Evidence (250 Character Analysis/Next Steps/Plan for Growth (1000 Plan for Growth

Date PGP Target Context Summary of Teacher Feedback (1000 Character Max.) Date Achieved
Max.) Character Max.) Revisited
Example:

15 Aug 2016 Still in progress 20 Oct 2016

I liked how the music teacher utilized technology in two

ways. He used laptops and a new electronic music making
The Balance Program consists of students with EBD, AD/HD, and
technology in order to focus on the student’s individuality
learning disabilities. These students have a limited attention span and
and development of their own music. Technology can be
often lose concentration quickly; however, the music teacher
applied as a useful classroom adaptation for this particular
introduced an electronic invention tool and toy that allowed the
class since they are students with EBD, AD/HD, and learning
2.4 ability to use The music teacher introduced a students to connect everyday objects to a computer program using a
disabilities. The introduction of new technology is beneficial
technologies readily, new music technology, "Makey circuit board, alligator clips, and a USB cable. The students were able
11-17-17 Formal Lesson because it is self-pacing, provides specific and direct Still in progress
strategically and Makey: An Invention Kit for to create their own unique music using everyday objects they picked.
instruction, and it is motivating. Technology can be useful in
appropriately Everyone," during music class. I noticed the students were not engaged in the previous music
providing assistance for particular learning outcomes;
classes I have attended with them. The music teacher strategically
however, I need to be mindful when use technology. I
introduced an electronic music invention tool as a means to engage
would like to learn how to incorporate technology into my
the class more effectively, which ultimately increased their level of
lessons and discuss with my cooperating teacher about
concentration and attention.
when and how to strategically and appropriately use
technology in my own class.

This particular experience has taught me that developing

My cooperating teacher uses a “classroom economy” in her
and maintaining professional relationships with students
classroom. It is a strategy that monitors and records a student’s
and families extends beyond the classroom. Bigger steps
behaviour throughout the day. Classroom dollars are rewards for
and more commitment needs to be made in order to
each positive behaviour. The students can save up their classroom
establish trusting, respectful, and supportive relationships. I
1.1 - the ability to dollars for free time, small prizes, and even “teacher dates.” A
was convinced developing and maintaining professional
maintain respectful, Other In-Class My cooperating teacher, a particular student saved enough dollars to go on a teacher date of
relationships with students and families needed to be done
mutually supportive and Instruction student, the student's mother, and I their choice with their mom, my cooperating teacher, and myself. I
in a classroom, but after this experience my perception
equitable professional (Small group, went to the Fun Factorty as a way shared a conversation with my cooperating teacher about the
10-4-17 regarding the topic has slightly changed. However, I Still in progress
relationships with one-on-one, to develop and maintain a purpose of the teacher dates. She informed me that these activities
question whether taking a student and their caregiver out
learners, colleagues, co-teaching professional relationship with the not only help build a trusting relationship between the student’s
for an activity is professional. I need to learn how to
families and etc.) student and the student's family. caregiver and the teacher, but also shows the student they are
differentiate between what is acceptable and
communities; special and cared about. Ultimately, teacher dates are an
unacceptable in terms of establishing a professional
opportunity for the teacher and the caregiver to discuss the student’s
relationship with students and families. I want to discuss with
improvement in the class and ways in which both the teacher and
my cooperating teacher the reasoning behind her decision
the caregiver can work together in order to achieve the optimal
to treat the student and their caregiver to a fun activity as a
success for the student.
means to build a professional relationship.

