Professional

Portfolio

Elsie Kate Kish

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 TABLE OF CONTENTS

Introduction 3 Professional Interests 33

- Meet The Teacher 4 - Indigenous Content 33

Philosophy in Education 5 - Identity & Positive Self-Talk 39

Teaching Manifesto 7 o Amir’s Self-Talk Journey Book 40

Accomplishments 8 Long Term Planning 49

Assessment 9 - Three-week block unit planning outline 49

-Philosophy in Assessment 10 Short Term Planning 60

-Peer Feedback In the Classroom 12 - Example 1- animals moving 60

- Example 2- Plant Introduction 64
- Assessment Examples
- Example 3- Self-Talk and Affirmations 71
o Peer Assessment 14 - Example 4- Respect 80

o Self- Assessment 15 Resume 85

o Rubrics 17 Transcript 87

o Summative Assessment 20
References 89

Reflections 22

- Reflective Practitioner 23

o Narrative 23

o Reconsidering and Retelling 25

- Pre- Internship Reflection 28

- Respect Lesson Reflection 29
- ESCI 310 Reflection 30
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 INTRODUCTION
Hello!

I am so happy you are here. I am excited to share my professional portfolio with you. This portfolio reflects my
learnings and philosophies as a pre-service educator and my commitment to continual growth through lifelong
learning.

My name is Elsie Kate Kish. I am a white settler who lives and grew up on Treaty 4 territory. I am from Cupar,
Saskatchewan a small community of 500 residents. I graduated from high school in 2019 and I currently live in
Regina, Saskatchewan while I complete my Bachelors Degree in Elementary Education (K-5).

I have always had a strong connection to children, and growing up I was very involved in my community and had the
privilege of working with children in many different settings. I quickly learned how much I adored spending time
with them, building connections, and being a positive role model.

Throughout my own education experience, I have witnessed students who do not have loving home lives, being
discriminated for their cultures and identities, and being ridiculed for being “different”. My sister has a learning
disorder, and growing up I understood first hand the lack of guidance and support she received, which was
heartbreaking for me to experience. My involvement with children in my community and growing up with my sister
inspired me to become an educator to give each and every student the support and relationships needed to thrive- no
matter what their backgrounds are. I will prioritize relationships and learn who my students are to guide my planning,
instruction, and assessments to ensure that the learning experience is adapted to suit each students learning
preferences and see improvement in their learning.

Throughout my portfolio, evidence of my efforts will be interwoven. Adaptations for inclusion are explicit in my
lesson plans as I am considerate of all students and making my classroom a culturally responsive space. Reflections
present where I believe I can improve, which occurs everyday to become a better educator than I was yesterday.

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If you would like to learn more about me and my educational journey,I invite you to visit https://elsiekish.weebly.com/ .
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 PHILOSOPHY IN EDUCATION 5

Reflecting on my educational journey, I have grown tremendously as an individual and as a future

educator. Throughout my courses and completing my pre-internship, I have learned so much about my beliefs,
goals, and the impact that I will strive for on a daily basis throughout my teaching career.

I have always known that everyone is diverse from each other and unique in our own ways, but I grew up
in a school that did not have any diversity that could be distinguished visually. Further, we never learned about
other cultures or ways of knowing resulting in people’s identities and cultures being silenced. Knowing the
diversity that exists within every single school and each student having such diverse backgrounds, one of my
biggest focuses as an educator is going to be having everyone feel accepted and represented within my classroom.
Kea (2003) argues that building connections and having representation in the classroom of all cultures creates a
space where students feel secure and can perform their best academically. Through relationships and culturally
responsive teaching practices, I will help my students reach their fullest potential and bring them a sense of
belonging in my classroom.

When I first began my education journey, I saw my upbringing as a disadvantage as a future educator
because I did not have the benefit of experiencing diversity and how my educators adapted to all cultures. I felt I
was not equipped with strategies and ideas going forward. However, I have now changed my perspective and am
thankful that this is my situation; I will be working extra hard to ensure that I am succeeding at creating an
inclusive classroom with my own developed strategies while having my passion and determination guide me.

Not only are we all diverse when it comes to our backgrounds and cultures, but also when it comes to our
interests and learning abilities. I am very aware that we all have preferences when it comes to learning, and we
learn at different paces. Going forward, I will do everything in my power to adapt to the needs of every single
student in my classroom to help them feel successful and empowered. In my pre-internship, I have been making
this a priority in my lessons. I have taken the time to learn about my students when it comes to their learning
preferences and needs. I have been working hard to implement various instructional strategies and adaptations to
benefit each student and their learning because if we do not know our learners in the classroom, it will

be impossible to adapt assessments and instruction to their individual needs. Although adaptations
are time consuming, there is nothing that brings me more joy than having each student be confident in their work
because it was taught and assessed in a way that they understand.
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All my life, I have been very passionate about making strong relationships, and this will not change as I go

into my teaching career. I believe strong connections and relationships are when people feel loved, appreciated, and

recognized. Each student will be loved wholeheartedly for all that they are, their successes and their challenges. I

will take the time to really get to know each student to create an everlasting bond. These connections will not only

allow students to have trust in me as their educator, iIt was stated that “research has repeatedly indicated that a

teacher’s emotional connection with a student is a potent contributor to academic growth” (Tomlinson, 2013, p. 3).

My goal is for every student to know that I genuinely care about them and that I am a safe space. My connections

with students will be maintained through a relationship that is non-judgemental and trustworthy. As Wilson (2007)

suggests, we are not just in relationships, we as educators are relationships.

Students learn best in an environment where they feel appreciated and supported. I will be full of positive

affirmations, encouragement, and optimism. My classroom will not only help students enjoy being at school and

feeling supported and comfortable while in my classroom, but it will also help them acquire tools going forward in

their everyday lives to have an optimistic and positive outlook in their everyday lives.

Within my teaching philosophy, I have stated a few beliefs and goals that I have developed throughout my

educational journey. With time and experience, I know I will continue to learn and grow, causing my teaching

philosophy to change and develop constantly. That is the beauty of teaching, we are always learning and growing. I

am beyond excited to embark on a career that will keep me on my toes and learning about others and myself along

the way.

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“To be culturally responsive, teachers must understand the role of culture in

education and throughout society, take responsibility to learn about their
particular students' culture and community, use students' culture as a
foundation for learning, and design and deliver instruction in a caring
manner” (Cheeseman & De Pry, 2010, p. 87).
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TEACHING MANIFESTO

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 ACCOMPLISHMENTS
Throughout high school and into my post secondary education,I have been very diligent in my
studies, always working to improve myself as an individual and future educator. In highschool I was always
achieved an average over 85% to earn a spot on the honour roll. Additionally, from grade eight until grade
twelve I was a gold medalist as a result on having the highest grade point average in my
class. In grade twelve (2019), I was awarded numerous scholarships for my outstanding academic
achievement and leadership in the school from being a captain or president of various
teams and committees. I am proud to have continued my academic achievements into my
post secondary studies, being on the Dean’s List every semester. I am especially proud
of this achievement considering I have worked two jobs throughout my studies and have
worked hard to grow as much as possible throughout my studies to be the best educator
that I can be.
Although I am proud of my academic achievements that I have earned alongside work,
I am even more proud of my extra curricular involvement and the relationships that I have
built along the way. Many of my achievements outside of school have allowed me to teach and
coach children in my community, inspiring me to be an educator as I valued my time with each
And every child; I loved the privilege to watch them progress and help them in doing so.
I continue to work towards my education degree and am on track to be done following internship in
December 2022.
Below I will state various qualifications that I hold. These are all hobbies that I am passionate about,
and I decided to turn my hobbies and interests into educational opportunities that may be beneficial in my
future teaching journey.

