F2-Guiding Questions

How did you demonstrate the OCT standards during your Field Experience I?

The Ontario College of Teacher standards of practice and ethical standards means showcasing your understanding and application of the professional knowledge, skills, and attitudes expected of an educator.  During my first field experience, I was attentive to how well I’ve adhered and upheld these standards, and continue to foster my role as an educator in the teaching profession for my own professional growth. 

My commitment to the students, their families, and students’ learning was demonstrated through the sensitivity I’ve developed identifying their needs, building onto their growth plans and utilizing learners' profile. Also, to create an equitable and inclusive environment for all contributors contributing to the learners’ developmental and academic success. 

To ensure learners are making academic progress, I would rigorously analyze and evaluate the Ontario Curriculums, always aiming to find opportunities for integrated curriculums in the classroom as I planned for Science and Math. What’s more, I've became flexible with my lesson activities to meet diverse learning styles and needs. Thus, able to maintain an ongoing assessment reflective of learners’ progress, identify opportunities to give extra support in areas needed, utilizing different pedagogy approaches and teaching strategies to enhance learning experiences. 

Aside from my commitment in the classroom, I've taken the initiative to actively engage with my cooperating teacher (AT and the teacher she's mentoring) and colleagues, participating in team meetings, and constantly seeking feedback to improve my teaching practice. I understood the value of working within a team to enhance the educational experience for students. Lastly, by maintaining these professional standards, I understand the ethical responsibilities of being an educator as well. Ensuring confidentiality in dealing with student information, and being punctual and respectful in all professional interactions. Especially when we had a smoke evacuation one day, seeing other educators and myself adhered to school policies, including those regarding student safety, classroom management, and inclusion has reflected tremendously on the importance of maintaining a positive, respectful relationship with the students, staff, and parents. Because everyone is safe in an environment where educators and staff are upholding the standards of practice and ethical standards. 

Personal Assumptions and Curriculum: Reflect on the assumptions you brought into this course about curriculum and instruction. How have your views evolved, especially in light of the research and discussions we're introducing about curriculum origins and design? What assumptions no longer hold true for you?

I have deepened awareness of the dynamic and responsive nature of education. Especially when I noticed several important shifts in perspective that as a new educator I’ve gained understanding of the multifaceted roles of curriculum and teaching strategies. Particularly in light of the research and discussions that were introduced this week about curriculum origins and design. Initially, I saw the curriculum as a fixed set of guidelines to follow. However, now I recognize it as something more fluid and responsive—shaped by cultural, social, and political contexts. This is a crucial realization because it acknowledges the need for teachers to adapt their approaches to meet the ever-changing demands of society, students, and educational trends. The notion that curriculum evolves based on student needs is central to creating inclusive, responsive learning environments. In addition, teachers are co-creators of curriculum and policies. Teachers have traditionally been viewed as passive implementers rather than active co-creators in curriculum development. This underscores the importance of teacher agency in shaping how content is delivered. Teachers don't just follow a curriculum; we must adapt, modify, and even create curriculum pathways that best support students' diverse needs. The traditional model of education—rooted in industrialization and standardization—no longer serves our diverse, fast-changing world. In recognizing this,  I am more certain that there is no  one-size-fits-all approach in education. As an educator, I must be prepared to think more critically about how I design lessons catering to varied learning styles, cultural backgrounds, and individual needs. Hence, demonstrating how crucial is the development of Marzano’s Nine High-Yield Instructional Strategies. It is valuable precisely because it offered a framework grounded in research and proven to enhance student learning outcomes. The fact that these strategies can be adapted to meet diverse needs shows how instruction is both evidence-based and flexible. This flexibility allows teachers to adjust their practices in real time, creating more personalized and engaging learning experiences. Curriculums do not act as a "production line" model of education, rather it is a supporting framework which helps to recognize the uniqueness of each learner is key to creating an educational experience that prepares students for a complex, interconnected world. Moving away from a rigid, standardized approach means embracing differentiation, creativity, and a deeper understanding of individual students' needs. I am embracing this challenge, which is vital for nurturing future-ready learners.

