Experiential Practicum
SINGLE-POINT RUBRIC for Practicum (Winter 2022): The Standards for Educators in BC – Self-Assessment Tool
University of Northern British Columbia ā School of Education
Week One
| GETTING IT What are you working on? | CRITERIA Standards for BC Educators | GOT IT Evidence that Meets the Standard |
| From the very first time I stepped foot in the classroom, I valued the success of all students. This took an adjustment as I integrated my lesson plans into the classroom setting, as I needed to continue to get to know the students and their individual needs. | Standard 1: Educators value the success of all students. Educators care for students and act in their best interests. | I took the best interest of the students very seriously from the very beginning. This adapted throughout the week as I continued to get to know the students, but my feelings towards being passionate about their success never faulted. |
| Standard 2: Educators act ethically and maintain the integrity, credibility, and reputation of the profession. | I showed up each day dressed professionally, arrived at the school promptly each morning to prepare for the day and attend the morning staff meetings, and communicated politely and respectfully with all staff, especially my Coaching Teacher. | |
| Since I was just beginning my teaching, I was still getting to know the students and where they are at within their learning journeys. Because of this, more time was needed to adequately measure each studentās growth and development. | Standard 3: Educators understand and apply knowledge of student growth and development. | |
| Standard 4: Educators value the involvement and support of parents, guardians, families and communities in schools. | I began to embed myself into the school community, as appropriate, right away. This was done throughout the spirit days, communication in the hallways, and participation in daily staff meetings. I stayed after school for parent pickup to say hello and share a smile. |
| Since this was my first try at creating formal lesson plans for this age group, adaptations were needed to be made as the week progressed. I had a lot to learn about the speed and ability of the students within grade 3. | Standard 5: Educators implement effective planning, instruction, assessment and reporting practices to create respectful, inclusive environments for student learning and development. | My lesson plans, although they were drafts that needed to be altered as the week continued, consisted of respectful and inclusive lessons that allowed for success and development for each learner. |
| Standard 6: Educators demonstrate a broad knowledge base and an understanding of areas they teach. | We began with an introductory lesson about āWho I Amā so that I could get to know them each better. I adapted this lesson from Adrienne Gear. I took the time to match this lesson with the BC Curriculum for Careers and adjusted as necessary. | |
| n/a | Standard 7: Educators engage in professional learning. | |
| n/a | Standard 8: Educators contribute to the profession. | |
| n/a | Standard 9: Educators respect and value the history of First Nations, Inuit and Metis in Canada and the impact of the past on the present and future. Educators contribute towards truth, reconciliation and healing. Educators foster a deeper understanding of ways of knowing and being, histories, and cultures of First Nations, Inuit and Metis. |
Fluckiger, J. (2010). Single point rubric: A tool for responsible student self-assessment. Teacher Education Faculty Publications. Paper 5. Retrieved April 25, 2014 from http://digitalcommons.unomaha.edu/tedfacpub/5.
Mertler, C. A. (2001). Designing scoring rubrics for your classroom. Practical Assessment, Research & Evaluation, 7(25). Retrieved April 30, 2014 from http://PAREonline.net/getvn.asp?v=7&n=25.
