UNIVERSITY O F

CALGARY

FACULTY OF EDUCATION UmERGRADUATE PROGRAMS EDUC411: FIELD EXPERIENCE n FIELD SEMINAR NARRATIVE ASSESSMENT
PRINCIPLES OF INDIVIDUAL LEARNING AND DEVELOPMENT fSemester 2)

Student's Name: Adam Elford

NOTE:

ID#: 00324102

Date: April 30,2012

This is not a letter of reference and -will not be distributed by the Faculty ofEducation to potential employers

The purpose of this three-week field experience is to focus on the complex dimensions of individual learners in classrooms. The student's Field Journal and his/her participation m the Field site should provide evidence of an ability to act thoughtfiilly in the classroom and within the school community, a deepening understanding of individual learners, and an emerging ability to plan for, participate in, and assess studraits' learning. The Narrative Assessment should also address the student's contributions to Blackboard discussions, the student teacher's key learnings, key dispositions and the KSA's relevant to the specific context of the field experience and the student's final Summary Presentation. The following report on the studenfs work is organi2ed in relation to the questions: "Where is the work particularly strong?" "What could the student do tofitrtherhis/her professional development?"

Through this field experience practicum, Adam has explored the complex dimensions of individual learners in the classroom. This is evidenced in his academic and praxial assignments for this practicum. I n his field journal, Adam examined general classroom practices as well as the specifics of his students. For example, he wrote in his journal, " I believe these particular students would have been disruptive and unproductive i f they were in a regular classroom (versus a small group setting)." This shows that he was gaining an understanding of the individual personalities in the class and allowing this information to inform his planning. I n the classroom, Adam could be observed varying his teaching procedures to emphasize the learning styles of his small group. For example, he planned a review on central heating and cooling systems with his small group. After ascertaining that they were predominantly aural and visual learners, he asked several relevant questions while showing them diagrams of these systems. On Blackboard, Adam started a thread on how he had learned to honour different, yet valid, ways to solve mathematical concepts. His responses to the posts of his colleagues were insightful, professional and well received. In his final summary presentation, Adam shared observations and experiences from the field. He demonstrated his understanding of the focus for this practicum when he spoke about how much external influences affect the learning of the student in the classroom. He also shared that he was pleasantly surprised that so many students knew their own learning styles and how this would be beneficial for the teacher to collect early in the year. Adam displayed the key learnings of understanding the principles of individual learning and how to apply those understandings to the planning of worthwhile small group experiences. For example, Adam's high jump lesson included a warm-up, review, and practice that was directly appHcable to his athletic small group. He has a good foundation in this area and, like most first year student teachers, should contmue to work on this m future practicums. This young teacher is well on his way to fulfilling the key dispositions. He has displayed particular prowess in the areas of respect for the dignity and diversity of learners of all kinds, wonderment and deshe to learn, ability to take initiative in learning as well as the discipline, and the ability to learn firom constructive feedback Adam should continue to work on developing different ways to verbally explain an issue and ways to engage a variety of learners. For example, if one explanation was not working, Adam would continue to explain in flie same vein instead of taking a novel approach. Adam's work is particularly strong in his abUity to connect with students, his patience within a small group situation, his knowledge of his subject areas, and his capacity to recognize different styles of individuals. Students responded well to him and this natural ability to be genuine with them will serve him well in the future. The KSA's displayed by this student teacher are competence in the subject discipline, an understanding that all students can learn, albeit at different rates," an incorporation of the students' need for physical, social, cultural and psychological security, and the importance of respecting students' human dignity. Adam had a very successful field experience and I look forward to hearing of his acgagiplishments as a teacher.

Field Instructor's Name: Colleen Whidden

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