Professional Learning Goal - PSI

Juliana Ford - 001226102

Goal: Resources Evidence of

TQS Strategies Timeline
Create engaging, Required Success
intentional instruction
- Actively collaborate - Students will Actively being
that incorporates and and work with TA to actively engage with incorporated
Design
celebrates creative instruction that
ensure instruction is different forms of into current

expressions in the #3 allows for

intentional and clearly
reaches outcomes.
problem solving and
intentional
instruction, will
collaborate with
classroom and values different forms
(a) of
- Use personal
knowledge and
instruction.
- Students will feel
TA to ensure it is
being
a growth-centered interpretation students' personal supported and successfully met
mindset through and solutions. learning styles to inform confident when at mid-way
instruction. sharing their personal point and upon
exploration in interpretations. final
students. assessment.

- Intentionally use - Students will I want to take

Inquiry Question: specific questioning represent in their time to research
Encourage strategies to elicit work and within the best
How can I ensure that higher thinking. instruction their approaches/coll
students to
students can engage approach - Model the intended growth within this aborate with my
in creative expression #3 problems
creatively
behaviour and provide a
clear outcome to be met
area.
- Students will be
TA before
incorporating
throughout
(c)
by students' preferred actively engaging in into instruction.
rather than method of learning. specific prompting, I also want to
instruction? How can I seeking a final - Promote an and if successful will practice this
intentionally “answer.” environment of be engaging in higher actively in my
discovery and curiosity. thinking and ideas instruction
implement instruction within their own throughout my
that uplifts creativity learner activation. practicum.
in the classroom?
- Use intentional - Students will be Actively being
Foster a classroom management able to work incorporated
collaborative during instruction to successfully and into current
environment ensure students can intentionally with instruction, will
where students share their individual other students, both collaborate with
#4 can share
ideas with their peers
successful.
in a group context
and partner context.
TA to ensure it is
being
(f) ideas, provide
feedback, and
- Actively incorporate
peer-to-peer feedback
- Students will feel
encouraged by
successfully met
at mid-way
collaborate on and collaboration within feedback and point and upon
creative the classroom respond positively to final
projects. environment. encouraged reflection assessment.
and improvement.
 - Incorporate peer - Students will feel Actively being
Showcase and feedback within celebrated within incorporated
celebrate instruction with the their classroom into current
student work expectation of positive environment and instruction.

#3 regularly,
creating a
additions and
collaboration.
actively proud of the
work they create.
Feedback and
using student

(b)
- Ensure students feel - Students will also be work to
supportive celebrated in their able to appreciate celebrate
environment learning through the work of others success will be
for creative intentional feedback and their met by the end
expression. and verbalized support. contributions. of my
practicum.

Midpoint Reflection

Goal:
Create engaging, intentional instruction that incorporates and celebrates creative
expressions in the classroom and values a growth-centered mindset through exploration in
students.

Achievements In Progress Future Considerations

My instruction has been formatted
based on student needs to ensure all
students have the opportunity to
interact with learning experiences at
their own levels. (ex. Ensuring students
are able to have access to word banks,
as well as different forms of activities
and assessments for those not at
grade level or for our ESL learner)
Students have also been given
intentional formative assessment
within lessons and topics that
intentionally work towards personal
interpretations and personal
experience sharing and exploring. (ex.
Formative assessment that requires
personal connection to complete the
activity successfully, such as our “M is
for.. ME” books for social/writing) I
have also been able to give
assessment and collaborative
opportunities to inform a learning
experience, which has included
model-based activities and group
work to use mutual knowledge to
understand outcomes within
instruction.
I am actively working further on my As I continue my practicum and into
collaborative feedback and my next professional semesters, I
management when it comes to want to focus on how feedback and
classroom discussion and facilitating collaboration can really impact my
higher questioning without giving students positively when given in an
away an intended “answer.” I have intentional way. I want to be able to
been working on feedback from my TA incorporate this more into my
and actively incorporating ideas and day-to-day, and know that I am
recommendations based on her giving students specific feedback that
observations directly into class they can use positively, while also
discussions and into my lesson plans. I modelling this behavior within the
aim to be able to facilitate more overall classroom culture.
feedback-based instruction as well, as
it’s something I’m really interested in
but am finding hard to incorporate
within my classroom. I also want to
work on encouraging and
congratulating student work with their
peers, as I find that when they do
share, some students do not
understand how/why sharing
individuality can be scary and why
they need to be supported, which I
hope to nurture further as my
practicum progresses.
End of Term Reflection:
I feel very confident that I have successfully reached the intention and outcomes of my goal for PSI within
my practicum throughout my 6 weeks in Grade 2. I have been given such a wonderful classroom, mentor, and
community that allowed me to foster and discover new ways of thinking and learning, as well as ways to
incorporate my goals in an intentional way. My goal allowed me to understand how I can incorporate my
values into my practice, and together with my TA and my classroom I found successful ways to do this
everyday. I found myself always trying to find a way to incorporate literature or a read-aloud into a majority
of my lessons, and by doing this I was able to express my creative foundations with my students in a
meaningful way. I also valued creative expression and personal connection in my instruction, and was able
to successfully grow my students' understanding around using creativity in their classroom. I feel like I still
want to work further in incorporating peer feedback and modelling that behaviour in discussion mediations,
but I definitely feel more confident within that area than I did when making my goals for my practicum. I
have been actively collaborating with my TA surrounding this (as well as my other strategies within my goal)
and know that I have a sturdy knowledge base moving forward into my next practicums and my teaching
practice as a whole.