SUNNINGDALE ELEMENTARY SCHOOL

PROFESSIONAL DEVELOPMENT PLANS

Here are a few of my professional development plans I worked on this semester. My COOP went over and beyond in his critical feedback. I am beyond thankful for this as he gave me an abundance of positive comments as well as aspects I need to be aware of and work upon. Which I will be transferring into goals that I will work towards in the future.

SUNNINGDALE ELEMENTARY SCHOOL

HEALTH LESSON PLANS

Subject/Grade:   Grade 6                                    Lesson Title: Gender Roles/Stereotypes              Teacher: Cassandra Busch

Stage 1: Identify Desired Results

Outcome(s)/Indicator(s): (List all of the Outcomes and Indicators that will be addressed during the lesson; when you do this for real, just using the codes will work BUT for the purpose of this assignment, I need you to cut and paste the full words for the indicators – this will help me during the assessment process!)

Health Outcome: USC6.1 Analyze the factors that influence the development of personal standards and identity, and determine the impact on healthy decision making (including cultural norms, societal norms, family values, peer pressures, mass media, traditional knowledge, white privilege, legacy of colonization, and heterosexual privilege).

Health Indicators:

(b) Propose why people behave the way they do (e.g., personal beliefs, societal norms).
(c) Identify sources of, and evaluate information about, personal beliefs and values.

 

Health Decision Making Outcome DM6.8

Assess the role of personal standards in decision making related to healthy relationships, non-curable infections, stress management, body image, safety, and health promotions.

 

Health Decision Making Indicators DM6.8

 

(c) Examine the factors that influence decision-making (both positive and negative).

 

Social Studies Outcome:
IN6.4

Explore aspects of cultural change over time, including:

  • reasons for cultural change
  • examples of cultural change
  • how cultural change affects youth
  • how youth respond to cultural change.

Social Studies Indicators:

(a) Delineate ways in which cultures might change over time.

 

 

 

Key Understandings: (‘I Can’ statements)

(Put the key learnings into student-friendly language that begin with ‘I can…’. The students should know what these are at the beginning of the lesson. An example is: I can express conclusions about the success of two different health promotion strategies. Doing this helps student engage in the learning since they know what it is that they will/need to learn).

 

·       I can understand the term stereotype

·       I can understand the effects stereotypes can have on people

·       I can understand why gender stereotypes have or have not changed over time due to cultural change

·       I can begin to critically think about and disrupt gender stereotypes through the use of story telling

 

 

 

Essential or Key Questions:

(What are three to four deeper learning questions that you want to make sure you ask during the lesson – write them out here – this will support you in asking purposeful questions during the lesson)

 

Am I aware of social normative narratives in relation to gender biases?

What negative effects do these biases have on people?

Do I conform to these biases?

Can I disrupt these biases?

How has our culture changed over time in relation to normative narratives?

Prerequisite Learning:

(What are some concepts, facts, and/or skills that students must already know/understand/be able to do in order to ‘learn’ what you expect of them today? An example is: what health promotions strategies are.)

–        Students should understand the similarities and differences in ways of life among First Nations and Inuit communities prior to European contact (e.g., men’s roles, women’s roles, children’s roles).

–        Students should understand the terms stereotypes, prejudices, and discrimination.

–        Should understand the possible misconceptions represented by social media outlets

 

 

Instructional Strategy(ies)

(What strategy(ies) will you use to support student learning? Have you considered multiple learning styles?)

-Visual Notes on the board
-Group discussion / participation

-Talk-Pair-Share
-Volunteer Individual Storytelling
-Individual writing prompt
-Volunteer sharing of “Just Because” poem

 

Stage 2: Determine Evidence for Assessing Learning

(Identify your plans as either Formative and/or Summative and provide a brief description of what you will do to gain some form of evidence towards the O’s and I’s above, towards the ‘I can’ statements, towards the Key Questions. ALL of these should all connect together and reflect each other!)

Formative Assessment-
(Before)
Participating during classroom discussion. Raising hands to share their ideas and write these ideas on the board.
(During) Talk/Pair/Share about a time that someone told you, a brother, a sister, a friend, that they couldn’t do something because they were a boy or a girl. Talk about how it made you feel. Do you agree that they shouldn’t have participated in this activity? Why or why not?
-If students are struggling to think of something give them question prompts:
Examples: Ask students what they enjoy doing in their spare time. Now ask, what if someone told them they could not participate in that activity anymore because of their gender?
-Ask students if they want to share. This may be a vulnerable task, so do not make students share if they do not want to. (Walk around, ensure all students are having critical conversations relative to the learning experience)

(END)Just Because Poem/Activity Sheet. Have the students fill out the ‘Just Because’ activity sheet. Allow them to use the prompts written on the board to configure connections and ideas relative to their own lives. If students are struggling walk around and share these examples of other students work:

Examples: Just because I am a girl, it does not mean I do not know about and enjoy playing sports.
Just because I am a boy, it does not mean I do not like school.
Just because I am quiet, does not mean I do not have a voice.
Just because I am talkative, does not mean I am a lair or like to gossip.
Just because I am a boy, it does not mean I am aggressive.

When students are finished this activity. Ask them to present their work to the class to show their understandings/gain more from listening to others perspectives of the activity.

 

 

Stage 3: Build Learning Plan

Set (Engagement):                                      Length of Time: (10 mins)

(Get their attention! And then tell them what you are going to learn through this lesson)

 

·       Share the “I Can” statements with the classroom, explain to students that by the end of this lesson I hope that they will all be able to say that they indeed can understand these tasks.

·       Write down “GIRLS’ and “BOYS” on the white board

·       Ask students to give examples of description words of boys and girls qualities and characteristics. Example: What do they look like? What are their personalities like? What things do they like to do?

·       Once the board is filled with description words. Ask students what these words mean, what is the “Big Idea” behind all of these words. Is it fair to say that all girls like “______” and all boys like “______”?
The word we are looking for is “stereotypes”

·       Recite the definition of a stereotype: A stereotype is an oversimplified image or idea of a particular type of person or thing. These stereotypes sometimes make people believe that since you are a girl or boy, you must love a certain colour, or play a certain sport. Discuss why this is not fair.

 

 

Development:                                               Length of Time: (15 mins)

(Remember, everything you do here needs to align with the identified O’s and I’s and support the students in answering the key questions as well as reaching the ‘I can…’ statements).

·       Share a self story about a time I felt like I was stereotyped because of my gender. Ask students how they think this situation made me feel. Ask how they think the other person in the situation felt. Ask students if this situation would occur 20 years ago, 30 years ago, 50 years ago. How would people react in those years if a situation like this occurred? Was it socially acceptable for men and women to participate in all of the same activities in the past?

·       Ask the students to turn and talk to the person sitting in the desk beside them. Ask can you think of a time that someone told you, a brother, a sister, a friend, that they couldn’t do something because they were a boy or a girl? Talk about how it made you feel. Do you agree that they shouldn’t have participated in this activity? Why or why not?

·       If students are comfortable, ask them to share their stories and feelings.

·       After a few students share their stories ask them to think about how the situation they were in may have turned out differently if it occurred 10-20-30 years ago? Would the circumstances be different?

 

 

Learning Closure:                                        Length of Time: (15 mins)

(Do some form of ‘check for understanding’ and tell them or have them tell you what they learned today. This can be done using a variety of strategies).

 

·       Ask the students to take a look at the description words under the boy and girl categories. Ask them to think if they already notice a few things that is not true about them. Pass out the “Just Because” activity sheets. Have the students think of themselves, their own identities, things that they like to do that do not follow these stereotypes. How are you already disrupting these stereotypes?