I asked my cooperating teacher if I could get more involved by
creating a lesson on one of the Seven Teachings. She responded by
showing me a resource, which included different handouts that could
be intergraded into the lesson. Although the handouts were useful,
1.3 a commitment to she did remind me about the different learning levels each student
I had a discussion with my
social justice and the has and emphasized the importance of modifying the handouts to
cooperating teacher about lesson
capacity to nurture an accommodate learning styles or levels of individual learners. She
Professional planning and the importance of
10-17-17 inclusive and equitable illustrated this idea by showing me one of the handouts. The
Coversation modification and adaptation in
environment for the handout’s instruction called for the student to write how they can
order to accommodate the
empowerment of all show their respect to family members, friends, teachers, etc. She
different learning levels.
learners; and stressed how one student may find this handout challenging and
therefore will struggle. Another student who is a more advanced
writer than the others would highly enjoy this handout. She suggested
to modify the worksheet into a visual representation of what respect
looks like to support the student with a different learning level.
I taught a lesson on personal hygiene to the students. I provided
students with the opportunity to learn about personal care items that
help maintain personal hygiene and a healthy lifestyle. I educated
students when, why, how, and where personal care items need to be
applied. I discussed the consequences for those who do not use
1.4 a commitment to personal care items in order to maintain personal hygiene. I
Taught a lesson in health about
service and the integrated an interactive activity with the students for them to explore
personal hygiene. Questions were
11-22-17 capacity to be Formal Lesson different personal care items. Each student was given a chance to
asked during and after the lesson
reflective, lifelong discuss the importance of a specific personal care item to the class.
to assess the students.
learners and inquirers. The students were interested and engaged in the content being
presented to them, which ultimately helped increase their willingness
to learn about personal hygiene and healthy lifestyle choices. I
demonstrated my skills as an inquirer by constantly asking students
questions about the information that was being presented during and
after the lesson to assess their level of understanding.
Some of the students were starting to become distracted by other
students sitting around them and other students were not getting
along with others due to the arrangement of the seating in the
My co-op teacher, the classroom. A discussion was held between my co-op teacher, the
educational assistants, and I education assistants, and myself in order to determine a new seating
1.2 ethical behaviour
noticed the classroom desk plan. The goal was to create a seating plan that would help benefit
and the ability to work in
Professional arrangement was not working out. the students’ learning the most. My co-op teacher made it clear that
11-8-17 a collaborative manner
Coversation A collaborative conversation are lot of things to take into account, including, space, students who
for the good of all
determined a seating don’t get along, students who do get along, learning disabilities,
learners;
arrangement that would help developmental disabilities, and other behavioural issues that have
benefit all the students. been recorded. We were able to work together, contribute ideas and
opinions, provide feedback, and listen respectfully to one another.
We finally came to a collaborative decision about a seating plan
that would hopefully benefit the good of all learners.
I really wanted to apply the advice my cooperating
teacher provided me, so I decided to apply her useful
advice to a class handout I was creating that was going to
accompany the read aloud book the following day. I was
mindful of the different grade levels, learning levels, and
learning styles present in the class while I was deciding to
create a handout that allowed the students to draw their
own invention using the inventions in the book as inspiration
after reading The Magnificent Tree. I was sure to include a
Achieved 18 Oct 2017
box where students could draw their invention and a
couple lines below for students to describe their invention
as well. I noticed right away that the younger students
were focusing on the drawing aspect over the written
aspect and the older student was writing complex
sentences to complement their drawing. It seems that
students gain the most successes when the task is not too
challenging and modified based off their level and style of
learning to engage the student.
This lesson helped educate students about personal care
items that help maintain clean lifestyles. I did feel
uncomfortable discussing the consequences for not using
personal care items since students revealed they have
never used certain items before. I had a conversation with
my co-op teacher after the lesson about my comfort level.
She advised me that I must put the students’ needs before
my own in these situations, especially because this topic is
crucial to the students’ health. This experience has taught
me that students must learn about personal hygiene and Still in progress
personal care items so they can apply it to their own
lifestyle choices and routines. The skills that were provided
are skills the students need to create a healthy lifestyle
throughout their lives. I want to continue to put the
students’ learning needs in front of my own. I will achieve
this goal by continuing to teach lessons so that I can
practice this skill.
This experience has taught me that everyone has different
opinions when there is an opportunity to work
collaboratively. I have learned to listen and be respectful
to the thoughts of others even if there is a differencing of
opinions. I used this experience as an opportunity to
improve and practice my listening skills. I learned working
collaboratively is a great opportunity to listen to the ideas
of others that you have not thought of before. I suggested
to pair two students together in the seating plan, but one of Still in progress
the EAs told me that those students have a history of
physical hurting one another and advised that they
shouldn’t sit together. I would have made the mistake of
pairing the students up in the seating plan if it wasn’t for the
EA’s help. I have learned how helpful it is to collaboratively
work together, and this is something I want to continue to
develop. I plan to consult others in situations that call for
outside knowledge, different perspectives, or new ideas.
 The lesson I taught provided a lot of information about hills
and mountains I thought students already knew, and it was
A Geography lesson about hills and mountains was given to the
clear that students were not as interested as I would have
students. The definition, parts, location, purpose, and properties of
liked because of this. I did notice that the students became
mountains and hills were discussed. The location of hills and
more interested in the lesson when the location of
mountains was emphasized and discussed in more detail. Students
Saskatchewan came up. I learned that connecting the
commented on the provinces hills or mountains could be found. The
content to the personal lives of the students can help
2.1 knowledge of A lesson about the hills and students understood that Saskatchewan is mostly flat, and so
increase the level of focus, interest, and willingness to learn
Canadian History, mountains was provided to the mountains would not be found in Saskatchewan. A class discussion
for students. I have learned that providing new and
11-29-17 especially in reference Formal Lesson students. The history of touched on how certain landforms influence the lifestyles and Still in progress
meaningful information to the students in a lesson can help
to Saskatchewan and Saskatchewan agriculture was resources of a location. I told the students that mountains make it
students connect to the content better, which will
Western Canada; referenced. difficult to farm the land because mountains are high and steep
ultimately encourage their ability to pursue new
landforms. I told the students that European settlers needed flat land
knowledge about the topic. I want to have a conversation
to farm, and that is why they decided to come to Saskatchewan. I
with my co-op teacher during my last week in order to
was sure to include the fact that the settlers took the land from the
discuss how I can connect lesson content to the personal
original inhabitants, the Indigenous peoples. I found this lesson was
lives of students. I want to ask if there are any questions I
perfect to introduce homestead and farming in Saskatchewan.
can ask, books on this topic, or activities that can help
foster this connection to occur.