Dance: I trained extensively throughout my youth in tap, ballet, jazz, hiphop, lyrical, contemporary, acro,
pointe ballet, and Hungarian dancing. Not only do I have personal experience, but I have 8 years of teaching
experience and have completed my Intermediate tap and jazz exams. This is where my love for teaching
children and building connections began at a young age.

Swimming:I currently have my NLS qualification and CPR certificate. I swam since mommy and me classes
and worked at my local pool for years lifeguarding and teaching swimming lessons.

Photography: I have completed three photography courses that were offered on weekend at the local college
This hobby has allowed me to be creative and capture other people’s connections and special moments.that
will last a lifetime in photos.

Piano: I have a musical background from playing piano and taking exams while growing up. I have
completed a few theory exam though the royal conservatory of music. I also have experience with playing
the violin but do not have any qualifications.

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 ASSESSMENT

In the following section of my portfolio, I highlight my assessment philosophy

and the importance of it within the classroom. Often, there are misunderstandings
about the intent in assessment, and throughout my postsecondary studies, I have
began to understand the purpose of assessment from an educators perspective and
how to effectively apply it within my future classrooms.

Although I have done lots of theoretical learning and understanding how to

implement effective and culturally responsive assessment, I have not had the
opportunity to implement my assessment tools. I have included different assessment
examples, including peer feedback and self assessment. Most assessments
represented today were created alongside lesson plans and unit plans developed for
my classes, but have not been used in practice. As a result, I do not have student
exemplars that represent my assessments being implemented.

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Educators need to “adjust the education process to meet the learners’ styles and cultural
orientations rather than having learners attempt to adopt the cultural orientation of
educators or schools” (Edgar, Patton, & Day-Vines, 2002, p. 236)
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 PHILOSOPHY IN ASSESSMENT
Throughout my educational journey, I have come to understand assessment to be an aspect in the classroom that is
student centered, authentic, and inspires students to learn and improve constantly.

Assessment is an aspect of teaching that I had misconceptions of coming into my education degree. Coming from a
school where grades were so important and emphasized daily, I began to lose sight of what the purpose of assessment is
as a learner, and truthfully was not getting the most out of my feedback and assessments. what it is and its intent. By
many, assessment is often understood as the process of giving grades to students to indicate how well they perform in
different subject areas and aside from that there is not much more to it; this is a misunderstanding of the intent and goals
of assessment and I am going to present my philosophy in assessment and how it will be used in my future classrooms..

Yes, assessment does indicate grades for students throughout the year in different subject areas to represent their
learning in alignment with the divisions assessment entry. More importantly, assessment informs teachers of students
learning, students progress throughout the year, and how effective our lessons and teaching are; the true importance lies
in the feedback. In fact, it has been suggested that only giving feedback to students can be very beneficial for their
progress and improvement. Often if a grade is given with feedback, it is likely that students will only look at the grade
and further consideration will not be given to the feedback. This is an issue because the feedback is the most supportive
to their learning and growth. The feedback that teachers provide is where students learn from their strengths and set
goals for future activities and assignments. Although we want to indicate areas of improvement, the strengths of
student’s work are just as important to highlight. Highlighting their strengths lets students know what they are doing well
so that they continue to do it. This balance between strengths and setting goals in their feedback allows students to see
their progress, inspiring them to improve and strive for excellence going forward. As an educator, I will give students
time in class to review feedback and take it into consideration. Having allotted time to do this prevents students from
skimming the comments and forgetting them; instead, they are taking time to engage with the given feedback on a
deeper level to apply it in the future.

The three forms of assessment will be utilized in my classroom to ensure that assessment is ongoing and authentic.
Diagnostic, formative, and summative assessments will be utilized to understand what students know prior to my
lessons. This gives me an understanding of what my students know and where to start, this will assist me in avoiding
teaching content that all students grasp, and more importantly adapting my starting point to ensure that I am meeting
students where they are at. Formative assessments will not be entered for marks, but rather used to understand my
students progress and where adaptations can be implemented to help students progress and achieve their goals. Multiple
formative assessments will be presented on the same information to ensure that students have the opportunity to present
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their learning in different ways and implement their feedback from the previous assessment. Lastly, summative
assessments will have choice and be graded based on co-developed criteria with the students. No two students learn the
same, nor do they all prefer the same assessment strategies. Allowing students to assist in assessment criteria sets them
up for success by having input on what is being assessed.

Learning outcomes, lessons, and assessment in my classroom will be intertwined and directly related to one another
to ensure that I am creating a classroom that values effective teaching and assessment to give the best learning
experience to my students. My assessments will always be directly connected to the learning outcome to ensure
assessments are relevant and worthwhile. Everything being taught and assessed within the classroom needs to be related
to the outcomes in the curriculum. To guide me in achieving this, I will always ask myself what I am assessing, how I
will assess, and why I am assessing the criteria that I am.

In my future classrooms, I will ensure that I am allowing my students to receive rich feedback to take forward and
improve. I will also show my students the value in peer feedback and self assessments. Implementing peer assessment
allows students to work on their collaboration skills and receive ideas from peers, allowing insight on different
perspectives. Self assessment will be implemented as well considering it allows students to be active partners who
assess their own performance and share responsibility for assessment with the teacher to represent their efforts that may
not be evident or considered from the teachers perspective. I believe that peer feedback and self assessment allows
students to take more responsibility in their learning and be more inspired to achieve their learning goals.

Finally, assessment does not have one approach; it is student centered and portrayed in a multitude of ways to adapt
to the learning of every single student in the classroom. In order to be culturally responsive educators, we need to
discover ways that we include students and their cultural knowledge and scaffold their learning with what students
already know. Assessment needs to be adaptive and varied frequently to ensure that we are meeting the learning
preferences of all students in the classroom. The various approaches that will be represented in my classroom include but
are not limited to written, verbal, drawn, physical, dramatic, and visual demonstrations to allow students to display their
understanding through different mediums as there is not one singular way that suits everyone best. Allowing students
many different opportunities to represent the same learning also sets them up for success in being able to demonstrate
what they know and have learned.
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“Because students bring to the classroom certain

“Assessment practices do far more than provide
information; they shape people’s understanding
about what is important to learn, what learning
is, and who learners are” (Moss, 2008, p. 254).
human characteristics that are shaped by their
cultural, social, and historical backgrounds,
teachers must be able to recognize these traits
and build on them if students are to fulfill their
academic potential“ (Kea, 2003, p. 35). 11

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 PEER FEEDBACK IN THE CLASSROOM
ECS 400

In Peer feedback in the classroom: Empowering students to be the experts, Sackstein (2017) presents many
perspectives as to why peer feedback is a valuable tool and gives guidance about how to introduce it in classrooms.
Chapters three, four, and five present “What Meaningful Feedback Looks Like”, “Teaching Students How to Receive
and Apply Feedback”, and “Helping Students Understand the Feedback Process” to help educators introduce
feedback in a way that is meaningful and effective to everyone in the classroom.