·       Read out these examples to give students ideas of what I am looking for:

Just because I am a girl, it does not mean I do not know about and enjoy playing sports
Just because I am a boy, it does not mean I do not like school.
Just because I am quiet, does not mean I do not have a voice.
Just because I am talkative, does not mean I am a lair or like to gossip.
Just because I am a boy, it does not mean I am aggressive.

 

Once students complete their Just Because Activity sheet, ask them to share their work with the class. This will show you their understandings of the lesson.

 

Materials/Resources:
-White Board and Markers
– “Just Because” Poem activity worksheet (attached below) 

 

Possible Adaptations/

Differentiation:
– Instead of sharing stories have students write their thoughts down as a journal prompt.

 

 

 

Management Strategies:
-Have students raise hands for questions/answers
-Share my own self-story to give students a better understanding of the discussion
-Use Talk-Pair-Share
-Use Rain Stick to manage the sound level of the classroom

 

 

Safety Considerations:
-Be aware of safety at all times
-Be aware of your students sensitivity to gender identity and adapt to best accommodate all students

 

 

Stage 4: Reflection
(This part of the lesson is completed after the lesson has been delivered; this is where you can record how it went, what you would keep, and what would you change for next time)

Just Because Activity:
NAME:______________

 

Just because I _____________________________
Does not mean I ____________________________

Just because I _____________________________
Does not mean I ____________________________

 

Just because I _____________________________
Does not mean I ____________________________

 

I am ___________________________

Subject/Grade: Grade 6                        Lesson Title: Personal Standards/Beliefs/Values           Teacher: Cassandra Busch

Stage 1: Identify Desired Results

Outcome(s)/Indicator(s): (List all of the Outcomes and Indicators that will be addressed during the lesson; when you do this for real, just using the codes will work BUT for the purpose of this assignment, I need you to cut and paste the full words for the indicators – this will help me during the assessment process!)

Health Outcome: USC6.1

Analyze the factors that influence the development of personal standards and identity, and determine the impact on healthy decision making (including cultural norms, societal norms, family values, peer pressures, mass media, traditional knowledge, white privilege, legacy of colonization, and heterosexual privilege).

 

Health Indicators:

USC6.1
(c) Identify sources of, and evaluate information about, personal beliefs and values.

(e) Uncover personal standards by exploring questions such as:

·       What are the standards that I will expect myself to live by at all times?

·       What are my standards for dealing with challenges/problems?

·       What are the boundaries for the attitudes and actions that I will accept for myself, my peers, my family, and my community? What standards are part of my cultural heritage?

(j) Examine the connections between affirming personal standards and developing identity.

 

Health Decision Making Outcome DM6.8

Assess the role of personal standards in decision making related to healthy relationships, non-curable infections, stress management, body image, safety, and health promotions.

Health Decision Making Indicators DM6.8

(c) Examine the factors that influence decision-making (both positive and negative).

 

 

Social Studies Outcome:

IN6.1

Evaluate and represent personal beliefs and values by determining how culture and place influence them.

 

Social Studies Indicators:
IN6.1

(a) Identify personal roles in, and responsibilities toward, the family and local community.

 

 

 

 

 

Key Understandings: (‘I Can’ statements)

(Put the key learnings into student-friendly language that begin with ‘I can…’. The students should know what these are at the beginning of the lesson. An example is: I can express conclusions about the success of two different health promotion strategies. Doing this helps student engage in the learning since they know what it is that they will/need to learn).

·       I can make my own choices.

·       I can describe values I appreciate in myself and uncover my personal standards

·       I can make connections between my personal standards and my developing identity.

 

 

 

Essential or Key Questions:

(What are three to four deeper learning questions that you want to make sure you ask during the lesson – write them out here – this will support you in asking purposeful questions during the lesson)

 

What are my personal standards and values?
What values do I appreciate the most?
Do I expect myself to live by these standards at all times?
Do I understand that my values and personal standards can change over time?

Prerequisite Learning:

(What are some concepts, facts, and/or skills that students must already know/understand/be able to do in order to ‘learn’ what you expect of them today? An example is: what health promotions strategies are.)

Students should have the ability to construct their own opinions and take responsibility for their actions.
Students can analyze connections between personal identity and personal well-being and establish strategies to develop and support a positive self-image.

 

 

Instructional Strategy(ies)

(What strategy(ies) will you use to support student learning? Have you considered multiple learning styles?)

-Technology Directed (https://www.youtube.com/watch?v=qymstSeZA2A)
-Talk-Pair-Share

-Group Discussion
-Interactive Game Play
-Individual Work

 

 

Stage 2: Determine Evidence for Assessing Learning

(Identify your plans as either Formative and/or Summative and provide a brief description of what you will do to gain some form of evidence towards the O’s and I’s above, towards the ‘I can’ statements, towards the Key Questions. ALL of these should all connect together and reflect each other!)

Formative: Engaging/participating in classroom discussion. Writing down new definitions in their Health Books. Participating in the “Would you rather” interactive game. Asking questions throughout the lesson to better their understandings.

Summative: Filling out the personal values survey and answering the “big idea” questions at the end of the survey.

 

 

Stage 3: Build Learning Plan

Set (Engagement):                                      Length of Time: (10 mins)

(Get their attention! And then tell them what you are going to learn through this lesson)

Watch Youtube Video “Developing Personal Standards” (Length is 3:10 mins) https://www.youtube.com/watch?v=qymstSeZA2A

Personal standards They are the set of behaviours or beliefs that we have decided to live by.

 

(Talk about)
– People who set high standards tend to feel very good about themselves.
-They tend to feel good about others too.
-They enable you to make better decisions: knowing what’s important to your happiness
-Our personal standards are reflected in how you treat yourself, and also in how you treat other people. They are also reflected in how you expect to be treated by other people.

-Your personal standards are also reflected in the promises you keep, in the way you dress and manage your life, health, finances and environment.
-They are also reflected in the quality of your work values and communication. In fact, everything you do and say gives others an indication of the personal standards you live by.
-You are therefore always sending messages about how you feel about yourself, about others and about your life, whether you are consciously aware of it or not.

ASK: Who do you think you learn most of your values from?
Answer: Family, community, friends, etc.

Personal values are reflections of our needs, desires, and what we care about most in life.
Can be thought of as decision-making guidelines that help us connect to our true selves.

-These are shown through our actions.

Personal beliefs A belief is an idea that a person holds as being true.

-Example: I believe running is the best way to exercise. I believe that you should not eat candy for breakfast.

 

Development:                                               Length of Time: (15)

(Remember, everything you do here needs to align with the identified O’s and I’s and support the students in answering the key questions as well as reaching the ‘I can…’ statements).

Play “Would You Rather Game”
-Have the students walk to the left or right side of the classroom to make their decision.
-Give clear directions as to what side of the room represents which value.
-Example: When you do something positive or helpful to others. Walk to the left side of the classroom if you would rather receive private recognition or to the right side if you would prefer public praise.
-Give the students time to answer each question. Have a count down. Make your decision on the count of 1-2-3 – GO.

Would You Rather Game:

1.     When you do something positive or helpful to others. Would you rather receive private recognition or public praise?

2.     If you saw someone getting bullied. Would you rather jump in and help them or wait or sit back and watch it happen?

3.     If you were stuck in a sticky situation. Would you rather avoid the conflict or fix the problem right away?

4.     If someone has something to tell you that could make you upset. Would you rather them lie to make you feel better or tell the truth and risk your feelings getting hurt?

