Year 1 Field Experience
A Collection of Artifacts Demonstrative of My Year 1 Field Experience at F.E. Osborne Jr. High
As part of the Field Experience Seminar, students are asked to construct an e-portfolio, which amongst other things, is intended to demonstrate 5 Key Learnings from their field experience placement. Below are the 5 key learnings, concrete exemplars or artefacts of each key learning, as well as a written explanation of why or how the artefacts illustrate that key learning.
5 Key Learnings
| EvidenceEvidence of Key Learning 1The artefacts chosen to demonstrate that I have begun to conceptualize learning and teaching as a form of inquiry are drawn from what I would call the "major lesson" that occurred during my year 1 field experience at F.E. Osborne Jr. High. This lesson took place over the first 2 days of my immersion week, which occurred between March 7th and 11th 2011. Day 1 involved a lecture / class discussion on the concept of cultures using commodities as a form of currency - highlighting the use of cacao beans by the Aztecs - and was supported by a Prezi that introduced some of the history surrounding the Tlateloco Market of Tenochtitlan. Following the lecture and review, I carried out an activity on day 2 which I titled, Welcome to Tlateloco Market. The inquiry based activity served as a continuation of ideas presented the previous day, and allowed for students to immerse themselves in the concept of using something as currency other than metal or paper, challenging our Western perspective. Further, the activity allowed for some tangible way of engaging with the kinds of foods being sold in market, being eaten by the Aztec people, and of the rules that governed a simple everyday activity. Overarching the activity was an aim to immerse and introduce the students to one of many elements of Aztec culture, setting the stage so to speak for the rest of the week's activities and lessons, which also centered on Aztec culture. A more detailed description of the activity can be found in the document titled immersion_week_breakdown.pdf at the bottom of this page. Materials, lesson plans, and photos of the event can be found to the left.
Collectively, I believe these artefacts demonstrate my conceptualization of learning and teaching as a form of inquiry by exemplifying the extent to which a seemingly simple concept - commodity as currency - can be expanded, enriched, and ultimately better understood by students when they are given the chance to interact with knowledge in a tangible way. Evidence of Key Learning 2To represent my understanding of curriculum and my growing ability to apply that understanding to plan worthwhile classroom experiences, I have chosen several artefacts which encompass the grade 8 Social Studies curriculum, grade 9 English Language Arts curriculum - many of which were designed to be as interdisciplinary and cross-curricular as possible. The first of these artefacts is a PowerPoint I created in the first semester while the grade 8 Humanities class was working through the unit on Renaissance Europe. The PowerPoint, accompanying lecture, and handout collectively work to develop an understanding of Humanism through the critique and examination of art from the Renaissance period. The decision to approach the concept of humanism through art was born of my personal interest in art, architecture, medieval and renaissance history, and personal experience backpacking Europe in early 2009. The second sets of artefacts are a series of debate topics and an introductory lesson on argument and debate, (influenced by several of my university communications courses) which were used as a means to introduce argumentative / persuasive essay writing - a component of the grade 9 ELA curriculum. The debate topics were largely formed by the students themselves through a class discussion and then an amalgamation of the ideas on my part. The censorship topic was provided as a starting point by my partner teacher. Finally, the files which introduce Aztec codices and the Aztec calendar were used as a continuation of the "Aztec culture" theme that I was developing through the immersion week. Again, these artefacts were born of my creativity, university coursework, and desire to communicate the curriculum in a "worthwhile" way.
Collectively, these artefacts demonstrate my ability to integrate my undergraduate degree, personal experiences, creativity, and innovative thinking as a means to develop lessons which present the curriculum in such a way that student engagement and participation are high, and the classroom experience is both purposeful and impactful. Evidence of Key Learning 3Somewhat a continuation of the artefacts used to demonstrate key learning 2, the artefacts chosen to represent my emerging ability to conduct classroom experiences to promote worthwhile learning build on the concepts of student engagement and participation. Though it may not be evidently clear without explanation, the Prezi, Ancient Aztec Games and the Patolli game were used as a means to draw out the knowledge gained by students over the course of the immersion week. To further explain, the Patolli game involved a series of questions that players needed to answer in order to advance their piece around the board. By encoding a test of sorts into the game, I was able to put into action my plan of observing students interacting with their knowledge and with each other in a very dynamic way. Again, student engagement was high, and as a worthwhile experience that promoted learning, I believe this lesson was successful. Additionally, these artefacts demonstrate my responsiveness to the desire of students to learn something encompassed by the curriculum though not directly or explicitly defined within it - in this case Aztec games.