In summation, my evolving views on curriculum and instruction highlight a shift from a traditional, teacher-centred model to a more inclusive, adaptable, and student-centred approach. This transformation is fundamental to addressing the diverse needs of learners in today’s society. By adopting a flexible, responsive mindset, I will become an educator who is not only effective in delivering content but also in fostering a learning environment where students can thrive, question, and grow utilizing the tools which are accessible to me. 

Teaching in Ontario: How has your growing understanding of the education system in Ontario evolved after experiencing your first placement, and what you've learned so far through course content, especially regarding the role of historical context, curriculum policies, and current educational research? Reflect on the challenges and opportunities that educators in Ontario face today.

Reflecting on my growing understanding of the Ontario education system after completing my first placement and engaging with course content, I have come to realize that teaching in Ontario is deeply informed by a mix of historical context, curriculum policies, and evolving educational research. These factors create both opportunities and challenges for educators working today. One of the greatest challenge I find that education in Ontario face is the pressure of standardized testing and meeting the diverse needs of all learners within a relatively rigid framework (ie., policies and procedures, and the curriculum). The diversity of students in Ontario classrooms, especially in urban centres like Toronto, requires teachers to be highly skilled in differentiating instruction to meet varying learning styles and needs. This can be overwhelming at times, especially when educators are trying to balance curriculum delivery with creating inclusive, emotionally supportive classrooms. We continue to examine pedagogies and instructional approaches, however it is becoming more prevalent that in schools students need support because of needs. The increase stress and burnout that many educators face due to large class sizes, administrative demands, and a lack of adequate mental health support for both students and staff. In particular, in class we discussed about who and what decides EA allocations. As a class we continue to bridge our knowledge between what is happening in reality, and how does policy affects decision-making and outcome. The allocation of EA present day usually supports behavioural safety plans first. When there isn’t enough support, policy and program requirements in Ontario will be guided by the Ministry requirements to curate a plan for schools to support the educators and students. There is always policies and procedures to match the Ministry’s requirements at school board level as well. However, the challenges and concerns continue to be limited funding and administrative demands for both students and staffs in the process of curating a plan and actually actioning the plan. Which is why we understand from policies and procedures to action there can be a disconnect. Although as a class we recognize these challenges, with challenges comes opportunities for educators as well. For instance, many accessible research now support educators to help the students. The Marzano's (Nine) High-Yield Instructional Strategies guides the policy around homework and so on. All stakeholders in Education aim to apply researched education data to practical use. Which is why, we continue to explore challenging areas looking for resolutions for everyone partaking a role in the education system. This will continue to be an combined effort extending to all stakeholders. 

Reflecting on Historical Context and Residential Schools: In this week’s lecture, we explored the historical context of education in Ontario, including the development of the public education system and its impact on different communities. Considering this, reflect on the history of residential schools in Ontario and their lasting effects on Indigenous communities (See this link for an overview: https://www.ontario.ca/page/indian-residential-schoolsLinks to an external site.). How do you see this history influencing current educational practices, particularly for Indigenous students? As a future educator, how can you incorporate this understanding into your teaching practices to create an inclusive, culturally responsive, and respectful classroom environment for all students?