5.     If you have something to tell someone that could hurt their feelings. Would you rather lie and make them feel better or tell them the truth and possibly hurt their feelings?

6.     Would you rather be crazy rich or have a best friend who is crazy rich?

7.     Would you rather play outside all day or spend the whole day playing video games/on social media?

8.     Would you rather be able to fast forward life or rewind it?

9.     Would you rather have unlimited respect or unlimited power?

10.  Would you rather work alone or work in groups?

11.  Would you rather be a slacker or an over-achiever?

12.  Would you rather buy new clothes or a new phone?

13.  If you haven’t seen your best friend in over a year. Would your rather them write you a meaningful letter or send you a text message?

14.  Your favourite author just released a new book and a movie. Would you rather read the book or watch the movie?

15.  Would you rather have a rich friend who can buy you anything you want, or a loyal friend that you can trust with anything?

 

Learning Closure:                                          Length of Time: (15)

(Do some form of ‘check for understanding’ and tell them or have them tell you what they learned today. This can be done using a variety of strategies).

 

– Explain and go through the Personal Values Survey
-Tell students that the personal surveys are an opportunity to make their own decisions about what values and beliefs are the most important to them. Share the “I can” statement on the top of the survey. “I can describe the values I appreciate in myself and uncover my personal standards”.
-Hand the surveys out
-The remainder of the class time will be used to work on the survey’s.
(The personal values survey is attached below)

 

 

Materials/Resources:

–       Computer / Smart Board for Youtube video

–       White Board / Markers

–       Pencils / Paper

–       Would You Rather Questions

–        Personal Values Survey Handout

 

 

Possible Adaptations/

Differentiation:

-This lesson plan is a product of various teaching strategies. (Example: video, visual definitions on board, discussion based, participatory/motion based, individual work)
-The entire class is open for questions and discussion opportunities
-Will be available to answer questions for students who need help with the individual work

 

 

 

 

Management Strategies:
-Allow time for students to process their decisions during the “Would You Rather” game.
-Pause and let students cool down before moving on to the next question
-Use the Rain Stick to help slow down the process and structure the classroom noise level

 

 

 

 

Safety Considerations:
-Be aware of safety at all times
-Be aware of possible slips, trips and falls while students are actively participating in the “Would You Rather” activity.
-Encourage a judgement free zone. All students must feel respected and encouraged to express their thoughts and feelings.

 

 

Stage 4: Reflection
(This part of the lesson is completed after the lesson has been delivered; this is where you can record how it went, what you would keep, and what would you change for next time)

Subject/Grade: Grade 6                            Lesson Title: Prioritizing Personal Values/Beliefs       Teacher: Cassandra Busch

Stage 1: Identify Desired Results

Outcome(s)/Indicator(s): (List all of the Outcomes and Indicators that will be addressed during the lesson; when you do this for real, just using the codes will work BUT for the purpose of this assignment, I need you to cut and paste the full words for the indicators – this will help me during the assessment process!)

Health Outcome: USC6.1

Analyze the factors that influence the development of personal standards and identity, and determine the impact on healthy decision making (including cultural norms, societal norms, family values, peer pressures, mass media, traditional knowledge, white privilege, legacy of colonization, and heterosexual privilege).

 

Health Indicators:
USC6.1
(k) Explore when personal standards may be reinforced or challenged.

 

(l) Analyze events or factors that cause people to make decisions that reflect or conflict with their personal standards.

 

Health Decision Making Outcome DM6.8

Assess the role of personal standards in decision making related to healthy relationships, non-curable infections, stress management, body image, safety, and health promotions.

 

Health Decision Making Indicators DM6.8

(d) Decide which factors have the greatest influence on one’s personal standards.

 

(e) Recognize when personal standards might be at risk.

 

Social Studies Outcome: IN6.1

Evaluate and represent personal beliefs and values by determining how culture and place influence them.

 

Social Studies Indicators:

(a) Identify personal roles in, and responsibilities toward, the family and local community.

 

(e) Inquire how culture and place influence the beliefs and values of the local community.
Key Understandings: (‘I Can’ statements)

(Put the key learnings into student-friendly language that begin with ‘I can…’. The students should know what these are at the beginning of the lesson. An example is: I can express conclusions about the success of two different health promotion strategies. Doing this helps student engage in the learning since they know what it is that they will/need to learn).

·       I can practice strategies that support my human values and beliefs.

·       I can work through conflicting situations about my personal values and beliefs.

·       I can understand my personal roles and responsibilities toward my family and local community.

·       I can make connections with how my culture and place has influenced my values and beliefs.

 

 

 

Essential or Key Questions:

(What are three to four deeper learning questions that you want to make sure you ask during the lesson – write them out here – this will support you in asking purposeful questions during the lesson)

 

What are your most important values and beliefs?
Who influences my values and beliefs?
How does my culture and place influence my beliefs and values?

How do my values and believes relate to those of my family and community?

Prerequisite Learning:

(What are some concepts, facts, and/or skills that students must already know/understand/be able to do in order to ‘learn’ what you expect of them today? An example is: what health promotions strategies are.)

-Students should have an understanding on the differences in ways of life among First Nations and Inuit communities prior to European contact (e.g., men’s roles, women’s roles, children’s roles). This will help them understand where their initial values and beliefs derived from.
-Students should be able to reflect on self-image as “the way you see yourself as a result of what you believe about your appearance, abilities, and character”.
-Students should have had opportunities to discuss the influence of self and others (e.g., family expectations, family values and beliefs, culture, religion) on one’s self-image

Instructional Strategy(ies)

(What strategy(ies) will you use to support student learning? Have you considered multiple learning styles?)

-Individual work
-Classroom Discussion/Activity
-Share your values and beliefs

 

Stage 2: Determine Evidence for Assessing Learning

(Identify your plans as either Formative and/or Summative and provide a brief description of what you will do to gain some form of evidence towards the O’s and I’s above, towards the ‘I can’ statements, towards the Key Questions. ALL of these should all connect together and reflect each other!)

Formative:
-Participating in group discussion.
-Each student will have the opportunity to share one of their values/beliefs each round of the personal values exploration activity.
Teacher will observe and take notes on students comments/answers to make sure they are on task and making relative/meaningful connections to the material.

 

 

 

Stage 3: Build Learning Plan

Set (Engagement):                                      Length of Time: (5-10 mins)

(Get their attention! And then tell them what you are going to learn through this lesson)

-Begin activity by sharing the “I can” statements with the class. Ensure they understand that they are the underlying goals for this lesson.

·       I can practice strategies that support my human values and beliefs.

·       I can work through conflicting situations about my personal values and beliefs.

·       I can understand my personal roles and responsibilities toward my family and local community.

·       I can make connections with how my culture and place has influenced my values and beliefs.

Introduce the activity by sharing this.
“Values are what we deem important and worthy in life. It is how we spend our time and energy. We often inherit them from our families and then add, swap, and/or modify our values based on education and experience as we age. Often times, we walk through this world not really knowing what our values are, which can be problematic. If we don’t have a clear understanding of what makes us tick, then we’ll have a hard time trying to change pieces of ourselves (or authentically responding to others in a healthy manner). This activity will help us uncover what values mean the most so that we’re able to take a good look to see if those are the values we want impacting our thoughts, emotions, and behaviors. Awareness first, choices second”

(Quote Retrieved from: https://www.psychologytoday.com)

 

 

Development:                                               Length of Time: (30 mins)

(Remember, everything you do here needs to align with the identified O’s and I’s and support the students in answering the key questions as well as reaching the ‘I can…’ statements).

