All About PSIII
I completed my PSIII Internship at Our Lady of the Assumption School in Lethbridge, Alberta. The experience was extremely rewarding and I felt very welcomed into the school community by the students and the staff. This small school offers Early Learning Programming to Grade 6 and consists of about 220 students. The school’s focus is on Christ centered learning and it is dedicated to providing strong academic and co-curricular programs.
My first bulletin board featuring students' cutout and couloured handprints to welcome all students into the school.
PSIII Goals
Below are the goals I developed for my second professional semester. After completing my first professional semester I was able to identify new goals to further my growth as a teacher. These goals identified specific areas that I wanted to work towards and are going to be used as reference points to measure my progress. Having these goals outlined before I start practicum provides me with results to strive for, as well as gives me direction for my professional development. My PSII 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 and Instructional Strategies - How I Taught
Grade 3 Math
Click on the files below to see how I translated outcomes into meaningful learning activities for students. I created long range year plans, unit plans and daily lesson plans based off of the Alberta Mathematics Program of Studies. (KSA #3 and #6)
Math Year Plan:
Click on the files below to see how I translated outcomes into meaningful learning activities for students. I created long range year plans, unit plans and daily lesson plans based off of the Alberta Mathematics Program of Studies. (KSA #3 and #6)
Math Year Plan:
math_-_year_plan_calendar_psiii.docx | |
File Size: | 708 kb |
File Type: | docx |
Math Unit Plans:
grade_3_math_unit_1_-_psiii.docx | |
File Size: | 535 kb |
File Type: | docx |
grade_3_math_unit_2_-_psiii.docx | |
File Size: | 487 kb |
File Type: | docx |
Example Math Lesson Plans:
math_patterns_-_lesson_plan_place_value.docx | |
File Size: | 115 kb |
File Type: | docx |
math_number_sense_-_representation_with_base_ten_blocks.docx | |
File Size: | 103 kb |
File Type: | docx |
The first math unit I taught was Patterns and Algebra and after this we moved onto Number Sense. We started every math class with a skill building activity. Some of these included mad minutes to practice basic facts, word problems and graphing exercises.
Student examples of some of the different basic math skill building activities that we did.
Student examples of some of the different basic math skill building activities that we did.
I began with whole class instruction in Math class, and by mid-September I integrated Math Centers into our Math class structure. The Math Centers were used after a short teacher-directed mini-lesson on the daily objective. The SMART Board was used in the 10-15 minute mini-lesson to show students how numbers and shapes could be manipulated. The technology allowed students to come up to the board and demonstrate solutions for the whole class to observe and follow along. Students would then move in groups through the different centers that involved working on the math workbooks, playing math games and using computers for math. The center activities worked well to engage the students and differentiate the math based on student needs. The activities were designed to reinforce concepts we were learning or to help students practice their basic math skills. Groups were formed strategically by pairing strong students with struggling students and to help minimize distractions for some students. While students were self-directed moving through the centers, it allowed me the time to work with small groups of students. I could focus on helping students that needed extra help with particular concepts or challenge students that were advanced in the subject.
Click on the link below to see more of the materials/ resources that I used in my math centers.
Click on the link below to see more of the materials/ resources that I used in my math centers.
Grade 3 Social Studies
Click on the files below to see how I translated social studies outcomes into meaningful learning activities for students. I created long range year plans, unit plans and daily lesson plans based off of the Alberta Mathematics Program of Studies. (KSA #3 and #6)
Social Studies Year Plan:
Click on the files below to see how I translated social studies outcomes into meaningful learning activities for students. I created long range year plans, unit plans and daily lesson plans based off of the Alberta Mathematics Program of Studies. (KSA #3 and #6)
Social Studies Year Plan:
social_studies_-_year_plan_calendar_psiii.docx | |
File Size: | 199 kb |
File Type: | docx |
Social Studies Unit Plan:
social_studies_grade_3_-_unit_1.docx | |
File Size: | 3190 kb |
File Type: | docx |
Example Social Studies Lesson Plans:
global_citizenship_-_lesson_plan_3.docx | |
File Size: | 141 kb |
File Type: | docx |
communities_of_the_world_-_lesson_plan_nov._16.docx | |
File Size: | 140 kb |
File Type: | docx |
In Social Studies we started the year with a unit on Global Citizenship. In this unit we started with talking about our wants and needs, and the things we need to live. We discussed and worked through activities on how we can help others that might not have the things they need to live and how we can be global citizens by helping others in the world. Students made a PowerPoint picture collage and wrote about how they could help others in need as a final project.