I was capable of providing clear and direct instructions to

A class read aloud helped
2.2 proficiency in the introduce a read aloud activity.
10-18-17 Formal Lesson
Language of Instruction; There were some modifications
that were made during the lesson.
help assist all learning levels, which ultimately made it a lot
The Magnificent Tree was read for class read aloud. The book was
easier for the students to work through the read aloud
about an inventor that created a tree to make his child happy. I
activity. This experience has taught me the importance of
created a worksheet that asked for the students to illustrate their own
providing students with clear and direct instruction. I have
invention. I carefully instructed the class to complete an illustration of
learned giving good feedback can ultimately determine
an invention. I also read the directions that were provided on the
the behaviour and attitude of the students during an
worksheet and asked the students if they had any questions. I told the
activity. I believe providing good instructions is one step in
class that each student will have an opportunity to present their
developing good classroom management skills. The
invention idea to the class if they chose to. I made sure to remind the Still in progress
students would probably be unsure of their purpose and
students to be respectful of the ideas other students have. I made this
the purpose of the activity if I didn’t provide clear and
idea clear by providing some examples of negative and positive
direct instruction. My co-op teacher has helped my
comments that students could say to a student and their invention.
development in the language of instruction, and my
One student shows signs of a higher learning level than the other
observations of her teaching have helped me pick up
students. The worksheet was too easy for him, and I quickly
some cues on how to instruct my students. I plan to
recognized this so I instructed the student to write a small paragraph
continue to observe my co-op teacher until the end of my
about his metal basketball player invention.
pre-internship in order to keep developing my language of
instruction skills.

I think it is crucial to incorporate Indigenous culture and

worldviews into lessons as much as possible. I was
discussing worldviews and I found myself wanting to tell the
I taught a lesson about mountains and hills and discussed some of
students more than I already knew, but I couldn’t. I am no
key features students need to understand about mountains and hills
proficient in this area, and I don’t think I’ll ever be because
during the lesson. I was also able to discuss Indigenous worldviews of
I do not come from Indigenous decent or have a large
land during the lesson. I discussed how mountains can produce
2.3 knowledge of First understanding of Indigenous worldviews. I have learned
A lesson about the hills and certain resources, but I was sure to include that we must respect the
Nations, Metis and Inuit that I need to become more competent in this area if I
mountains presented an land we take from. I included the Creator in the lesson by stating that
Culture and History (e.g., want to fully provide my students with a greater
11-29-17 Formal Lesson opportunity to intergrate Indigenous peoples believe that the Creator created the Earth, and Still in progress
Treaties, Residential understanding, acceptance, and sensitivity towards other
Indigneous worldviews towards the so Indigenous peoples honour that by showing a dependent, spiritual,
School, Scrip, and cultures and worldviews. I have learned that I need to
land. respectful, and protective relationship with the land. I was sure to
Worldview); continue to strive to learn more knowledge to efficiently
emphasize how this spiritual bond to the land is an Indigenous
teach this subject matter to the students. I have learned
worldview that is still used and practiced today, and it is the Elder’s
that I’m no expert in Indigenous worldviews or culture, and
job to transmit this knowledge to younger generations in order to
the students could benefit from an Elder visit in order to
maintain the worldview.
properly relay this information to them. I plan on conversing
with my co-op teacher about how to go about doing this in
my own classroom.
 This opportunity allowed me to get out of my own comfort
level by teaching a subject I am not familiar with. I was
able to learn about the learning objectives, outcomes, and
My co-op teacher asked me to create a lesson for the germ unit in goals of teaching health education from grades 2-4. I was
health. Health is not one of my teaching areas. The balance program able to do research about the subject area, and my ability
2.5 knowledge of a I was able to explore the
consists of grades 2-4, so I was able to use the Saskatchewan to conduct research can be applied to researching other
number of subjects Saskatchewan curriculum website
curriculum website in order to uncover the teaching objectives, subject areas out of my own discipline. I have learned that
taught in Saskatchewan to learn about teaching subjects
11-22-17 Formal Lesson outcomes, and goals of different grade levels instead of just one. I I am confident teaching other subject areas now that I Still in progress
schools out of my discipline in order to find
was able to determine which teaching objectives corresponded with have been able to explore the Saskatchewan curriculum
(disciplinary/interdiscipli objectives about a lesson I was
the lesson I created. I feel like I have gained a deeper knowledge of website to gain a better understanding of various subjects. I
nary knowledge); and teaching.
a different subject that is taught in Saskatchewan schools and out of am going to ask my co-op teacher if I can plan more
my teaching areas. lessons that are outside my subject area or observe P.E
class or art class more intently so I can develop my
knowledge in a number of subjects taught in
Saskatchewan schools.

