Peter’s reflections of his 5 week practicum as a student teacher
Armed with A Book Posts
If you think about the future, a couple hundred years from now, do you think books still exist and are in use as they are today? Would more advanced tablets developed to allow easier access of materials or have humans gone back to reading from paper and they used to before tablets were invented?
In today’s classrooms, we have a diverse set of learners and no matter how much a teacher would want to address the needs of all learners, it takes time to know the students and understand them better to give them the supports they need. This is where Universal Design for Learning (UDL) principles comes in handy. In this article I explore UDL in theory and practice.
How can we truly embrace “By Teaching you will learn, by learning you will teach”? Reflections on Will Richardson’s book From Master Teacher to Master Learner.
I started my collection of teaching books as a preservice teacher and it keeps growing. The following is a list of books on teaching that have been recommended to me. Let’s bring together the best books on teaching we have read and want educators to read!
How can we attain the state of flow in the classroom? What kind of activities should the students be involved be such that they do not want to stop working? As a learner, flow is when I am focused on my task, to the point that I do not care about the time because I am having so much fun doing what I am doing.
What can we learn from technology that will make history more engaging for the students? Taking inspiration from the digital fiction, The Silent History, I present here some ways in which we can be inspired by technology, allowing for differentiation and a new connection to the content.
Self-care ideas for preservice teachers: the habits I want to ensure I have when I am a student teacher. Routine, community and affirmations because at some point of time during our teaching degrees, we have all heard how hard student teaching is — building lesson plans, getting to know a set of students, and more.
The beginning of April for me is the beginning of my third bullet journal (bujo). I have come to savour the days when I am finishing up a journal and on the verge of starting a new one. I plan in advance yet for some reason, I am not able to start working on the next one till it is going to be in use.
The countdown has begun for the last one of school. Then, the Winter 2018 term will officially be over and the academic year of 2017–2018 will come to an end for me. But as the last stretch begins, it is important to start this stretch with a refreshing look. Time to take a deep breath!
The written word is very important. Inclusion today not only involves inclusive language, removing gender stereotypes, but also readability and legibility of material whether presented such that everyone can easily read the language of instruction .
Scaffolding is a process that allows the students to work in a contextualized setting and solve problems while focusing on building the associated skill, withe the teacher providing necessary support. This articles presents the theory with examples.
Differentiated instruction allows a teacher to think about a student in terms of their readiness (skill level) in the topic, learning style (how they prefer to learn – by writing or watching for example) and interests (are there ways to connect a student’s interest to the curriculum?).
Video games, I believe, offer an insight into human behavior and humanity. I played War Commander for a couple of months and, with my boyfriend as an avid player, continue to come in contact with what’s going on in the game.
Learning from experiences of one Math teacher and passing it on to others… In this article, I reflect on what I have learned in my Math curriculum class, from the book Math Mindsets by Jo Boaler, math teachers and my own math mentoring experiences.
Inquiry-based learning is achieved by posing questions to the students rather than giving them the facts right away. In this article, I elaborate on the KLEWS strategy, showing students the steps in researching a problem, finding relationships on their own and able to explain why and how.