For Sackstein (2017), peer feedback is valuable in the classroom for various reasons and they are supported
throughout the text. They argue that often students find it easier to approach and speak to their peers than their
teacher. It is also stated that peer feedback is an approach that allows students to hear different opinions about their
work while getting input about how it is perceived by others. The opportunity to work with other people within your
classroom is a way to inspire each other and receive some tips and tools while receiving feedback for growth
(Sackstein, 2017). Brown, Race, and Smith (2004) bring light to the importance of assessment and shares tips about
the best approaches in the classroom. Different forms of assessment, such as formative and summative, and their
intentions are discussed. It is voiced that educators need to know whether each activity intends to receive marks or to
provide feedback. Peer feedback is not for the intention of grading and instead is a process to understand where
students are in their learning and where growth is needed to achieve the curricular outcomes. Therefore, peer
feedback can be used as a formative assessment to guide teachers on where to go next. At the same time, students
learn and grow from one another and develop new skills throughout the process.

Sackstein (2017) informs readers of the importance of intentional and high-quality feedback. There is an
emphasis on the fact that feedback is how students learn and progress in their learning, therefore feedback being
specific to each student is essential to benefit their growth. Quality feedback is relevant, aligned to learning outcomes,
and stems from thorough and specific feedback that can be applied. Although a benefit of peer feedback is for
students to learn new insights from their peers, it is also important that positive and supportive feedback is given
throughout the process because this helps students to understand what they are doing well so that they continue to do
it.

Giving and receiving feedback is not something that students know how to do. The process of peer feedback
needs to be taught explicitly with ongoing guidance. Sackstein (2017) demonstrates ways to get students involved
with feedback, lots of this occurs through scaffolding before giving feedback to each other. This process helps
students build an understanding and gain confidence before providing quality feedback to their peers. 12
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Peer feedback is never introduced with the intention of students providing each other a grade.
Leahy, Lyon, Thompson, and William (2005) discuss the importance of giving quality feedback to
students instead of just grades. They expressed that feedback needs to cause thinking, whereas providing
a grade with a “good work” comment does not engage students in deeper understanding and learning.
Quality feedback is a much more valuable aspect than the grade itself. It was even presented through
research in their text that when students receive a grade and a comment, often only the grade is looked at
before tucking the assignment away (Leahy et al., 2005). Feedback should motivate students to learn and
highlight goals and strengths; unfortunately giving a grade with a supportive comment is not supporting
further learning. With peer feedback, we skip the grading component and focus on feedback only. This
process helps students to focus on their strengths and areas of growth.

Sackstein (2017) presents the importance of having students contribute to the creation of success
criteria. Implementing this in the classroom assists students to understand what success on the given
assignment looks like to help outline feedback they may provide to their peers. Rather than displaying
what a mastery level of a completed assignment looks like, this can be discussed and decided as a class.
With this approach, once the students are given specific standards, they can help identify what mastery
looks like. This also helps students to achieve an understanding of success while completing the
assignment. Sackstein (2017) emphasizes that using the language on the list of standards continually is
important; this ensures that students become familiar with the language and make sense of it
independently going forward.

While considering success criteria and co-developing them with students, it is important to focus
on clarity and transparency of what is being assessed. Leahy (2005) argues that often low performance in
students exists because they did not understand what their teacher expects of them. Sometimes when
teachers present the goals of the class, they are not useful because they are not presented in
student-friendly terms that they can understand. This is where “I can” statements are beneficial, they
change the targeted outcomes into language that makes sense to all students. Having students directly
involved with the success criteria creation guides students to feel more accountable for their learning
while making assessment more student-centered.

To conclude the importance of peer feedback, Volante (2006) makes an excellent point: “ . . .
students must be active partners in the assessment process. This type of shared process empowers
students and is far more likely to keep them actively engaged within classrooms. Indeed, research has
found that student-involved assessment approaches positively influence motivation and learning” (p.
136). Having students engage with peers and contributing to formative assessment through peer feedback
helps students feel responsible for their learning. Students learn by receiving feedback from their peers
and in the process, they grow on both a personal and academic level.

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ASSESSMENT EXAMPLES
Peer Assessment

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ASSESSMENT EXAMPLES
Self Assessment #1

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 ASSESSMENT EXAMPLES
Self Assessment #2

Self assessment rubric in ESST 310. I was given the opportunity to create
my own criteria and self-assess myself to represent my efforts.

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ASSESSMENT EXAMPLES
Rubric #1

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ASSESSMENT EXAMPLES
Rubric #2

Created with students

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ASSESSMENT EXAMPLES
Rubric #3

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 ASSESSMENT EXAMPLES
Summative Assessment

This is a summative assessment for students in a grade 1 and two classroom based on life cycles. I
gave students the option to write their answers themselves, explain their answers to be, act them
out, or draw. This summative assessment gave students choice in how they answered each
component to reflect their learnings over the unit. Other forms of assessment used throughout the
unit are presented on the next slide (with this assessment suggested as a future summative
assessment)..

Assessment Tool:

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ASSESSMENT EXAMPLES

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 REFLECTIONS

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In this section of my professional portfolio, I will be including

some reflections I have undergone. I have included reflections I have

written from a student standpoint, as well as a educator standpoint.

From both standpoints, reflections have allowed me to give myself

constructive feedback through a critical lens and to improve on

personal and professional levels.

Improvement does not happen without reflection. Without

reflection, we limit our opportunities to grow. To reflect is to process

what went well, what did not, and how we can improve going forward.

Reflective practices are important to implement for our students, but

daily reflection is also important as educators to understand how we

can improve to bring forward the best education to our students.

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 REFLECTIVE PRACTITIONER
NARRATIVE INCLUDING CULTURAL DIFFERENCE

Growing up, I attended a small-town school that had little diversity present. I did have a close friend from

Pakistan that attended my school from grade four until grade six, I am going to refer to her as “Z” throughout this

story. Z unfortunately experienced what seemed like endless inequality considering she was the first student to

attend our class that had visible “differences.” There is a specific memory that vividly stands out to me from

when we were in grade four that I often reflect on.

Throughout elementary school, we had a mini field trip to our community outdoor pool at the end of the

school year. This was an event everyone looked forward to all year long; we got to swim as a whole class with

our teachers, under the supervision of high school student lifeguards. It became a yearly tradition and in fourth

grade we looked forward to it as usual. However, the day before, it was brought to our attention that males and

females were going to be separated rather than attending as a group. There were no further details about why this

change was made, and shortly after assumptions rumors were being spread: “I bet it is because of the new girl”

and “I know it is because she wears that ‘thing’ on her head” chimed on the playground. There were various rude

things said about Z and her culture and I recall trying my best to ignore the conversations not wanting to get

involved. Being a close friend of Z’s, I knew that I should have stood up for her when I overheard these

conversations as that is what a good friend does but I did not feel I had enough knowledge to do so; I did not

have a definite answer for the change, but I knew she had different traditions than my own that she followed daily

which may have been a factor.