A physical fight broke out during P.E. and one of the students chased
This experience has taught me helpful ways in which I can
another student towards the street. I decided to run after the students
handle behavioural issues in my classroom. I learned I
and I stopped one of the students. My previous working experience
need to distance myself from the child enough so that they
has taught to create positive interactions by getting close to hear the
feel safe rather than intimidated. I also learned to position
child and on the eye level of the child so they do not feel
your body at an angle rather than standing straight on. This
intimidated. This was not the case with this student, and as a result the
I dealt with a student who was body position contributes to the student’s comfort level and
2.6 ability to strive student punched, kicked, and bit me because the student felt
Professional misbehaving. A conversation was ability to feel safe enough to communicate. I also learned
11-8-17 for/pursue new intimated on top of being heightened. I was by myself in this situation, Still in progress
Coversation had after to discuss how I could some calming language and the tone I can use in order to
knowledge and I thought I did the right thing but I didn’t. I approached my co-op
have handled the situation better. de-elevate the student. I plan on using the prompts my co-
teacher to ask how I need to handle this situation in the future. She
op teacher provided me in similar situations. I also plan on
provided me with helpful advice regarding body positioning, body
continuing to ask my co-op teacher any questions or
distancing, calming language, and how I can protect myself from
concerns I may have. I need to continue to pursue new
harm. I also asked why this is the proper way to handle these
knowledge if I want to continue to develop and improve
situations, and her reasoning is to make the child feel safe and
as a Teacher Candidate and as a future teacher.
comfortable about communicating to an adult.

Setting up the group work as a literature circle would have be

I noticed some students weren’t doing
as much work as the other group
2.2 proficiency in the Professional members during the group activity. I
27 Feb 2018
Language of Instruction; Coversation had a conversation with my co-op
teacher afterwards to discuss the
group activity.
helpful because some group members were not as engaged as
My co-op teacher advised me to set up the group activity as a literature
others, so if I give students specific roles then they feel more
circle, which means everyone in the group has a role. My co-op teacher told
obligated to participate since the group’s success relies on each
me to provide each student a role (writer, researcher, presenter,
member doing their role well. I want to try this strategy in future
encourager, etc.) and define each role on the board. This helps the students
lessons that have group work activities. I want to try setting up
understand what they are responsible for. Giving roles for each students
group work activities as literature circles in the future so I can
makes it easier to assess the students since if a role isn’t completed well Achieved 06 Mar 2018
compare and contrast the level of interest, engagement, and
enough then I know what student was responsible. My co-op teacher also
motivation from my past lessons that had group work that was
said I need to give more instructions before the group work begins, such as
not set up as literature circles. I would like to see how success this
where to sit; how much space between each group; the appropriate
strategy would be, if it would be, in one of my own lessons.
volume; and when to move in groups. Giving as much instruction as possible
Moving forward, I need to determine what type of roles would be
not only sets up the plan, but also presents the expectations for students.
the most useful in group work activities. I can discuss this with my
co-op teacher.

My co-op teacher loved how I used a YouTube clip of Romeo and Juliet
texting as my motivational set. She thought this was a great idea to engage
the students and interest them in the balcony scene. The students read
I showed two different YouTube clips through Act 2.2 (balcony scene), but I also decided to show them the exact
2.4 ability to use during a Romeo and Juliet lesson for scene from the 1968 movie. My co-op teacher found this was a great way to
technologies readily, students to connect the scenes with a connect the scene to the video. The students were able to see the facial
28 Feb 2018 Formal Lesson
strategically and visual in order to better understand expressions and hear the tone in both Romeo and Juliet, which helped them
appropriately the content, characters, and tone of understand the scene in better detail. My co-op teacher thought I could
Act 2, scene 1 and 2. have discussed each clip and the importance of the clips with the students
after they were shown just to determine if the students understand what was
going on in both clips and so they students know there was a purpose for
showing the clips.
I would love to incorporate more visuals into my lesson going
forward, especially because my co-op teacher told me the
grade 9 class loves visuals and they become easily engaged with
visuals in lessons. Going forward, I am going to plan more lessons
Achieved 07 Mar 2018
that use visuals that can help students better understand the
material of each lesson. Yet, in order to do this then I must be
prepared to discuss the visual and it is important/purpose to the
class, unit, book, play, etc.

