Eportfolio Examples
Evidence
Professional 1:
Demonstrates the ability to maintain respectful, mutually
supportive and equitably professional relationships with
learners, colleagues, families and communities.
Analysis/Interpretation
Professional 1:
Demonstrates the ability to maintain respectful, mutually
supportive and equitably professional relationships with
learners, colleagues, families and communities.
March 3, 2014
March 3, 2014
I co-taught a lesson with my fellow classmate in the grade one classroom. We
had been watching our science professors co-teach this term and one of my
fellow teacher candidates suggested we try it out.
While there are always opportunities for adjustments, and it can be a
challenge to share the floor with another teacher, I think that the
practice of co-teaching can be quite beneficial. With another teacher,
we were able to classroom manage much more smoothly. With both
of us there, I think that we took a few more risks than we might have
had we been alone. We had the students working at science centres,
which required a great deal of ambition. I think that especially if you
can form a relationship that is mutually supportive and honest, then
co-teaching can be entirely rewarding for both students and teachers.
In the future I will look for opportunities to co-teach and/or
collaborate with my colleagues. The growth I experienced as a coteacher was valuable and that is why I will provide my students with
opportunities to work collaboratively.
Professional 2
Demonstrates ethical behaviour and the ability to work in a
collaborative manner for the good of all learners.
Professional 2
Demonstrates ethical behaviour and the ability to work in a
collaborative manner for the good of all learners.
February 25, 2015
My co-op teacher was feeling super discouraged today, after several
frustrating incidents with students having bathroom accidents, and
some behavioural issues. She is such a great teacher, but was feeling
discouraged.
February 25, 2015
While my co-op has been doing this job for several years, I was glad
to be at the very least a listening ear. We have a LOT of strong
personalities in our classroom, coupled with some behaviour issues,
some high needs, and this is not to mention the tremendous EAL
population. The students are so wonderful, and smart, and
entertaining, but there are days when they require so much
work. Especially when there is a grade one classroom next door that
seems to be sailing through all of the curriculum with ease.
I understand how Kelley is feeling, and was able to remind her of the
challenge of this particular class, and encourage her that she is a great
teacher. I was just a voice of perspective. I was reminded of how
important it will be for me to build strong relationships with my
colleagues in the future.
Professional 3
Demonstrates a commitment to social justice and the capacity to
nurture an inclusive and equitable environment for the
empowerment of all learners.
March 10, 2015
During an English Language Arts lesson, I helped an EAL student
express his ideas about the story being analyzed. Students were asked
to make a prediction about how a particular story would end. The
student in question clearly understood what he was supposed to do, but
had difficulty getting his ideas on paper. I supported his learning by
sitting with him one on one and helping him talk out his ideas. Next, I
helped him to choose the proper words to describe his prediction.
Through my aid, the student was able to complete the assignment and
meet my cooperating teacher's expectations.
Professional 4
Demonstrates a commitment to service and the capacity to be
reflective, lifelong learners, and inquirers.
January 14, 2015
During this week’s ECUR 322 (Science Methods) course, we
discussed the value of inquiry based learning. In science (as well as all
disciplines) learning through inquiry is an important task for students,
because it facilitates deeper comprehension and draws on student
curiosity. By learning about the multiple ways in which to create an
inquiry based science lesson, I have discovered meaningful ways to
teach science to elementary students.
Professional 3
Demonstrates a commitment to social justice and the capacity to
nurture an inclusive and equitable environment for the
empowerment of all learners
March 10, 2015
This interaction helped me to understand the different learning needs
of the students within my teacher candidacy placement. Further, I am
learning that not all individuals learn in the same way. Rather, there
are many ways for students to learn and demonstrate their learning.
Therefore, we have to provide students with the opportunity to
demonstrate their learning in multiple ways, so that we can adequately
assess their learning and create an inclusive environment that nurtures
all students.
Professional 4
Demonstrates a commitment to service and the capacity to be
reflective, lifelong learners, and inquirers.