(Activity is from https://www.psychologytoday.com )
STEP 2: Paper Handout. Pass around the stacks of paper and instruct each student to take four slips of paper from each of the colored piles. Ask students to spread out their pieces of paper in front of them so that they can see each card.

STEP 3: Purple Prompt. Now begins the exercise. Ask each individual to write down on their purple cards, a physical object, product, or item they feel they need in order to function on a daily basis. If students are stuck offer them these examples: cellphone, car, food, medication, water, shelter, laptop, etc. Once everyone has finished, ask 2-3 students to share 1-2 objects that they wrote down.

STEP 4: Blue Prompt. Ask each student to write down on their blue pieces of paper, a geographical location that is especially important to them. It could be their grandparent’s house, the beach (in general), a place to which they have always wanted to travel, or somewhere they worked and/or volunteered. Like before, have each person share 1-2 locations that they wrote down and a brief explanation as to why that place means so much to them.

STEP 5: Pink Prompt. Ask students to write down on their cards, persons who have made them who they are today. Tell students this can be their family members, friends, pets, coaches, their idols, musicians, actors.

 

STEP 6: Yellow Prompt. Ask each individual to write down on their yellow cards, personal or professional goals that they have for themselves. If students struggle with this one ask them to think about what extra-curricular activities they are involved in. Do you want to be an NHL player? An actor? A doctor? Would you like to go to university or college? Would you like to get your drivers license?

STEP 7: Green Prompt. This prompt usually takes people the longest to complete. Ask each individual to write down on their green pieces of paper, four significant memories that they always want to remember. Sometimes it is helpful to frame this prompt as thinking of a memory from which participants learned a valuable lesson. Depending on the time, have people share 1-2 to memories. Note that memories are often told in story form and can therefore last longer.

STEP 9: Card Elimination. My narrative of this step usually goes something like this:

“This part of the activity is centered on value prioritization, and thus, we will be eliminating cards. Remember that this is exercise is representative, symbolic. So what I am going to have you do is take five cards away and put them in a pile off to the side. This action means that the card you removed is no longer a part of your life – you do not have possession of that item, do not know about that place, have never met that person, are not working towards that goal, and do not have that particular memory.”

If group members have blank cards, they are instructed to eliminate those first. Again, if students want more information concerning the prompt, I encourage them to engage with the activity in whatever way seems to make sense to them at the moment.

Once students have taken away five cards, ask them to remove four more. Pause as appropriate to get a gauge on how the process is unfolding. While this is where the “mandatory” directions end, I do urge participants to continue with the process of elimination if they are able. Ask each student to take away three more cards. Pause. Two more. Pause. Take one more card away. This should leave individuals with their “top five” cards.

 

Learning Closure:                                         Length of Time: (5 mins)

(Do some form of ‘check for understanding’ and tell them or have them tell you what they learned today. This can be done using a variety of strategies).

SHARE: Ask students to turn to the person next to them and have a conversation about the slips of paper they each have in front of them. Invite pairs to share a meaningful piece of their partnered conversation with the larger group. Also take time to ask more how the students experienced this activity. (I.e., Was it hard? Were there any surprises? What emotions came up for you during the process of elimination?)

 

 

 

 

Materials/Resources:
-Blue, Purple, Pink, Yellow and Green pieces of paper. (each student should have four paper slips of each colour)
-Pencils/ Writing Utensils 

 

Possible Adaptations/

Differentiation:

-Can create an instructional handout for students to participate in this activity individually
-The handout could also help students who struggle with verbal instructions

Activity could be done in pairs where the partners help each other and collaboratively choose which value and belief is more important.

 

 

 

 

 

Management Strategies:

Use the rain stick when necessary to control classroom noise level.
-Walk around the classroom to ensure each student is participating. (writing beliefs and values on cards)
-Give prompts/ask questions frequently to keep students on task.

 

 

 

Safety Considerations:

-Be aware of safety at all times.
-This can be an emotional/sensitive activity for some students.
-Get to know your students emotional boundaries to ensure everyone feels safe and comfortable in the environment.
-Ask for volunteers to answer questions/prompts/sharing cards as it may be a sensitive activity for some individuals.

 

 

Stage 4: Reflection
(This part of the lesson is completed after the lesson has been delivered; this is where you can record how it went, what you would keep, and what would you change for next time)

Subject/Grade: Grade 6                          Lesson Title: Personal Standards Influential Factors     Teacher: Cassandra Busch

Stage 1: Identify Desired Results

Outcome(s)/Indicator(s): (List all of the Outcomes and Indicators that will be addressed during the lesson; when you do this for real, just using the codes will work BUT for the purpose of this assignment, I need you to cut and paste the full words for the indicators – this will help me during the assessment process!)

Health Outcome: USC6.1

Analyze the factors that influence the development of personal standards and identity, and determine the impact on healthy decision making (including cultural norms, societal norms, family values, peer pressures, mass media, traditional knowledge, white privilege, legacy of colonization, and heterosexual privilege).

(l) Analyze events or factors that cause people to make decisions that reflect or conflict with their personal standards.
(m) Discuss factors that affect the identities of people as a result of colonization.
(n) Determine how decision making is influenced by personal standards.
(f) Health Decision Making Outcome DM6.8

Assess the role of personal standards in decision making related to healthy relationships, non-curable infections, stress management, body image, safety, and health promotions.

 

Health Decision Making Indicator DM6.8

(d) Decide which factors have the greatest influence on one’s personal standards.

 

 

Social Studies Outcome: PA6.1

Examine the relationship between an individual’s power and authority and the power and authority of others.

 

Explain choices young people must make in reconciling the tensions between the dominant social group and individual choice (e.g., drug and alcohol use; social relationships; academic programs, choice of extra-curricular activities, and career interests).

Key Understandings: (‘I Can’ statements)

(Put the key learnings into student-friendly language that begin with ‘I can…’. The students should know what these are at the beginning of the lesson. An example is: I can express conclusions about the success of two different health promotion strategies. Doing this helps student engage in the learning since they know what it is that they will/need to learn).

 

·       I can understand the factors that influence my personal standards, beliefs and values.

·       I can discuss how my personal standards are influenced by white privilege and the legacy of colonization.

·       I can understand that my personal standards relate to my positive decision-making skills.

 

 

Essential or Key Questions:

(What are three to four deeper learning questions that you want to make sure you ask during the lesson – write them out here – this will support you in asking purposeful questions during the lesson)

 

 

·       Are your personal standards influenced by multiple factors?

·       What patterns are you noticing between the different influential factors? Do some of these factors promote similar values and beliefs? Why do you think this is?

·       Why is it important to understand where your values originate from?

Prerequisite Learning:

(What are some concepts, facts, and/or skills that students must already know/understand/be able to do in order to ‘learn’ what you expect of them today? An example is: what health promotions strategies are.)

-Students should have a developing understanding of what their personal standards, values and beliefs are.

-Students should know what the term colonization means and have inquired on the intergenerational effects of colonization.

 

Instructional Strategy(ies)

(What strategy(ies) will you use to support student learning? Have you considered multiple learning styles?)

 

-Brain Break/ Movement

-Power Point Presentation (will read points aloud, will elaborate on points made, visual pictures on slides)
-Asking thoughtful questions to engage group discussions
-Group Discussions
-Creative Poster
-Can work alone or in pairs

 

Stage 2: Determine Evidence for Assessing Learning

(Identify your plans as either Formative and/or Summative and provide a brief description of what you will do to gain some form of evidence towards the O’s and I’s above, towards the ‘I can’ statements, towards the Key Questions. ALL of these should all connect together and reflect each other!)

