. So, in my practicum, I will scaffold learning through prompting students by asking open-ended questions, creating "hands-on" and "minds-on" tasks, and continuing to be explicit and clear in directions which gives rise to students ability to self-monitor their learning.
Reflective of outcome seven from the Facilitating Learning evaluation rubric:
"Engages in discussions and inquiry that invite high level thinking and engagement of all students"
3. Assessment
My goal is to utilize and practice various ways to involve students in the assessment process during my practicum to invite self-regulated learning. This way, I can determine which form(s) of self-assessment work most effectively, and which will benefit myself and future students in the long run.
Reflective of outcome two from the Assessment evaluation rubric:
"Develops learner understanding of learning goals and achievement expectations to promote self-monitoring"
4. Environment
I hope to practice classroom management skills during my practicum as this crucial concept is something I can improve on while facilitating a lesson. By having a clear teaching presence, taking full control over the classroom when teaching lessons, and ensuring students are aware of expectations are numerous ways to create a productive classroom environment, thus leading to positive classroom management.
Reflective of outcome one from the Environment evaluation rubric:
"Creates and manages effective classroom routines and procedures to ensure positive student behaviour"
5. Professional Responsibilities
I hope to improve what I found to be my central weakness of instructing lessons in the future, which is bettering facilitation through the application of feedback from qualified individuals such as my mentor teacher. To elaborate, my objective for EDUC 3010 is to heavily and clearly apply my mentor teacher's feedback on a variety of lesson's to improve future facilitation of lessons to enrich and maximize student learning and understanding.
Reflective of outcome one from the Professional Responsibilities evaluation rubric:
"Identifies and implements specific changes to practice based on reflection and feedback from Mentor Teacher and Faculty Supervisor"
Technology in the Classroom
Technology is constantly advancing and becoming a prevalent learning tool often utilized in primary grade classrooms. My current educational technology experience is very minimal in terms of incorporating technology in lessons I have designed and instructed thus far. However, I have observed how my mentor teachers in my previous field experience classrooms utilize different means of technology to enhance learning experiences for their students. Common technology in classrooms include laptops, SMART boards, and Apple iPads, in which all my field experience classrooms have made use of to scaffold learning for students.
A question that provokes my thoughts regarding the integration of technology in classrooms is how to ensure the technology used is merely for productive reasons and does not divert students' focus away from the learning purpose; they must be able to self-regulate their learning by using technology. An idea that merges with my question is whether or not students, specifically younger ones, possess the knowledge and skills necessary to correctly navigate a piece of technology to attain productivity and the learning goal.
This question is important to me because the ultimate objective of education is learning; if technology provides the guidance to achieve a learning target, then utilizing technology in my future classroom is beneficial for my students.
Congratulations on your first blog post! I love how your main goal aligns with the inquiry unit we've been studying in our STEAM classes. I hope to find out more about your experiences with inquiry in your practice! A+ from Ms. Ngoyi!
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