Design Copyright 2014 by Cult of Pedagogy
UNBC DRAFT LESSON PLAN (REVISED 2021)
Candidateās name: Emily Barron
| Grade/Class/Subject: | Grade 3 Social Studies | School: | Veritas Catholic School |
| Date: | March 1, 2022 | Allotted Time: | 2 hours (2 blocks of time) |
| Topic/Title: | Canadaās Governmental Parties Mock Election |
- LESSON ORIENTATION
Key resources: Instructional Design Map
| Briefly, describe purpose of lesson, and anything else to note about the context of lesson, students, or class, e.g. emergent learning needs being met at this time, elements of focus or emphasis, special occasions or school events. |
| The purpose of this lesson is for the students to work together to research a little bit about their assigned political party and then create a classroom rule to implement, to encourage the class to vote for them. |
- CORE COMPETENCIES
Key resources: https://curriculum.gov.bc.ca/competencies
| Core /Sub-Core Competencies (check all that apply): | Describe briefly how you intend to embed Core Competencies in your lesson, or the role that they have in your lesson. |
| Communicating: Students will engage in structured conversation about government parties and share their opinions. They will be expected to interact respectfully and allow everyone to give input. Creative Thinking: The students will be asked in their groups to create a classroom law that they would like to use in order to gain vote in the election. |
- INDIGENOUS WORLDVIEWS AND PERSPECTIVES
Key resources: First Peoples Principles of Learning (FPPL); Aboriginal Worldviews and Perspectives in the Classroom
| FPPL to be included in this lesson | How will you embed Indigenous worldviews, perspectives, or FPPL in the lesson? |
| This collaborative discussion about government encourages the students to understand that Canadaās government system is connected throughout the provinces and is based on reciprocal relationships. Having a sense of place also allows the students to understand that each province has an independent government system that works collectively with the other provinces to form the Canadian government at the federal level. |
- BIG IDEAS
Key resources: https://curriculum.gov.bc.ca/ (choose course under Curriculum, match lesson to one or more Big Ideas)
| What are students expected to understand? How is this lesson connected to Big Idea/s or an essential question? |
| People from diverse cultures and societies share some common experiences and aspects of life. All students will be encouraged to share their thoughts and opinions on Canadaās political parties, elaborating about what they like and dislike about their political party. They will also collaborate respectively about what their newly-established classroom rule will be, including all group members and ensuring everyone feels safe in the discussion. |
- LEARNING STANDARDS/INTENTIONS
Key resources: https://curriculum.gov.bc.ca/ (choose course under Curriculum)
| Curricular Competencies: What are students expected to do? | Content: What are students expected to learn? |
| Use Social Studies inquiry processes and skills to ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions | Governance and social organization in local and global indigenous societies |
- ASSESSMENT PLAN
Key resources: Instructional Design Map andhttps://curriculum.gov.bc.ca/classroom-assessment
| How will students demonstrate their learning or achieve the learning intentions? How will the evidence be documented and shared? Mention any opportunities for feedback, self-assessment, peer assessment and teacher assessment. What tools, structures, or rubrics will you use to assess student learning (e.g. Performance Standard Quick Scale)? Will the assessments be formative, summative, or both? |
| The assessment for this lesson will be formative. I will be checking to ensure that each student has contributed to the conversation within their groups and have actively listened to others. All students will also be expected to participate in the class vote. Each student will also submit their completed worksheet to the teacher for completion marks. |
- DESIGN CONSIDERATIONS
Key resources: Instructional Design Map
| Make brief notes to indicate how the lesson will meet needs of your students for: differentiation, especially for known exceptionalities, learning differences or barriers, and language abilities; inclusion of diverse needs, interests, cultural safety and relevance; higher order thinking; motivations and specific adaptations or modifications for identified students or behavioural challenges. Mention any other design notes of importance, e.g. cross-curricular connections, organization or management strategies you plan to use, extensions for students that need or want a challenge. |
| Inclusion will be emphasized, ensuring each student participates in the discussion and feels safe enough to do so. For classroom management, I will ensure that the students are interacting respectfully and politely as they formulate their rules. The groups will be pre-set, considering students of various learning abilities being able to assist one another. |
| Required preparation: Mention briefly the resources, material, or technology you need to have ready, or special tasks to do before the lesson starts, e.g. rearrange desks, book a room or equipment. |
| The groups will be pre-set by the teacher. The worksheets to be filled out will be ready for the students prior. The voting box and slips will also be ready. The iPad will also be signed out for the class, as well as being placed on the studentsā desks ready for them. |
- LESSON OUTLINE
| Instructional Steps | Student Does/Teacher Does (learning activities to target learning intentions) | |
| OPENING: e.g. greeting students, sharing intentions, look back at what was learned, look ahead to what will be learning, use of a hook, motivator, or other introduction to engage students and activate thinking and prior knowledge | Teacher will review the information from prior lessons regarding government, government in relation to family, and governmental levels via a discussion. | |