 

Formative: During the presentation I will ask engaging questions about each type of influential factor (eg. Cultural norms, societal norms, family values, peer pressures, mass media, traditional knowledge, white privilege, legacy of colonization, heterosexual privilege). Will continuously ask students how each factor influences their personal standards, beliefs and values.
Examples: What government laws do you value and believe are important? How are your personal standards influenced by the law? Do you value going to school? Do you think all classrooms look like ours around the world? How would your learning experiences be different if Canadians as a whole did not value education? Why is it important to stand up for your values when you are in a conflicting situation? (peer pressure, bullying, racism, sexism)
(There are numerous opportunities to have open discussions on each slide of the PowerPoint)

Summative: Personal Standards Poster.
Students will write their personal standards, beliefs and values all over the poster. Will ask them to reference the last slide to spark more ideas. Once the students have filled their poster with numerous personal standards, values and beliefs I will ask the students to categorize them by the factor that had the most influence on each value. (Example: I believe it is important to go to the gym to improve my health. – this can be categorized by Culture norms, societal norms, family values, peer pressure. Another example: I believe it is important to be kind to everyone. – Culture norm, societal norm, family values.)
Each influential factor is colour coded on the final slide of the power point. Students can use these colours to help them categorize their personal standards, values, beliefs.

*I have attached the Assessment Rubric at the bottom*

 

 

 

 

 

 

 

 

 

Stage 3: Build Learning Plan

Set (Engagement):                                      Length of Time: 5 mins

(Get their attention! And then tell them what you are going to learn through this lesson)

https://www.youtube.com/watch?v=BQ9q4U2P3ig

-Body Movement Break. Gonoodle – Banana, banana, meatball.
-After the movement break share with students that I value movement breaks because it helps energize their brains and it is fun.
-Share “I can” statements with the class.

·       I can understand the factors that influence my personal standards, beliefs and values.

·       I can discuss how my personal standards are influenced by white privilege and the legacy of colonization.

·       I can understand that my personal standards relate to my positive decision-making skills.

 

–       (Tell students) “The movement break video shared many different patterns with us. Now during the power point, I want you to pay attention to any patterns or connections you notice with the different influential factors we will discuss today.”

 

 

Development:                                               Length of Time: 15mins

(Remember, everything you do here needs to align with the identified O’s and I’s and support the students in answering the key questions as well as reaching the ‘I can…’ statements).
“I can identify the factors that influence my personal standards” Power Point.

 

Begin PowerPoint Presentation.
-Pause after each slide and have students think in their heads how each factor influences their personal standards, values and beliefs. Tell them it can be a positive or negative influence. Challenge students’ views by asking questions during each slide.
-Ask 2-3 students after each slide if they can think of a value and belief that was influenced by each factor.

 

SLIDE ONE: I CAN: Identify the factors that influence my personal standards.

By: MISS. BUSCH

SLIDE TWO: Cultural Norms

The behaviours, beliefs, values and attitudes that are considered “normal” in a given group of people.

3 EXAMPLES

Government – We must follow the Laws to stay out of trouble.
(How else does the government influence you?)

Education – We believe that education is important.
Do our classrooms look the same in other countries? Why or why not?

Family – Traditions we celebrate at home.

SLIDE 3: Societal Norms

Social Norms are the behaviours and values that are considered “normal” in a smaller group of people.

EXAMPLES

Your Classroom

Your Extra-Curricular group/team

Your day-care / after school program

Your school friends

Your Social Media friends

SLIDE 4: Social Norm Examples:

Peace

Justice

Freedom

Equality

Not hurting others and standing up for people who need help

Being respectful to others

Volunteering your time

Being generous

Being honest

Teamwork

SLIDE 5: Family Values

Family values are the qualities your family believes are the most important.

Your family can influence your values by helping you understand what is right and what is wrong.

What does your family believe in?

What activities did your family influence you to participate in?

What social values do your family believe in?

What moral values do your family believe in?

SLIDE 6: Family Values Examples

Think of consequences before you act

Discuss right from wrong

Spend time together with family

Live these values not just talk about them

Always try your best

Be honest

Treat others’ possessions with care

Learn from your mistakes

SLIDE 7: Peer Pressures

Can affect your self-confidence

Try to convince you to go against your values and beliefs

Sometimes peer pressure can affect your academics. What is more important? Social life or academics?

Can influence dangerous habits. (tobacco & alcohol abuse)

Can distance you from the people who care about you (family & friends)

SLIDE 8: Mass Media (NEGATIVE INFLUENCES)

Mass Media has both Positive and Negative influences

EXAMPLES:

Television, Movies, Newspapers, Documentaries, Social Media (Facebook, Twitter, Instagram, Snap Chat)

Commercials & Advertisements can convince you to spend money.

Model influencers can promote unrealistic body types. (Low-Self Esteem, eating disorders)

Can also warp your perceptions of the truth. Commonly only shows one side of a story.

Cyberbullying

SLIDE 9: Mass Media (Positive Influences)

Can make you more aware of what is going on in the world.

Is a tool for learning experiences. (Google, documentaries, YouTube)

Can influence you to donate money to good will/ fundraisers (Go-Fund Me)

Opportunities to share your ideas and talents on social media.

Can communicate and keep in touch with family and friends all over the world.

Can see pictures and videos of places in the world you may never visit.

 

 

SLIDE 10: Traditional Knowledge

One important aspect of Traditional Knowledge is the Circle of Courage

The Circle of Courage is a model of positive youth development.

It is based on four universal values and beliefs

Belonging – a sense of community, being loved, and loving others

Mastery – having self control, responsibility, striving to achieve goals

Generosity – giving to others

Independence – make your own decisions, setting your own goals, being responsible for your own actions

SLIDE 11: White Privilege

White Privilege is a term used to describe unearned rights and benefits given to white people in the Western Society because of the colour of their skin.

Society sees white privilege as having power and opportunities

Can influence your abilities to get a job

Can influence your abilities to get a good education

Can influence where you can easily travel and live (English is a global-language)

SLDIE 12: Legacy of Colonization

Oppression – prolonged cruel or unjust treatment

Racism – prejudice and discrimination against someone of a different race

Poor Health (physical and mental) – (poverty, malnutrition, poor disease prevention, rapid lifestyle diseases (cardiovascular, diabetes, HIV/AIDS, addictions, social and mental health)

Language Loss (Before colonization there were 250 languages, now there are only 60)

SLIDE 13: Heterosexual Privilege

A romantic connection with someone of the opposite sex or gender. (Male and Female Relationships)

Showing affection without the fear of being judged

Not having the fear of facing rejection from family or friends

Not risking being denied a job, housing, education or other services because of your gender identity

Can get married in any country

SLIDE 14: All Of these Factors Influence YOUR Values, Beliefs & Personal Standards

Cultural Norms (The behaviours, beliefs, values and attitudes that are considered “normal” in a given group of people. GOVERNMENT, EDUCATION, FAMILY)

Societal Norms (The behaviours and values that are considered “normal” in a smaller group of people. CLASSROOM, EXTRA CURRICULAR ACTIVITES, SCHOOL FRIENDS)

Family Values (The qualities your family believes are the most important.)

Peer Pressures (How do your peers influence you??)

Mass Media (How do Television, Movies, Newspapers, Social Media influence you??)

Traditional Knowledge (Circle of Courage, BELONGING, MASTERY, GENEROSITY, INDEPENDENCE.)

White Privilege (White Privilege is a term used to describe unearned rights and benefits given to white people in the Western Society because of the colour of their skin.