Reflecting on the historical context and residential schools, I do recognize that this history has an influence on current eudcational practices, and especially for the Indigenous students. Present day in education, all stakeholders must acknlowedge the historical context and residential schools in order to take practical steps in creating an environment where Indigenous students feel respsect, valued, and supported. Compared to in the past, there was lack of cultural awareness and sensitivity, no efforts in building relationships and trust, lack of Indigenous contents and perspectives in the curriclum, and supporting healthcare resources for Indigenous communities' wellbeing. Indigenous students in the past would face many challenges in education experienced a sense of disconnection or alienation from the mainstream education system. One of the video we watched in Science & Technology course on Youtube revolved around how to be an ally to Indigenous people in Canada, an interviewer explain how she has concealed her Indigenous identity from her friends back at school because the group of people was making mean and hurtful comments about the Indigenous communities. Now she advocates for non-Indigenous people to understand the importance of allyship and continue to practice it in their everyday lives. I hope to become an educator who can advocate for allyship in my future teaching practices. To understand the importance to build the relationship and trust, close-in the education and knowledge gaps amongst our allies, and partake in specific actions to address the ongoing impacts of residential schools in ares of education and cultural revitalization. All hand-in-hand with the Indigenous communities. This is why in class we're learning about the land acknowledgements. How we can in our future teaching practices to make them meaningful for our learners rather than just a voice/speech on the announcement. Also, how we can be culturally responsive to our diverse background students. Actively engaging with Indigenous worldviews, knowledge systems, cultural practices, and simply acknolwedging the truth are ways that honor their identity, lived experiences, history, and embarks on the path for reconciliation.

Observation Week: What new teaching strategies, student behaviours, or classroom dynamics stood out to you during your FE2 observation week compared to your early observation days at your first placement in the fall? Through the practice of deepening your observation and noticing skills, what were you able to notice now that you might have missed during your fall observation days? How might these new insights shape what you pay attention to in future placements?

During my FE2 observation week, I noticed several key differences in classroom organization and management compared to my early observation days at my first placement in the fall.

One significant change was the way classroom routines were established and maintained. In my first placement, I observed a more proactive approach to classroom management—AT had set clear expectations at the start of the lesson with agendas, learning goals, and success criteria. However, during my FE2 observation week, the AT takes a reactive approach where she would often respond to disruptions as they arose, which created less predictable and smooth flow of activities. At my first placement because there was consistent classroom routines, I didn’t reflect as much on the strategies used to establish the routines. These proactive routines, such as consistent signals for attention, class jobs, and structured transitions, helped the students stay focused and minimized distractions. The structured environment made a noticeable difference in student behaviour and engagement.

Additionally, I became more attuned to the dynamics of student interactions. In my earlier observations, I mainly focused on the teacher's actions, but this time, I noticed how student behaviour could often be influenced by how well the teacher set the tone of the classroom. For instance, the way the teacher used positive reinforcement and individualized attention in the FE1 placement made a big impact on students’ willingness to participate and adhere to classroom rules. Again, I didn’t specifically reflected much on what I noticed how peer relationships played a role in the overall classroom climate—in FE1 students would follow the lead of those around them, especially if they saw their peers modelling positive behaviours. But in FE2, I recognized the peer relationships and teacher-student relationship negatively impacted the classroom significantly in how learners interact with each other especially at junior level where they are more socially sensitive. Compared to Grade 3, where teachers are more involved in students work, and students are more interested in play rather than forming social groups. At Grade 5 level, my AT feels students are more independent and able to follow through with directions. Thus, they do not need the presence of the educator as much, giving her more time at her desk to prepare for other lessons while they work. Also, giving students more occasion socially influence one and another. 

One insight that became more apparent was the importance of non-verbal cues in classroom management. I saw teachers effectively use eye contact, hand gestures, and even changes in posture to signal expectations without interrupting the flow of the lesson in FE1. I used them when I taught as well which was effective. However, during FE2 observations I see that it was less effective, and now realize that these strategies are powerful tools in maintaining a positive learning environment only if there are effective routines and good dynamics of student interactions. My AT for FE2 explained usually she sees a big difference after March Break because she believed juniors advance socially for some reason, producing more behavioural issues which are harder to manage. And often her challenge is that she doesn't have a reward system because she lose track of facilitating the reward system following through with it, therefore she finds negative reinforcement more effective for this group of students. 