1.1 - the ability to maintain
respectful, mutually
Instruction (Small co-op teacher and another student
supportive and equitable
27 Feb 2018
professional relationships
with learners, colleagues,
families and communities;
3.1 the ability to utilize
meaningful, equitable and
13 Feb 2018 holistic approaches to Formal Lesson
assessment and
evaluation; and
1.3 a commitment to
social justice and the
capacity to nurture an
12 Feb 2018 inclusive and equitable Formal Lesson
environment for the
empowerment of all
learners; and
1.2 ethical behaviour and
the ability to work in a Professional
30 Jan 2018
collaborative manner for Coversation
the good of all learners;
2.6 ability to strive Professional
27 Feb 2018
for/pursue new knowledge Coversation
The student told my co-op teacher, the student teacher, and myself to
“follow me girl.” My co-op teacher stopped him right away to remind him
I worked with a student with Down
that he must respect us by calling us teachers since the term “girls” is a term
Other In-Class syndrome and autism along with my
that can be used to address his friends. The students also tried to hug the co-
op teacher, but she also reminded him that the student must ask before
group, one-on- teacher. My co-op teacher helped
touching since it is the respectful thing to do and people may be
one, co- correct his behaviour when he was
uncomfortable. My co-op teacher told the other student-teacher and myself
teaching etc.) acting inappropriately towards me
that this student has trouble with boundaries and it is our responsibility to
and the other student teacher
remind him of respectful behaviour that he can use in and out of the
classroom.
The students were told to use 1 homographic and 1 homophonic pun into a
written script. This was formative assessment because the scripts were used
to determine the students’ understanding of the 2 puns since I asked the
students to highlight the puns different colours. This was not marked, but
I presented a lesson on puns to the
rather used to determine if they understand the 2 types of puns. The students
grade 7 class. The students were
created their own puns and were asked to draw their pun and provide a
assigned to create a pun, a
justification of the pun on the back of the drawing. The students were
representation of their pun, and a pun
marked on this, making it a form of assessment. The students were given the
conversation over the course of this
rubric at the beginning of the first lesson so they knew what was expected
two day lesson.
from them and what they needed to do. My co-op teacher liked how I used
formative and summative assessment in my lesson to assess student
understanding, but she also told me to try to incorporate self-assessment into
the lesson so the students can reflect on their learning and understanding.
A Quizlet was projected onto the board during a lesson, and the students
were instructed to work together to find the right answer and justify it. This
activity resulted in over excitement and caused the students to become
chatty. A student was trying to contribute and other students were talking
During a class disucssion, I reminded over that student. I remind the students to be respectful of one another and
the students to be respectful of one listen respectfully to one another’s contributions. My co-op teacher liked that
another since students were talking I reminded the students to remain respectful, but she told me that reminding
over other students when they were the students before the activity would have been more successful and
contributing to the discussion. would have helped with my classroom management skills. Instructing the
students to be respectful of their peers and their contributions before the
activity would have set the tone and the expectation for the activity. This
way reminding the students during the activity would be easier since I could
refer it back to the guideline of respect that was set before the activity.
My co-op teacher and I sat down prior to my teaching in order to discuss
My co-op teacher and I worked
lessons that I could teach during my placement. My co-op teacher and I
together and co-created some
discussed certain teaching strategies that her students enjoy and are the
lessons. We also worked together to
most effective in enhancing student learning. My co-op teacher suggested
determine what teaching strategies
integrating technology into my lesson as much as possible since her students
are the most effective with her
are more engaged in the lesson content if there is a visual/technological
students.
aspect used.
This conversation helped me to understand how to improve my future
lessons. I did my lesson on Romeo and Juliet Act, Scene 2 and 3. I showed
I asked to sit with my co-op teacher in two YouTube clips. My teacher noticed I didn’t discuss the video enough for This way the students understand that the memes hold
order to discuss a lesson that I just did connect the videos and its importance to the lesson/scene. I also gave an
