Documente Academic
Documente Profesional
Documente Cultură
FOUNDATIONS (1, 2)
To act as a professional inheritor, critic and interpreter of knowledge or culture when teaching students.
FEATURES
• Situates the discipline's basic benchmarks and points of understanding (concepts, postulates and methods) in order to
facilitate significant, in‐depth learning by students.
• Adopts a critical approach to the subject matter.
• Establishes links between the secondary culture set out in the program and the secondary culture of the students.
• Transforms the classroom into a cultural base open to a range of different viewpoints within a common space.
• Casts a critical look at his or her own origins, cultural practices and social role.
LEVEL OF MASTERY
By the end of his or her initial training, the student teacher should be able to:
• understand the subject‐specific and program specific knowledge to be taught, so as to be able to promote the creation of
meaningful links by the students;
• exhibit a critical understanding of his or her cultural development and be aware of its potential and limitations;
• exhibit a critical understanding of the knowledge to be taught, so as to promote the creation of meaningful links by the
students;
• Establish links with the students' culture in the proposed learning activities.
How have I developed this competency during this course or professional seminar/field experience?
Of
all
of
the
competencies
I
developed
this
semester,
I
feel
I
developed
competency
one
the
most.
I
was
fortunate
to
be
assigned
a
wise
and
suppor=ve
coopera=ng
teacher
who
gave
me
immense
mentorship
in
regards
to
the
subject
maUer
I
was
teaching.
With
a
great
coopera=ng
teacher
comes
great
responsibility;
the
curriculum
she
teaches
is
immense,
in-‐depth,
and
c ulturally
d iverse,
so
my
teaching
had
to
live
up
to
these
standards.
My
lesson
planning
was
o^en
preceded
by
hours
of
research
on
each
new
topic
I
taught
so
that
I
could
make
sure
I
was
prepared
not
only
to
teach,
but
to
answer
ques=ons
from
my
students
and
link
concepts
with
their
own
prior
knowledge
and
culture.
This
extensive
research
has
helped
me
to
gain
a
much
more
in-‐depth
understanding
of
my
subject
area,
English
Language
Arts.
In
addi=on
to
gaining
knowledge
of
my
subject
area,
I
feel
I
also
developed
the
ability
to
link
my
students’
culture
to
what
I
teach.
In
teaching
a
class
on
media
and
pop
culture,
I
was
given
ample
freedom
in
regards
to
the
content
to
be
taught.
My
CT
asked
me
to
do
a
unit
on
hip-‐hop
culture
with
my
students;
this
provided
me
with
an
excellent
opportunity
to
incorporate
their
own
culture
and
interests
into
what
I
was
teaching.
Given
the
freedom
I
had
to
develop
the
curriculum,
I
requested
the
help
of
my
students
in
designing
my
LES.
In
this
way,
I
was
able
to
address
ar=sts
that
my
students
listened
to,
and
to
approach
subjects
related
to
hip-‐hop
culture
that
my
students
were
interested
in
-‐
namely
the
socio-‐poli=cal
lyrical
content
of
rap.
In
another
unit
in
which
I
was
teaching
about
the
media
representa=on
and
portrayal
of
Indigenous
peoples,
I
recognized
my
own
limita=ons
in
speaking
about
Indigenous
culture,
being
someone
with
a
European
background.
In
order
to
address
this,
I
brought
my
students
on
a
field
trip
to
Montreal’s
Musée
des
Beaux
Arts
where
we
compared
and
contrasted
Indigenous
(par=cularly
Inuit)
art
and
art
portraying
Indigenous
peoples
created
by
colonizers
from
Europe.
I
believe
all
of
the
factors
I’ve
discussed
have
greatly
contributed
to
my
development
of
competency
one.
Level
of
Mastery:
Acceptable
(3)
Attach additional sheets if necessary.
WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*
How have I developed this competency during this course or professional seminar/field experience?
During
my
third
field
experience,
I
developed
competency
two
virtually
every
day.
Teaching
-‐
especially
teaching
English
Language
Arts
-‐
requires
such
a
masterful
command
of
the
language
of
instruc=on.
In
my
lessons,
one
of
the
greatest
challenges
for
me
was
using
language
that
my
students
could
easily
understand,
keeping
in
mind
their
varying
levels
of
vocabulary.
I
really
had
to
adjust
my
language
between
my
secondary
III
and
secondary
V
ELA
classes,
which
definitely
challenged
me
at
=mes,
but
helped
me
to
become
a
more
versa=le
and
adaptable
teacher.
