Standard 3

Standard 3: Educators understand and apply knowledge of student growth and development.

One size does not fit all. Every student is different. Every individual that walks through a teacher’s door will be unique and different from the last person that walks through the doors. As educators, we have the responsibility to tailor our teaching to the diverse learning preferences, and interests of our students. This is why differentiated learning is so important. It focuses on the inclusivity of a classroom, which is crucial in creating that positive and safe learning environment.

Students often experience many traumatic episodes that affect their ability to focus in the classroom. As educators, we need to be cognisant of the difficulties that students may face, and be well informed of the signs. That is why it was so useful for Linda to inform us at an information session on Trauma Informed Practice. This session made me realize that value of a Trauma-Informed Practice with recognizing and looking for the signs and further encouraged me to dive into researching various ways to integrate this into my practice. One practice that I’ve fortunately been a part of is a sharing circle while substituting at Hart Highland. This educator was integrating restorative practice with restorative circles as an alternative to other disciplining methods. I attended a session where an Aboriginal Education worker come into the classroom to introduce the idea and value of this practice with team-building exercises and students sharing.

In order to integrate the differentiation that I believe will be most useful to my students, I ensured that I integrated around three to four transitions in every class. This is to prevent students from sitting for too long and to learn material from a diverse range of activities, such as station-work, whiteboard brainstorming, and a wide variety of labs. Throughout my practicum, I tried to trigger prior student knowledge as much as possible, and to relate the subject matter to local current events or issues.

It is important that students are building their knowledge and have a general understanding before diving into the more complex material. I like to provide a zoomed-out view of science, and then slowly zoom in, adding pieces. This puzzle piece method tends to serve many students as they are slowly placing the scientific pieces of the science puzzle together. This is where prior knowledge is crucial. I like to get a good handle on what students currently know, so I know exactly where I can start and where I should spend more time. This is why I often begin teaching after I’ve done a pre-assessment of my students, and attempt to trigger prior knowledge. This is often down with a Kahoot! activity or Plickers, depending on various factors.

 

Humans are very social creatures. From my experience in practicums and observations, I’ve noticed the great need for students to work together. Team work provides a level of comfort and comradery in the classroom that is crucial for developing the safe class culture. I often encourage social learning, providing opportunities for group brainstorm sessions (Pros and Cons of biotechnology), Think-Pair-Share, and Partners or Table Groups for almost any activity. I like to further classroom cohesion by having class discussions where students get into a circle, and we share our learning. I did this in my Science 10 and Environmental Science 11 classes, and included tea and hot chocolate for students to enjoy at this time. This also helps facilitate that positive learning environment.