Students used a combination of pictures and words to create their Quality of Life Collage on PowerPoint. In the examples you can see how they wrote about different ways they could help improve the quality of life of others in need.
My Professional Inquiry Project was to research and implement different strategies to engage students in social studies.
My goal was to try and incorporate different activities and strategies to help the students learn and explore the concepts we were studying in different ways. I wanted the students curiosity to be sparked and for them to take initiative in their own learning. There was a range of student learning styles within our class and so by using a variety of activities to engage the students in the concepts, my hope was that each student would become more involved. In our Global Citizenship unit we used various strategies such as graffitti boards, circle sharing and I see, I think, I wonder charts to learn the concepts. Click on the link below to see my PIP strategies and activities.
In December we started to study the country of Ukraine as part of our communities in the world learning objective. A "flight to Ukraine" helped students understand where Ukraine was located in relation to where we live in Canada. Google Maps on the SMART Board proved to be a neat way for students to FLY 12 HOURS to Ukraine! We made landforms out of modelling clay to learn about the geography of Ukraine and worked through a webquest to explore the country's culture.
My goal was to try and incorporate different activities and strategies to help the students learn and explore the concepts we were studying in different ways. I wanted the students curiosity to be sparked and for them to take initiative in their own learning. There was a range of student learning styles within our class and so by using a variety of activities to engage the students in the concepts, my hope was that each student would become more involved. In our Global Citizenship unit we used various strategies such as graffitti boards, circle sharing and I see, I think, I wonder charts to learn the concepts. Click on the link below to see my PIP strategies and activities.
In December we started to study the country of Ukraine as part of our communities in the world learning objective. A "flight to Ukraine" helped students understand where Ukraine was located in relation to where we live in Canada. Google Maps on the SMART Board proved to be a neat way for students to FLY 12 HOURS to Ukraine! We made landforms out of modelling clay to learn about the geography of Ukraine and worked through a webquest to explore the country's culture.
We kept track of what we learned about Ukraine on this poster.
Grade 3 P.E.
Click on the files below to see how I translated P.E. outcomes into meaningful learning activities for students. I created long range year plans, unit plans and daily lesson plans based off of the Alberta Mathematics Program of Studies. (KSA #3 and #6)
P.E. Year Plan:
Click on the files below to see how I translated P.E. outcomes into meaningful learning activities for students. I created long range year plans, unit plans and daily lesson plans based off of the Alberta Mathematics Program of Studies. (KSA #3 and #6)
P.E. Year Plan:
pe_-_year_plan_calendar_psiii.doc | |
File Size: | 236 kb |
File Type: | doc |
P.E. Unit Plans:
grade_3_pe_unit_1_-_psiii.docx | |
File Size: | 244 kb |
File Type: | docx |
grade_3_pe_unit_2_-_psiii.docx | |
File Size: | 190 kb |
File Type: | docx |
Example P.E. Lesson Plans:
pe_unit_1_-_lesson_plan_2.docx | |
File Size: | 139 kb |
File Type: | docx |
pe_unit_1_-_oct._6_lesson_plan.docx | |
File Size: | 135 kb |
File Type: | docx |
The Active Games unit took place in the first months of the school year and worked to meet the 30 minutes of physical activity requirement for students in a school day. During these weeks it is very important to get to know the students and for the students to get to know me. It is essential to develop these relationships in order to create a positive, caring and safe class community. The goal of this unit is to create a foundation of positive interactions and build the students’ self-esteem and self-confidence in order to create a strong sense of class community. Interaction with others is an important aspect of most physical activities.
To promote this goal of creating a classroom community the students were actively engaged in games and activities throughout the unit tho encourage teamwork and relationship building. Students performed and played lead-up games and demonstrated elements of space awareness, effort and relationship. They also demonstrated the ability to work together with a teammate/team to achieve a common activity goal while playing and learning the basic strategies of lead-up games. A variety of games and activities were used in the unit to achieve these objectives, some of these include: Name Games, Tag Games, Parachute Games, and Team Building Activities/Challenges.