Addi=onally,
I
feel
I
also
developed
my
ability
to
effec=vely
explain
new
vocabulary
to
my
students
this
semester.
This
was
a
challenge
at
first
for
me
-‐
it
can
be
difficult
to
think
of
a
defini=on
for
terminology
on
the
spot
-‐
but
eventually
became
beUer
at
this
through
prac=ce
and
now
I
am
no
longer
nervous
when
students
ask
me
ques=ons
regarding
vocabulary.
In
addi=on
to
oral
communica=on,
I
feel
I
have
greatly
improved
my
wriUen
communica=on
through
crea=ng
both
informa=ve
and
instruc=onal
handouts
for
my
students.
In
this
way,
I
feel
I
have
made
significant
progress
towards
competency
two
this
semester.
Level
of
Mastery:
Advanced
(5)
Attach additional sheets if necessary.
WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*
FEATURES
• Bases the selection and content of teaching sequences on data drawn from recent didactical and pedagogical
research.
• Selects and interprets subject‐specific knowledge in terms of the aims, competencies and subject content
specified in the program of study.
• Plans teaching and evaluation sequences taking into account the logic of the content to the taught and the
development of learning.
• Takes into account the prerequisites, conceptions, social differences (i.e. gender, ethnic origin, socioeconomic
and cultural differences), needs and special interests of the students when developing teaching/learning
situations.
• Selects diverse instructional approaches that are suited to the development of the competencies targeted in the
programs of study.
• Anticipates obstacles to learning posed by the content to be taught.
• Plans learning situations that provide opportunities to apply competencies in different contexts.
LEVEL OF MASTERY
By the end of his or her initial training, the student teacher should be able to:
• develop appropriate and varied teaching/learning situations involving a reasonable level of complexity that
enable students to progress in the development of their competencies;
• Build these activities into a long‐term plan.
How have I developed this competency during this course or professional seminar/field experience?
This
was
one
of
the
first
field
experiences
in
which
I
feel
I
truly
had
the
opportunity
to
develop
this
competency.
While
I
had
some
experience
crea=ng
stand-‐alone
lesson
plans
from
previous
educa=on
classes,
I
had
never
had
the
chance
to
create
actual
cohesive
unit
plans.
During
FE3,
I
worked
very
hard
to
create
interconnected,
logically
ordered
lesson/unit
plans
that
were
appropriate
for
my
students.
In
developing
this
competency,
I
kept
an
organized
record
of
my
unit
plans
and
lesson
plans
on
my
computer.
Looking
back
on
this
bank
of
plans,
I
can
see
how
my
planning
has
developed
over
the
past
three
months.
When
I
first
began
teaching
in
September,
I
had
a
very
difficult
=me
crea=ng
appropriate
and
comprehensive
lesson/unit
objec=ves.
Now,
a^er
guidance
from
both
my
coopera=ng
teacher
and
my
professional
seminar
professor,
I’ve
learned
the
necessary
components
of
objec=ves
as
well
as
the
art
of
cra^ing
them.
This
has
beUer
enabled
me
to
use
backwards
design
in
crea=ng
my
lessons.
Consequently,
I
feel
my
lessons
are
now
more
effec=ve,
cohesive,
and
targeted
than
they
previously
were.
In
beUer
developing
this
aspect
of
my
planning,
I
feel
my
lessons
beUer
help
my
students
to
achieve
the
targeted
competencies
than
they
previously
did.
Attach additional sheets if necessary.
Level
of
Mastery:
Thorough
(4)
WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*
How have I developed this competency during this course or professional seminar/field experience?
I
feel
I
developed
competency
four
immensely
this
semester.
In
previous
field
experiences,
I
had
only
had
one
opportunity
to
actually
teach.
In
this
field
experience,
I
was
teaching
every
day.
This
gave
me
ample
experience
and
insight
into
how
I
should
run
my
lessons.
One
strategy
that
I
used
very
frequently
was
dialogic
discourse.
I
made
sure
to
priori=ze
my
students’
voices
in
each
of
my
lessons.
Students
would
respond
to
each
other’s
comments
and
I
would
merely
act
as
a
facilitator
or
guide
to
the
conversa=on.
I
feel
this
was
beneficial
to
my
students
as
this
gave
them
the
opportuni=es
to
construct
their
own
knowledge
in
class,
rather
than
just
being
given
informa=on.
Another
strategy
I
o^en
used
in
my
classes
was
teamwork.
I
regularly
had
my
students
work
in
pairs
or
in
small
groups.
