Fourth Field Experience
Here are 5 interesting artifacts from my fourth field experience based on multiple professional competencies: competency 1, 2, 3, 4, 5, 7, 8, 9, 10, and 11.
Context : A 7 weeks long stage in a fourth grade French immersion classroom
01 Artifact - Evaluation
Competency 5
For this artifact, I wanted to share about one of the evaluation that I planned because it allowed me in the same assignment to evaluate my students on their French speaking skills as well as CCQ. I had asked my students to do a research on an important black person in history, then they had to do an oral presentation to present their person. Thus I evaluated how my students presented themselves, how they spoke, the vocabulary used, the clarity of the words, etc.
However, I also on the same assignment evaluated my students on their CCQ skills as they had to explain why they picked that celebrity, the impact this celebrity had on Black History, why they believed that person was inspiring, etc.
Thus this assignment allowed me to evaluated my students on two different subjects . This is really important as teachers because we don't have a lot of time in the day so when we can evaluate two subjects at the same time, it is often ideal!
02 Artifact - A card game to learn!
Competency 8
During my field experience, I realized quickly that my students did not enjoy "Univers social" at all. Everytime we had to take our "Univers social" books, my students always looked discouraged.
Thus, during my stage I tried my best to find new ideas to make "Univers social" more fun for everyone! Usually, students would read in their books and then have a test the week after. I believe this to be not interactive enough.
Therefore, during one of the weeks I was teaching, I had to teach my students about 6 important historical figures in New France. Therefore, to make it more fun with my students, instead of reading the information straight from the book. I made a fun PowerPoint with tons of pictures to help my students understand. I also tried to link what we were learning to their everyday lives. For instance, my students walked "Jean Talon street" every week, but why is it called this? Who is Jean Talon really?
Then, once they learned about the information they needed, I created a card game similar to "guess who". In teams, students had cards with the important historical figures and cards with descriptions of what one historical figure has done. Therefore, students had to associate the right person to the right card. They had a lot of fun. They told me it was the most fun they have had in an "Univers social" lesson.
03 Artifact - Bilingual Board game project
Competency 11 & 8
*Because this project is a surprise for the parents and the principal, I preferred not taking pictures of the projects until they were presented. I will add the pictures to this portfolio once it is done.*
For this stage, I was placed in a French immersion classroom. Therefore, one day the English grade 4 teacher and I were talking and we thought that it would be fun to create a bilingual project. Therefore, we decided upon asking our scholars to create a board game. There are many things to take into consideration when creating a board game :
-The logo
-The name
-The board
-Cards
-Tokens
-Instructions
and more
Therefore, with the English teacher, we strategically teamed the students together and gave them lots of time in class to work on this project. Every week, the teacher and I would reunite and plan for the next week ahead. This collaboration was so beneficial for students as it allowed for them to practice both their English and their French. It showed me that collaborating with other school professionals can be really helpful and fun for learners. Everyone has something to bring to the table
04 Artifact - Lesson on Black History
Competency 1, 2, 3, 7
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Black History Lesson CCQ
The goal of this lesson was for my students to broaden the horizons on Black History, and more particularly Black History in Canada. For this lesson, my goal was for students to learn about racism and how detrimental it can be. We had multiple conversations on the subject and my students were extremely engaged. I am very proud of this lesson because it was very varied in terms of the activities, which allowed for various types of learners to absorb the new information.
In this plan, I began by a short 10 minutes introduction where we talked about the different important Black people in history and what they did. Then we talked about racism and what it meant.
After that, I displayed my use of competency 12 when I created my own PowerPoint to present a short biography of Viola Desmond. Then I displayed on the interactive board the pages of the book " Voici Viola Desmond" so that every students in the class could clearly see the images.
Followed by that, we had a conversation and I asked to students to write a few sentences on why they believed Viola Desmond to be inspiring.
Lastly, I believe it is important to always reinvest topics that we have seen in other school subjects. Thus, I planned a project that my students eventually did where they had to do a research on an important Black person in history. I also planned an art lesson on Reggie Laurent's art. Reggie Laurent is a black artist who's art represent the diversity of the population. I also gave my students a reading test on Martin Luther King.
Différenciation/attention à l’équité, la diversité et l’inclusion
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Les élèves n’auront pas besoin de matériel autre qu’un crayon, les autocollants, la fiche de travail et autres leur seront offerts par l’enseignant.
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L’enseignant guide la leçon et les activités oralement en tout temps.
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L’enseignant reste disponible pendant toute la durée de la leçon pour aider et répondre à toutes les questions
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L’enseignant fournit un support visuel en affichant des exemples au tableau et en faisant l’exercice avec les élèves.
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L’enseigant porte un moniteur auditif, pour qu’un élève malentendant puisse bien comprendre la leçon.
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Cette leçon a été écrit de faon à ce qu’elle inclue une diverse présentation du contenu et parlant du racisme.
Click here for the complete lesson plan
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05 Artifact - Google Classroom
Competency 9 and 10
For privacy reasons, I have hidden my students names from the chart.
For privacy reasons, I cannot show pictures of the Google Classroom that I used to contact the parents of my students everyday. I believe that letting the parents know what is going on in the classroom is extremely important.
Therefore, on the first week of my stage, I created this poster/image that I posted on the Google Classroom. This way I presented who I was directly to the parents of my students and explained what I was going to do in the class. It can often be scary for guardians to learn that a new adult will be in the class of their child. Thus, I hoped that this presentation made them feel more comfortable with it.
After that, I would post everyday on the Google Classroom what was my students homework for the day, what they had to read, finish, etc.
Every few weeks, I also posted charts with important dates for exams, tests, etc that students and parents should know. Here is an example of one that I have done. Everyone was welcomed to ask questions on the Google Classroom and I would answer them in the following 24 hours. I also responded to any email my CT or I would receive.