These new insights will shape how I approach classroom management in future placements. I will focus more on setting clear, consistent routines early on, paying attention to student dynamics, and being mindful of non-verbal communication. I also plan to reflect on how I can use positive reinforcement and clear expectations to create a more structured and engaging classroom environment, ultimately preventing misbehaviour before it starts.

Thinking Classrooms Reflection: Based on what you’ve learned about Thinking Classrooms, how might you redesign a moment or challenge you observed during your placement to encourage deeper student engagement and critical thinking? OR Based on what you’ve learned about Thinking Classrooms, where do you plan to incorporate it in your unit plan? Describe.

Drawing from Thinking is Key by Garfield Gini-Newman and Roland Case, the distinction between “discovery classrooms” and “didactic classrooms” provides a useful lens to analyze how to encourage deeper student engagement and critical thinking. In their framework, “discovery classrooms” focus on student-centred learning where students actively engage with content, explore questions, and develop their own understanding through inquiry and problem-solving. In contrast, “didactic classrooms” emphasize teacher-directed instruction, with a focus on knowledge transmission and passive learning.Reflecting on my placement, I can identify opportunities to redesign moments in the classroom to encourage deeper student engagement and critical thinking by shifting away from the more traditional, teacher-centred approaches of a didactic classroom toward the active, inquiry-based environment of a discovery classroom.For example, during Science lessons I observed in my placement, the teacher introduced most tasks in a way that was heavily guided and structured, where the students were mostly following step-by-step instructions. While the students were completing the tasks correctly, there seemed to be little room for inquiry, critical thinking, or creative problem-solving.

To redesign this moment based on the principles of Thinking Classrooms, I could have the students engage in a more open-ended problem where they need to explore various strategies to solve a real-world challenge. For instance, rather than giving them specific worksheets to solve, I might present them with a complex problem that requires applying multiple inquiry-based strategies in creative ways. By encouraging students to collaborate and discuss their reasoning with peers, they would not only deepen their understanding but also develop critical thinking skills, moving away from simply memorizing the content process. In addition, I would incorporate strategies such as thinking time, student talk, and structured debate into the lesson. These strategies are emphasized in Thinking Classrooms because they allow students to reflect, discuss, and refine their ideas before sharing with the class, fostering deeper cognitive engagement. I might ask guiding questions that provoke curiosity rather than simply delivering the content/answers directly. For example, asking “Why do you think we hide in the basement/ditches when there’s a tornado” or “How does hiding under tables help when there’s an Earthquake” encourages students to think critically and challenge their assumptions. These types of open-ended questions would promote a deeper level of engagement with the content. Particularly in our P/J Science class, we discussed the approaches in the video Insight on Inquiry: Robin Shaw—why it is important not to produce an answer for the students for the sake of correcting misconceptions. Rather it is important to plan inquiry opportunities so learners can truly make meaningful knowledge themselves sorting out their own misconceptions. I described a scenario during my FE2 placement where a student refused to learn how to read a clock by saying he was never taught how to read the clock. Even though he always has the interest to know what time class is ending. Instead using the right questioning technique to address his behaviours of not wanting to learn. Educators kept telling him the time or telling him where to find the answer. Not teaching him how to become a learner simply because the educator is discouraged by his lack of motivation became a hindrance to his ability to dig deeper into his own interest and learnings. As a future educator, I would like to encourage students to ask all sorts of questions, because asking questions' the first step to foster inquiry mindsets and metacognitive thinking.

In my future unit plans, I plan to incorporate these ideas throughout. For instance, I might design a project-based unit where students are asked to investigate a real-world problem that requires them to gather data, analyze information, and present a solution. In this unit, I would provide scaffolding through guiding questions and allow ample time for discussion and exploration, much like a discovery classroom model. The aim is to create an environment where students take ownership of their learning, engage in critical thinking, and develop problem-solving skills. In conclusion, the framework of Thinking Classrooms encourages the rethinking of how we approach student engagement. Moving from a didactic, teacher-centred model to a discovery-based approach could vastly improve not only student interest but also their depth of learning and ability to think critically. This shift is something I plan to incorporate actively into my future placements and unit plans.