Later that day, Z told me in privacy that these arrangements were made because of her culture. She was

not allowed to take her hijab off around males that do not live in her household resulting in the division. I

understood this and supported her.

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I comforted her with a hug and expressed how much fun swimming will be- it would her first-time swimming,

ever. In this moment I was sad because people were so angry about a very minor change, meanwhile this change

meant the world to Z- it was allowing her to experience something she never had the opportunity to before. After

this conversation, my wonders were confirmed, and I had even more empathy for Z.

The next day, the girls walked over to the pool after the last recess of the day. The side conversations

seemed to have diminished and I was excited to experience Z’s first swim. We were going to have so much fun-

or so I thought.

Upon entering the pool house, Z removed her hijab and out on a long sleeve shirt and sweatpants on top of

her one-piece bathing suit. Again, she expressed to me that this attire aligned with her cultural beliefs, and she

could not only wear her bathing suit. Thirty seconds after entering the pool someone shouted “Hey! You

absolutely cannot enter the pool in that!.” The lifeguard stormed over to us and, in a very rude manner, told Z it

was common knowledge as it is a pool rule everywhere, and she should have at least read the board of rules

before entering the pool. The teacher was not present at this time and was still at the school so Z responded that

she could not take them off and mentioned her culture. I listened closely, hoping that they would allow her to

swim. With no further explanation given, they asked her to get out of the pool. She was demanded to sit on the

bench and watch if she would not listen to the rules.

Z sat on the bench, watching her friends swim and enjoy themselves after she was humiliated in front of

everyone because of her culture. When the teacher returned to the pool, there was no further compromising or

conversations resulting in Z not experiencing her first swim. When we returned to classes, there were no

conversations about how disrespectful my classmates were about the situation, and we continued to only learn

Western ways of knowing. We continued to not have other cultures represented in our classroom going forward,

including Z’s.

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 REFLECTIVE PRACTITIONER
RECONSIDERING AND RETELLING

As I reflect on my experience writing part A of the reflective practitioner, I knew there were many pieces of

information and thoughts that I have now as an adult that I did not include and that I often think about, especially on

my journey toward becoming an educator. I do have mixed feelings about some aspects while reflecting further.

These mixed thoughts include feeling regret for not intervening when the lifeguards approached my friend or not

telling classmates to stop speaking about her behind her back -especially considering both situations had a very racial

context towards Z. I now give myself grace as I was a child who did not know to handle these situations; I barely

knew what cultures were and therefore had no idea that Z was experiencing racism and discrimination because of her

culture. At the time, I just knew that it was wrong. What I know now is that my teacher and principal should have

implemented genuine multicultural learning so that my telling would have not arisen, or at least acknowledge the

racism that occurred rather than ignoring the issues. Knowing how I felt during the events as a young child and how I

still feel as an adult, I know that as a future educator I will act accordingly to avoid such situations occurring in my

classrooms.

As mentioned in my story, I now understand that we only learned about Western ways of knowing. Before the

situation that occurred in my telling, it was not apparent to me that we did not learn about Z’s culture at school. Z’s

culture and what defined her as “different” was silenced in our classroom. Ladson-Billings & Tate (1995) suggest that

“[i]nequalities are a logical and predictable result of a racialized society in which discussions of race and racism

continue to be muted and marginalized” (p. 48). This was proven to be true in my classroom. Silence resulted in the

lack of learning about her culture to never be questioned and resulted in unjust treatment because of marginalization

and racism. As a child, it was evident to me that more should have been done to confront the entire situation; There

was no respect or community promoted in the classroom due to Z’s culture being silenced and ridiculed with no

teacher intervention. Reflecting on my childhood, this situation sparked my interest and motivation to learn more

about our differences as people and to be accepting of them.

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 What was not shared in my story was that I was one of Z’s closest and only friends. She talked to other

people in our class, but we spend every recess together and I was the only friend she was allowed to play with

outside of school. I am grateful for our friendship and the mindset and growth it brought me. Our friendship was

open and authentic, allowing me to learn about her and her culture over the years that she proudly shared- I

loved this and learning Arabic words. After this incident and talking to Z about it, I became very passionate that

Z did not deserve the treatment she received, and I felt much empathy for her. During the series of events and

beyond, the idea emerged that if Z was being treated this way for being different from others, she was not the

only one, and others were affected too. I learned that this situation in my youth and seeing both sides occur

introduced me to having intrinsic motivations (Wlodkowski & Ginsberg, 1995). This motivational framework

has assisted me in not only being interested in various cultures but also understanding that learning about

cultures and how people live differently than myself is important and makes sense to avoid similar situations

from happening in the future. As a child, I knew that this situation should have not happened, but it was not until

reading the article by Wlodkowski and Ginsberg (1995) that I realized why I was beyond my peers in

understanding the importance of learning about others.

The following year we began to learn about Indigenous ways of knowing. Z was still in our class, and we

still did not learn about her culture in any shape or form. This has me question whether our teacher just strictly

followed the curriculum and did not consider “who does this curriculum not include or opress?.” Z was present

and the culture continued to be invisible alongside indigenous ways of knowing. The suggestion that the “history

of classroom curriculum in the United States and in other nations . . . has been characterized as a curriculum

content that has produced and reproduced social inequalities” (Bekisizwe, 2010, p. 89) can be referenced to

support how the curriculum has produced inequalities in the classroom in history. Although we have come a long

way, work still needs to be done. Educators need to be aware and act based on those who are not represented in

the curriculum going forward.

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 Learning about Indigenous ways of knowing that following year, I found meaning and had a genuine

interest in the content due to my found intrinsic motivations. Alternatively, peers my age often did not understand

or see the importance of learning about other cultures and simply learned with little engagement and interest; they

had an extrinsic motivation in learning about various cultures and ways of knowing. The playground flooded with

conversations about how it was unnecessary, overall invaluable, and impractical. To this day, I often think of my

telling and feel a sense of regret and guilt for not involving myself and supporting Z, however, it is uplifting to

know that this situation and being a friend of Z’s while growing up allowed me to learn from and alongside her.

This friendship has helped my intrinsic motivations to develop from a young age and has allowed me to develop as

an individual and future educator. It is evident that motivation is inseparable from culture and engages us in

authentic and lifelong learning. I will be an advocate and inspire students to also have their intrinsic motives

emerge to find meaning, understanding, and interest in learning about various cultures positively and engagingly.

As Sarah mentions, it was surprising and considerate of the school to take action to separate students to

allow Z the opportunity to swim to attempt in considering her religion. However, the school failed based on the

overall series of events. My school attempted to appear as a multiculturally accepting school by making adaptations

although they were unsuccessful; Multiculturalism and culturally responsive classrooms were not present prior to

and beyond this incident. To be a culturally responsive classroom starts with making connections and being

accepting of and teaching about the cultural backgrounds of the students present in the classroom (Wlodkowski &

Ginsberg, 1995).