Legacy of Colonization (Oppression, racism, poor health, addictions)

Heterosexual Privilege (A romantic connection with someone of the opposite sex or gender. (Male and Female Relationships)

 

 

 

 

 

 

 

 

 

 

 

Learning Closure:                                         Length of Time: 15/20 mins

(Do some form of ‘check for understanding’ and tell them or have them tell you what they learned today. This can be done using a variety of strategies).

 

-Creative Poster
-Hand out poster paper to students
-Tell them to reference the last slide of the power point to help them think of their core personal standards, beliefs, values. If the students are stuck, ask them to think back to the last two activities where they had to write down their physical values, family values, memories, and experiences. Tell them to freely write a web of values all over the poster paper.
-Once students have written down 10-20 personal standards, beliefs, and values ask them to categorize them by who/what influenced that value the most in their lives.
-The last slide of the PowerPoint is colour coded. Ask the students to use those colours in which ever creative way they would like to make a visual connection between the influential factors and their personal standards, values and beliefs. (examples. Draw a blue circle, underline in red, pink star)

-When students have accomplished this ask them if they noticed any patterns.
-Did you find any patterns or connections with the influencial factors?
-Why do you think your family values and cultural values influenced the same personal standard?

Materials/Resources:

-Computer/Smart Board
-Poster Paper
-at least 9 different coloured markers, pencil crayons, crayons.

 

Possible Adaptations/

Differentiation:
-Students can work in pairs or groups of people while creating their posters to gather ideas. It is ideal that each student still creates their own poster because the Big Idea is for students to decipher which factor influences their own individual personal standards, values and beliefs.

-We can make a list of common personal standards, beliefs and values on the white board for students to create ideas of what standards, values and beliefs they should put on their poster.
-Together we can categorize the common personal standards, values and beliefs for students to visualize the patterns and connections of the different factors.

 

 

Management Strategies:

-Movement/Brain break at the beginning of the class should energize the students in preparation for sitting through a PowerPoint.
-Use the rain stick when necessary to control noise levels in the classroom.
-Let students work in pairs/groups if they are struggling with thinking of ideas for their poster.

 

 

 

 

Safety Considerations:

-Be aware of safety at all times
-Make sure classroom floors are clear from potential slips, trips and falls during movement activity.

 

Stage 4: Reflection
(This part of the lesson is completed after the lesson has been delivered; this is where you can record how it went, what you would keep, and what would you change for next time)

Resiliency/Multiple Intelligences

Name: Cassandra Busch                       Date: November 21, 2018

Subject: Health                          Grade: 6/7

 

 

Guiding Questions (specific to this lesson):

How does resiliency promote healthy decision making?

Why is it important to understand my multiple intelligences and how will it support my healthy decision making?

 

 

Outcomes: (What should students know, understand and be able to do as a result of this lesson?)

USC6.1

Analyze the factors that influence the development of personal standards and identity, and determine the impact on healthy decision making (including cultural norms, societal norms, family values, peer pressures, mass media, traditional knowledge, white privilege, legacy of colonization, and heterosexual privilege).

 

 

USC7.1

Establish and use strategies to commit to and act upon personal standards (see grade 6) for various aspects of daily living over which an individual has control.

 

 

 

I can discover my strengths and multiple intelligences.
I can understand that my strengths will support me in becoming resilient.

Indicators (Assessment Evidence): (What will students do to show what they have learned?) Use I can statements.

 

USC6.1 Indicators:

(h)

Describe healthy attitudes and behaviours that affirm personal standards.

(i)

Define identity as being related to who we feel we are and how we define ourselves.

(n)

Determine how decision making is influenced by personal standards.

 

USC7.1 Indicators:
(b)

Investigate the concept of ‘resiliency’ and determine its importance in personal commitment.

(g)

Develop and apply strategies that parallel one’s actions with personal standards.

 

(h)

Justify the kinds of supports needed to commit to personal standards.

 

 

 

 

Assessment Strategies: (formative-before & during & summative – end)

Formative: Participating in classroom discussion. Participating in classroom activity. Completing the multiple intelligences self-assessment.

 

 

 

 

Instructional Strategies: (specific strategies)

-Visual / Technological
-Individual reading/writing
-Kinesthetic Whole class activity

 

Adaptive Dimension: Differentiated Learning (what adaptations in content, process, product and learning environment will be provided to meet diverse student needs?)

Students can choose to work on their Multiple Intelligences Assessment alone or in pairs.

 

Materials Needed:
Computer/Smart Board
-Assessment worksheet
-Multiple Intelligences Posters / tape
Learning Experiences:

Set (10 min)

Today we are going to dig into the deeper meaning of resiliency. People who are resilient have the ability to bounce back from problems. Resiliency is the ability to recover from stressful situations, heartache, sadness, failing and making mistakes. Most of all resiliency gives you the power to learn from your mistakes which will help you make better choices in the future.
We are going to watch a quick Youtube video that will help you develop a better understanding of resiliency.

https://www.youtube.com/watch?v=HYsRGe0tfZc&t=1s

 

Now that we have a better understanding on what Resiliency means. I want to introduce you to another new term called “Multiple Intelligences”. Multiple intelligences is a theory that suggests there are 8 ways of being smart. This theory recognizes that we all have different skills and ways of understanding. I believe if we can discover what your multiple intelligences are we as teachers can better help you learn in school. We can discover how you learn best and with that we can work together to use our ways of being smart to make healthy life decisions.

 

 

Development (15 min)

-We are going to fill out the multiple intelligences self- assessment to discover what your strengths are, how you learn best and what your strongest way of being smart is.

-Hand out the Multiple Intelligences Self-Assessments

-While students are doing this go around the classroom and put up the posters of the 8 different smarts.

 

Closure (15 min)

-When students are finished their assessment ask them to calculate their ways of being smart. Tell them to look at the multiple intelligences they have strengths in and which ones came low.
-Is anyone surprised by what they learned?
-Ask students to get up and stand in front of the multiple intelligence they have the highest strength in.
-Reflect on how many people are standing under each one.
-Ask students to stand in front of the multiple intelligence they have the second highest strength in.
-Reflect on how many people are standing under each one.
-Ask students to stand in front of the multiple intelligence they have the lowest strength in.
-Reflect on how many people are standing under each one.
-Ask students to sit back at their desks.

 

-Reflect as a whole about the common strengths and less common strengths we discovered in the classroom. Remind students that if we have opportunities to practice our strengths we will have better opportunities to learn. We all have unique strengths and we must choose to uplift one another and accept that we all learn differently. Now that we have an understanding of our strengths we can use these to develop our own sense of resiliency. We can use our strengths to bounce back from the hard times.

 

Resiliency/Multiple Intelligences Part 2

Name: Cassandra Busch                       Date: November 21, 2018

Subject: Health                          Grade: 6/7

 

 

Guiding Questions (specific to this lesson):

How does resiliency promote healthy decision making?

Why is it important to understand my multiple intelligences and how will it support my healthy decision making?

 

 

Outcomes: (What should students know, understand and be able to do as a result of this lesson?)

USC6.1

Analyze the factors that influence the development of personal standards and identity, and determine the impact on healthy decision making (including cultural norms, societal norms, family values, peer pressures, mass media, traditional knowledge, white privilege, legacy of colonization, and heterosexual privilege).

 

 

USC7.1

Establish and use strategies to commit to and act upon personal standards (see grade 6) for various aspects of daily living over which an individual has control.

 

 

 

I can discover my strengths and multiple intelligences.
I can understand that my strengths will support me in becoming resilient.

