Professional Knowledge refers to the development theories, learning theories, and evidence-based research that guides my practice, as well as the legislation and policies that inform my decisions. Constructivist learning theories, Gardner’s Theory of Multiple Intelligences, and various Ministry of Education documents have helped inform my practice to support student learning and development.
Differentiating Instruction through Theory and Policy
Attached above is an example of a lesson plan I have created that differentiates instruction to meet the needs of various learners within their Zone of Proximal Development to support inclusive learning practices in the classroom. Included in the lesson plan are connections to recent and relevant resources from the Ontario Ministry of Education that I use to inform my practice and critically and continuously incorporate principles of the Universal Design for Learning to ensure all students are appropriately engaged and reflected in instruction and learning experiences. Through the accommodations, instructional strategies, considerations of various learning styles, and connections to pedagogy and policies, this lesson plan reflections how I am able to use my growing professional knowledge to inform decisions.
Reflective Blog Post – Becoming and Adaptive Expert
Becoming an Adaptive Expert
“Teachers are conceived of as responsive and adaptive experts for whom the engagement, learning, and well-being of all students is the basis of their professional identity” ~ Timperly…
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My Blog Post Becoming an Adaptive Expert reflects the Professional Knowledge I am continuing to build throughout the Teacher Education program. Professional Knowledge refers to the learning theories, pedagogies, and evidence-based research that informs an educators’ practice to best support the learning and growth of their students. This Blog post includes connections to Vygotsky’s socio-constructivist learning theory and Timperly’s model of adaptive expertise to demonstrate my growing philosophy as an educator. This post reflects my understanding that children learn in social settings where they participate in active engagement, and demonstrates my commitment to continuously respond to the needs of students and adapt instructional practices, environmental considerations, and available accommodations to support their well-being and engagement in education.
Social-Emotional Learning – Lesson Plan
Included above is a lesson plan I created while on my practicum with a grade 6 class. I created this lesson using my knowledge of learning theories to support students social and emotional development and self awareness with the goal of encouraging students to understand their learning preferences and needs to be able to advocate for their own learning. This lesson plan incorporates Howard Gardner’s Multiple Intelligence theory to demonstrate the many ways people learn and includes a reflection on student observations, connections to curriculum, and various accommodations and diverse instructional strategies that are developmentally appropriate to differentiate learning.
Developing Financial Literacy with the 2020 Math Curriculum – Unit Plan
Included above is a Unit Plan I created with a group as one way we could address the Financial Literacy strand of the new math curriculum with grade 2 students. included in this learning plan are multiple methods for learning and engagement, including opportunities for learning independently, in small groups, and in large groups, direct instruction, success criteria, and the use of tools and manipulatives as ways to incorporate High Impact Instructional Strategies. At the beginning of each lesson, students are presented with the learning goals, and students are given opportunities to refer to past knowledge and previous learning throughout the learning which allows all students to be scaffolded. This unit plan holistically includes principles from Learning for All to support differentiated instruction, High Impact Instructional Strategies in Math identified by the Ministry of Education to encourage deep learning, and constructivist, play-based learning theories to ensure learning is meaningful and relevant to students.
Learning Methods – Project-based Learning Poster
Included above is key ideas about project-based learning methods and how project-based learning is relevant in classrooms across Ontario. Project-based learning contributes to my understanding of learning theories and creating environments where children can take part in natural learning to construct their understanding of the world around them. By taking part in project-based learning, children demonstrate a wide range of skills, connect ideas from diverse disciplines, and can present their understandings while using their strengths to contribute to large-group goals. Students also have opportunities to meaningfully engage and contribute their ideas, strengths, and skills to creating a project, which allows students to practice and demonstrate higher order thinking skills recognized by Bloom’s Taxonomy. Creating this poster on project-based learning allowed me to recognize the diverse methods of learning and engagement that can be identified in schools and support children’s growth.
Developmentally Appropriate Practice and Assessment in Kindergarten
Included above is my reflections on Developmentally Appropriate Practices when conducting Assessments in Kindergarten and the Early Years. Developmentally Appropriate Practice involves implementing practices that are individually appropriate, age appropriate, and culturally appropriate to ensure students optimal development and engagement in the early years. When implementing assessment practices, it is necessary for educators to implement methods that respond to learning theories and to children’s natural course of learning. Through my personal reflections, I recognized the need for assessment practices in the early grades to reflect authentic engagement while meeting the needs of all students and informing future learning practices to support ongoing and continuous learning and engagement.
Book Study – Culturally Responsive Teaching and the Brain by Zaretta Hammond
Book Study – Supporting the Developing Brain With Culturally Relevant and Responsive Teaching Practices: A Reflection on Practice Informed by Culturally Relevant Teaching and the Brain by Zaretta Hammond
The developing brain is fascinating and recent research on the impact of the early years on the brain is the reason I entered the education sector and became a Registered Early Childhood Educator in Ontario. The brain growth that happens in the first 2, and even the first 5, years of life is remarkable, making…
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During the 2021 Fall Term I had the opportunity to take part in a book study and engage with Zaretta Hammonds Culturally Relevant Teaching and the Brain. This book was relevant to me and my background as an Early Childhood Educator because it emphasizes that children thrive through relationships because relationships build brain connections. This book taught me the importance of relationships to build brain connections that meet the needs of Black, Indigenous, and Students of Colour to set them up for success and reduce barriers to education. As I continue in my practice with a commitment to meeting the needs of marginalized students and supporting each students growth and development, I will draw on the knowledge I built through engaging with Hammonds book and create opportunities to build relationships with students and focus on emotional well-being to ensure all students have opportunities to experience success in their academic careers.
Miss Izabel - Educator, Advocate, and Learner 