Reflect on your observation week at your new placement. Can you describe how and where a learning centre would be an effective tool for formative assessment (consider your subject, grade, classroom environment, student needs, number of students, etc.)?

Learning is not a linear process, which is why reflecting on a week of observation at my new placement, I can see how learning centers can be a valuable tool for formative assessment in a variety of contexts. When I consider the subjects and grade levels, and classroom environments, I find it crucial to create those learning centers enabling learners to explore. Learning centers are effective ways of fostering active engagaed learners as opposed to receptive factory production line of students. From Foundation I into Foundation II, we are applying research and theories to practices now that we have more exposure to real-world classroom experiences. I find that learning centers are powerful formative assessment tool because it allows for continous, varied, and personalize obersvation of student progress. As I've mentioned before, I would like to enable my future learners to become critical thinkers in Foundation I. And nothing speaks more to the effectiveness and success of my goal other than documenting students academic success through their confidence and aquired skills/knowledge. Hence, I agree wtih Heritage that formative assessment is something teachers do with and for students making us partners both sharing the responsbilitiy of learning (2010, pg 7). If students and educators are both active in the learning process, then we can meet learning trajectories and acheive academic outcomes. 

Learning centers align with the principles of formative assessment because it fosters collaboration and active invovlemnet of both students and educators in the assessment process for the purpose of improving learning. Particularly, learning centers facilitate "for" and "as" learning assessments. In a learning center, students take an active role in their learning journey. Bhattacharya et al (2019) in the article pointed out exploration is a non-linear process, thus leaners can visit different learning centers multiple times for various reasons. They're not just passively receiving the information but are invovled in activites that require them to engage with the content, relfect on their understanding, and apply their knowledge. This supports the concept of "as" learning assessment, where students themselves act as assessors of their own progress. Learners are aware when to visit each learning center for what reason because they are able to assess their own work before sharing it with a peer. For example, during my F2 placement I witnessed another teacher candidate from Queens created a jigsaw activity for Science lesson on natural forces. The collabortive learning strategy is a type of learning center, where students take responsbility for their own learning while engaging in meaningful interaction with their peers. The large topic is divided into sections where each learner was responsible to teach their peers of one particular section assigned to them. Students synthesized and communicated their understanding with others while reinforcing their own learning after sharing and discussing. 

In addition, teachers have the chance to work closely with individual students or small groups, providing feedback that directly informs future learning. This emphasizes the concept of "for" learning assessment, where real-time feedback carry out collaboration between the teacher and students informing future learning. I was able to visit each group engage in frequent formative assessments by talking with the students about their progress. These conversations might invovle discussing strategies that worked in their research, challenges they've faced finding the information, and how they can improve (ie., questioning techniques). It shifts the role of the teacher from being sole deliverer of contents to being facilitator and guide in exploration. Ultimately helping learners build the capacity they need to become active learners themselves, fostering metacognitive thinking skills, higher retention for new knowledge, and motivation. Lastly, Heritage pointed out "effective formative assessment occurs when teachers make adjustment to teaching and learning in reponse to assessment information" (2010, pg.7). It is crucial to be adapting teaching based on formative assessment data, for the reason that not lessons can go exactly according to planned. As educators we must have insight into student comprehension, skill development, and engagement in real-time. Failure to do so may result in lack of student engagement, gaps in understanding, missed opportunity for differentiation (because not everyone learns at the same pace, and have the same needs), and imapired student-teacher relationship. 

Based on what you have heard, read and discussed, how will you approach formative assessment [including descriptive feedback and effective questioning] in your unit plan?

