Teaching+Artifacts

// I hear and I forget. I see and I remember. I do and I understand //. - Confucius

One of the primary advantages to having experience across all the grade levels is that I have had the opportunity to develop valuable skills in teaching a variety of age groups. I have also created or co-developed a number of teaching resources for a variety of grade levels and subjects, as the following artifacts will demonstrate.

In keeping with my values and teaching philosophy, I like to incorporate pertinent and practical topics into the curriculum, whilst ensuring that the necessary outcomes and objectives are met. I strongly believe in the efficacy of project-based learning, and I find that the students are much more interested and engaged when they are able to see the relevance of their school work in their daily lives. This is my intent for developing and using the following lessons in my teaching practice.

HIGH SCHOOL RESOURCES

__//Physical Geography //__

This unit on the structure of the Earth could be divided into several lesson plans. The Smartboard file, which I developed with one of my peers, contains research opportunites and interactive activities that draw on higher-level thinking skills, such as creating and analysing.



Click on the following link to view the document in pdf format.



__//Native Studies/History //__

The following lesson was designed with the Native Studies course in mind, but it could also be used within the History curriculum. Its purpose is to assist students in analysing myths and stereotypes about Aboriginal people that are commonly perpetuated by the media.



__//English //__

MIDDLE SCHOOL RESOURCES __//Social Studies //__

This budget project, which I used for the economics unit of the grade 8 Social Studies curriculum, is adapted from an original project that was designed by Rob Strange, my co-operating teacher during my first internship at Keswick Ridge School. The purpose of this project is to expose students to various costs of living and to encourage them to start thinking about their academic and career plans for the future.



<span style="font-family: Georgia,serif; font-size: 120%;">The following is the rubric that I designed for the project. <span style="font-family: Georgia,serif; font-size: 120%;">

<span style="font-family: Georgia,serif; font-size: 120%;">The following is an example of student work. The student's name has been taken out for privacy purposes.

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__//<span style="font-family: Georgia,serif; font-size: 120%;">Health Education //__ <span style="font-family: Georgia,serif; font-size: 120%;">This lesson plan adheres to the Health Education curriculum, while promoting healthy living by raising awareness amongst students about their own daily eating habits and leading them to analyze their choices.

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<span style="font-family: Georgia,serif; font-size: 120%;">The following is the rubric that I designed for this lesson, which students are given in advance. <span style="font-family: Georgia,serif; font-size: 120%;">

__//<span style="font-family: Georgia,serif; font-size: 120%;">Science //__

<span style="font-family: Georgia,serif; font-size: 120%;">In keeping with my belief in project-based learning, the following Science project was developed by several of my peers and I as an interactive learning tool that engages and motivates students. Formative and summative assessments are embedded within the project.

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__//<span style="font-family: Georgia,serif; font-size: 120%;">English Language Arts //__ <span style="font-family: Georgia,serif; font-size: 120%;">The following unit plan, based on a book of the same title about the life of Pakistani child labourer Iqbal Masih, was created by my peers and I to fit the seventh-grade English Language Arts curriculum. This could easily be adapted for other grade levels, including high school.

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