In the future, I will likely be in the teacher role. Knowing what I have learned about this experience from an

educator’s perspective, I will actively do the work to ensure that I am promoting a culturally responsive and

inclusive classroom of all cultures to ensure that similar situations will not arise.

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 PRE-INTERNSHIP REFLECTION

Areas of improvement and strength throughout the three-week block:

Throughout this three week block I have had a lot of growth, professionally and personally. I have developed
more confidence in teaching in the classroom overall. Specifically, I have seen a huge improvement in my
classroom management, my ability to be “with it”, and my time management while teaching lessons within
the provided duration.

An area that was brand new to me coming into this pre-internship was assessment. Assessing my students in
a formative and summative manner has me feeling more prepared going forward and has introduced me to
the basics is identifying students learning. I used these to understand where my students learning was based
on what I had taught them, and further used it to direct my lessons and teaching.

Throughout the past three weeks, I focused a great extent on adapting my lessons and learnings in various
ways to ensure that all students were able to follow along, regardless of the varying abilities. I also attempted
implementing different learning strategies and approaches, progressing towards inclusive and adapted
instruction in an interactive way.

These three weeks have allowed me to begin to understand the routine of the classroom while really
connecting with my students, coop, and teaching partner being there everyday. This was valuable to me and
my learning because I was able to authentically connect with those around me in a personal level, all while
understanding the role of the teacher and taking ideas and learnings forward into my career.

Focused areas of growth for internship:

Going forward, I want to focus on implementing more inquiry based and hands on learning; I am still
learning how to incorporate this more regularly and assessing in a way that is coherent and manageable as I
tend to get overwhelmed.

I also will continue to work on my time management. I sometimes underestimate the time needed and plan
for more than manageable within a given time frame. This is due to not accounting for valuable discussions
that take longer than anticipated, or the time needed between changing activities.

Assessment is an area I still want to learn a lot more in. I have learned a lot but look forward to getting more
comfortable in this area. I will strive to expand my knowledge in relation to standardized testing and
becoming more comfortable in assessing through observation. Assessing through observation seems to be
implemented often, and I want to find a system that works best for myself through this form of assessment.

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 RESPECT LESSON REFLECTION
I taught a lesson to my colleagues in EHE 310 and below is my reflection.
The lesson plan is included under short term planning.

After considering the feedback I was given and reflecting on the lesson as a whole after presenting it
to my EHE 310 class, I received some great constructive criticism and ideas that I can take into the
classroom going forward. One of the comments that I found a very good point and regret that was not caught
was the inclusion of everyone in our classroom by having different backgrounds present within our
PowerPoint activity photos. Having everyone in our classroom feel represented and included is definitely
something I will focus and continually work on to make everyone feel safe and accepted in our classroom.
Building relationships will assist me as an educator to make sure my students feel as though they belong:
“Building relationships with students and helping them transition is important to create culturally responsive
assessment – students may not perform their best if they do not feel secure in their space” (Kea, 2006, p. 29).

To close the lesson, I forgot to have students contribute their ideas and thoughts that they put down
on their activity sheets. This would allow for another open discussion and praising their responses for
knowing how they can show respect in different areas of their lives going forward.

Lastly, just being aware of my surroundings to ensure that students are engaged the whole time and
do not have my back to the class for a long period of time while writing on the board. Instead, I will focus on
paraphrasing their ideas and contributions to have the lesson go more smoothly and coherently while
keeping students' attention by not making them sit for longer than needed.

After the lesson, I felt that some things went really well and also got some positive feedback that I
agreed with. I was happy with how the activity went and the students liked that we gave them the choice to
draw or write different ways to show respect at home, in the classroom, and on the playground. This was an
aspect that was easily adaptable for students to communicate their learning in a way that they were
comfortable with. Writing in their first language could also be an option to make the lesson more culturally
responsive and inclusive. The chart showing how respect feels, looks and sounds went over well in a holistic
way of teaching and including visuals for each title helped all students to follow along, even if they could not
read the title of each category.

Another part of positive feedback received was that I had students in different spots in the classroom
throughout the lesson to keep them engaged. At the start of the lesson, students came to the front to sit down
in front of the whiteboard, and then later got them to go back to their desks. The students also really liked the
positive affirmations were given throughout the lesson.

When they were working on the worksheet, I floated around the classroom asking how everyone was doing
and making sure we gave them positive feedback on their work. They also really liked the thumbs up and
thumbs down activity we did to see if they could determine photos that were respectful and disrespectful in a
formative way. Overall, I was happy with how the lesson went and look forward to adapting the lesson in the
future using the given feedback.
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 ESCI 310 REFLECTION
Identity and Responsiveness as a Future Science Educator

Reflecting on this course and my learnings throughout, I have grown a lot. The areas of growth occurred both
personally and professionally as a future educator. I have grown a strong base of knowledge about scientific literacy
and the Nature of Science and its relation to the Saskatchewan curriculum. How these are implemented within
classrooms to ensure that students are actively engaged in an inclusive environment that allows for inquiry and critical
thinking has been deeply considered while incorporating different ways of learning.

What is your relationship with science and scientific literacy as an individual and as a member of the global
community?

Throughout my childhood, I did not have the best experience with science education in school and often found
it difficult to be engaged and interested in the topics considering the ways that they were presented through school.
My experience with science was based off western views only and did not include the important elements of cultural
diversity or the Indigenous ways of knowing. I didn’t get many opportunities to engage in hands on learning or
inquiry which resulted in my classmates and myself not being engaged or interested in what we were learning.

There is one year of science that specifically stands out in grade six. We did an interactive unit on space; We
were always engaging in inquiry-based learning throughout. When I connect this rememberable year to our learnings
from an educational point of view, I noticed that we were often taught utilizing the three E’s that Sam Northern (2019)
wrote about. We were engaged (through an activity), explored (hands on activities to make sense of concepts),
explained (interactive presentations), elaborated (additional activities where we could contribute new learnings to
other situations), and evaluated (final presentations) while incorporating the elements of scientific literacy. Aside from
this particular year I was not thrilled about attending science class. In high school, my exams were departmental
exams, therefore my learning was very by the books with no time for experiments or putting our learning to action as
we had to cover so much content for the exam.

I can proudly say that after engaging with this course, my perspective of science, as well as my relationship
with is, has changed for the best. I understand that science extends beyond the labs and typical idea of science
(Raisinghani, 2022). I have already begun to implement my learnings into my Pre-internship through a Life cycles
unit. I look forward to providing my future students with a better science education than I got to experience myself.
Reflecting on my experience as a child, and now taking my learnings from the course semester, I will be ensuring that
my future student’s relationship with science is not just about remembering facts, but instead are lifelong science 30

learners who engage and think critically.

Who and what influenced and informed your scientific identity and philosophy about the Nature of Science
in your childhood and now?

