Derek

EDSO Unit and Lesson Plans developed from Open School BC, Ministry of Education in partnership with the Royal BC Museum, the Legacy Initiatives Advisory Council and BC teachers unit plan called “Bamboo Shoots”. This unit plan was set to teach grade 4/5/6 students about Chinese Canadians legacies in BC.

EDSO 3200 Unit Plan

EDSO 3200 Lesson Plan 1

EDSO 3200 Lesson Plan 2

Potential extending of this unit is looking at other groups of people that were equally seen to have legacies needing to be more equally taught in BC education systems are Japanese peoples and First Nations peoples.

Two draft base units for each are:

“Cherry Blossoms” Japanese Canadians during war periods and their internment.

and

“Cedar Roots” First Nations people and the history behind them including Residential Schools.

EDMA 3200 Unit Plan. The topic and learning point of this mini-unit is to teach grade 4/5/6 students about fractions.

EDMA 3200 Unit Plan

This unit plan was set to teach students about rivers and how people are connected with rivers at a grade 2 level.

EDSC 3200 Unit Plan

EDSC 3200 Lesson Plan 1

EDSC 3200 Lesson Plan 2

edu_standards

The Professional Standards for BC Educators was created by the BC Teachers’ Council and act as a guide to advance the work of educators. The Standards within this document communicates the knowledge, skills, attitudes and values that define educators’ work. Highlighting various responsibilities and acts an educator must take to remain accountable for on a personal and professional level. The Standards are set to prepare educators in programs learning to become teachers. It guides practice and growth for every educator. The Standards also provides an understanding about the role and work of an educator for the public. As a practicing teacher, I find it greatly important to study and follow the Standards to set myself at that which I wish to be in the future.

WestCAST 2020: Western Canadian Association for Student Teaching, a unique education conference held annually by the Faculties of Education in one of the four western provinces. It is a conference that focuses on topics related to teacher education and student teaching.

ICAST 2020: Indigenous Canadian Association for Student Teaching, a unique education conference held by NITEP. It is a conference that focuses on learnnig from Indigenous pedagogical strategies, sharing effective practices amongst peers, and networking and exchanging of general ideas relating to teaching.

Aboriginal Lead Sessions 2020: A professional development opportunity organized by SD73. Working on themes: equity, cultural competency, diversity, and inclusion the sessions looked at inclusive instructional practices (student choice, technology, understanding by design, and social and academic inclusion of students with exceptionalities) and systems and structures (inclusion policy, professional development, and distributed leadership).

Future Workshops:

Kidding Around Yoga – Workshop to become a Certified Kids Yoga Teacher.

Week 1-2:

During my second visit I had the opportunity to work with two students who require more instructions and care from CEAs. The CEA was called away from the class which left the two students working alone and my TM asked if I could take over with what the CEA was working on. I wasn’t told or directed in what I was supposed to teach or how. The lesson was in the morning and on math. The work was also different from the rest of the classes work. I stepped in and helped the two students continue a worksheet where they were writing the numbers from 1 to 20. Afterwards the rest of the class was still working while the two finished writing, so I tried counting techniques with them, from 1 to 20, counting by 2’s, counting backwards, pointing to numbers that I called out, and several other variants. One of the two who requires more attention participated very little with my instructions. I was told by my TM that the schools support workers and CEA said/suggested he might need to go to a different class as his level is lower and requires more help than what he gets now maybe. Having gone through a lot of variations of the activity that I could and noticing the rest of the class was still working on other math I felt a bit lost. The two students didn’t want to rejoin with the rest of the class either. I looked for help from my TM and she gave me another activity to work with them on which involved counting a randomized number of Lego blocks. I managed to get the one student to answer some of my questions which felt like an achievement of its own as I heard it is hard for new people to connect with him and the other student was very eager to answer all of my questions and learn math through the activities we worked on. This math portion of the day in which I worked with the students lasted around 20 or more maybe.

I learned a lot about how to manage and switch to try new things to try and get a reaction from students that may look like they’re struggling or defiant in a way in which they won’t seem to want to work with instructions given. A lot of giving motivation and providing information in different ways if they need more motivation and information that they might not understand one way, but completely understand in a different way. I learned also how as a teacher you must be able to step back and see and work with all the students and support workers if you have them. How my TM would be working with the class at the same time as providing me support in which I will use to support the students that she also knows well as she works with them longer and understands them better than me.

I would apply this experience with my learning in the future by recognizing the needs that each student requires is very different and unique to themselves. That I must recognize that there can be a lot more going on under the surface that you need to make sure to watch for in students. Such as the struggling or defiant student can show or say something about inability to complete tasks or doesn’t have motivation can mean they are just not used to getting motivation and encouragement and guidance in their lives and need a little bit more assurance to help them grow and learn. How students having trouble understanding might say they understand just to not feel like they are “less than” other students, so I need to step back and think of multiple ways to instruct so that the collective will understand and achieve.

https://curriculum.gov.bc.ca/

The BC Curriculum website consists of the foundations, essentials learning, and Core Competencies. The Curriculum has a focus on Literacy and Numeracy foundations which are developed through applications in all curricular areas. The curricula is designed as concept-based and competency-driven. The essential learning or meaningful learning emphasizes a deeper understanding of concepts and the application of processes than rote information. Core Competencies are at the centre of the BC curriculum. They are sets of intellectual, personal, and social and emotional proficiencies that all students need to develop in order to engage in deeper learning. They include: thinking (creative and critical), communication, and personal and social (positive personal/cultural identity, personal awareness and responsibility, and social awareness and responsibility). There is also a curriculum model which is made up of three elements which each subject follows and they elements are: Content, Curricular Competencies, and Big Ideas. Combining the three teachers can personalize students’ learning in their classrooms.

3 English Language Arts lessons used for EDPR 3100. Based of Adrienne Gear’s Reading Power book on the chapter about “connecting”.

Lesson Plan Derek Hanna T00012031

Lesson Plan Derek Hanna T00012031

Lesson Plan Derek Hanna T00012031