January 14, 2015
I think that when I begin creating my own science lessons (during my
teacher candidacy and internship), I will be able to integrate some
form of inquiry. I will ask my co-op teacher if we can teach a simple
inquiry based lesson so that I can experience the process of inquiry
first hand. In doing this, I will gain confidence in using this teaching
philosophy. Further, I will discover additional ways to integrate
inquiry based learning into multiple subject areas. This is important,
Knowledge 1
Demonstrates knowledge of Canadian History, especially in
reference to Saskatchewan and Western Canada.
November 15, 2014
Today I taught a Remembrance Day lesson to my grade one class.
This lesson began with an overview of the purpose of Remembrance
Day, as well as the things Canadians do on Remembrance Day. This
lesson allowed me to teach the students about the Canadian soldiers
who fought in multiple wars, and are still serving our country, today.
Some of the students asked insightful questions, such as "Why were
the countries involved in the war fighting?" I was able to answer this
question, even though I was not expecting a grade one student to ask
it!
because there is a growing "push" to implement inquiry based learning
into multiple subject areas. By learning about inquiry based learning, I
have been able to see the merit behind developing this type of
atmosphere for my future students.
Knowledge 1
Demonstrates knowledge of Canadian History, especially in
reference to Saskatchewan and Western Canada.
Knowledge 2
Demonstrates proficiency in the Language of Instruction.
November 15, 2014
I was able to provide my students with some background knowledge
about Canada's role in war efforts, as well as the historical importance
of Canadian soldiers. It was exciting for me to teach the students about
a topic with which they had very little background knowledge. I
believe that it is important for students to begin learning about
Canada's past at a young age. Everyone in Canada should appreciate
the effort made by past and present soldiers to give Canadians a great
life. Before teaching this lesson, I was intimidated by the complexity
of Canada's history and I was unsure of how to incorporate it into a
grade one lesson. However, this lesson gave me confidence to
continue to incorporate historical content into my lesson plans when it
is relevant. In the future, I will consider meaningful way of discussing
past events to supplement my lesson plans.
Knowledge 2
Demonstrates proficiency in the Language of Instruction.
March 11, 2015
March 11, 2015
Today I taught a St. Patrick's Day lesson to my grade one students.
This lesson targeted both the English Language Arts and Arts
Education curriculum. I planned to have the students complete a
writing activity, and then move into their art activity. However, I made
the mistake of explaining BOTH activities and then letting them work
at each one at their own pace (i.e., the students were to complete their
writing and then do the art project). I found that this encouraged my
students to "rush" through the writing activity to begin working on the
art project.
My students were extremely excited for and engaged in the art
activity, which was a positive aspect of my lesson. However, in the
future I would explain the writing activity first and have the students
complete it BEFORE I explain the art activity. I think that this would
encourage my students to work hard on the writing activity instead of
rushing through it. It is important for me to remember that my grade
one students need A LOT of explanation about the activities we
complete in class, and trying to do too many things at once can
compromise the quality of their work.
Knowledge 3
Demonstrates knowledge of First Nations, Metis & Inuit culture
and History (e.g. Treaties, Residential School, Scrip, and
Worldview)
Knowledge 3
Demonstrates knowledge of First Nations, Metis & Inuit culture
and History (e.g. Treaties, Residential School, Scrip, and
Worldview)
March 4, 2015
Today I taught a lesson about "What The Buffalo Gave.” The students
learned that First Nations people used symbols to tell stories, and they
often drew these symbols onto buffalo hide. Students completed an art
activity. Brown paper was used to represent buffalo hide and students
were instructed to use ONLY symbols to tell a story about their
families. Then we had a sharing circle and the students shared their
pictures with each other. The students were extremely intrigued in this
lesson!
March 4, 2015
This lesson gave me a sense of confidence in my ability to teach
FNMI content at the grade one level. By teaching the students about
the way in which First Nations people have traditionally told stories, I
helped them to recognize both the similarities and differences between
this culture and their own. Talking circles also allowed my students
(and myself) to learn a lot about one another in the process. This is a
lesson that I will definitely use in the future.
Knowledge 4
Demonstrates ability to use technologies readily, strategically, and
appropriately.
Knowledge 4
Demonstrates ability to use technologies readily, strategically, and
appropriately.
I attended a Professional Development Opportunity that focused on an
introduction to using SMART Board.
