FE4 Artifacts
Artifact 1: Student diversity, Differentiation, & Inclusion
A significant part of my FE4 was student diversity, differentiation, and inclusion. As there were many adapted and modified students, and IEP's among the class, I ensured all of my activities and lessons supported the full participation and success for all students. I did this by adjusting all worksheets (including extra worksheets for early finishers and homework) for the modified students to teach the same content but adapted to their appropriate grade level and capabilities. Some other accommodations included reading the worksheet questions/readings out loud, scribing, allotting extra time, providing fewer questions, working in small groups at the back, or adding extra visuals if needed.
Throughout my lessons, I provided opportunities for whole-class learning/discussions, small groups, partner work, and individual work. I did a lot of group work as it allowed the modified students to participate and engage with the grade 5 level student discussions and provide mutual help to one another. In each lesson, I also targeted different learning styles. I included visual, reading/writing, kinesthetic, and auditory components in each lesson.
In addition to in-class differentiation, I held tutoring sessions three times a week for those students who needed extra support or a smaller group learning setting. On Wednesday and Thursday, all students were invited to tutoring during recess, while on Friday, a small group of invited students attended.
Artifact 2: Learning by doing
One of my favourite parts of teaching is when I can bring the lesson to life by implementing real-life situations. I made each lesson engaging to spark student interest and cultivate their sense of discovery. For example, in math, students measured various circular household items to learn about circle geometry.
My CT used interactive journals for Math and ELA. Whenever a new concept was introduced, my CT gave them a worksheet to cut and paste with various flaps and images. As the weeks progressed, I created a couple of interactives to add. The interactive was useful throughout each lesson as the students could refer to this journal to recall or review any previous information learned. This was also good for studying for tests, working on assignments, and fostering autonomy. I will definitely be using this in my future classroom.
Artifact 3: Classroom Management
In FE4, I continued to improve my class classroom management. I used many techniques to manage the class to maximize student learning and development. I used timers during independent work periods and always had a schedule on the SMART Board or whiteboard at the beginning of class and during independent work time. This allowed the students to know exactly what is going to happen throughout the lesson and what they needed to do if they were finished early. I also found that having a “good morning message” on the SMART Board ready to go as soon as the students walked into class was helpful. I also introduced a class strike system, where they needed to work together as a class to not get any strikes. They would be rewarded with good behaviour but loose one minute of recess for each strike. As a teacher, it is also important to uphold your classroom management strategies put in place. These strategies helped the students become more autonomous, self-manage their time, and implement rules of conduct withing a classroom and their school community.
I would use various cues to get the student's attention. I used clapping, verbal, and nonverbal cues. To get the student's attention during group work or transition periods, I would cue them with, “If you can hear me clap twice...If you could hear me clap five times really, really fast!”. The older students responded well to this, as it was almost like a mini competition. To get their attention at the beginning of class, I would say “eyes on me,” and students would respond, “eyes on you” or I would turn the lights off briefly. I would also visibly wait at the front of the classroom for the students to be quiet without saying anything.
Artifact 4: Mindfulness
I truly value providing students with breaks throughout their busy days, regardless of age. During FE4, I observed, especially with grade 5, that they sometimes put a lot of academic pressure on themselves. Throughout lessons, I made sure to give brain breaks when needed (typically more in the afternoon). I did exercises such as box breathing or simply putting their head on their desk for 5 minutes. These two exercises helped them reset and refocus for class, especially coming back from gym or recess.
Another brain break I would do with them is called a “Shake down” (which I learned during my drama methods McGill course). I would shout out, “Shake down!”, then the students would stand up and shake each arm and leg eight times one after another, then again but four times, then again two times and then finally one time for each arm and leg. The students would count the number as they shook them. This is something that students really enjoyed as it released their energy, reenergize from a long work period, or help to get any nerves out before a test. I would do this in the middle of class, between transitions, before a test, etc.
To create a more calming environment, when the students would have a chunk of independent work time, I would give them the option to listen to study music. Many students benefited from listening to the peaceful background noises and it also reduced the amount of chatting and distraction.
Artifact 5: Language of instruction
Throughout FE4, I used different modes of language expressions. I put visuals to accompany the text or examples in my presentations and used hand gestures such as pointing or moving my whole body toward what I would be referring to. To effectively present my ideas in a coherent and timely manner, I used a slideshow to guide the lesson and highlight key talking points or takeaways. I would use oral and written communication to promote student autonomy, such as having tasks or checklists embedded into my SMART Board presentation or writing one on the whiteboard.
Artifact 6: Love of learning
During class demonstrations or examples, I incorporated topics I knew the class was interested in. For example, when students had to examine a photo using adjectives, I used a basketball photo to spark their interest. This particular cohort loved basketball, hockey, dance, and drawing.
Technology can enrich the lesson no matter the subject. It can also foster the love of learning as long as it is used meaningfully and with a purpose. I created Google Slide shows and Kahoots to accompany lessons and activities. With the Google Slides, I put examples on the board for everyone to follow, class schedules, timers, visual aids for visual learners or students who have trouble reading, and general guidance through the lesson.