Written Reflection of Assignment 4 (Culturally-Responsive Lesson)

This lesson plan covers Wellness 10 outcome(s) W3 and W7 stated above in the lesson plan.

I plan lessons and assessment based on provincial curriculum. My instructional

strategies/assessment procedures of visual, auditory cues, and technological approaches is adaptable

throughout the lesson in order to modify teaching and learning activities to sustain and engage students

of all diversities. My lessons and formative assessment strategies reflect on my outcome and indicators

that encompass the unit.

I make student learning goals for each lesson/task. My goals of working cooperatively

together and reflection and critical thinking while snowshoeing are clearly indicated and my planned

instruction and activities allow students to draw their connections and responses to the learning goals

indicated.

I know which instructional strategies to pick at given times. I chose visual, verbal,

kinesthetic, and technological strategies to increase student succession in skills pertaining to the lesson

that reflect the outcome and indicator(s). Instructing the activities in a variety of strategies not only

allows for improved student confidence, competence, and motivation, but also shows them my

understanding of student and cultural diversity.

My lessons are ready to be used. My lesson is very descriptive in order for the teacher to be

successful in instruction. The variety of instructional strategies allows for teacher competence as well as

student competence.

I create formative assessments. Students will be assessed through their learning experiences of

the lesson that can be expressed in any form most comfortable for the student. Through teacher

feedback, I can make changes in my instruction if I am readdressing the same issue/instructional step to

multiple students.
 I create summative assessment. The journal entries allow for me to view the students feeling

and thought processes towards the content of the unit. The questions asked at the beginning of the lesson

will be answered at the end of the lesson through the students experience throughout the lesson and the

connections they draw. The journal entries also allow for student choice when expressing their

experiences and may choose the method of expression (visuals, auditory, etc.).

I set and use goals for enhancing my professional development. My goal corresponding to

TECH point 4.2 the ability to incorporate First Nations, Metis, and Inuit knowledge, content and

perspective into all teaching areas was achieved through my snowshoeing lesson plan. However my goal

to create more formative approaches of assessment is still in progress. Through incorporation of

culturally-responsive instruction, I am striving towards my goal 3.2 the ability to use a wide variety of

responsive instructional strategies and methodologies to accommodate learning styles of individual

learners and support their growth as social, intellectual, physical and spiritual beings

I can demonstrate a culturally responsive instructional stance. Creating a unit plan that

values cultural diversity creates an inclusive environment that is accepting and allows connections

between one another. By teaching my students snowshoeing, originated by the Native American

Indigenous people, they will obtain knowledge of a survival skill of the Aboriginal culture that is now a

recreational activity. Including culturally responsive instruction encourages my students to participate

because they have the ability to connect to the material through the different teaching methods.

I can use all four types of questions. My unit contains the four types of questions; lead, guide,

hook, and essential questions that will be covered throughout the unit. My essential questions vary

across my lesson plans and grasp the overall idea that the students will learn at the end of the unit.

I understand how to plan for differentiation and adaptation. I’ve designed my lesson plan

with adaptations and planned for differentiation in order for my students to succeed. Students at all

levels of ability and comfortability can succeed with choice of supportive equipment (ski-poles), the
different difficulty levels of each activity, and the instructional strategies. When this lesson is put into

practice, specific and appropriate differentiations and adaptations will be made.

I create engaging learning activities and tasks. My entire unit allows for increased connection

between students and student ownership of learning. The different instructional strategies used to present

the activities allow for increased competence, confidence, and motivation of learning activities. The

activities also allow students to choose their adaptation, their equipment or aid to succeed. This, in turn,

will allow for improvement which leads to engagement. Students working together will also increase

engagement.

My planned activities would improve the discipline specific literacy skills of my students.

My students will be exposed to visual literacy, speaking and listening literacy, and technology and

digital literacy during the unit. Students will have a chance to improve these literacy strategies during

the unit through trial and error. They will also have the opportunity to self-assess in their journal entries

and their customized fitness plan.

I can create a unit that would achieve the outcomes and the indicators. My unit includes

assessment, differentiation, modifications, instructional strategies, and other components work together

to create success for the student(s) to meet the outcome(s) of the unit. Each element in the unit plan has

a purpose and reflects the provincial curriculum.

The final task in my unit elicits evidence of application in a new situation. My final

assessment allows student ownership in the learning. The content prior to their final assessment is

relevant and can be utilized in the fitness plan. The fitness plan allows for students to show their

demonstration of knowledge throughout the unit, as well as shows themselves through the activities, etc.

chosen. This fitness plan also shows me they are capable of planning and engaging in movement activity

to create confidence, competence, and sustainability in alternative environment activities that includes

health-related and skill-related components.

 I can create a unit that would assess the outcomes and indicators. My unit and assessment

strategies encompasses the outcomes in the a diverse way. The content of my unit hits most aspects of

outcomes W3 and W7 that reflect the Saskatchewan curriculum.

Improvements in my unit plan show my increased understanding. My unit includes

collaborative teaching, student centered learning and responsive feedback in order to adapt more

culturally-responsive instructional methods. This creates more engagement and participation of students

and allows students to connect to the content of the lesson in a variety of learning styles. I also included

differentiations/adaptations in the unit to each lesson plan in order to create a more inclusive

environment. I also will make appropriate changes to my hypothetical lesson that fits my learner needs

and styles. I also eliminated the spin class lesson and included a yoga lesson that allows for more

inclusiveness as there are more adaptations and differentiations to be made to yoga to allow for more

participation versus a spin class.