By attending this professional development workshop, I learned how
to effectively use SMART board. Now, I am aware of the multiple
ways in which SMART board can be incorporated into classroom
lessons for various subjects. I will now be able to use this tool
throughout my teacher career! Additionally, my cooperating teacher
uses SMART board constantly within her classroom, so I feel that it
was a strategic choice to attend this professional development
workshop.
Knowledge 5
Knowledge 5
Demonstrates knowledge of a number of subjects taught in
Saskatchewan schools (disciplinary/interdisciplinary knowledge)
Demonstrates knowledge of a number of subjects taught in
Saskatchewan schools (disciplinary/interdisciplinary knowledge)
November 18, 2014
Today I helped instruct an Art lesson with a substitute teacher within
my grade one classroom. During this lesson, students created super
heroes out of construction paper, using the primary colours. The
students were extremely enthusiastic about this activity, and they all
seemed to really "tap into" their creativity. I acted as a scribe for the
students, whereby I recorded their super hero's name and super power
onto their project. After the students completed the super heroes, I
created a bulletin board to display them.
November 18, 2014
I was able to learn about a new area of the curriculum. I’m not very
artistic so I was out of my comfort zone. When I got home, I looked at
the Saskatchewan Art curriculum for grade one to see what outcomes
and indicators this lesson hits. Instructing this lesson helped me to
become interested in a new subject area. This is an important
experience because as a teacher, I will often have to teach content that
I am uncomfortable or unfamiliar with. I have a responsibility to my
students to provide the best education possible regardless of my own
feelings toward a subject. In the future, I will be more comfortable
instructing in subject areas that are new to me. This experience has
taught me the importance of having an open mind toward all teaching
areas.
Knowledge 6
Demonstrates ability to strive for/pursue new knowledge.
Knowledge 6
Demonstrates ability to strive for/pursue new knowledge.
March 18, 2015
Today I witnessed one of the LAT teachers at my placement school
perform testing on a student in my grade one class. This student had
been flagged to be examined for a learning disability in math and
reading by an Education Psychologist because it is believed that she
may have a learning disability. The student was tested one- on-one
with the LAT teacher in a quiet room.
Instructional 1
Demonstrates the ability to utilize meaningful, equitable and
holistic approaches to assessment and evaluation.
March 18, 2015
Observing this testing allowed me to gain insight into the screening
process for learning disabilities. It is important for me to understand
this process, because I will have to refer students for this type of
assessment when I am a classroom teacher. I feel that I have a more
comprehensive understanding of what skill testing looks like at the
primary level.
Instructional 1
Demonstrates the ability to utilize meaningful, equitable and
holistic approaches to assessment and evaluation.
February 10, 2015
February 10, 2015
I taught a grammar lesson in a grade four classroom today, which is
not my typical classroom. It was a very interesting challenge to adjust
my expectations from grade one to grade four. The lesson went very
well, and I finished feeling quite confident that the students had met
I really learned the value of assessment for learning during this lesson.
It was not until I was reviewing the work that I realized what students
had learned. Students had a much stronger grasp of the sentences with
punctuation cues, than they did on the sentences where you needed to
my learning goals. We do not do a great deal of formal or summative
assessment in grade one. Most of the assessment comes from
checking the student's books for their writing, checking their
comprehension through observation and conversation.
understand the intention. We discuss assessment as an important
learning tool in all of our classes, and yet it wasn't until I experienced
it firsthand that it really became clear to me how important it is. If this
was my regular classroom I would now do a lesson on inferring and
not focus on punctuation.
Instructional 2
Demonstrates the ability to use a wide variety of responsive
instructional strategies and methodologies to accomodate learning
styles of individual learners and support their growth as social,
intellectual, physical and spiritual beings.
Instructional 2
Demonstrates the ability to use a wide variety of responsive
instructional strategies and methodologies to accomodate learning
styles of individual learners and support their growth as social,
intellectual, physical and spiritual beings.