with an ELA 9 class. I was able to ask activity for students to complete in a group setting. I quickly explained the shown for the sake of being shown. Another handout was given
questions about my lesson, particularly worksheet and handed it out, but my co-op teacher suggested working
about the strengths and weaknesses through the first question together as a call so that the students know what questions and find important quotes for both scenes 3 and 4. I
of my lesson and how I can improve to do and what is expected of them. The worksheet also asked students to
for the future. find examples of a metaphor, simile, personification, and light/dark imagery expected of the students. I found that the students worked
in Act 2.2. My co-op teacher also suggested to go over each term with the
students to ensure they understand what they were finding.
I took my co-op teacher’s feedback and I was able to apply it in
a situation later on in that period. I was working with the student
one-on-one and he touched my hair and told me that he was
going to marry me. I was able to remind the student that he must
asked people before he decides to touch other people or their
hair. I also reminded the student that it was inappropriate to Achieved 27 Feb 2018
declare he was going to marry me since I am the teacher and
he is the student and because of the age gap. He quickly
understood and apologized for his actions. After our talk, the
student was quite respectful with me and always asked before
he could have physical contact with me.
I want to include some form of self-assessment into my next
lesson to help the students become their own assessors of their
learning and understanding. I recently read an article that
introduced the “traffic light” strategy. Basically, the teacher asks
the students to colour one corner of their assignment green,
yellow, or red depending on their level of understanding. Moving
forward, I would like to use this form of self-assessment in one of
Still in progress
my lessons to see how the students assess their own
understanding and so that I can use it as a way to address
students and their understanding in future lessons, especially for
the students in the yellow or red zones. I would also like to have a
conversation with my co-op teacher of any self-assessment
strategies she uses to help students reflect and assess their own
learning.
I took my co-op teacher’s feedback and applied it to class
discussion in another class. I remembered to remind the students
that it is respectful to listen to one another’s peers instead of
talking over one another. I also reminded the students that some
students may have differing views or may contribute in different
ways, but it is important to support your peers and their
contributions. This set the tone for the discussion perfectly since
the students were aware of the expectations that were needed Achieved 28 Feb 2018
to follow during the discussion. I also noticed more students were
participating in the discussion in comparison to past discussions I
have had with classes. I feel as though this helped create a
welcoming and positive learning environment where students felt
more comfortable to share their ideas. I must ensure to continue
with laying out the guidelines before a lesson or activity to ensure
a respectful learning environment is established.
This conversation has helped me plan my lessons throughout my
time at VCA. I make a conscious effort to integrate some aspect
of technology into my lessons now. My co-op teacher was right. I
find the students are more engaged and interested in the
content of a lesson if technology is used. I have created lessons
that use no technology, and I have observed that students aren’t
as engaged as the lessons that do use technology. I have found
Play Factile, a version of Jeopardy, has been the most successful
Still in progress
with student engagement and learning. I also find that using
YouTube clips is another great source of technology that helps
students make meaningful connections to course content.
Moving forward, I want to explore and find more resources with a
technological side to them so I can use them in the classroom. I
also want to continue to use technology in my classroom as a
teaching strategy due to all the success I have experienced with
it.
The following day I did a lesson on Act 2, Scenes 4 and 5. I was
sure to take my co-op teacher’s feedback and apply it to my
new lesson. I showed several Romeo and Juliet memes as my
motivational set instead of showing YouTube clips. I was sure to
explain each meme and why it connects to either scene 2 or 3.
importance and relevance rather than believing they were being
to the students that instructed students to answer a couple Achieved 28 Feb 2018
made sure to clearly explain each question and what was
through the worksheet faster and with fewer questions in
comparison to the previous day where I did not provide clear
instructions or worked through the handout with the students. I
need to be sure to be just as clear in future lessons to help
enhance student understanding.

