Vanessa Wilson

Professional Learning Goals

PLANNING FOR LEARNING PSII – Goal #1

Related Strategies Resources/ Evidence of Timeline
TQS Support Success
Required

4.Establishing Ask questions Teacher New

Inclusive and inquire on Mentor & differentiation
Learning how to apply University strategies
Environments suggestions in Consultant have been Week 2
Inquiry Question: classroom added to my
How can I provide instruction teaching
differentiation for toolbox
students who
need it?
2. Engaging in Read one book UofL That I have End of
Goal: Career-Long on Inclusive Library read the book January
Learn more about Learning Learning (Completed Jan. 28th)

inclusive
education, adding 3. A teacher
new applies a Using the Teacher That both
current and differentiation Mentor & strategies
differentiation
comprehensiv strategies University have been
teaching methods
e repertoire of
to my teaching suggested by Consultant implemented
effective
toolbox, and both my into a lesson Week
planning,
applying these instruction, Teacher and I receive 3/4
strategies in the and Mentor and feedback on
classroom assessment University these
practices to Consultant in at strategies
meet the least on lesson
learning needs
of every
student
Reflection:
During the four weeks of this modified PSII the classes I taught in Social Studies and Science
did not require more differentiation then I normally built into my lessons. In this final week of
PSII I have started teaching mathematics. There is more of a need to differentiate in these
math lessons to accommodate the range of numeracy ability. Unfortunately, with these
classes happening at the end of my PSII I am not able to reflect on implementing techniques
shared by my UC and mentor, but I will be reflecting upon differentiating in my math lessons
during PSIII.

I did read the book Leading and Managing A Differentiated Classroom by Carol Ann
Tomlinson and Marcia B. Imbeau

1
 Vanessa Wilson
Professional Learning Goals

PLANNING FOR LEARNING PSII – Goal #2

Related Strategies Resources/ Evidence of Timeline
TQS Support Success
Required

Inquiry 5. A teacher In grade 5 Grade 5 Successfully

Question: develops social studies Social include a
How can I and applies the students Studies lesson on Starting Jan.
support students foundational learn about the Curriculum Indigenous 11 and will
in developing knowledge seven physical people for continue
knowledge, about First regions of UofL FNMI each region until the
understanding Nations, Canada, Curriculum entire
and respect for Metis and therefore I Collection Students are Physical
the First Nations, Inuit for the want to include able to Regions of
Metis and Inuit benefit of all a minimum of Walking express their Canada
peoples of students one lesson for Together understanding section is
Canada? each of these of how completed
regions for colonization in April
Goal: students to affected
Use resources learn about the Indigenous
that strength Indigenous culture
and diversity people who
students live there
understanding of
First Nations,
Metis and Inuit
cultures

Reflection:

I discovered that the library at St. Patrick Elementary school had a selection of Indigenous
books that fit perfectly with the physical regions of Canada. There were several books that
covered the different Indigneos groups of Canada. Not only were these books helpful in my
lesson plans, but I also placed these books in my classroom so that students could read them
during their daily reading time. So far I shared about Mi’kmaq people during the Atlantic
Region Unit and will continue to include these books in my unit plans.