An example of one of my grade 6 business posters for their Taco Truck business. This project based learning was done for their math unit and students designed their own logos, business name, advertisement strategies, menus and more.
Recycled digestion system from Bonnies class. This was one of the projects presented by one of my classmates in our lessons. I thought this was a significant lesson to get hands-on learning, as well as, including learning about how to care for the earth. We has so much fun doing this while also learning about the digestive system.
This was an ice breaker activity in Bonnie’s Inclusive Education class. The activity was for us to draw an image with a saying that represents who we are. I chose to say “beats to my own drum” I have also been a bit outgoing and seemed to never mind what people think about me. I think its one of my most favourite qualities about myself as it allows me to be my most authentic self.
“The teacher and the Student are one and the same”
This is a quote my group and I came up with is Susan’s class. This quote was powerful for us as we really all connected with the idea that teachers are forever students. We learn just as much from our students as they learn from us.
The stress monsters was an activity we did to help reduce stress and showed us how small things such as this can benefit students. They can help reduce anxiety and can provide a sense of companionship while at school or at home.
This bulletin board we worked on with our group the first couple days of class with Bonnie. It provided us with a sense of community and connection by working together to create a bulletin board that represented who we want to be as teachers. We created a bulletin board that we felt represented community and how we all need to support each other to get through things.
This was a final project completed, in which, we were to create an ideal educational world. For this we knew, for us, it meant that it would be student centered. In addition, we included the rainbow to represent how important inclusivity is for us. The orange shirt is meant to represent reconciliation and ensuring our educational journeys represent First Peoples Principles of Learning. The stars show which theorists we aligned with and the land shows the various important techniques we would want in our classrooms.
The project shown above represents the what, why, and how I would like to teach. Many of the words throughout the poster such as community, inclusivity, compassion, FPPL, and self- reflection are some of the values that I hold close to my heart and value in my educational philosophy.
Our program did lots of fun dress up days during the holidays and I never miss an opportunity to dress up and show school spirit!!!
During Practicum we were learning about the letter G which stood for “Goose in the Grass”. The kids had mentioned they wanted to grow something and so I planned a lesson in which we would grow grass for the goose to be in. We learned about want a plant needs to grow and we watered them everyday and the kids had so much fun watching their grass grow and checking on them every morning.
More G for Goose this week! We started the lesson by reading a book about a mother goose who has 4 babies but one of them ends up being a duck. Despite her little ducks differences she cares for the duck as one of her own geese. All of the geese siblings love their duck sibling and they love the addition to their family. We then made some goose masks and practiced our goose actions and sounds.
The next week was the letter L and it stood for Lobsters and Lighthouse. The students got to work with watercolour for this first time this week and were excited to try a new material. They first coloured the parts they didn’t want blue with crayon and then they cut out the lobsters and placed them throughout their seascape. Next they painted over the whole picture with diluted watercolour. Paired with this lesson was a book on Lobsters and was about a lobster who owned a hotel and did kind deeds for all who needed it. They then practiced making the letter L with play-dough and then wrote the letter L is their letter book.
Our classmates always did amazing lessons that were hand on, engaging and fun to participate in!
During my 490 practicum I decided to do paper mache masks with my students. The project took the entirety of the 4 weeks I was there and the students loved it. In addition, this was a project that had challenge with choice. Some students decided to add features such as noses, ears or other features, where as, others chose to focus on painting.
During my 490 practicum I was also able to plan my first field trip. My teacher wanted to do something that was just fun and a reward for the students for working so hard all year. I was appreciative of this experience as I felt it was a learning experience that will help me in my future practicums. We went to our local park, got slurpees, and then finished it with cosmic bowling.
Celina and I’s French game made during the summer semester in 351. It was a game that focused on learning French vocabulary while also getting students up and moving.
This was one of the first lessons I ever taught and was done at Harwin during our interwoven course with Christine. The focus was Kindness and this lesson allows students to add to the kindness tree and also play a fun game called “kindness or trash?” that allowed them to get moving, have fun and understand the difference between kind and unkind actions.
A couple of my favourite responses from my last day of practicum of “my advice to you” from students. The second student was a student who is on the autism spectrum and was often reserved and quiet so I was very pleased when he wrote about how much he enjoyed my lessons.
Orientation day as a Block 5 with the new Block 1’s. It was such a fun day being able to a part of planning and facilitating their orientation.