My scientific identity and philosophy continue to be shaped throughout my education classes, and know
that this will continue into my career and will be ever changing as I continue to grow and develop as a
professional. Reflecting on who and what influenced and informed my scientific identity and philosophy about
the Nature of Science in my childhood and today, I instantly gravitate towards my teacher that I previously
mentioned that I had the privilege to have in grade six. I also give a lot of credit to my Bachelor of Education
Studies here at the university of Regina. NOS is a term that I learned completely in this class I had never been
exposed to it prior. Lederman & Lederman (2004) introduced some key points that really resonated with me when
planning to teach NOS. Some of the key ideas were that the integration is intended to be flexible; that we as
educators can take experiments that we are already doing and add some carefully planned and well-thought
questions to guide their learning and make connections to NOS. Additionally, something that I found important
that was noted is that the seven aspects of NOS should not be used as a checklist in each lesson. Lessons should
only touch on those that are most relevant into the lesson as it will be better for students to obtain a deeper
understanding. As I continue on my educational and teaching journey, I know there will be numerous people and
instances that will influence me and my scientific identity, and my commitment to utilize NOS will also commit
to my professional growth.

How might you utilize these to promote and nurture a life-long process of science learning and stewardship
for socially and ecologically just, inclusive, responsive science education for all?

Learning about STSE education was foundational to my knowledge going forward. Science, Technology,
Society, and Environment can be highly motivating to students, bringing meaning and personal connection to
their learning (Pedretti, 2015). It considers the question of whose viewpoints will be involved, the use of
technology, and what assessment will look like in STSE education.

I utilized STSE education in my pre-internship and really focused on the above aspects mentioned. I
included the viewpoints of Indigenous peoples to learn about indigenous ways of learning, which was another
important component of this course that contributed to my teaching philosophy. I also taught about sustainably
utilizing the knowledge of the three R’s, reusing items, and making sure that there is minimal waste to present
ecological aspects of learning in the classroom and going forward.

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 I have reflected a lot about cultural responsiveness. It is important that students are aware of it to ensure
that they are respectful of their own and other cultures in the learning process. We as teachers should
incorporate the history of science from non-western traditions to promote inclusion in the classroom. Pedretti et
al. (2015) states the importance of teaching science for social justice. Inclusion of Indigenous examples of
science can make subjects more relevant, authentic and interesting for all students in the classroom. The link
from week 5 with videos of sacred relationships is a resource I will utilize in the future as it has lots of great
information to utilize in the classroom with different knowings. I reviewed the “Tea of Life” video in my
pre-internship unit to show students how we can use plants and resources from the land for everyday use, and
further talked about the interconnectedness and relationship between all living things using the medicine
wheel/ circle of courage (Native Counselling Services of Alberta).

Related to inclusive education and assessment that we discussed in this class, I learned that
differentiated instruction responds to the learning preferences of the students in the classroom and is effective
because it meets the needs of individual students. To begin adapting the science demonstration to the students
and the diversity in the classroom, it is important to know our students to meet their learning needs (Pedretti,
2015). I spent a lot of time on adaptations in the classroom to ensure that my science lessons were inclusive
while also promoting a desire for a life-long process of science learning in the students.

Final Thoughts and Moving Forward:

There was a lot of content and valuable points that I am taking with me going into my teaching career,
this learned information has shaped me to become more confident in teaching science education. Entering this
class, I was nervous as there is so much to know. This class has brought a sense of confidence in teaching this
subject. Initially, I saw my science background that I had growing up as a disadvantage but have come to
realize my experiences are propelling me forward. It is inspiring me to do better and be a better teacher to
ensure that my future educators are participating in authentic learning experiences as they learn and engage in
the nature of science through a creative and imaginative lens (Raisinghani, 2022).

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 PROFESSIONAL INTERESTS

Thinking about profession interests as a pre-service teacher, there are various ideas
and considerations that cross my mind of where I would love to direct my time and
attention as an educator. However, I have not had the opportunity find what really fuels a
passionate fire inside of me however I have areas that spark interest and passion in me as a
preservice teacher that I will incorporate in my internship and expand on in my teaching
career.

INDIGENOUS CONTENT / CULTURALLY

RESPONSIVE EDUCATION
While I was growing up, it was rare for Indigenous content and perspectives
to be included throughout my education. I have learned the vast majority that I do
now throughout my post secondary education and am passionate about
incorporating it regularly as an educator.
I have learned that to be culturally responsive to all student within my
classroom teachers must understand the role of culture in education and throughout
society, take responsibility to learn about their particular students' culture and
community, use students' culture as a foundation for learning, and design and
deliver instruction in a caring manner (Cheeseman & De Pry, 2010, p. 87). Cultures
of students should not be only incorporated throughout units and should instead by
incorporated in all that we do. Their identities and backgrounds needs to be
considered to create a space where we address inequalities and create an inclusive
and supportive space for every single student.

Not only will Indignous culture be represented, but treaty education will be
present as well. The circle of courage was my starting point because it has so many
great teachings that align with treaty education teachings. There are many
cross-curricular connections that can be made between the Treaty Education
curriculum using the Circle of courage (seasons, directions, lifecycle to name a
few). I have included a game that I created that can be implemented within my
future classrooms to teach students about treaties and the history of the land we live
on. I created this Jeopardy game based on Treaty 4 as I grew up and live on Treaty 4
land. It is also important to note that this is not grade specific but can be adapted to
be so. In the future, I will adapt this educational game based on where I am located
on treaty territory and which grade I am teaching.
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 INDIGENOUS CONTENT
TREATY EDUCATION JEOPARDY FOR AN AUTHENTIC LEARNING
EXPERIENCE

Background Information:

Treaty 4 was signed on September 15, 1874. The Treaty signing took place in the town of Fort Qu’Appelle,
Saskatchewan and within the Treaty 4 document it states that the signing took place at the Qu’Appelle lakes
(Duhamel, 1966). Treaty 4 is also recognized as the Qu’Appelle Treaty. The signatories involved within the Treaty
4 signing were the Cree, Assiniboine and Saulteaux Peoples and representatives of British Crown (We Are All
Treaty People, 2008).

Although there are 11 treaties across Canada, the most recent being Treaty 11 signed in 1921, Saskatchewan’s land
is made up of Treaty 2, 4, 5, 6, 8, and 10 territories. Treaty 4 does not only exist in Southern Saskatchewan, but
also stretches into Western Manitoba and Southern Alberta.

Indigenous peoples sought treaties with the provincial government to protections their land and livelihood.
Buffalo, which were foundational in the Indigenous ways of living, were becoming scarce across their lands and
this was threatening to the First Nations peoples and their way of living (Filice, 2016). Treaty 4 was not the first
Treaty to be signed. Treaties 1 and 2 were signed in 1871, and Treaty 3 was signed in 1873; Treaty 4 followed
shortly after in 1874 (We Are All Treaty People, 2008). The federal government was not interested in the Treaty 4
signing initially because they had already signed three treaties prior to the East of Treaty 4 land. It was agreed that
Treaty 4 would be negotiated because the government believed that additional treaties would help stabilize the
West.

