Instructor comments:

Modelling isn't done through explicit explanations. It is done by doing what you want them to do (ie. where safety goggles)

#2 Closing of lesson should go back to essential question

#4 more details (ie how to welcome and thank an Elder, what you want them to understand from the Elder’s visit, etc)
#5,16, 17,19- more questions would also help guide your formative and student-self assessments. These should be planned
and explicitly stated
#11 how are you learning from and responding to different cultures?

Assignment grade: 70 /80 = 8.8 /10

Instructor comments:

#1,5, 19- how will your formative assessment change what you do? You will need formative assessment every day, make it
mor explicit

#2,3 take another look at your lessons. They are very similar in the strategies employed (all direct instruction). See BB
under module 5 for the handout on strategies

#14 still working on adaptations. We will look at them in a few weeks. You are prepared to meet them, but haven’t listed
anything specific (ie. different coloured paper for students with ADD/ADHD)

#17 how can you integrate adaptations and assessments?

Assignment grade: 51 /60= 8.5 /10

Instructor comments:#1, 5- while you are teaching the steps to balancing, you can use whiteboards, or thumbs up/down to
formatively assess. You have to know immediately who understands. This is very challenging for some students. What
might you expect to see, and how will you respond? What other methods for balancing are there, that you could use to
explain if your way doesn’t make sense? Also, you can use the whiteboards on the practice questions, again to see
immediately. If students are getting them wrong, and practice the wrong way, they will learn the wrong way. You have to
catch the wrong before they start to practice it.

#3 I like the variety of strategies!

#7 for your final portfolio, make sure you have a variety of feedback sources for your PGP goals

#15 what would encourage students to own the learning?

#16 you mention they have the chance to self-assess, but where? What specifically will you ask, and at what point in the
lesson?

A very important lesson, and you have a lot of strategies and adaptations to ensure success!

Assignment grade: 40 /45 = 8.9/10

Instructor comments: The resubmission shows you have considered my recommendations, and improvements have been
made. In terms of the outcomes on the rubric, each category must be related to an outcome, NOT that the student has
indicated an outcome to work on. For example, you have “Materials” listed under the criteria, but which outcome is this
connected to? Also, you have considered some adaptations, but they are limited. Could an EAL student use a language
translation dictionary? Would speech to text on a computer be allowed?

Thank you for resubmitting!!

Assignment grade: 24 /30= 8 /10

Instructor comments:

#1, 4, 5, 12, 17- you don’t list specific formative assessments in your lesson or unit. This needs to be expli
Questioning is a good way to accomplish this.

2, 12- go back to essential question

7- where are some goals for internship, or in your unit?

11- you need to respond to many cultures

10, 20- your students need to curate

Assignment grade: 73/85 = 8.6 /10