Indicators (Assessment Evidence): (What will students do to show what they have learned?) Use I can statements.

 

USC6.1 Indicators:

(h)

Describe healthy attitudes and behaviours that affirm personal standards.

(i)

Define identity as being related to who we feel we are and how we define ourselves.

(n)

Determine how decision making is influenced by personal standards.

 

USC7.1 Indicators:
(b)

Investigate the concept of ‘resiliency’ and determine its importance in personal commitment.

(g)

Develop and apply strategies that parallel one’s actions with personal standards.

 

(h)

Justify the kinds of supports needed to commit to personal standards.

 

 

 

 

Assessment Strategies: (formative-before & during & summative – end)

Formative: Students will be split into the corresponding multiple intelligence group they have the most strengths in. Each group of students will write down on a large poster the ways in which they learn best. I will be asking questions such as “what are your skills/strengths as a learner?”, “what do you need from me, the teacher to help you be a stronger learner?”, “what kind of activities do you like to participate in?”, “what do you enjoy learning about?”.
Students will write all of their answers on the sheet of paper and will present their answers as a group to the class.

 

Instructional Strategies: (specific strategies)

-Visual
-Writing
-Group Work
-Kinesthetic Whole class activity

 

Adaptive Dimension: Differentiated Learning (what adaptations in content, process, product and learning environment will be provided to meet diverse student needs?)

Students will be placed into groups. Each group will have 1/2 recorders and a presenter. The rest of the students will participate by sharing their thoughts. (lots of different skills needed for this group assignment, students can participate in whichever skill they are most comfortable in)

 

Materials Needed:
-Assessment worksheet
-Multiple Intelligences Posters / tape
-Poster Paper / Markers
Learning Experiences:

Set (10/15 min)

We are going to finish where we left off last week by finishing the multiple intelligences self-assessment.

-While students are doing this go around the classroom and put up the posters of the 8 different smarts.

 

Development (15 min)
-When students are finished their assessment ask them to calculate their ways of being smart. Tell them to look at the multiple intelligences they have strengths in and which ones came low.
-Is anyone surprised by what they learned?
-Reflect as a class about the common strengths and less common strengths we discovered in the classroom. Remind students that if we have opportunities to practice our strengths we will have better opportunities to learn. We all have unique strengths and we must choose to uplift one another and accept that we all learn differently. Now that we have an understanding of our strengths we can use these to develop our own sense of resiliency. We can use our strengths to bounce back from the hard times.

-Show students that I have placed posters of the different ways of being smart around the classroom.
-Stop at each one and explain again, what each way of being smart means.

1.     Word Smart – These people are good at using words for reading, writing, listening and speaking. Someone who is word smart could be a poet or an author.

2.     Number Smart – This smart is about understanding complex problems. These people are good at asking questions and problem solving.

3.     Picture Smart – People who can see and modify things in their minds. These people usually enjoy making crafts, designing, and experimenting.

4.     Body Smart – Someone who thinks in movements and enjoys using movements for self-expression or precision to achieve a goal. This is crucial for surgeons, athletes, mimes, choreographers, and directors.

5.     Music Smart – People who enjoy music, singing, making music, playing an instrument. People who see the emotions music can convey.

6.     Nature Smart – People who want to learn about living things and applying scientific reasoning to the world. These people can be interested in farming, naturalist, veterinarians, and a scientist.

7.     People Smart – Someone who enjoys social interaction and understanding the people around you and their motives, emotions, perspectives, and moods. Careers such as teaching, psychology or sales.

8.     Self Smart – People who are connected to their feelings and knowing their own limits or abilities. These people are good at making decisions and setting goals for themselves.

 

.-Ask students to get up and stand in front of the multiple intelligence they have the highest strength in.
-Reflect on how many people are standing under each one.
-Ask students to stand in front of the multiple intelligence they have the second highest strength in.
-Reflect on how many people are standing under each one.
-Ask students to stand in front of the multiple intelligence they have the lowest strength in.
-Reflect on how many people are standing under each one.

-Once again ask students to go back to the multiple intelligence they have the highest strength in. This is where we will split into groups.
-Try to keep students in groups of 5-6
-Stagger groups around the classroom. Each will have a large piece of paper and markers.
-Ask students to make a list that answers the following questions.
“what are your skills/strengths as a learner?”, “what do you need from me, the teacher to help you be a stronger learner?”, “what kind of activities do you like to participate in?”, “what do you enjoy learning about?”

Closure (15 min)

-Once students are finished writing on their posters. Have each group present their poster to the class.

 

 

SUNNINGDALE ELEMENTARY SCHOOL

PRE-INTERNSHIP REFLECTION QUOTES

DAY ONE – October 17, 2018

  • “I love questions, I believe it is wonderful that the students feel comfortable asking questions freely. But I worry that many of the students have developed an overdependence on reassurance from teachers.”
  • “I hope that if I continue to give positive feedback it will give the students the confidence they need to become more independent. “
  • “I felt as though the activity went really well. The students were actively engaged throughout the entire 45 minutes through brainstorming and storytelling. A few positive notes from my COOP were “they are emotionally charged (way to challenge their views), I like the personal story (it really makes it easy to follow/understand). * they were heavily engaged in the story. Switching up the lesson from teacher directed to sharing (student engagement)”. He had so many positive things to say about the activity and I am so thankful for that. I already feel more confident while creating my next lesson plan.”
  • “My COOP chose the word “deltas” instead of negatives while providing me with feedback. I appreciate the word delta and will most likely use this concept in my future teaching role. The word is less intimidating and leaves you with more confidence to work on your faults. “
  • “I notice myself being shy when it comes to shushing students and regulating the classroom tempo. I need to work on my self-confidence in this aspect of classroom management because I know that classrooms can and will get out of hand if I do not find something that works for me. “

DAY TWO – October 24, 2018

  • “My COOP teacher usually begins the day with art class. I believe that it is important for students to warm up their minds by engaging in creative play bright and early. The students are currently working on their shading and contrast techniques, by creating 3D pumpkins on a black piece of construction paper. As I was walking around and glancing at the students’ art, I was pleasantly surprised at how talented each and every student was. One of the students caught my eye as he mirrored the actions of my younger self. He too portrayed the qualities of a perfectionist who struggled with the concept that art is never perfect. He had a pile of eraser shreds scattered all over his desk and was visibly frustrated. Even though I gave him a million words of encouragement and truly meant it when I said his work was going beautifully, the piece of paper eventually was crumpled into a tiny ball. Confidence is a skill that can take a lifetime to conquer. I hope that during my time in this classroom I can help this student build upon his confidence.”
  • “Today is Go Outside Day and I was adamant on celebrating it and so were the students. My last question during this round of the Would You Rather game was “would you rather finish this game in a little bit outside or finish it and stay inside?”, of course the answer was unanimous, and we were going outside. I told the students that if they worked efficiently on their Personal Values Survey, we would go outside for an early recess. I have yet to see the students work as fast and as quiet as they did in this moment. As promised, we made our way outside to finish the Would You Rather game. “
  • The rest of the day flew by so fast. I am really enjoying getting to know each of the students and I feel like I am already developing meaningful relationships with some. I have heard stories about students participating in a singing contest in their home country, the craziest pet stories, family stories, volleyball and football stories. During library time the grade 7s were showing off all the Judy Blume books they have read. I spotted an old favourite of mine, The Sisterhood of the Travelling Pants and asked if any of them have read it yet. It turns out none of them have ever heard of it, my jaw dramatically dropped and told them that they were missing out and explained the plot of the story. All of the girls were so excited and made a list of who is going to read it first and who they were going to pass it onto next. It gave me goosebumps that these girls were this ecstatic about putting their nose in a new book.”
  • My mind is buzzing, and my heart is so full. Today was such a good, good day.