Evidence of Key Learning 4Key Learning 4.a
The artefacts I have chosen to serve as evidence of my learning how to assess the quality of my interactions with students are a selection of two journal responses from the field experience seminar, as well as five photographs that convey the depth of my growing relationships with students. The first journal entry speaks to the communal nature of the school, the need for leadership and guidance, and gives a specific example of the way in which I developed a relationship with an ESL student. The second journal talks of the relationships which exist within the learning community and between all members of that community. Again there is a specific example of my attempts at developing relationships through meaningful and effective communication. The series of photos corresponding to key learning 4.a are meant to convey the friendly, open, and ultimately 'real' relationships that I was able to build over the duration of my field experience at F.E. Osborne Jr. High. The first two photos feature two of my most memorable students. Although I am limited in exactly what I can divulge about their personalities, I can say that I felt I was able to relate to both of these kids in different ways, and through that I was able to bond with them in a very meaningful way. The third photo is a candid photograph of me interacting with students - laughing, having fun, and still managing to get the work done that need to be done. The final two pictures are of a card one of the classes made for me upon my leaving the school at the end of the semester. I chose to include this card because many of the signatures and comments include evidence of the varying depths of relationships I was able to develop. For example, one of the students included a drawing of a basketball court with a few lines about how the next time I would see him would be in the NBA - a conversation we had frequently. Another example was a drawing of an airplane and a message about how if I wanted to see him again I would need to look up in the sky - evidence in my mind of our numerous conversations about his desire to become a pilot and my efforts to allow him to find a way of connecting airplanes or becoming a pilot in his work. Other than in these photographs or through my journals, I know that I was able to develop quality relationships with my students by the simple fact that they dominate my memory of the classroom experience. Surely this is true for all student teachers, and experienced ones as well. Key Learning 4.b With respect to assessing how students engage, what they learn, and how they feel about their learning I have included a sample response to the Patolli game, two journal entries, and another series of photographs that highlight students having fun with and engaging in their learning. The example drawn from the Patolli game shows they extent to which some students are able to think in broader contexts than the question being asked, and the dept at which some students are able to explore or explain their answer. I know that as a new teacher I have a lot to learn about truly evaluating students work, but I must say that this example in particular impressed me. The first journal entry highlights some examples of student engagement from my second semester - specifically in relation to the formulating of debate topics with the grade 9's. This journal entry also comments on classroom management and the extent to which it influences engagement. The second journal entry on indentifying effective instructional strategies has been included due to the inherent relationship between what is being taught, how it is being taught, and what is learned from it being taught in such a way. More specifically, the entry focuses on my observations of a teacher named Mr. Davidson at F.E.O who my partner teacher cited as a shining example of effective teaching. The photos included don't require much additional commentary outside of what their captions read, and are simply meant to capture students who are obviously engaged in the tasks that have been given to them, and who are demonstrating their learning through that engagement. Collectively, these artefacts evidence my growing ability to identify student engagement and to explore what that really means through observation, reflection, and my own professional practice. Key Learning 4.c The conditions that influence the quality of relationships within the classroom, student engagement, learning, and passion for learning are many. The artefacts I chose to include demonstrate my understanding of this reality, dealing specifically with the physical, emotional, and structural environment of the classroom. It should be noted that because of the fluid nature of the conditions of a classroom, these examples are only a small component of all conditions that do affect learning. The reason I chose to include a PDF of one many seating plans I was able to create during my field experience is because I believe it shows my attempts at understanding how the physical location of some students effects the classroom environment, and how the physical class layout can impact it as well. The original copy of this seating plan was one scared by eraser marks and constant revisions due to the fact that something as seemingly simple as a seating plan isn't really simple at all. Like many aspects of the classroom environment, when it comes to constructing a seating plan, you often have to do the best you can with what you have. The pictures that accompany the other artefacts are an example of manipulating the classroom environment to suit the needs of the lesson being conducted - in this case for the Marketplace activity. Another journal entry has been included in this set of artefacts which addresses the concept of classroom management, my reflection on what it means, the multiple ways it affects the everyday nature of the classroom environment, and how it like many other elements of teaching are intensely personal. Again, I believe these artefacts demonstrate my effort to understand how the environment and conditions we teach in affect learning, and from that try to make sense of how conditions and learning can be enhanced. Evidence of Key Learning 5The artefacts chosen to demonstrate how I am attempting to enhance the learning that occurs in my classroom come in the form of four reviews conducted of my performance at F.E.O. The first file is a copy of the assessment that was made by my field instructor following one of his first visits to observe my teaching, and is intended to be viewed in conjuction with the second file (a copy of the assessment that took place following his final visit to the school) to illustrate the growth I was able to achieve through reflection and addressing my weaknesses. Following the second review I had an opportunity to sit down with my field instructor and discuss the areas of growth he had observed in my teaching practice, and to identify some of the areas in which I still needed to be mindful of improving. This form of discourse - peer, collegial or supervisor review - is an important element of developing good teaching practice and has been encouraged throughout the MT Program. The following file is what I have called my immersion week breakdown. In this document, I explore the week I had to teach two grade 8 classes twice a day each, and make reflections on the quality of my work, the work of the students, and numerous other elements which constitute envisioning ways in which I can enhance the learning that occurs in my classroom. The final document is a copy of my partner teacher's final assessment of my development and time spent in her classroom. From her observations and commentary, just like those of my own reflections, those of my peers, and those by my field instructor, I will reflect on and try to improve upon areas in which I have room to grow as a professional educator. As stated above, such reflection is an important component of developing teaching abilities and ultimately a crucial aspect of enhancing the learning that takes place inside of my or any classroom.
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