KSA # 1
Teachers make reasoned decisions about teaching and learning based on their ongoing analysis of contextual variables. |
Throughout my observation and worksheets done by students, I found that most grade 2 students did not understand how to solve problems using a calendar. Therefore, instead of moving on to the next topic, I started from the very beginning by teaching students the basics of a calendar such as week days, weekends, days of the week, leap year, and so on. Then, I started with simpler problem questions, and gradually made the questions more complex, guiding students in a step-by-step way. When I think the students have a good grasp of the concepts, I gave students a new worksheet with the same questions given in the worksheet they didn’t get in the very beginning, but the calendar provided in completely different. By comparing the worksheet results from the two lessons, I could tell that the worksheet results from the second lesson showed significant improvements.
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The following are the worksheets I made to guide students in a step-by-step way to help them understand the concepts they didn't understand in the first worksheet given.
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KSA #3
Teachers use the programs of study to inform and direct planning instructions and assessment. |
All of my unit and lesson plans are centered around the Alberta curricular outcomes. Each possible learning activity planned for each unit, as well as formative and summative assessments, I included a section that shows all the related curricular outcomes from the programs of Studies.
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KSA #6
Teachers plan for instruction, translating curriculum and outcomes into meaningful learning activities. |
For social studies, the unit that I am focusing on is communities in the past. Rather than solely focusing on looking at images and books about the past, I planned an activity where students gets the chance to interview their parents/grandparents. Through this activity, students are not only able to learn more about the past, but also learning more about their families, as well as a chance to compare and contrast the similiarities and differences between the past and the present.
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KSA #9
Teachers use a broad range of instructional strategies. |
In my teaching I included a wide variety of teaching strategies including direct instruction, small and large group activities, individual learning, learning stations, problem solving projects, demonstrations, images, videos, manipulatives, books, hands-on activities and so on. Students learn best when they are truly enaged in what they are learning. In the Grade 1 Math pattern unit, I planned a particular lesson where students gets the opportunity to create their own pattern worms. In an activities like this, students are able to learn and have fun at the same time. These are the activities students love, and remembers.
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KSA #13
Teachers identify and use relevant learning resources. |
In Social Studies, I am focusing on the unit about communities in the past where I used a variety of different books to help students learn and understand more about the past. For example, one of the book resources that I really loved was the book set called “Comparing Past and Present". This set contains six books in total with each book focusing on a different topic, including going to school, taking a trip, playing with friends, cleaning up, going to the doctor, and cooking and eating. These are all very useful books including not only text, but picture illustrations to help students gain a better understanding of the past in a visual way.
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