| BODY: Best order of activities to maximize learning — each task moves students towards learning intentionsStudents are interacting with new ideas, actively constructing knowledge and understanding, and given opportunities to practice, apply, or share learning, ask questions and get feedbackTeacher uses learning resources and strategic opportunities for guided practice, direct instruction, and/or modellingCan include: transitions, sample questions, student choices, assessment notes (formative or otherwise), and other applications of design considerations | The teacher will then use an ipad on the document camera to display what the steps expected to be followed by the students: 1. Open up safari. Type in the search bar: studentvote.ca/canada/party-profiles/Click on the assigned political party (give example of the Bloc-Quebecois since nobody will be doing that one). 2. Fill in worksheet information. Which political party were you assigned?Who is the current leader of your political party? When was your political party founded? What is one classroom law that your party will create? The teacher will outline the assignment steps and expectations of the board. Then, the teacher will break the students up into their 4 groups and distribute the worksheets for the students to use. Each student will be expected to use an ipad to answer their questions on the worksheet. Then, as a group, they will discuss what classroom rule they would like to try to implement, in order to gain votes. Each student should have a completed worksheet ready to hand in. The group will decide on a speaker to share with the class what they found. The teacher will put away the ipads one group at a time, sanitizing them as they come. The teacher will copy their answers onto a piece of chart paper on the whiteboard, so that the class can see what each party is when deciding who to vote for. The teacher will collect the worksheets, then distribute voting cards. The students will try their best to complete an anonymous vote, submitting their completed cards into the voting box. | |
| CLOSING: Closure tasks or plans to gather, solidify, deepen or reflect on the learning review or summary if applicableanticipate whatās next in learningāhousekeepingā items (e.g. due dates, next day requirements | The students will be asked to return to their desks and the teacher will tally the votes. The winner of the election will be announced to the class. |
- REFLECTION (anticipate if possible)
| Did any reflection in learning occur, e.g. that shifted the lesson in progress?What went well in the lesson (reflection on learning)?What would you revise if you taught the lesson again?How do the lesson and learners inform you about necessary next steps? Comment on any ways you modelled and acted within the Professional Standards of BC Educators and BCTF Code of Ethics?If this lesson is being observed, do you have a specific observation focus in mind? |
| Circle which party you would like to vote for: |
| Liberal Party |
| NDP |
| Green Party |
| Conservative Party |
Canadaās Political Parties
Name: ________________ Date: _______________
- Which political party were you assigned?
____________________________________________________
- Who is the leader of your political party?
____________________________________________________
- When was your political party founded?
____________________________________________________
- What is the one classroom law that your party will create?
____________________________________________________
____________________________________________________
Reflection:
Less time than was allotted was needed to finish this activity. I originally had assumed that one hour was enough time for the students to be broken into groups, quickly research their assigned political party, and create a classroom law together for our mock election. I had underestimated how much time would be needed for the students to google search the previously mentioned website, as many were not very fluent with the technology of the iPad.
In hindsight, I could have adjusted my worksheet slightly to help the students fully understand the expectations. Many of the questions were too open-ended and the students were unsure about whether to write a full sentence in response to the questions, or to just write a short answer. These expectations should have been displayed via document camera prior to the lesson commencing.
I also could have changed my approach to the voting polls. I thought that I had explicitly explained my expectations, but the students still were confused, and the coaching teacher had to step in. I had asked the students to line up at the back of the room to circle which political partyās classroom law that they liked the best. Although I had written the classroom laws that matched each political party on the whiteboard, the students were confused when they went to the āpollsā since the laws were not written right in front of them.
In many ways, I do feel like this lesson was a success. The students seemed to learn a great deal about how an election works, as well as how to positively work together. At this point, I was about halfway through my time within this practicum and was still gauging the speeds and abilities of grade three level students. Often, I overestimated the capabilities of grade three students, having worked with middle school students primarily as of late. Although it was not a perfect lesson, the students gained some confidence in their government unit, as well as experiencing a hands-on approach to a governmental practice. The focus of this formal observation was to get feedback on my overall classroom management abilities. Progressing from this lesson, I do feel like my classroom management skills improved, as did my pacing of lessons and appropriate expectations for this age level.
Canadian and Indigenous Governance
Concluding Self-Reflection