1.3 a commitment to
social justice and the
capacity to nurture an
07 Mar 2018 inclusive and equitable
environment for the
empowerment of all
learners; and
2.5 knowledge of a
number of subjects taught
07 Feb 2018 in Saskatchewan schools
(disciplinary/interdisciplina
ry knowledge); and
2.3 knowledge of First
Nations, Metis and Inuit
Culture and History (e.g.,
09 Jan 2018
Treaties, Residential
School, Scrip, and
Worldview);
4.3 the capacity to
engage in program
planning to shape ‘lived
curriculum’ that brings
learner needs, subject
27 Mar 2018 matter, and contextual
variables together in
developmentally
appropriate, culturally
responsive and meaningful
ways
My co-op teacher and I regularly
meet after I complete lessons so she
can ask mediative questions that
Professional
allows me not only to reflect on my
Coversation
teaching, but also ask myself
questions regarding some of my
teaching decisions.
Although my teaching areas are ELA
and Social Sciences, I did sit in on a teacher often does not have a say in the subject or material that they teach,
Home Economics class in order to
Formal Lesson
observe and gain knowledge about a effectively teach the students. My co-op teacher believed that I would be
different subject outside my teaching able to practice the situations some substitute teachers experience by sitting
areas.
I was able to gain knowledge of FNIM
culture and history and how and why
Orientation/Semi
it must be integrated into the
nar
classroom during an OTC Workshop
held at the U of S campus.
Co-created a Racism stimulation
activity with another teacher
candidate with a gr. 10 class since
Formal Lesson they are doing a social
justice/inequalities unit. This will help
students better understand the terms
of privilege and power.
Mediative questioning is one of the big strategies that my co-op teacher
uses to help me become a reflective learner after I finish teaching my
lessons. She asks questions that allows me to critically think about the steps I as a learner, especially when they ask questions that allow me to
took and the decisions I made in my lesson. Another teacher candidate with reflect, justify, and explain my thinking process behind my lessons.
the same co-op teacher also uses mediative questioning to help me reflect Moving forward, I would like to sit down with my co-op teacher
on my lessons and the teaching strategies I used in my lesson.
One of my c-op teachers teaches Home Economics in one period and
suggested that I should come observe another subject outside of my
teaching areas. She suggested this because she told me that I may have to
teach different classes outside my teaching areas, especially as a new
teacher or as a substitute teacher. She advised me that as a substitute
and it is their responsibility to be flexible enough to find success and
in on classes outside my subject areas. She also told me that I could find a
new passion or interest in a new teaching area if I apply myself. I ensured to
use my co-op teacher’s advice by observing a Home Economics and Math
class. My goal is to receive a Secondary Education Degree, but this did not
stop me from observing a Gr.4 class.
The OTC workshop days were extremely useful with providing me not only
with knowledge of FNIM culture and history, but with engaging instructional
strategies that can help teach this knowledge to students in the classroom. I
also walked away with a couple resources I can use in the classroom that
will help my students gain a knowledge of FNIM culture and history. I found
the Treaty Essential Learnings Manuel to be the most useful since we did a
jigsaw and poster representation using the resource, and I found these
strategies were effective in understanding the content and something that
I’d like to use. I also learned that I can purchase resources similar to the ones
we used during the workshop from the office of the OTC website. I was also
able to listen to 3 different Elders and listen to their stories of Residential
school and the importance of Treaties to them. I found this hit home the
most because they were personal accounts and it generated an emotional
response from myself.
I suggested this activity to my co-op teacher on March 20th and she
believed this was a great activity to help students understand the structural
nature of oppression through racism. This activity gives a colour (pink, purple,
green, blue) to small group of students. These colours represent different
races. The groups of students made decisions with a certain outcome to
their decision; however, certain groups will have better opportunities and
outcomes than other groups. My co-op teacher thought the acctivity
emphasized privilege and power that some racial groups have in
comparison to others. My co-op treated thought this was a great activity
and she commented on the students' high level of engagement and interest
during the activity. She believed this was a great activity to introduce and
explain the idea of oppression through racism.
Sometimes it can be difficult to become a reflective learner on
your own. I have found that being able to sit down with my co-
op teacher along with the other teacher candidate after my
lessons have been super helpful when it comes to developing as
a reflective and lifelong learner. I find that it is a lot easier when
you have supportive colleagues that help you grow and develop
Achieved 21 Mar 2018
after she teaches and ask her some mediative questions in order
to get an idea of her own thought process. I would assume that
this would help me note some interesting thinking and reasoning
behind some of the activities in her lesson that I could possibly
use in my own lessons in the future.
I experienced the most difficulty during the Math class I observed
and helped out with mostly because I had troubles remembering
the material that the Gr.7s were doing from my personal math
experience in gr. 7. I found that I could help the students more
once I took some time to go over the textbook and familiarized
myself with the material. I feel as though this will be the case in
most classrooms that I substitute with. I may be nervous to teach
a subject outside of my teaching areas, but it will probably be
Still in progress
less nerve wracking once I read over instructions, the textbook,
and even the teacher’s lesson plan. I feel as though I became
more confident with teaching/helping students in a subject
outside of my teaching areas due to this experience. Moving
forward, I would like to observe and help out in other classrooms
that are outside my teaching areas so I can grow this confidence
and better understand how I can approach teaching subjects
I’m not familiar with.
I liked the information and resources that was provided to me
during this workshop, and I definitely want to browse the OTC
website for more resources in the future so I can teach FNIM
history and culture in an effective and meaningful way. I found
that the listening to the Elders was more effective than reading or
listening to a lecture on FNIM culture and history, and I think
listening to Elders is more effective just because of the emotional
response that it creates. It’s more meaningful to listen to stories
Still in progress
from people who actually endured Residential schools and why it
is important to fix our broken Treaty promises since it was their
story to share. I saw how effective it is for a teacher to step away
from holding all the power to teacher and to co-teach and co-
create a lesson with an Elder, especially if it regards FNIM
content. In the future, I would love to get an Elder into my
classroom to educate my students in a more meaningful and
effective way than I ever could.
The students had to write their results from the stimulation activity
on the white board (how much money cards, family relations
cards, and job opportunities cards they have). The students
quickly realized how some groups were more successful than
others. The students in the disadvantaged group made
comments like “that’s not fair!” A class discussion helped students
realize how unfair it is that certain minorities feel or experience in
real life. I noticed that some of the students were uncomfortable
with this activity, but I am happy their comfort levels and their
boundaries were pushed. VCA is a conservative school, and I’d
like how their boundaries were pushed to help them discuss
challenging topics that helped expand their thinking to become
more aware of the oppression that occurs to racism.