March 5, 2015
March 5, 2015
My co-op teacher was describing the new math bins to the students
this afternoon and the students were completely enthralled. She
teaches math through the use of math centres or math bins. Each time
she starts a new set of math bins, she takes a class to explain to the
students what is in each bin, to rehearse the concepts, and to generally
familiarize them. This doesn't sound like an overly engaging activity,
but the students LOVE it. They are so excited to do math, and to start
new math bins, that they are almost completely focused, hanging off
every word that she says. One of the students clapped his hands and
said, "I can't wait to start the math games!"
Her centres are strategically building from one concept to another.
Each student can work at their own ability level, interest and pace.
They also can help each other co-construct knowledge. Even though it
takes a lot of time to set up the math bins it is a valuable instructional
strategy which I will use in the future.
Curricular 1
Demonstrates knowledge of Saskatchewan curriculum and policy
documents and applies this understanding to plan lessons, units of
study and year plans using curriculum outcomes as outlined by
the Saskatchewan Ministry of Education.
Curricular 1
Demonstrates knowledge of Saskatchewan curriculum and policy
documents and applies this understanding to plan lessons, units of
study and year plans using curriculum outcomes as outlined by
the Saskatchewan Ministry of Education.
October 15, 2014
October 15, 2014
My co-op brought a pig heart into the grade one classroom today! She
showed them the container, and had them guess what was inside. She
removed the heart from her container, and showed all the parts to the
students. They marveled at the shape and color! It was not at all what
they had imagined. I think that the best part of the lesson is what
happened next. She had the students line up, and she plopped that
heart into their hands. They were able to touch, poke, and squeeze that
heart. They got a true understanding of the size, of a heart, and how it
works. She showed them how to thread their fingers through the
openings, and to find the chambers in the heart. They compared the
outside to the inside, identified fat, and veins, and came to understand
what we mean when we say the heart is a muscle. It was an incredible
lesson!
This lesson was entirely memorable for these students, and they were
discussing the heart that they had all touched for the rest of the day
because of the hands on experience. My teacher was able to take the
big idea out of the curriculum and make it real for her students. In the
future, I will work hard not to get caught up in boring outcomes and
indicators. Keep It Real!!
Curricular 2
Demonstrates the ability to incorporate First Nations, Metis, and
Inuit knowledge, content and perspectives into all teaching areas.
Curricular 2
Demonstrates the ability to incorporate First Nations, Metis, and
Inuit knowledge, content and perspectives into all teaching areas.
March 11, 2015
I spoke with another post-intern who is working as an EA at my
school today about ideas for incorporating First Nations content into
the grade one science curriculum.
March 11, 2015
I sincerely value the importance of incorporating FNMI content across
the curriculum in a manner that is sincere and respectful. She gave me
some really positive ideas as to how to naturally incorporate FNMI
content into my science unit on the 5 senses. She recommended
simply choosing a variety of materials for taste, touch and smell that
are local, which automatically becomes inclusive of First Nations
content. It is important to teach because it IS a part of our culture and
community. It was a very encouraging discussion and a rich sharing
of ideas. I will continue to look for local materials to enrich my FNMI
content.
Curricular 3
Demonstrates the capacity to engage in program planning to
shape 'lived curriculum' that brings learner needs, subject matter,
and contextual variables together in developmentally appropriate,
culturally responsive and meaningful ways.
Curricular 3
Demonstrates the capacity to engage in program planning to
shape 'lived curriculum' that brings learner needs, subject matter,
and contextual variables together in developmentally appropriate,
culturally responsive and meaningful ways.
January 8, 2015
January 8, 2015
In EDUC 312 (Relational Curriculum Making), I have learned that
there are four interconnected parts in curriculum-making: student,
teacher, context, and subject. It is essential that educators be aware of
the interplay between each of these parts. In order to be an effective
and competent teacher, educators must constantly be aware of
themselves as individuals, their students, the context of their
classroom, and the subject being taught
This experience has confirmed my belief that education cannot take a
"one-size-fits-all" approach. Rather, lessons and curriculum must be
adapted and changed to accommodate the interplay between these four
factors. It is important to take into consideration the individual needs
of the students, rather than assuming that they all learn in the same
way. Also, teachers must be aware of themselves as individuals.
Throughout my career, I will work hard to take each of these factors
into account during my curriculum planning to ensure that I provide
the best education possible to my students and ensure that this
education is relevant to the subject area and context of my classroom.