I
feel
that
this
helped
my
students
build
from
each
other’s
knowledge
and
to
learn
how
to
effec=vely
cooperate
with
others,
which
is
one
of
the
cross
curricular
competencies.
Level
of
Mastery:
Advanced
(5)
TEACHING ACT (3, 4, 5, 6)
Attach additional sheets if necessary.
WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*
How have I developed this competency during this course or professional seminar/field experience?
While
I
don’t
have
any
formal
training
in
evalua=on
(I
believe
we
take
a
course
on
this
before
our
fourth
field
experience),
I
was
able
to
gain
some
experience
evalua=ng
students
through
extensive
guidance
from
my
coopera=ng
teacher.
Using
her
methods
in
addi=on
to
several
strategies
I
learned
in
my
classroom
prac=ces
course,
I
created
assessments
and
evaluated
students’
work
quite
regularly
throughout
my
field
experience.
I
have
found
that
assessing
students’
work
in
ELA
can
be
quite
challenging
at
=mes
given
the
subjec=ve
nature
of
analyzing
a
text.
My
coopera=ng
teacher
taught
me
ways
in
which
I
could
be
more
objec=ve
in
my
grading,
through
detailed
rubrics
with
precise
requirements.
She
also
introduced
me
to
the
provincially
regulated
ways
in
which
students
are
graded
in
ELA
with
which
I
was
previously
unfamiliar.
Level
of
Mastery:
Acceptable
(3)
Attach additional sheets if necessary.
WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*
How have I developed this competency during this course or professional seminar/field experience?
I
feel
that
I
had
many
opportuni=es
to
develop
this
competency
this
semester
through
both
my
field
experience
and
my
Classroom
Prac=ces
course.
Through
readings,
assignments
and
lectures,
I
feel
I
have
grasped
the
founda=ons
of
the
art
of
classroom
management.
Much
of
my
work
in
this
course
focused
on
connec=ng
the
theories
we
discussed
in
class
to
our
field
experiences.
I
feel
I
did
this
effec=vely
as
I
was
able
to
implement
many
of
these
theories
into
my
own
classroom
management
strategies.
My
Secondary
III
ELA
class
in
par=cular
was,
at
=mes,
quite
difficult
to
manage.
Many
of
the
students
in
the
class
were
very
high
energy
and
could
be
disrup=ve.
I
quickly
learned
that,
in
order
to
keep
this
class
on-‐task,
I
needed
to
hold
them
accountable
for
their
learning
-‐
especially
during
in-‐class
discussions.
I
did
this
by
crea=ng
response
sheets
that
the
students
would
have
to
fill
out
during
class
discussions.
This
seemed
to
work
very
well.
By
having
my
students
physically
occupied
and
accountable
for
handing
something
in
at
the
end
of
class,
I
managed
to
curb
disrup=ve
behaviour.
This
example
shows
my
ability
to
organize
a
class
in
a
way
that
prevents
misbehaviour.
Level
of
Mastery:
Acceptable
(3)
Attach additional sheets if necessary.
WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*
How have I developed this competency during this course or professional seminar/field experience?
While
there
were
no
students
with
Individualized
Educa=on
Plans
at
my
host
school,
I
feel
I
s=ll
had
the
chance
to
develop
this
competency
in
a
variety
of
ways.
One
of
the
students
I
taught
struggled
with
severe
anxiety,
which
made
it
almost
impossible
for
him
to
par=cipate
in
class
at
=mes.
Through
various
interven=ons
(described
in
further
detail
in
my
success
for
all
project,
posted
under
competency
seven)
I
was
able
to
establish
a
connec=on
with
this
student,
which
helped
him
to
overcome
his
anxiety
about
speaking
in
class.
While
this
student
s=ll
struggles
with
giving
oral
presenta=ons,
his
day-‐to-‐day
par=cipa=on
in
class
has
improved
significantly.
I
feel
this
experience
sincerely
aided
my
progress
towards
mastery
of
competency
seven.
Level
of
Mastery:
Acceptable
(3)
Attach additional sheets if necessary.
WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*
How have I developed this competency during this course or professional seminar/field experience?
Implemen=ng
informa=on
and
communica=ons
technology
into
my
teaching
has
been
a
real
strength
for
me
this
this
semester.
My
classroom
was
equipped
with
a
smart
board
and
two
in-‐class
computers,
which
facilitated
my
use
of
technology.
One
of
the
most
frequent
ways
in
which
I
would
implement
technology
into
my
lessons
was
through
videos.
I
find
the
combined
audio-‐visual
format
of
videos
helps
to
engage
my
students
while
also
appealing
to
many
different
types
of
learners.
