Yuji Hikaru

Learning Intentions

Wednesday, March 30, 2016

T
R
B

Demonstration

Corrections/Long
Term Plan

I can demonstrate an
1
understanding that teacher
professionalism is a lifelong
process that requires
collaboration, reflective
practice, and a growth
mindset. Aspects of
professionalism also include
attendance, punctuality,
responsibility for learning,
inclusive language, ethics and
integrity.

Demonstrated through, my on
point punctuality, collaboration
with my peers and students, and
my pursuit of inclusivity. I have
showed up on time for every
class and in my projects/lesson
ideas I have sought others
advise and welcomed criticism.
This extends to my students as
well. I have given them multiple
opportunities to have their
voices heard and my teaching
assessed. This displays a growth
mindset.

Improvements will include

the continued use of
student and peer
assessment of my
teaching, encouraging my
peers to collaborate with
me on interdisciplinary
classroom projects.

I can show how classroom

5
assessment is not an event; it
happens in an ongoing fashion
and is seamlessly intertwined
with instruction.

Formative assessment happens

on a continual basis in my
classrooms. This is indicated
through resubmissions without
consequence, polling and repolling of student answers, and
the ongoing assessment of
student work through comments
and observations.

Further documentation
could be used in my
classrooms to support
observations and findings.
This will provide concrete
data for a students
progression through the
course.

I can show how assessment

practices can help learners
understand their own
learning by involving them
in the assessment process
through creating
opportunities for them to coconstruct criteria and set
their own learning goals.

3, I firmly believe in giving

continual opportunity
5 students
for choice in my classroom. This

Moving forward, I will

continue to create lessons
and content around my
students interests and
passions. I will endeavour
to incorporate as much
choice as possible into my
classes being weary of
choice overload.

I can use assessment

strategies to offer clear
expectations (including
learning intentions, criteria
and exemplars) and
formative feedback to
support learning.

4, With regards to this learning

I feel I have not been
5 intention
able to completely implement

extends to allowing students to

create single point rubrics with
me and even deciding what unit
or area of study we will tackle
next. Classroom rule, such as
music policies have also been
covered. This is done through
discussion and anonymous
polling.

In the future I will still

implement these
techniques but will pay
this aspect of assessment.
far more attention to the
During one of my classes,
complexity of a task. I
despite going through a rubric
need to be careful to
and offering up multiple
avoid this. Furthermore,
exemplars, some students still
developing multiple
failed to comprehend exactly
approaches to a topic will
what I wanted from them. This
be key as students should
was likely due to the relatively
be allowed to work at a
complicated subject assignment. level they fell is
appropriate.

Yuji Hikaru
I can show how assessment
practices can be sensitive to
learners emotions and
motivation, while respecting
individual differences and
prior knowledge by offering
opportunities for learners to
demonstrate their learning in
a variety of ways

Wednesday, March 30, 2016

5,
6,
7

While I fully understand this

concept, I have not been able to
implement it to its fullest
extent within my practicum due
to the restricted timeframes.
One major example of this is my
grade 8 art class. I would like to
allow students to focus on
mediums and areas of focus that
interest them, however the
implementation of this would
throw off my sponsor teachers
lessons in the future. Despite
this, I have still offered multiple
approaches and methods of
learning wherever I am able
(incorperating the various
learning styles into my teaching
[visual, auditory, kinaesthetic,
etc.]).

Improving this area of

assessment practices will
include the continued use
of learning methods, but
will further exemplify
student individuality
through student choice
and assessment options.
An example of this would
be giving students the
choice of artistic medium
in which to present
information within the
context of a non-arts
classroom environment.

I can show that I am aware of 4, During my practicum last term I

to contact a parent about
the importance of frequent
5 had
their childs learning. They were
and effective communication
an excellent student, but felt
about student achievement
incredibly stressed by the
between myself and
classroom project. In order to
students, parents and
alleviate this I asked the parent
administrators.
about things that this student

In the future, I would like

to create a webpage
where students and
parents can have direct
access to the classroom
activities and individual
student progress (both
formative, and
does at home to relax and
summative). This site
destress. This information help
would also have comment
me break through to the student sections for continual
enabling them to complete the
dialog between myself,
project. As such, I know full well parents, students.
the value of communication.

I can demonstrate that I

5
understand there are
multiple external factors that
impinge on classroom
assessment practices,
including parental beliefs,
ministry and district policies
and societal expectations.

While I understand the

implications and importance of
external factor, this has not
been emphasized to me in any
way. I have not seen the effects
of these factors and how they
are dealt with in any real
situation. My sponsors have said
that a student just showing up is
a win, but I really have not seen
this in practice. I have gaged
the classroom atmosphere and
adjusted my teaching
accordingly, but further input is
low. In this example, I asked my
class how much stress they were
under. Stress was high so I took
it easy, covering only critical
materials. I also discussed areas
of student interest that I had
not planned on getting into that
day (it was for the next lesson).

I would benefit greatly

from seeing or discussing
real world examples of
how this assessment
intention is directly
implemented into
classroom. Specifically the
factors of district policies,
and parental beliefs, as
these areas are likely to
be points of contention
with some individuals.

Yuji Hikaru
I can create and / or choose
meaningful, appropriate
assessment tools. I can
demonstrate various uses of
learning progressions such as
the BC Performance
Standards

Wednesday, March 30, 2016

4, I have used, and plan to use
different methods of
5 many
classroom/student assessment.

I can articulate and

5
demonstrate that my
assessment philosophy and
grading policy are focused on
supporting students and as
such, my summative
assessment practices reflect
student learning, not
behaviour and are consistent
with Ministry of Education
guidelines.

Progressing with my
career as a teacher, I look
forward to implementing
These include, observation,
an XP, gamified system of
classroom polls (both anonymous learning that emphasizes
and not), single point rubrics,
student choice and
multi-point rubrics, self
mastery. However, this
assessment, peer assessment,
will likely have to wait
and learning/developmental
until I have a class of my
scales. Each of these have been own because I would like
used in the contexts that they
to be a semester long
are best suited for: Multiple
journey for my students.
Classroom polls to gage the
This is due to the nature
general knowledge of the class
of a mastery system vs.
as well as targeting which
the typical system in
individuals are specifically
place during my
struggling with a particular
practicums.
concept.
In all of my lesson, big ideas,
learning intentions, and content
are firmly based off of the BC
curriculum and guidelines from
the Ministry of Education. With
regards to my assessment
philosophy, the new curriculum
plays an important role. I
believe in students learning an
developing through a mastery
system that emphasizes student
choice. Student who have an
innate interest in the content
being explored are more
motivated students whos
behaviours will reflect this.
When assessing students, their
behaviour is not a factor as
assessing this would not be an
indicator for student knowledge
or understanding. As such, an
individuals behaviour is not an
issue when evaluating.

As my beliefs continue to
evolve, it is likely I will
attempt to create an
environment when I am a
mentor more than
anything else. I am
starting to like the idea of
the apprentice-master
relationship more an
more. I believe it is far
more personal and relies
not on a graded system
but rather one of
continued progression.
This system depends on
students moving at their
own pace, desiring
knowledge always
challenging themselves.