Instruction

During my professional semester II/III at G.S Lakie Middle School, I taught two classes of
grade 8 science from the beginning to the end of my practicum. I was assigned two units from
the Alberta science program of study: Mix and Flow of matter (Unit A) and Mechanical Systems
(Unit D). From September to November, I taught grade 8 math option, focused on numeracy
skills. During December I taught a three-week unit of grade 8 math, finishing graphs and linear
relations (Chapter 9) and starting data management (Chapter 1).
Planning and Preparation
I made three unit plans over the practicum with daily lesson plans. To help students stay
organized and focused, I compiled the unit content, labs, demonstrations, and activities into a
series of concise booklets. In tandem with the unit booklets, I developed slides that reflected
the booklet and added in relevant videos and visual aids. My teacher mentor’s feedback guided
me on how to manage and perform labs, as well as test a lab in the science lab a few days
before presenting it.
Assessment and Evaluation of Student Learning
Within my unit plans and lesson plans, the curricular outcomes are stated to ensure
learning activities and assessments are in conjunction with the program of study. To encourage
student learning, I used formative assessments like demonstrations, in-class discussions,
checking to see if students were keeping up with note taking in their unit books, and whole
class review sessions led by student input. To assess student learning, I had summative quizzes,
labs, unit books, and unit tests. Students were graded on quizzes, unit tests, labs, and their unit
books. I prioritized quick feedback by aiming to mark my quizzes and tests within a week, but
usually they would be marked and handed back in three days. Unit books and labs were marked
on the spot. I modified tests and assignments to support students' individual needs and
language learning levels. Assignments and labs were also modified to be orally marked. I
allowed students to do re-writes on their unit exams to get half marks. I wanted to do this to
encourage them to go back and reread and learn concepts that eluded them the first time. I
was responsible for inputting student grades and comments into the school student
information system (PowerSchool).
Techniques of Instruction
A love for science is not something everyone shares, so I attempted to make science
approachable, clear, and relatable to meet students where they are at with science. My unit
booklets were an attempt to give students a tool which they can clearly learn from without
overload. During class discussions and examples I made many attempts to relate the topics back
to their interests and what they had to contribute. I utilized varied methods of learning in the
unit book including fill-in-the-blanks, full sentence writing, videos, pictures, word searches, labs,
demonstrations, challenge questions, and review sections. I created PowerPoints that faithfully
replicated the unit book, allowing students to follow along and fill in the blanks in their own
booklets. On Microsoft teams I also had PowerPoints and filled-in copies of the unit book in
case students needed to catch up. Filled-in copies were also provided to EAL students or those
with specific needs allowing them to highlight and follow along with the class. Throughout my
classes I would ask for student input and explanation of concepts. I also drew on the
whiteboard in most classes to show a concept and explain it. The EA in my class and I would
work together to make sure our EAL students were in the best place to learn, whether that was
in class or in the breakout room with my EA working on the same concepts but in a different
way.

Classroom Organization/Management of student behavior

My goal was to have my classroom feel like a safe, approachable, and kind place. I tried
to get students comfortable and willing to answer questions with their hands up by
encouraging them, quieting down their classmates, and asking lead up questions if they were
struggling to help them come to the answer and feel confident. As part of my learning goals, I
worked on encouraging students to deepen and explain their answers to questions. I did this by
asking students “why” to their answers so they could explain their answer even if it was right or
wrong and by asking follow-up questions to have students think more critically and expand
their idea. If students were being rude or unkind to each other, I would stop them and get them
to apologize to their classmate, even if it was something like cutting someone off as they
walked to their desks. If an issue was arising, I would keep the students after class to work it
out. I had a seating plan and augmented it quite a few times over the practicum to best set
students up for success. The seating plan was a challenge sometimes as students would begin
talking, getting distracted, and fall behind if they were too close to a buddy or someone else
who was distractable.

First Nations, Metis, and Inuit knowledge applications

During class I would bring in Indigenous perspectives to add another layer to our science
concepts. For example, a challenge question centered around how Indigenous people utilized
natural obsidian for hunting. How traditional canoe making provided insight into the viscosity
and uses of fluids in water sealing. How Indigenous canoes highlight a simple machine in action
in their design and function. I reached out to our Indigenous Education teacher for support
when needed, such as to ensure a videos or materials I chose represented an authentic cultural
perspective. I led parts of advisory that were centered around Indigenous celebrations like rock-
your-mocs week. During the flag raising ceremony I was part of a school wide Indigenous
ceremony for National Truth and Reconciliation.
Personal and Professional Attributes
Participation in after school clubs included volunteering with the school’s longboard
club by making posters and participating in the longboard trips and practice. I also coached a
weekly sports club and got to experience both volleyball and basketball seasons. As an intern,
the school relied on us to design, create, and perform a haunted house for the entire student
body. Joining multiple afterschool activities helped me build relationships with administrators
and staff. Near the outset of the practicum, helping with the Terry Fox run was an amazing way
to get to know the staff and connect with them. Participating in professional learning days
continued to foster relationships and support collaboration with the staff. My teacher mentor
Brenda was a fantastic resource who introduced me to other grade 8 teachers in our wing, as
well as other staff like the care takers, educational assistants, substitute teachers, and flex room
teachers. Post introduction I got to continue to communicate, collaborate, and work with these
staff members throughout my practicum.