Addi=onally,
there
is
a
vast
online
bank
of
video
resources
on
a
variety
of
educa=onal
websites
-‐
even
YouTube
-‐
that
are
available
to
teachers
for
free.
When
showing
videos
in
class,
I
would
play
them
on
the
smart
board
so
that
all
my
students
could
easily
view
the
content.
In
addi=on
to
video,
I
also
had
my
students
par=cipate
in
interac=ve
educa=onal
games
such
as
Kahoot.
My
students
really
enjoyed
playing
these
games
-‐
it
was
one
of
their
favourite
ac=vi=es.
Lastly,
I
o^en
integrated
ICT
into
my
assessments.
Level
of
Mastery:
Advanced
(5)
Attach additional sheets if necessary.
WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*
How have I developed this competency during this course or professional seminar/field experience?
Though
there
were
no
extra-‐curricular
opportuni=es
at
my
host
school
given
its
small
size,
I
was
able
to
develop
this
competency
in
other
ways.
Firstly,
I
was
able
to
teach
an
extra
course
outside
of
my
subject
area
in
September.
The
province
had
just
implemented
a
finance
course
into
the
Contemporary
World
course
over
the
summer.
I
asked
my
coopera=ng
teacher
if
I
could
teach
the
finance
por=on
of
the
course,
as
this
is
a
subject
that
I
have
interest
in.
I
was
able
to
create
some
very
interes=ng
lessons
and
assessments
during
this
course
that
both
my
coopera=ng
teacher
and
my
students
found
to
be
very
engaging.
I
provided
my
coopera=ng
teacher
with
all
of
the
lessons
and
resources
I
had
created
so
that
she
could
use
them
in
subsequent
years.
During
my
=me
at
my
host
school,
I
also
had
the
opportunity
to
plan
two
field
trips
in
collabora=on
with
my
coopera=ng
teacher.
One
of
these
field
trips
was
to
a
local
Russian
restaurant
(this
was
for
our
Secondary
V
Russian
class)
and
the
other
was
to
the
Museum
of
Fine
Arts.
I
helped
plan
these
trips
by
making
phone
calls,
sending
emails,
and
making
reserva=ons.
In
prepara=on
for
our
trip
to
the
Fine
Arts
Museum,
I
visited
the
museum
the
weekend
prior
in
order
to
plan
out
the
exhibits
we
would
visit.
Both
field
trips
were
very
successful.
Lastly,
I
had
the
opportunity
to
communicate
with
parents
during
our
school’s
parent-‐teacher
conference
night.
I
found
this
experience
to
be
incredibly
rewarding.
In
many
cases,
I
was
able
to
collaborate
with
students
and
parents
in
crea=ng
plans
for
student
success.
Overall,
I
feel
I
developed
this
competency
quite
well
this
semester.
Level
of
Mastery:
Thorough
(4)
Attach additional sheets if necessary.
WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*
How have I developed this competency during this course or professional seminar/field experience?
While
there
is
no
formal
team
teaching
at
my
host
school
(there
are
only
5
teachers
who
all
teach
different
subjects),
I
o^en
engaged
in
team
teaching
with
my
coopera=ng
teacher.
Not
only
did
we
exchange
lesson
ideas
and
teaching
sugges=ons,
we
o^en
discussed
the
needs
of
our
students.
Our
Secondary
V
class
was
extremely
small
with
only
eight
students,
five
of
whom
regularly
aUended
class.
Given
this
small
class
size,
my
coopera=ng
teacher
and
I
were
able
to
discuss
students
in
detail,
considering
ways
in
which
we
could
help
them
to
be
successful.
We
then
worked
together
to
implement
the
strategies
we
had
discussed.
I
feel
this
approach
was
very
effec=ve
in
crea=ng
consistency
in
the
way
we
approached
students,
which
helped
us
to
see
which
strategies
were
working
and
which
were
not.
In
addi=on
to
collabora=on
with
my
coopera=ng
teacher,
I
was
able
to
collaborate
with
other
teachers
in
regards
to
student
behavioural
issues.
Each
day
at
during
lunch=me,
all
teachers
would
eat
together
and
discuss
student
academic
and
behavioural
issues.
O^en
we
would
exchange
strategies
that
were
working
and
discuss
those
that
were
not
working.
Given
the
small
size
of
the
school
(there
was
less
than
forty
students
in
total),
each
teacher
taught
all
of
the
students
making
these
discussions
produc=ve
and
relevant
to
all
who
par=cipated.
