Reflection
Assessment: To what level of competency do you feel you are performing the learning implied in this big idea?
Evidence: How does the evidence show your developing competencies in relation to this big idea?
Personal growth: What can you now do based on this evidence?
Goal: What is something you want to work on or improve on in relation to this big idea?
Reflection Prompts
Assessment: I believe my competency for this is just out of emerging and into developing. I’m demonstrating some understanding of this content but do not yet have a grasp on it.
Evidence: Getting to class early and having a discussion with Tim about lesson plans and lesson planning in different classes cleared up how our professors want to see our work and our understanding but also want us to show them we know how to communicate it with our students in a more direct and brief way which will essentially make our teaching go smoother, and give us more time for the lesson.
Personal growth: I can now differentiate between building a lesson to show my understanding and how to build a lesson for the understanding of the students in a more concise way, using the big ideas from the BC curriculum.
Goal: I would like to improve upon my lesson planning abilities and designing them more student orientated
Learning Experiences in EPHE 452
Learning Experiences in EPHE 452 in order to generate evidence of developing competence.
- Represent your learning using a combination of rich media, text and video footage from class experiences
- Explain your understanding of key course concepts related to teaching games.
- Connect your understanding of course concepts to the BC redesigned curriculum.
Artifact 8
BC Big Ideas hit
Student vs Teacher 2
As student teachers we often build our lesson plans for our peers to look over and grade, speaking the language for the teacher, however we never build lesson plans for the student, i.e. the way we're going to introduce the skill to the students. In the above picture is an example of the way students are preparing their lesson plans on the right and the left is what we should be doing. Building our lesson plans for our students to understand, with brief carefully written terminology to explain the skill and tasks going to be performed. Building the lesson plans for the students will benefit their understanding of what is being asked of them. Currently we build a lesson plan for our professors and colleagues approval and have to wing it when trying to explain to our students which then hinders their understanding and there for wastes time while you're trying to explain it so they understand on the spot.