All About PSI
I completed my first professional semester teaching Grade 1 at Vauxhall Elementary School in Vauxhall, Alberta.
PSI Goals
Below are the goals I developed for my first professional semester. These goals identified specific areas that I wanted to work towards and were used as reference points to measure my progress. Having these goals outlined before I started practicum provided me with results to strive for, as well as gave me direction for my professional development. My PSI Goals provide evidence of the ability to critically reflect on teaching and learning experiences and identify strengths and areas for improvement. (KSA 15)
Curriculum - What I Taught
My TA only taught her grade 1's language arts and math, as she was the music teacher for the entire school. This meant that I got to take over math!
The class had already done the first math unit of patterning, so I started with them on Unit: 2 Representing Numbers to 20. We talked a lot about different ways to show numbers through objects, arrangements, numerals, words, pictures etc. The focus on the unit in coordination with the Alberta Program of Studies was to develop number sense. For the Google Computers class I taught we researched a subject of interest for the grade 1's, which no surprise was cheetahs. Outcomes for this class was for the students to use and communicate information from a variety of technologies and then use these technologies to solve/ investigate problems. (KSA 3) Resources: - Alberta Program of Studies - Pearson Education Canada. (2007) Math Makes Sense |
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Instruction to Create a Learning Environment - My Teaching Strategies
I am sure teaching an elementary class is quite different than teaching a high school class. This semester I learned a lot about how to effectively teach young students and make sure they are learning the best way possible. I found that classroom management is a HUGE part of teaching at an elementary level. Here are a few things that I used in my instruction this semester to make sure all students were able to learn. (KSA 5)
- Grade 1's have a lot of energy and so sitting through a 30 minute lesson was tough sometimes. It was important for me to include BRAIN BREAKS just to get them moving and burn some energy. I found that it would buy me another 20 minutes of optimal learning time after getting up and moving. The students were more focused and reset to learn. (KSA 7)
- Along the same lines, we had to continuously switch learning activities after 20 minutes because the students would become unfocused working on the same thing for too long. Having quick 10 minute focus lessons was something that my TA used and suggested I try. After a quick lesson in one area of the classroom we would move to another area to work on the concept we covered.
- A strong voice! The students needed to know when it was time to get down to business, but still be able to sense the warmth and the readiness for fun.
- I often tried to have the students think about an answer before letting anyone put up their hands, because as soon as the hands go up other students' brains shut off.
- Use of fun quirks to move into activities like: "flipping your switch" to turn on the brain, "storm clouds" for brainstorming, "I'm watching you" and have the students do the signal back.
- Training the students in a quiet routine before just expecting it to work. I sat down with the students and we practiced putting our hands on our head to be quiet and all the expectations for behavior that went along with it.
- Grade 1's have a lot of energy and so sitting through a 30 minute lesson was tough sometimes. It was important for me to include BRAIN BREAKS just to get them moving and burn some energy. I found that it would buy me another 20 minutes of optimal learning time after getting up and moving. The students were more focused and reset to learn. (KSA 7)
- Along the same lines, we had to continuously switch learning activities after 20 minutes because the students would become unfocused working on the same thing for too long. Having quick 10 minute focus lessons was something that my TA used and suggested I try. After a quick lesson in one area of the classroom we would move to another area to work on the concept we covered.
- A strong voice! The students needed to know when it was time to get down to business, but still be able to sense the warmth and the readiness for fun.
- I often tried to have the students think about an answer before letting anyone put up their hands, because as soon as the hands go up other students' brains shut off.
- Use of fun quirks to move into activities like: "flipping your switch" to turn on the brain, "storm clouds" for brainstorming, "I'm watching you" and have the students do the signal back.
- Training the students in a quiet routine before just expecting it to work. I sat down with the students and we practiced putting our hands on our head to be quiet and all the expectations for behavior that went along with it.
Evaluation and Assessment Strategies I Used
For this level it was tough to use tests or quizzes to measure the student's progress. During my lessons I used lots of OBSERVATION to assess the students as they were learning. I looked for evidence that the students were meeting the outcomes and often scanned the room and moved throughout as students were working to understand how they were coming along. After spending a few lessons on the same concepts it would become apparent which students were struggling with the concepts.
I found that I really needed to work more closely with these students, but couldn't find the time. My TA suggested CONFERENCING with these students while providing the other students with something to work on.
I used a CHECKLIST for some of the concepts that all the students struggled with at first and then hen we re-covered it I would check off those students that made progress. (KSA 11)
KEY QUESTIONS as an assessment of prior knowledge to see what starting point we were at and where to go with the next lessons.
I found that I really needed to work more closely with these students, but couldn't find the time. My TA suggested CONFERENCING with these students while providing the other students with something to work on.
I used a CHECKLIST for some of the concepts that all the students struggled with at first and then hen we re-covered it I would check off those students that made progress. (KSA 11)
KEY QUESTIONS as an assessment of prior knowledge to see what starting point we were at and where to go with the next lessons.