EDUC3505 PGP Template Griffioen 2020

Taken from Professional Learning Tool – University of Lethbridge Faculty of Education

Taylor MacLeod

Planning for Learning – PSI

Inquiry Related TQS Strategies Resources/ Evidence of Success Timeline (Specific)
Question 1 Required Supports
Goal: Increase 5 (How do I  Do my  Any  Self-reflection: Do  Lesson-
my develop and apply research: if I (preferably I feel I know more planning
foundational my foundational intend on local) about local specific
understandin knowledge and incorporating Indigenous Indigenous timelines: I
g of FNMI understanding Indigenous literature history, traditions, will need to
knowledge about First terminology, (both for culture, provide
(treaties, Nations, Métis and history, etc. myself community, etc. myself
history, Inuit historical, into a lesson, outside of  TA: Has Taylor enough time
terminology) social, economic, it is class, and been able to to guarantee
and integrate and political issues imperative resources to incorporable any
this into my and ensure my that I do so use in class)- Indigenous ways Indigenous
teaching. teaching and respectfully will look for of knowing information I
student learning and these in respectfully into share is
experiences competently classrooms, her lessons? accurate and
accurately reflect libraries, the well-
this reality?) Curriculum integrated
lab, and into my
online. lesson
1 (A teacher builds  Ask many  I will need to  Have TA converse  I will self-
positive and questions: reach out to with students, reflect
productive approach local parents/guardians throughout
relationships with Indigenous Indigenous , and any PSI (weeks 2
students, peoples, my groups/Elders Indigenous and 4) and
parents/guardians TA, the local to gain community complete a
, peers, and others library, and personal members I full self-
EDUC3505 PGP Template Griffioen 2020
Taken from Professional Learning Tool – University of Lethbridge Faculty of Education

Taylor MacLeod

in the school and online knowledge or interact with to reflection at

local community resources to invite them assess my growth the end of
to support student achieve this into the on incorporating PSI.
learning.) classroom to local Indigenous
share oral ways of knowing
history/stories into the
 Potentially classroom.
engage with  Self-reflection: By
any the end of
Indigenous practicum, did I
parents feel like I made
before meaningful
incorporating relationships with
local the students, my
knowledge TA, the local
into a lesson. community, and
the content?
2 (A teacher  Remain  Stay  As this PGP is  Through PSI
engages in career- observant of motivated centred around and beyond: I
long professional Indigenous about my development hope to see
learning and current Indigenous throughout PSI, I my overall
ongoing critical events, ways of intend on knowledge of
reflection to historical knowing by researching FNMI grow
improve teaching findings, and engaging in Indigenous both locally
and learning.) stories career-long pedagogy and and beyond.
throughout learning. This relationships
my career can take the based on the class
 Remain shape of I am assigned to.
eager to personal and
EDUC3505 PGP Template Griffioen 2020
Taken from Professional Learning Tool – University of Lethbridge Faculty of Education

Taylor MacLeod

ensure professional
growth in my choices, such
own as reading or
knowledge attending
professional
growth
meetings.

Inquiry Related TQS Strategies Resources/ Evidence of Success Timeline (Specific)

Question 2 Required Supports
Goal: Become 3 (A teacher  Employ  Read other  Self-reflection at  I would like
more applies a current strategies I experiences the end of to compare
confident and would use in of teachers practicum; part of my
when comprehensive other who may feel this will be to keep confidence
standing in repertoire of anxiety- similarly track in my journal level
front of a effective planning, inducing  Request my day-to-day between the
group of instruction, and areas, such support and feelings start and end
people, be it assessment as: deep feedback from  TA and professor of PSI- I will
students, my practices to meet breathing, my TA (at feedback add this to
TA, or peers. the learning needs focusing, and least once throughout the my self-
of every student.) full-body weekly) and practicum reflections in
relaxation UC on every Weeks 2, 4
 Practice my visit. and the end
lessons and of practicum.
diction
before
bringing
EDUC3505 PGP Template Griffioen 2020
Taken from Professional Learning Tool – University of Lethbridge Faculty of Education

Taylor MacLeod

them to the
class
2 (A teacher   Attend  I would like
engages in career- workshops or to track my
long professional seek other progress
learning and outside throughout
ongoing critical resources to PSI, while
reflection to learn how to also making
improve teaching achieve goals for
and learning.) confidence future
when improvement
presenting and growth

Inquiry Related TQS Strategies Resources/ Evidence of Success Timeline (Specific)

Question 1 Required Supports
Goal: Meal N/A  Ensure I give  Be sure to  In my journal, I  From the
prep my myself the have healthy will keep track of start to end
lunches for time to feel food, clean whether I of PSI. I
the week rested dishes, and succeeded in this would like to
every Sunday throughout meals wellness goal make sure I
my other planned (this  Keep a lunch diary plan out a
free time in can be done in my journal to celebratory
order to feel throughout keep trying to the gift to myself
energized for the week or meals that worked if I can
this task all on Sunday, out better than achieve my
 Include this depending on others (in terms of goal
in my weekly how I feel preparation, taste,
EDUC3505 PGP Template Griffioen 2020
Taken from Professional Learning Tool – University of Lethbridge Faculty of Education

Taylor MacLeod

journal to once I begin energy, etc.)

ensure I practicum)
remain
accountable