Even throughout the treaty signing, the chief and some First Nations peoples were skeptical of the Crown’s
intentions and promises. However, the chief was reassured that “the Queens Power will be around him” and that
their children will not be troubled from the Treaty signing. From this response, chiefs understood that the Crown
would take care of their generation of peoples for always (Filice, 2016). The First Nations peoples conducted
spiritual ceremonies during the negotiation process because they believed that the Creator must be present for the
treaties to be validated (We Are All Treaty People, 2008).

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 Throughout the Treaty 4 signing, provisions were agreed on. The written Treaty access in class discusses 8
provisions that were negotiated and decided on. The terms of treaties were quite like those decided on in the Treaty 3
signing. All following information on provisions is from the Treaty 4 document by Roger Duhamel (1966).

The first provision is the annuities that would be presented to First Nations Peoples. Chiefs were to be given
$25, the Headmen, not exceeding four in the band, would receive $15, every other “Indian man, woman and child in
the band” would receive $12. Provision two is identifying the annual payment in perpetuity are the same as above
and additionally $5 to every man, woman, and child in the band.

The fifth provision clarifies that families in the band that are engaged in farming would receive agricultural
presents. This would include cattle, grain, and carpenter’s tools.

The seventh provision identifies that once reserves are created and their people are settled, schools were to be
established on each one.

The First Nations Peoples knew that with the declining of the buffalo herds and the introduction of new
diseases, they would need access to schools for education and agriculture to ensure that they are preparing for the
future generations. Provisions five and six would have been those that would have helped the First Nations Peoples
take the first steps in beginning to prepare and strengthen their communities for the generations to come. However,
once Treaty 4 was signed, First Nations peoples did not receive what they were promised right away. It was two
years before the reserve selection process began, which delayed their ability to begin farming (Filice, 2016).

During the treaty signing process, there were various misconceptions that occurred because of the language
barrier between the First Nations and the Crown. The First Nations Peoples saw the treaty signing as a mutually
benefitting agreement and unfortunately with the miscommunication this was not the result. Considering there was
the language barrier, the federal document relied on the written document, meanwhile the written treaties do not fully
represent or promote what the First Nations Peoples thought they were agreeing on. The First Nations believe that
the written documents do not present the “spirit and intent” of the treaties from their perspective (We Are All Treaty
People, 2008). The treaties are living documents that are meant to last as long as the sun shines and the grass grows.
Unfortunately, the written Treaty documents do not represent the First Nations perspectives of the “spirit and intent”
of treaties which refers to the sacredness of treaties from their perspective (Filice, 2016). This sacredness was not
recorded in writing and is not represented within the Treaty 4 documents. The document does not represent what the
involved First Nations peoples thought they were to get out of the Treaty 4 signing. The “spirit and intent” of the
treaties live on through oral traditions within the Indigenous communities; the Elders and Knowledge Keepers share
these stories, and the generations continue to carry them on through oral storytelling (We Are All Treaty People,
2008). 35
Game:

For this assignment, I chose to create a Jeopardy game on Treaty 4. I grew up on Treaty 4 and continue to live

and study on Treaty 4 territory. I hope to continue to live and teach on Treaty 4 territory and teach my students about

it and how lucky we are to live on these lands. This game is created to help students recall their learnings about

treaties in the classroom and is a fun way to engage in the content and reflect of their learning.

It is important to note that we would not engage in this “at the end of a unit” as we would with most games;

this is because treaty education in the classroom should be ongoing and never have an end in sight. Considering this,

I personally would use this game after we have covered all the content as a class to reflect on their learning.

An alternative approach to incorporate this is the classroom would be after reading about Treaty 4. All the

answers of the game would be present in the text that is either read as a class or individually and the game would be

used to reflect on what was read and processing the information further.

Although Jeopardy usually has teams and keeps track of the success of each with points, the focus of this

game would be for the whole class to be a team to promote teamwork and support amongst all students. Since there

would be many students participating at once, randomized name drawing can be used. This is a strategy to keep

students engaged, listening intent fully, and giving each student the opportunity to contribute. Students will have the

opportunity to pass if they choose. In a scenario where students are unsure about the answer or need assistance,

another student’s name can be drawn to offer the support and discuss the potential answer.

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 It is important to note that considering this game will be used in the classroom with students, I have
taken out the “What is” / ”who is” portion that would be typically included within Jeopardy answers. I felt
that this may cause confusion to students, and I want the focus to be on their responses in relation to treaty
education, rather than their ability to answer appropriately in relation to the structure of the original game.

This game is also editable to change the questions and answers, and a sixth category can be easily
added.

Materials Needed for Jeopardy:

· Jeopardy PowerPoint

· A Computer or PC

· Smartboard or projector to make game visible for all students

· Randomized name picking

· A one-minute timer

· Book/mini article about Treaty 4 **If doing the activity after reading about Treaty 4**

o **optional if doing adaptation presented at the end of this document*

§ Mini whiteboard for each student

§ White board marker

§ White board eraser

Procedures:

· Have students seated at their desks

· Have PowerPoint Present on the Smartboard or projector

· Introduce students to the topics of focus

· Explain Game Rules:

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 o A name will be chosen from the randomized name chooser (popsicle sticks, etc.)

o That student will choose a category of interest and a level to answer.

o The student will have thirty seconds to answer. If they are not sure and do not answer correctly in the 30
seconds, the teacher can choose one more name to help them. If they work together and get it right after thirty
more seconds, they will earn the points for the class. If they do not recall the answer, the question will be put
aside, and the class can attempt the question at the end.

o A new student will be randomly selected. They will choose a new topic and level of difficulty. This process
will continue until all questions are attempted.

o Once every question is attempted, all of the questions that were not answered correctly will be presented again
and the whole class will have the opportunity to answer it within one minute. During this one minute the
students can brainstorm and have a discussion. If they can figure out the answer as a class, the points will be
added to their jackpot.

o Following attempting all questions as a class, the final Jeopardy remains. If the class can answer this question
within one minute with team effort, they will unlock all the previous points that they missed from incorrect
answers.

Navigating PowerPoint game:

o Click “begin presentation”

o To go to next slide, press space bar until reaching game board

o Once playing the game, click the chosen category and number- you will see the presented question. Click the
spacebar to see the answer once answered correctly (if students do not get it the first time, click the home
button on the screen to return to score board to avoid answer being displayed before second attempt at the end
of the game)

o There are sound effects that you can press in the bottom right corners

Possible Adaptation for older students:

· With students that are in grade 5 or above, the approach to the game could be adapted to have students answer individually
and then discuss their answer as a class to come to terms with the best answer. If this adaption were implemented, the game
would run exactly as before, but instead of the selected student answering the question, all students would write their answer
on a small white board and hold it up for the teacher to observe their answers. This would also be a formative assessment to
see which students are grasping the content that has been covered in relation to Treaty 4. After answers are presented, the
teacher can spark conversation and discussion about the presented answers and guide students towards the appropriate answer.
38
Students would achieve the points associated with the chosen question if they can agree on the correct answer through
discussion after one minute.
 Identity & Positive Self-Talk

Students understanding their own identity and who they are is

important to creating a space that is culturally responsive. Students must first
understand their own identity before we as teachers can get to know them
and understand who they are to adapt our teaching practices accordingly.
Further identity, it is important for students to get to know one another to
determine that we are all different, but beautiful in our own ways. Our
identities should unite us in supporting one another rather than tearing is
apart. Incorporating identity will be a goal of mine to create a culturally
responsive and inclusive classroom where everyone feels represented and
safe.