4.1 knowledge of
Saskatchewan curriculum
and policy documents and
applies this understanding
to plan lessons, units of
06 Mar 2018
study and year plans using
curriculum outcomes as
outlined by the
Saskatchewan Ministry of
Education;
3.2 the ability to use a
wide variety of responsive
instructional strategies and
methodologies to
accommodate learning
20 Mar 2018
styles of individual learners
and support their growth as
social, intellectual,
physical and spiritual
beings.
4.2 the ability to
incorporate First Nations,
Metis, and Inuit
13 Mar 2018
knowledge, content and
perspective into all
teaching areas
2.1 knowledge of
Canadian History,
21 Mar 2018 especially in reference to
Saskatchewan and
Western Canada;
I always refer to the Saskatchewan
curriculum website when I create
lessons. I try to achieve 1-2 outcomes
Formal Lesson
in my lessons. I did this for a two day
lesson on two specific poems by
William Wordsworth.
I was able to use direct, indirect, and describing words for the 5 senses. My co-op teacher thought this was a great
interactive instructional strategies in a way to help students connect their prior knowledge of descriptive language
lessons for an ELA 7 class. The
Formal Lesson strategies I used include: lecture,
demonstration, drill and practice,
concept mapping, brainstorming,
partnering, and class discussion.
I had a discussion with my co-op
teacher about how I could
incorporate FNIM content and
Professional perspectivies into the classroom,
Coversation especially because VCA is a Christian
school that prioritizes Christian beliefs
more than FNIM perspectives and
content.
A student brought up population
growth and family sizes in the past
during a lesson my co-op teacher did. because the Dominion wanted to create a National identity. My co-op
Formal Lesson
I jumped in to educate the students
about Homestead in Saskatchewan
and how it lead to population growth. in Saskatchewan. She also noticed how the students were engaged in my
My co-op teacher instructed me to create a two day lesson on two poems
by Wordsworth. She instructed me to create a lesson that hit one of the ELA
B30 Comprehend and Respond outcomes and the other lesson that
achieved one of the ELA B30 Compose and Create outcomes. The students
achieved CR B30.2 because they were asked to respond to questions about
the poems. I used indicator (d) to help guide my lesson and the type of
questions I asked the students to answer on the worksheet. The students
achieved CC B30.1 the second day of the lesson when I asked the students
to create an Instagram page for one of the poem’s speakers. I used
indicator (d) to help me determine how the students were going to achieve
this outcome. My co-op teacher thought the Instagram page was an
excellent way for the students to explore the poetic devices and the
meanings of each poem. She believed this was a great way for students to
show their understanding in a meaningful and engaging way.
My co-op teacher thought that I did a good job incorporating different
instructional strategies that were effective in the lesson I did. I created a
concept map on the white board for the students brainstorm different
to the lesson content. I then demonstrated the writing strategy that the
students were going to do. My co-op referred it to modelling, but she
thought it was helpful to show the students what was expected of them and
helped show how students must work through the strategy in order to
become a more descriptive writer. My co-op teacher commented on how
comfortable I look with the using the strategies that I used in my lesson. She
advised me to challenge myself and use strategies that I’m not familiar with
in order to develop my confidence and familiarity with unfamiliar strategies.
The students had to write their results from the stimulation activity on the
white board (how much money cards, family relations cards, and job
opportunities cards they have). The students quickly realized how some
groups were more successful than others. The students in the disadvantaged
group made comments like “that’s not fair!” A class discussion helped
students realize how unfair it is that certain minorities feel or experience in
real life. I noticed that some of the students were uncomfortable with this
activity, but I am happy their comfort levels and their boundaries were
pushed. VCA is a conservative school, and I’d like how their boundaries
were pushed to help them discuss challenging topics that helped expand
their thinking to become more aware of the oppression that occurs to
racism.
I noticed my co-op teacher was struggling to answer the student’s question
so I chimed in and talked about how the Dominion Government offered a
grant for a free homestead for a $10 registration fee in order to encourage
settlement in Western Canada. I also touched on how families needed to be
prepared to cultivate the land. I talked about how this led to population
growth since families needed to be large to successfully run a farm and
teacher commented on how my comment during her lesson helped
students understand population growth and family sizes changes, especially
comment because it was about farming and most of the students in her
classroom come from farming families. She commented on how the
students were probably engaged in my comment because they were able
to connect it to their own lives.
I was asked to assess the Instagram pages, and I found that it
was sometimes hard to determine/understand the representation
of a poetic device a student drew on their Instagram page. I
didn’t ask the students to provide me with a justification of their
representation or an explanation behind the drawings of their
poetic devices. Looking forward, that is something I want to
ensure that I include with this activity. I feel as though a small
explanation or justification behind each drawing would help me
Still in progress
not only understand the students’ though process, but help me
determine how I can intervene when students show an unclear
understanding of poetic devices in their written explanation of
the poetic device and their representation of it. In the future, I
must ensure I include a written section with any compose or
create assignment given to students just to make sure students
can explain their thought process and to make it easier for me to
determine what students were thinking.
My co-op’s comment made me realize that I often use
instructional strategies that I am confident with because I am so
familiar with them. Yet, I need to know how to integrate different
instructional strategies into my lesson even though I am
unfamiliar with them so that students with different learning
needs and different ways of showing their understanding find
success similar to the students who find success in discussions or
blog postings. I need to be able to apply different instructional Still in progress
strategies into my lessons in order to keep lessons different,
engaging, and interesting. If my lessons are repetitive then my
students may become disengaged from my lessons or reluctant
to come to my class. Looking forward, I want to integrate a case
study, role play, or debate activity in my future lessons. I may also
need to ask my co-op teacher if she has any resources or advice
on how to use these strategies in her classroom.
The school I am placed at does not prioritize incorporating FNIM
content, perspectives, and knowledge into all teaching areas,
and it makes me upset because it is part of the Saskatchewan
Curriculum. I found that the feedback my co-op teacher
provided me about how I can incorporate FNIM content in my
lessons was feedback that encouraged tokenization of FNIM
content, perspectives, and knowledge. The discussion with my co-
op teacher was hard to have and made me uncomfortable
because I didn’t agree with her views but I didn’t want to argue Still in progress
and step on toes. I think my experience at VCA has made me
realize what type of school I want to intern at, which is a school
that appreciates different worldviews and celebrates cultural
diversity. Moving forward, I must ensure that this conversation
does not discourage me or influence the way I incorporate FNIM
content, knowledge, and perspectives in my lessons. I must be
strong enough to stand up for what I believe should be taught in
the classroom.
I realized I can help students understand a topic better by
including a reference to Canadian History. I question why
subjects, such as Social Sciences and ELA, have to be separate. I
question why teachers are conditioned to believe only one
subject must be taught in one period, and I question why
teachers can’t combine subjects like Social Sciences and ELA
together especially if it results in a better understanding. I feel as
though combining these two subjects together can help students
find relevance and importance with certain topics by being able Still in progress
to connect the content to how the past has influenced their
personal lives. My co-op teacher saw the success and the level
of student engagement when I made my comment regarding
Saskatchewan and Canadian history. I want to have a
conversation with my co-op teacher and ask her if she’s ever
combined two subjects in one period and the outcomes she
experienced with this. If not, I’d like to ask her why she hasn’t
done this before.