To promote this goal of creating a classroom community the students were actively engaged in games and activities throughout the unit tho encourage teamwork and relationship building. Students performed and played lead-up games and demonstrated elements of space awareness, effort and relationship. They also demonstrated the ability to work together with a teammate/team to achieve a common activity goal while playing and learning the basic strategies of lead-up games. A variety of games and activities were used in the unit to achieve these objectives, some of these include: Name Games, Tag Games, Parachute Games, and Team Building Activities/Challenges.
Grade 3 Art
Click on the files below to see how I translated Art. outcomes into meaningful learning activities for students. I created long range year plans, unit plans and daily lesson plans based off of the Alberta Mathematics Program of Studies. (KSA #3 and #6)
Art Year Plan:
Art Unit Plans:
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The Students created Alter Ego Self-Portraits. They had to brainstorm what the opposite of their personality would be and create a portrait of themselves as their "Evil Twin."
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Example Art Lesson Plans:
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Stained Glass Self-Portraits where students had to draw themselves and write a dream that they have.
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In our art units we focuse on the concepts of line, texture and colour through the themes of “All About Me” and "Seasons." The first theme tied in with the “get to know each other” activities that take place at the beginning of the school year. Throughout the unit, the class completed several art projects that allowed the students to use line and colour while meeting outcomes from all four of the major components in the Alberta Art Program of Studies (Reflection, depiction, composition, and expression). The majority of the art projects will fell into the theme of this unit “All About Me,” as the students explored who they are through the opportunity to complete projects such as hand cut outs, self-portraits, and name art. Goals for the year were tied in as students explored what they are able to do, what makes them unique and what they want to achieve. We also completed seasonal art projects for holidays such as Halloween, Thanksgiving and Winter/Christmas.
The students were able to complete each art project after appropriate scaffolding was completed through a short lesson on the concepts needed for the completion of the project. Students were given the tools they needed to complete each project and a model or example photograph to give guidance or motivate them. The students were also be given visual and verbal instructions that were chunked into snippets so that the students are able to follow along with the class or move ahead based on their personal abilities. Each art project was chosen carefully in that it follows with the unit concept of line and colour whilst focusing on learning about eachother to help build a positive classroom community!
Most of the learning within the unit was hands on. Students had the opportunity to listen to a short verbal lesson explaining new art concepts that were needed for the next task, then shown a model or photo of an example of the task, and then given verbal and written instructions on how to complete the task. We read aloud the instructions fully, and posted them on the SMART board for every task. I checked for understanding through formative assessment strategies such as having the students repeat each step of the task back or tell an elbow partner the task instructions. Students then began the task with teacher guidance a.ka. me assisting them through the task step by step.
Students who were ahead were encouraged to help their peers with the steps previous. In addition, the expectations for set up and clean up were enforced strictly in every Art lesson to ensure time and safety are valued.
The students were able to complete each art project after appropriate scaffolding was completed through a short lesson on the concepts needed for the completion of the project. Students were given the tools they needed to complete each project and a model or example photograph to give guidance or motivate them. The students were also be given visual and verbal instructions that were chunked into snippets so that the students are able to follow along with the class or move ahead based on their personal abilities. Each art project was chosen carefully in that it follows with the unit concept of line and colour whilst focusing on learning about eachother to help build a positive classroom community!
Most of the learning within the unit was hands on. Students had the opportunity to listen to a short verbal lesson explaining new art concepts that were needed for the next task, then shown a model or photo of an example of the task, and then given verbal and written instructions on how to complete the task. We read aloud the instructions fully, and posted them on the SMART board for every task. I checked for understanding through formative assessment strategies such as having the students repeat each step of the task back or tell an elbow partner the task instructions. Students then began the task with teacher guidance a.ka. me assisting them through the task step by step.
Students who were ahead were encouraged to help their peers with the steps previous. In addition, the expectations for set up and clean up were enforced strictly in every Art lesson to ensure time and safety are valued.
Examples of some of the season/holiday art projects our class created such as Thanksgiving Thankful Turkeys, Halloween Handprints and Looking Up Snowmen.
Final Report Evaluation
I have only begun my journey into teaching, but I value the importance of continuing to grow and learn in my career. So far, this has been done for me through evaluations and assessments on my work. It is important to me to continue to reflect on these assessments and use them to improve my teaching practice. I am a very reflective educator. (KSA #15)