DAY THREE – October 31, 2018

  • “The Health activity plan I developed for today was focussed on value prioritization. Each student was given coloured cards with prompts:
    – 4 purple cards (prompt: write down a physical object, product, or item they feel they need in order to function on a daily basis)
    – 4 blue cards (prompt: write down a geological location that is especially important to you)
    – 4 pink cards (persons who have influenced the person they are today)
    – 4 yellow cards (life goals)
    – 4 green cards (memories they want to hold onto forever)
    Once all of the students had time to critically think and analyze their choices, it was time to prioritize their values. First, I asked the students to take away 5 cards with the understanding that once the card is taken away this value would be theoretically vanished from their life. They never would have met this person, never went to that place and no longer carried that memory. The students did not like this one bit and struggled to choose these first five values. I would let the students pause, reflect and look over the values they still had. The activity proceeded by taking yet another 4, then 3, then 2, then 1 value away. Ideally by the end of the activity most of the students should have been left with their top 5 values.I was pleasantly surprised with how engaged the students were in this activity. Every time I asked them to take away a few more values the room roared with “NOO”, “this is torture!!”, “I cannot possibly choose between what I have left”. It was absolutely fantastic to witness these students embody the assignment almost as if it was truly happening. Some students flat out refused to take their values away because they understood how essential and important these values were to them. They could not fathom a life without these people, memories, products and places.”
  • “My pocket is filling up quickly this semester. I am Pre-Interning in a room of 26 bright, talented and curious learners who are continuously teaching me so much about myself. “

 

DAY FOUR – November 14, 2018

“I had the opportunity to learn from and work along with a substitute teacher today. She has extremely strong classroom management skills and I learned a lot from her. She put a quarterly check list up on the board. If the students were respectful and worked hard, she would give them a check mark for each quarter of the day. (before recess, before lunch, after lunch, after recess). If the students achieved all four check marks they would have the opportunity to play a game at the end of the day.”

“Today we finished the day by spending time with our reading buddies. One of the many students who are in my “pocket” really surprised me today. Usually I find myself struggling to get them to read and write during class time. But during this time they were so thrilled to have the opportunity to share and teach their reading skills to their buddy. This individuals strengths were shining bright in this differentiated learning environment.”

“Another group of our students let their reading buddy read to them instead. Even though the kindergartener could not read the words, he made inferences from the pictures and made up the story as the pages flipped along. The kindergarteners confidence was beaming as he shared his own skills and knowledge to the older kids. It was a beautiful moment.”

 

DAY FIVE – November 21, 2018

“Our day started off by students repeatedly saying, “I can’t do this”. I was so thankful to hear my COOP stop the students in their tracks by explaining we will not use this language. We will never say “I can’t do this” because in our classroom we can do anything. I am a strong believer in promoting the idea that we can do everything and anything we put our minds towards. I want my students to recognize that we all have strengths and we all have weaknesses and that this is okay. I believe that it is more important to try and fail terribly than it is to never try at all. I fear that as our society continues to obsess over the idea of becoming a successful citizen, individuals will acquire an unhealthy association with failing at anything. Our school systems NEED to stress the notion that becoming a successful citizen is a continuous lifelong process. We need to teach our learners the essential skills of trying, exploring, failing, and trying again. We need to switch our focus on resilient learners and shy away from expecting our learners to always succeed.”

DAY SIX – November 28, 2018

“My COOP teacher gave me the last hour of class time to facilitate games with the students for our last hooray! We started off by moving all of the desks to the side, so we had a large space to play in. I began by asking the students to walk around at random, I told them to pay attention to the patterns they were making as they were walking and asked them to focus on not making these patterns. I then asked them to make extremely long eye contact with anyone they passed. All of the students thought that this was hilarious, and everyone participated fully, it was super awesome to see. I then asked them to pause, as I showed them that whoever they made eye contact with they would then have to clap hands, spin, clap hands again and move on to the next person they made eye contact with. I then asked them to make handshakes with whoever they made eye contact with next. This activity turned out completely different than how it did with our drama class. I am clearly not the most outgoing human, so I did not set the tone as high as Jayden (our drama sessional) did. It is clear that I need more practice in “acting” and being “outgoing” without fear of being embarrassed. I tried my best to show the students an example of a silly noise and crazy handshake, but that concept was not shown clear enough as the students made “typical” handshakes with their peers. I still see this as a success as each student was participating and they were making handshakes with one another, it just was not at the extreme state as we learned in class.

We then moved onto the group matching/addition game. My group of students are very competitive, and it definitely showed in this activity. It was so fun watching them try their hardest to cooperate with one another without the use of verbal communication. I would definitely do this activity again because each of the kids were so proud of their quick counting abilities. I would love to try and modify the game with subtraction, division, and multiplication. I believe this class would benefit from making this activity more challenging in that aspect.

We then finished the day with the trust walk exercise. I was slightly worried that the immaturity in this classroom would come out and students would not participate in an appropriate manner. (not lifting your arms in time for the classmate walking by for example) So I made sure to give the students a quick chat before beginning this activity about how we must be responsible students and we must participate in a way that we trust the rest of the class to participate in when it is our turn to go. I also think that it is beneficial that I walked through the trust line first to ensure everyone understood the concept before putting the students at risk. That being said, all of the students participated appropriately, and everyone had so much fun. I was so proud to see the brave individuals who sprinted through the line as fast as they could, as well as the other participants who ensured everyone had the opportunity to participate in a safe manner.

I was extremely hesitant and nervous for our drama class but now that it is completed, I am so unbelievably thankful for the experience. I have grown in my own self-confidence both interpersonally and as a future teacher. I look forward to implementing all of the activities we participated in this class not just for game play, but for opportunities to implement cross-curricular content and to help reach the needs of my differentiating learning students.”

“Suningdale school was participating in student led conferences after school and I thought it would be a great learning opportunity to listen in on a few of them. I had the opportunity to sit in on three of my COOP’s student led conferences, which were all fantastic. Our classroom has a group of extremely talented kids who have many strengths. Each student had the chance to share with their parents a few of their tests, essays, assignments, and drawings that they were most proud of. They also had a chance to reflect on the goals they made for themselves at the beginning of the school year and how they feel their progression towards that goal is going. The students also had the opportunity to share how their parents and teacher can be involved and help them reach their new goals. I found this aspect of the student led conference extremely helpful and I will most likely use it in my future role of being a teacher. I believe it is so important to create those interconnected relationships with teachers, students and parents. It is crucial for everyone to work together to ensure our students have thoughtful learning experiences.

I also had the opportunity to sit in with another teacher from the school’s student led conference as she and her students planned something completely different. Each of her students created an interactive presentation using the app Nearpod. The student stood up near the smart board and facilitated the entire process on his own, where his family sat at a table with the classroom Ipads placed in front of them, where they could follow along as well as type in answers, fill in the blank and make drawings. The student had the opportunity to play the role of the teacher for his family and it was so cool to see his confidence shine in this moment. He had the opportunity to show his family the Prime Factor Tree they just mastered in math class and his family had the chance to share encouraging descriptive words that they believed best defined the student. I thought that this was an incredibly great way to implement technology in the classroom and will definitely use this resource in my future classroom.”

I am beyond thankful for all that I have learned and experienced this semester. I am SO looking forward to March and having the opportunity to continue to grow and learn alongside the Grade 6/7 classroom at Sunningdale Elemntary School.