My friend, Kassia, and I wrote a story about self-talk and positive affirmations
to teach students strategies on how to manage their self-talk and recognize
that although we are all different and our identities make us unique, we
deserve positive thoughts. We demonstrate that how we feel about ourselves
stems from our thoughts and the ‘little voice’ in our head. Kassia and I
attempted to rid of some stereotypes by including much diversity in the book.
Amir is a male. It is common for people to believe that only females can have
emotions and feelings represented in the book. Additionally, Amir has two
dads which is different than the ‘typical’ family structure often presented in
books and media.
In writing we attempted to include diversity to represent different
identities and encourage students to part take in positive self affirmations to
navigate through everyday life.

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LONG TERM PLANNING

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SHORT TERM PLANNING
EXAMPLE ONE

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EXAMPLE TWO

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EXAMPLE THREE

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 EXAMPLE FOUR

Subject/Grade: Grade 2 Health Lesson Title: Respect Teacher(s): Elsie Kish

Stage 1: Identify Desired Results

Outcome(s)/Indicator(s):

USC2.4

Examine social and personal meanings of "respect" and establish ways to show respect for self, persons, living
things, possessions, and the environment.

a) Develop a common understanding and use of respectful language to talk about "respect" (e.g., tone of
voice, manners, behaviours).

d) Illustrate what respect looks like, sounds like, and feels like (e.g., take turns, listen without
interrupting, ask for and provide help, smile, use people's names, disagree politely, adapt tone of voice, avoid
"name calling" and unkind criticism of others)

Key Understandings: (‘I Can’ statements):

- I can understand what respect means and how to respect others.

- I know different ways of showing respect.
- I can tell the difference between respect and disrespect.
- I know what respect looks, sounds and feels like.

I can understand how to show respect at home, in the classroom, and in the school yard.

Key Questions:

What is respect?

How does respect look, sound, and feel?

What are different ways we can show respect?

How can we show respect in different areas of our life?

Stage 2: Determine Evidence for Assessing Learning

Formative:

At the beginning of the lesson, students will have a class discussion about what respect is. Through discussion,
they will share their ideas and these ideas will be written down on the whiteboard.
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Before doing individual activity about respect, students will do a thumbs up or thumbs down activity to
check students' understanding of what respect looks like. This will help us to indicate where students
are before sending them for the individual activity.

Students will be individually assessed when they are working on the worksheet about showing respect
in different environments (home, classroom, school yard).

Stage 3: Build Learning Plan

Set (Engagement): Length of Time: 4 minutes

Welcome students into the room and once they are settled have them gather at the carpet to begin
today's lesson.

Have “respect” written on the carpet mini whiteboard in a thought bubble. Ask if anyone knows what
this word is? Have students answer what they think respect is. Write their answers around the word
respect in a spiderweb format.

Contribute to students' ideas to elaborate and give guidance as needed.

Conclude with a student friendly definition of respect and quick personal story about respect:

Definition: A positive feeling or action shown towards someone or something

“I have an example of respect to share. When I was your age, I played a soccer game against my
friend. Even though I was sad because my team lost, I still went up to her after to wish her a good
game and tell her how awesome she played.“

Development: Length of Time: 14 minutes

Tell the students that we feel, see and hear respect and that we are going to brainstorm about these.

On the board, make a chart divided into three sections: with the words looks (eye drawing), sounds
(ear drawing) and feels (heart drawing). Focus on one area at a time- ask students what they think
respect looks like? Sounds like? Feels like? I will take three answers from students raising their hands
and then will add their ideas to the chart.

Examples for each:

Looks:

- helping a friend
- Including others
- speaking when it's your turn
- playing with a friend that is alone
- Sharing
- Looking into someone's eyes while they speak to you 81
 Sounds:

-saying “thank you” and “you're welcome”

- Using a kind tone

- Using inside voices

- Being honest

- Saying “excuse me”

Feels:

- happy
- warm inside
- Feel proud to show respect
- We feel good when we give and get respect

*Ask students to return to their desks for the next activity*

*Open short PowerPoint with examples of respect and disrespect for activity*

As a class, we will look at a PowerPoint showing different photos that present respect or disrespect.
Students will look at the pictures and decide whether it is showing respect or disrespect either using thumbs
up or thumbs down.

Steps before activity:

- Ask students what a thumbs up would mean? Thumbs down? (ask students to raise hand to answer)
- Explain to students that they will have three seconds after the slide changes to show if they think it is
respectful or disrespectful with a thumb up or down (emphasize that students are to only use their
hands to answer, and we will not be vocally sharing unless teacher prompts a question and raising
their hand to answer). After we change the slide, countdown aloud from three and on zero, encourage
their response.
- Demonstrate an example and do it “together” as a class to show expectations and how the activity will
work prior to starting the lesson.

Ask students if they have any questions before moving onto the worksheet.

After the PowerPoint activity, we will introduce an individual activity sheet where students write or draw an
example of what respect would look like in different environments (home, classroom, school yard).

Introduce the activity by showing the page and explaining it.

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 Emphasize that students have the option to write or draw their ideas (this allows for an adaptation for
students draw if they prefer- as it is handed in, I will ask what they drew for each section and write it on
a sticky note to remind us when we review the activity sheets without making changes on their work).

Chunked step by step on the board with photos for visuals:

1. Name:
2. 3 Questions
3. Colour

Explain we will wander throughout in case they have questions or want more guidance.

Students will work on this individually and we will walk around and observe and help as needed.

Learning Closure: Length of Time: 2 minutes

- Ask for at least three students to share what they put on their activity today about how they can
show respect at home, in the classroom, and in the school yard.
- Review with the students about what respect is and that going forward we can be respectful in
many ways to those around us.
- Ask if they have any other thoughts or questions before we complete the class.

Instructional Strategies:

- Brainstorming
- Class discussions
- Questions
- Chunking Instructions
- PowerPoint
- Check for Understanding

Materials/Resources:

- Whiteboard
- Whiteboard marker
- PowerPoint with images
- Computer and smartboard for PowerPoint display
- Activity sheets
- Writing materials

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 Possible Adaptations/

Differentiation:

-When students are working on the worksheet, they will have the choice to write or draw what respect
looks like in different situations.

-If students would like to write but need more guidance with writing, I will write what they say on a piece
of paper for them to copy.

Management Strategies:

- Say “Clap once if you can hear me.”

- Stop, look and listen (melody)
- Remind students to use their inside voice.
- Have students raise their hand when answering or if they have a question.

Safety Considerations:

- When students are walking to and from their desks, remind them to walk quietly.
- Have students share only if they want to- only asking for a few contributions is considering this and
allowing students to volunteer who are comfortable enough to share with the class.

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 RESUME

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 TRANSCRIPT

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REFERENCES

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REFERENCES

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