I
feel
that
these
discussions
with
my
coopera=ng
teacher,
in
addi=on
to
par=cipa=ng
in
lunchroom
discussions,
helped
me
to
develop
this
competency.
Not
only
did
I
gain
insight
from
more
experienced
teachers,
I
was
able
to
provide
relevant
sugges=ons
and
strategies
to
other
teachers.
Level
of
Mastery:
Thorough
(4)
Attach additional sheets if necessary.
WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*
How have I developed this competency during this course or professional seminar/field experience?
Competency
eleven
is
at
the
very
center
of
what
I’ve
accomplished
this
semester.
Each
day
I
found
myself
engaging
in
professional
development
through
conversa=ons
with
my
coopera=ng
teacher
and
with
other
members
of
the
teaching
staff
of
my
host
school.
I
also
engaged
in
professional
development
on
my
own
by
consul=ng
websites,
books,
and
periodicals
in
order
to
gain
direc=on
towards
crea=ng
and
execu=ng
teaching
and
learning
situa=ons.
In
addi=on
to
this,
I
completed
two
courses
at
McGill,
Classroom
Prac=ces
and
Professional
Seminar
Three,
which
caused
me
to
frequently
engage
in
reflec=ons
in
regards
to
my
teaching
prac=ce
and
also
introduced
me
to
appropriate
reading
materials
to
guide
my
professional
development.
Perhaps
one
of
my
most
memorable
professional
development
experiences
this
semester
comes
from
aUending
the
QPAT
conference
at
the
end
of
November.
During
this
conference
I
aUended
three
workshops
that
helped
to
shape
my
teaching
prac=ce.
One
of
these
workshops
surrounded
teaching
about
hip-‐hop.
This
par=cular
workshop
provided
me
with
immense
guidance
towards
planning
my
unit
on
hip-‐hop
culture
for
my
Secondary
V
Media
and
Pop
Culture
class.
I
feel
the
enormous
amount
of
professional
development
I’ve
accomplished
this
semester
will
help
guide
my
future
teaching
prac=ce
in
a
posi=ve
way.
Level
of
Mastery:
Advanced
(5)
Attach additional sheets if necessary.
WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*
How have I developed this competency during this course or professional seminar/field experience?
This
semester
I
have
truly
strived
to
demonstrate
professional
behaviour.
On
a
basic
level,
this
meant
showing
up
to
class
early
every
morning,
being
well
groomed
and
professionally
dressed
each
day,
and
keeping
my
rela=onships
with
my
colleagues
of
a
professional
nature.
These
are
elements
that
I
have
successfully
demonstrated
in
previous
field
experiences.
In
FE3,
I
had
the
chance
to
further
develop
this
competency
as
I
had
the
opportunity
to
interact
with
students
more
so
than
in
previous
field
experiences.
I’ve
learned
that
teaching
and
evalua=ng
students
comes
with
immense
ethical
responsibili=es.
One
of
these
responsibili=es
is
of
course,
understanding
the
confiden=al
nature
of
my
work.
On
several
occasions,
I
had
students
approach
me
with
troubling
situa=ons
they
were
dealing
with.
In
these
situa=ons,
I
had
to
use
my
professional
judgement
in
order
to
adequately
help
these
students
while
respec=ng
their
confiden=ality.
Addi=onally,
at
one
point
I
had
a
student
approach
me,
dissa=sfied
with
the
grade
he
had
received
on
a
project.
In
this
situa=on
I
had
to
jus=fy
my
reasons
for
assigning
the
grade
I
had
given
his
work.
While
it
was
difficult,
I
was
firm
about
not
changing
his
grade,
but
gave
him
the
op=on
to
redo
the
assignment
(as
I
do
with
all
of
my
students).
Another
situa=on
in
which
my
teaching
ethics
were
tested,
was
when
several
of
my
students
plagiarized
their
work.
In
order
to
prove
that
their
work
was
plagiarized,
I
had
to
find
the
original
source
that
their
work
had
been
taken
from,
and
to
confront
these
students
about
this
academic
offence.
When
I
saw
that
they
didn’t
necessarily
understand
why
what
they
did
was
wrong,
I
gave
them
the
opportunity
to
redo
the
assignment.
I
followed
this
up
with
a
lesson
about
plagiarism
and
appropriate
cita=ons.
I
feel
the
above
stated
situa=ons
really
contributed
to
my
development
of
competency
twelve
as
they
outline
how
I
have
handled
some
of
the
ethical
dilemmas
I
dealt
with
over
the
course
of
the
semester.
Level
of
Mastery:
Advanced
(5)
Attach additional sheets if necessary.
WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*