Beruflich Dokumente
Kultur Dokumente
FOUNDATIONS (1, 2)
To act as a professional inheritor, critic and interpreter of knowledge or culture when teaching students.
FEATURES
• Situates the discipline's basic benchmarks and points of understanding (concepts, postulates and methods) in order to
facilitate significant, in‐depth learning by students.
• Adopts a critical approach to the subject matter.
• Establishes links between the secondary culture set out in the program and the secondary culture of the students.
• Transforms the classroom into a cultural base open to a range of different viewpoints within a common space.
• Casts a critical look at his or her own origins, cultural practices and social role.
LEVEL OF MASTERY
By the end of his or her initial training, the student teacher should be able to:
• understand the subject‐specific and program specific knowledge to be taught, so as to be able to promote the creation of
meaningful links by the students;
• exhibit a critical understanding of his or her cultural development and be aware of its potential and limitations;
• exhibit a critical understanding of the knowledge to be taught, so as to promote the creation of meaningful links by the
students;
• Establish links with the students' culture in the proposed learning activities.
How have I developed this competency during this course or professional seminar/field experience?
This was the first time I taught grade 9 & 10 Quebec history. At the beginning of FE4, it was definitely a
challenge
being thrown in in the middle of the year and expected to know almost everything and anything
about grade 9 and 10 history. With time, it became easier and more natural, however, there is always
room for more improvement.
for grade 7 & 8 history, I felt very confident when teaching those lessons. The younger grades allowed
As
me
to be more creative and implement more projects and assignments, rather than teaching more of a
content heavy course load.
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WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*
How have I developed this competency during this course or professional seminar/field experience?
Working in a school with mostly ESL students has really allowed me to develop and improve my
communication
skills.
I believe I have developed these skills by learning how to break things down and become more familiar
with procedural steps rather than quickly running through instructions/information.
This
school has taught me that every single thing needs to be broken down into procedural steps. Not
only will this help ESL students, but also those who follow an IEP.
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WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*
FEATURES
• Bases the selection and content of teaching sequences on data drawn from recent didactical and pedagogical
research.
• Selects and interprets subject‐specific knowledge in terms of the aims, competencies and subject content
specified in the program of study.
• Plans teaching and evaluation sequences taking into account the logic of the content to the taught and the
development of learning.
• Takes into account the prerequisites, conceptions, social differences (i.e. gender, ethnic origin, socioeconomic
and cultural differences), needs and special interests of the students when developing teaching/learning
situations.
• Selects diverse instructional approaches that are suited to the development of the competencies targeted in the
programs of study.
• Anticipates obstacles to learning posed by the content to be taught.
• Plans learning situations that provide opportunities to apply competencies in different contexts.
LEVEL OF MASTERY
By the end of his or her initial training, the student teacher should be able to:
• develop appropriate and varied teaching/learning situations involving a reasonable level of complexity that
enable students to progress in the development of their competencies;
• Build these activities into a long‐term plan.
How have I developed this competency during this course or professional seminar/field experience?
For grades 9 and 10 history, I made sure to follow the exact curriculum that is given by the ministry. Over
the
March break, I made sure to read the QEP (social science section) thoroughly to get an overall
understanding of the content that needs to be taught.
grade 9, I made sure to create an overall unit plan with guiding questions and key vocabulary words. I
For
made sure I followed this unit plan throughout the field experience.
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How have I developed this competency during this course or professional seminar/field experience?
goal for this field experience was to really enforce group work and class discussions. Instead of the
My
“teacher-centered
approach”, I tried to focus on more of a student-centered approach. Especially with
80-minute history periods, it was often challenging to stick to one teaching style. Therefore, in all classes,
I incorporated
various teaching styles to fit all students. These included interactive PowerPoints (Pear
Deck), collaborative group work, individual work and assessments.
TEACHING ACT (3, 4, 5, 6)
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How have I developed this competency during this course or professional seminar/field experience?
Throughout this field experience, one of my goals was to constantly assess my students. Especially the
younger
grades, to make sure that they were staying on track. Whether that meant a quiz every class (or
chapter)
or homework assignments, my students were constantly assessed throughout the field
experience.
If I noticed that a student was failing or not meeting the requirements, I made sure to reach out to them
and
ask what was going on. I also made it clear to all students that a re-take for a quiz or test is always
possible. This was something I picked up from my cooperating teacher. She said she gave the
opportunity
to each student whether they got a 40% or a 90%, they always had the chance to re-take a
quiz
or test.
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How have I developed this competency during this course or professional seminar/field experience?
I made it a priority during this field experience to come up with a classroom routine that I would stick to
throughout
the 7 weeks. With help from my cooperating teachers, I started each class with a 5 minute
warm up. These warm up gave me time to collect and staple my papers, take attendance and settle
down. Furthermore, this became a routine which promoted student’s learning and social development.
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How have I developed this competency during this course or professional seminar/field experience?
Implementing various teaching methods throughout each lesson allowed for me to make simple, yet
effective
adaptations for students who had learning disabilities.
I made
sure to always incorporate technology as all students had an iPad or laptop. I made sure to post
PowerPoints and worksheets on google classrooms so students will have access to them during the
all
class and after the class. Another helpful tool was to embed questions into my presentations. For
example,
pear deck gave the opportunity for ESL students who didn’t necessarily feel comfortable
speaking in front of the class to respond to questions
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How have I developed this competency during this course or professional seminar/field experience?
There was never a class where I did not incorporate technology. Almost every lesson I taught I used
interactive
PowerPoints and videos to engage my students. Additionally, all homework assignments, tests
and projects were posted on an online database where students could easily access the information.
Additionally, I made sure that the students were using their iPads to maximize their learning. For
example,
for a grade 10 history class, I had students collaborate and create a shared document of
primary
sources. Students had to find continuities and changes in their primary sources and add it to the
file.
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How have I developed this competency during this course or professional seminar/field experience?
I believe I made a thorough effort to cooperate with school staff. There were many times where I
engaged
with other history teachers to bounce ideas off of them which I found very helpful. Additionally, I
attended both parent teacher conferences and was able to meet some of my student’s parents. Although
there was no formal relationship with any parents, I believe it was helpful in meeting some of the parents
the beginning of the field experience to get a sense of some of my students backgrounds.
at
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How have I developed this competency during this course or professional seminar/field experience?
I believe I did a thorough job at cooperating with members of the teaching team. For example, on one of
the
Ped days, I met with the history department and helped create a unit test. This was super beneficial
I got to see how these test are created, especially the ministry ones. I learned how to come up with
as
certain style questions, such as “3-point” questions and “cause and effect” questions. Furthermore, I
strongly believe I made it clear to both my cooperating teachers that I was very open to taking
constructive criticism and suggestions that would benefit my lessons.
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How have I developed this competency during this course or professional seminar/field experience?
I believe I went out of my way to use available resources to me. For example, during the March break, I
took
home many textbooks to familiarize myself with the content. Additionally, I collaborated with other
history teachers to share resources with which was super beneficial.
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How have I developed this competency during this course or professional seminar/field experience?
I believe I did an excellent job at managing my class in a democratic way. Additionally, providing students
with
support and attention when needed was another goal of mine for this field experience. If I felt that a
students needed some extra support or attention, I made sure to reach out and dig deeper into the
problem.
I believe I demonstrated ethical and responsible behavior in performance of my duties as a
student
teacher.
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