PC1: To act as a professional inheritor, critic and interpreter of knowledge when teaching students.
Kinematics Formulas Note Package
In this lesson with my grade 11 physics class, I was able to use my knowledge of other sciences to connect material from my students’ pre-calculus class to physics. This is not something that is outlined in the POL competencies, but opportunities like this can help connect seemingly different field, spark student interest, and help them understand the relevance behind what they are learning. For this reason, possessing a strong knowledge of a variety of fields in science can foster stronger learning for students, especially for students who intend to pursue science in the future.
I always encourage students to read further into material and practice with additional problems, and I always provide a list of readings and problems for them to work with at the end of the note packages I distribute. I often try to connect the physics curriculum to interesting topics, such as space/aerospace, sports, or anything my students are curious about.
PC2: To communicate clearly in the language of instruction, both orally and in writing, using correct grammar, in various contexts related to teaching.
To see examples related to this competency, see any of the attached documents below.
PC3: To develop teaching/learning situations that are appropriate to the students concerned and the subject content with a view to developing the competencies targeted in the programs of study.
The most sophisticated lesson I planned while on my third field experience was the catapult and science fair model workshop unit. Students initially had to build a catapult in groups by following a specific set of instructions, using materials and tools in the workshop.
The catapult which students built using the instruction booklet
After the catapult was completed, students were tasked with modifying their catapult so that it shot the projectile further. An example of a modified catapult is below:
Modified Catapult
Once their catapults were complete, each group had to select a machine to create a model of for science fair, and build it in the shop as well. The group who made the catapults above made a cannon, which functions off of air pressure.
PC4: To pilot teaching/learning situations that are appropriate to the students concerned and to the subject content with a view to developing the competencies targeted in the programs of study.
PC5: To evaluate student progress in learning the subject content and mastering the related competencies.
Simple Machines, Forces, and Motion Test: A test I wrote for the department on the unit of simple machines, forces and motion in grade 8. This unit had never been evaluated in a test before, so I was given the chance to create the test for it myself.
PC6: To plan, organize and supervise a class in such a way as to promote students’ learning and social development.
The documents below are relevant to establishing a science classroom which is conducive to learning. The course outline lays out the general ground rules of the science classroom, and the lab safety contract goes deeper into the procedures to follow when performing a lab experiment. I included the seating plan for my grade 7 class, because creating a seating plan for a difficult class was an effective way to manage the classroom. Together, these documents outline the rules of my science classroom, and help maintain students’ focus.
PC7: To adapt his or her teaching to the needs and characteristics of students with learning disabilities, social maladjustment or handicaps.
Implementation of Differentiation Regarding IEPs: On page 5 of this lesson plan, you can see that I have highlighted the differentiation piece of the lesson. Since working with the 3D design software is highly individual, students who excel and desire a greater challenge were encouraged to work with a more sophisticated software, while students with more difficulty, such as the one mentioned with the IEP, could get more help from myself or my CT during the period.
Energy Resources Lesson Plan: This lesson is another example where students have the opportunity to approach material at their own pace and level. Students worked in groups to create a presentation on Google Slides, which they did research for in class. Each group researched a particular energy resource (oil, natural gas, nuclear energy, ect.), and then presented it to the class after they had developed a thorough understanding of that particular energy resource. The presentation had to be detailed enough for their classmates to fill in the notes, which can be found in the appendices. If any information was missing or incorrect, I made sure to specify during the lesson. These presentations are stored in my Google Drive folder, and may be viewed on demand.
PC8: To integrate information and communication technologies (ICT) in the preparation and delivery of teaching/learning activities and for instructional management and professional development purposes.
The St. George’s science curriculum places a strong emphasis on engaging students with what is meant to be taught in the POL. Students perform numerous lab activities, complete a variety of projects in and out of class, and use many different technologies to do so. For example, grade 8 students’ science fair projects had to be based in the topic of technology and simple machines. Once students had decided on a machine, they built a model of it in the workshop using wood, metal, and power tools. Afterwards, they used a 3D design software, SketchUp (or 123D Design for accelerated students) to create a to-scale design of their model. This approach gives students a great opportunity to apply their learning, and engage with material using a wide array of technology. In the future, I intend on using projects like this to engage students and give them the opportunity to create something using things they have learned.
A model of a vending machine my students made, and a 3D image of the model they made
PC9: To cooperate with school staff, parents, partners in the community and students in pursuing the educational objectives of the school.
While at St. George’s, I took advantage of the extensive opportunities for extra-curricular involvement. I participated with the basketball team and chess club, chaperoned field trips, and helped organize and run the science fair. To me these experiences are some of the most enriching moments that a career as a teacher can offer. Getting to know students outside of the classroom environment and engaging with them in activities you mutually enjoy creates a strong bond, which even comes into play in the classroom.
The Periodic Table Comes to Life on Halloween
PC10: To cooperate with members of the teaching team in carrying out tasks involving the development and evaluation of competencies targeted in the programs of study, taking into account the students concerned.
During my third field experience, I also learned the value of collaboration. Unlike my experiences at other schools, the science department at St. George’s plans most of the curriculum and assessments collaboratively, and afterwards individual teachers can tailor them to suit their own teaching style. This approach reduced overall workload, which allowed teachers to put more time into the planning of each lesson, test, or assignment, and fostered an atmosphere of ongoing improvement, where lessons were constantly being updated by others, whereby creating material containing everyone’s best ideas. These files were all placed on a shared Google Drive, which former teachers of St George’s, myself included, still have access to. This gives everyone a very strong pool of lessons to work with, all while maintaining the ability to customize them to your needs and tastes. Splitting the workload in an efficient manner allows more time for teachers to focus on developing stronger lessons, and gives the chance to devote more time to professional development.
PC11: To engage in professional development individually and with others.
QPAT Reflection: A reflection on the conferences I attended at QPAT conference, written for my seminar course for my third field experience. The QPAT conference provides teachers with a hub where they can learn a variety of things about any aspect of education. The learning opportunities are so diverse that it is an excellent way to develop skills as an educator that you had no intention of improving upon.
PC12: To demonstrate ethical and responsible professional behaviour in the performance of his or her duties.
While teaching, I am always sure to maintain professional composure and respect the privacy of individuals I have contact with in my work. For that reason, images of children, names, and grades cannot be put into this document.
E-portfolio 