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Goal 1

** Professional Growth Portfolio (PGP) Goals Tables: ** Related Program Goal: Recognize Learning as Valuing and Constructing // By this we mean: // The program strives to prepare educators who appreciate learning as processes of valuing (i.e., recognizing that the knowledge we think worthwhile reflects what we value as a society) and constructing (i.e., that learning involves unique and active knowledge construction processes by learners, supported by teachers.) **10/11 - Is beginning to incorporate the Smartboard technology into her lessons keeping an active eye on who has and who has not been able to come up to the board to take part. - CPM** || **09/02/11 - This activity emphasized the inclusion of all students participating; even the quiet and shyer students were able to participate - MS** **10/11 - MS shows an interest in learning about and incorporating technology into her teaching which in this digital age is very important. She understands her short-falling or gaps in knowledge in this area, has sought out some online helps for this, and now needs to organize her time to seek out help from other colleagues who can assist her. - CPM** || **10/05/11 - created (from a template provided) a set of three lessons to introduce the basics of file creation, document management, and other integral and useful Microsoft Word functions in computers. - CPM** || **10/11/11 - I start off with the absolute basics in Pivot and build up students knowledge and skills; once they are successful in Pivot we will move on to the more difficult program, Vectorian Giotto and start at the very basics again and continue to build on the students' prior knowledge ** **10/05/11 - Each of these lessons built on the knowledge created from the lesson before. The functionality of these skils obtained by the students will enhance their computer usage at school and in life through building a sense of responsibility to one's work, organization, and creativity. MS's use of in and out baskets is also very eco-friendly and encourages that habit in students as well. - CPM** || **10/17/11 - The use of the Smartboard has prompted the shuffling of some students from the far side of the class to the closer. MS has needed to reassign where those students sit when they move over in order to maintain on task behaviours. - CPM** || **09/22-23 - By selecting the groups myself, I enabled to students to work with others that they do not normally work with, it shortens the time it takes to make groups, and it helps keep students on task - MS** **10/17/11 - Our class, in general, is remarkably well behaved, so any opportunity for MS to step in and quietly correct or encourage proper choices and behaviours are subtle. While there are some obvious groupings among both the boys and the girls this group of kids really does seem to have the " be polite to everyone" mentality down. MS's positive attitude and emphasized interest and concern for all helps with this. - CPM** ||
 * Goal 1: Support broad areas of student growth by providing varied and **
 * constructive learning opportunities **
 * **Goal 1 Outcomes:** ** The Teacher Candidate… ** || **Indicators/ Evidence** || **Analysis/ Interpretation** ||
 * 1.1 Ensures the participation and success of all students. || **09/02/11 - I led a Brain Break called Gotcha! with the 7Ks - MS**
 * 1.2 Uses a variety of ways to identify and build on student academic, physical, spiritual and social strengths. || 09/13/11 - sat in on a modified math group to observe the strategies employed with those kids by the EA who works with them to ensure their success. CPM || 09/13/11 - begins to gain an appreciation for the purpose and effectiveness of an expert EA working with well made modified lessons. CPM ||
 * 1.3 Uses constructivist principles to guide student learning. || **10/11/11 - Used the constructivist principles when planning my student's lessons and activities that use the Pivot and Vectorian Giotto computer programs. **
 * 1.4 Analyzes the classroom environment and makes adjustments to enhance social relationships and student motivation/engagement. || **09/22-23 - I randomly selected three person groups to discuss the small readings that were being used as examples for students to practice different reading comprehension skills - MS**
 * 1.5 Provides opportunities for students to demonstrate their understandings in multiple ways. || **ELA Literature Circles (Sept-Oct) - Students have different role sheets each week and have a a group discussion explaining their roles - MS** ||  **ELA Literature Circles (Sept-Oct) - By having different types of role sheets and the discussions it allows for me to see the students understanding of the books that they are reading. Some students may not be able to clearly write in words what they are trying to explain but when we have the discussions I am able to see more clearly what the student is trying to explain - MS** ||