University of Lethbridge Seminar Report EDUCATION 2500 Student Report ior Student Teacher: _|Keriee Schmike Tran Ed 2500 Instructor: | Rhona Harkness Semester: || | Sorina Section: A [| summer Year: |2018 Instructions: ‘+ For each learning outcome below select the students level of performance: either Not Meeting Expectations, Meeting Expectations, or Excoeding Expectations. Most students fall somewhore within the Meeting Expectations category unless there is clear evidence for Not Meeting Expectations or Exceeding Expectations. For students within the Meeting Expectations category, please indicate level of performance. © Not Meeting Expectations = no or litle evidence of meeting an expectation or criterion. ‘© Meoting Expectations = varying lovels of consistency and/or quaity in satisfactorily meeting an expectation or criterion. © Exceeding Expectations = consistent exemplary performance in meeting an expectation or criterion. 1. Understanding of Teaching as a Profession | The ED 2500 student wil be abe to: ‘+ describe relationships among fundamental aspects of contemporary education.» # £ g (2.9. school, student, teacher, community, curriculum) es 2 Ps + Closeribe issues and ethical concorns relate fo the teaching profession, Hs] 23 = |g8 + identity teachers’ professional responsible. eee see | (28 ‘+ recognize the richness and complexity of teachers" working realities. 2a} 2a ad fy cuent oo O [ 8) identity current trends in education, ) describe ways schools connect to and reflect the local community. ©) describe contextual variables that affect teaching and learning @) describe ethical issues unique tothe teaching profession, €@) recognize the range and nature of teachers’ professional responsibilties 5] FAFA 5 =I FARRAR | 4) recognize the richness and complexity of teachers’ working reais. [ ‘Comments: 2 arles’s understanding oF The Teaching profession has Grown immensely over the SETIeSIET SHE Was COM To UNTETSTARG TS TP lortance of relationships between community, colleagues and most importantly students. She is aware and thoughtful of ethical iss lues. She grew to understand the many and varied responsibltes of a classroom teacher. Rovsee- lanuary 2018ee £ | 2. Personal/Professional Attributes se 2 Pe ‘The ED 2500 student wil be able to: 33 gE 3 *+ demonstrate skills and attributes required to become an effective teach 38 38 i g 3a] 2 ag @) paricpatein and contibute to seminar acvites in a postive and collaborative manner. Cimir| 1) demonstrate enthusiasm and passion as a leamer [ Iv ©) demonstrate confidence, composure, and poise. WiC} 4) demonstrate citcal and enaytical thinking skis during discussion and election iv Pim 2) demonstrate flexible thinking when considering issues during discussion and reflection, 1) demonsate conve king ing decision and reflection, ) show matuy in judgment Cio 1h) demonstrate commitment to and intorest in teaching i NN 1) show leacrshipandintiave trough acive mvohemantatsstendvanoner. [[—|[ 11 ‘Comments aries's COMTGRRCE ih HOPS grew Over The Semester. She demonstrated a quiet Condencs in her small group and would COnIBU) te in their discussions. As the semester moved on she became more active inthe large group setting. Karlee always came to class. seady fo learn and witha positive atitude. | [ 3. Professional Growth and Reflection “The ED 2500 student will be able to: *+ communicate effectively, verbally, non erbally, and in writing. + reflect critically and analytically on own teaching and loaning oxporionces. | af 2 2 + make an informed docision relative to teaching 2s a carver. 32 2 gg + develop a sense of own professional identity. Ze ge ge + identify teachers’ professional responsibites. 33) 82 (88 + understand the richness and complexity of teachers’ working realities. 2a a5 dd | 2) ett now past experiences have conroutes to consideration ofa carerin teaching, r vl |b) cocument protossionaleeming fom seminar experince. Cmell )_connect classroom experianoes inthe practicum wih learning fom the seminar. II 4) ctcaly analyze and interpret course content and experiences, IT | ©) sethassess and accurately evaluate progress throughout the seminar course. nin iololtv 4)_respond to feedback by listening to, evaluating, and responding to suggestions. fa Et iv @)_ engage in thoughtful decision-making i v [I Fy communicate n wring efecvaly (handwriting, speling, punctuation, grammar symiax || mI _and word choice). ] Comments: ‘Karlee 16 organized and attentive in class. Her culminating reliection provides an honest and thoughtful 1ook at her strengins and areas for growth. She acknowledges that some of her intial perceptions about teaching have changed, helping her approach a te !aching career with more balanced expectations. Karlee demonstrated an increased awareness about the value of self reflection a ind her written reflections became more insightful and thoughtful | U of L: Ed 2500 Seminar Report (Revsee:Janvon/ 2078) Student: Page 2 of 44. Relationships Ee 5 | ee) Te ED 2500 student wl be abet ie; gs 83) + establish a positive rapport with members of te leering community. a. ee. al 2 Su saa 2) estabish and maintain positive end respect relationships wth peers. Dil ) establsh and maintain postive and respect relationships win universty ersomet [1 |[ 1 Liv [I ‘Comme | arlee was alvays respect and postive wih her poors, TA and inénicior. Kaleo seamed to be more comforabie parcpating | her smal group but asthe semester progressed her coniidence grew and she was able to contibule more in large group Situation Teaching Sle and tabu To ED Ben star eso "demonotte titeand wes equa a hacome an flatter | fect ertealyand analy on her eachngendteaningexperences. |= {Communicate eect verbal, nonverbal, andin wring. : Expectations | Expectations Expectations: Meeting Exceeding 2) plan effectively for instruction. ») organize instruction effectively, ©) provide dear drecion and nsruton I ‘d) engage peers in effective learning using appropriate instructional approaches, fa ‘) communicate verbally effectively (one, volume, expressiveness, grammar, T Janguage) 1)_communicate non-verbally effecively (gestures, expressions, eye contact, congruence between verbal and non-verbal communication ‘@) wite effectively during instruction (handwriting, speling, punivafon, grammar, syntax, word choice). 1) monitor and respond appropri to peer quesions end behavior dung metwcton. | [ SY 51S] 5] SY SYR 1) self-assess the effectiveness of own teaching Lil ‘Comments: Karlee had two opporanilies to deliver instruction to The seminar group. She was comfortable with her storyteling project and was a lble to engage her audience. Karlee realizes the areas she needed to improve on in her microteach. She brought in a guest to share Iher topic and later realized she had to teke more of an initiative interacting with her guest andthe students. n her final reflection sh 'e clearly outined areas where she would adapt and make the lesson stronger. UofL: €4.2500 Seminar Report (Revises January 2018) Student: Page Sof 4