Based on what we've discussed about formative assessment, its importance, and how it helps to adjust teaching for optimal student learning, I would approach formative assessment in my unit plan with a clear focus on continuous feedback, effective questioning, and student engagement. I would incorporate formative assessment practices, including descriptive feedback and effective questioning, into my teaching approach by setting clear learning goals and success criterias, utilize variety of assessments tools providing ongoing formative assessments, and become adaptive based on formative data. As Heritage (2010) emphasized, adapting teaching based on assessment data is vital for ensuring effective learning. I will continously analyze formative assessment data (ie., exist tickets, observations, discussions, and quizzes) to determine if I need to adjust teaching strategies. If a significant portion of the class is struggling with a concept, I'll have to modify future lesson to address what the challenges may be, and provide multiple practice opportunities. I will utilize a verity of assessment tools during the unit, such as observations will provide feedback in real-time and adjusting teaching strategies based on student responses in small group work and/or individual tasks. Exist tickets will give me a snapshot of their understanding reflecting a question or summarizing key concepts. And formative tasks like Kahoot or Google Forms as quick real-time checks of learners' comprehension. Students will be able to continously refer back to the foundation for the formative assessment process which are the learning goals and success criterias. These clear objectives allow students to understand, assess, and monitor progress throughout units. 

How can an effective assessment rubric support learners of all abilities and improve both student achievement and well-being?

An effective assessment rubric plays a crucial role in supporting learners of all abilities by providing a structured and clear framework for assessment. According to Gonzalez (2021), there are different types of rubrics (holistic, analytic, and single-point), each serving distinct purposes that cater to a variety of learning needs. Through diverse approaches, rubrics can address different learning styles, needs, and abilities, promoting a more inclusive learning environment. They also foster transparency and fairness, which are essential for improving student well-being by reducing anxiety and promoting trust in the assessment process. Thinking about the culminating task for the unit planning assignment, my partner and I considered activities we created for learners with specific needs. Therefore, modifications are often created to each student's specific needs and abilities based on their individual learning plan (IEP). If we had modified learning, for instance simplified vocabulary in reading materials, and using visuals to explain concepts. Then we will modify assessments for the learners as well. Particularly, students with modified assessment plans will have fewer questions on a test, simplified question wording, extended time to complete an assignment, and most importantly different evaluation rubric with lower expectations. In addition, we've considered an authentic rubric approach to assess students' learning through real-world tasks that reflect how knowledge and skills are applied in practical situation. Because unlike taditional rubrics, which often focus on specific academic progress and goals, an authentic rubric evaluates students on tasks that mirror real-life scenarios, making the assessment more meaningful and revelant to learners. Personalizing allows educators to assess students based on their specific needs, rather than using a generic standard that might not be good fit for one specific learner. On the other hand,  the use of authentic assessments and rubrics helps create a more inclusive classroom environment for the learners. It ensures that all students, including those with IEPs, have the opportunity to demonstrate their abilities in meaningful ways, rather than just through traditional testing or standardized assignments. Koh (2017) notes that authentic assessment, which focuses on real-world tasks and problem-solving, can be enhanced by well-designed rubrics. This type of assessment connects with students on a deeper level, as it shows them the relevance of their learning and encourages a growth mindset. As a result, students feel more motivated and supported, which enhances their sense of achievement and overall well-being. In our final culminating task, for ESL learners who may not be able to communicate their learning, but through planning, use of materials, and problem-solving during the process. Each of these areas would be broken down into clear, actionable criteria, allowing for a more comprehensive evaluation of the students abilities to demonstrate their learning progress. Learners even with limitations will not be discouraged when evaluated arbitrary to their skills and abilities without consideration of their best efforts. 

How will your own experiences as a learner shape your rubric design for your future students?

My personal experiences as a learner, particularly those that involved unclear or overly rigid assessment methods, will shape how I design rubrics for my future students. I have experienced the frustration of not fully understanding the criteria for an assignment, and I’ve also encountered situations where the instructions were so complex that it left me feeling overwhelmed. This has led me to recognize the value of creating rubrics that strike a balance between clarity and flexibility. Drawing from Ontario's Growing Success (2010), which emphasizes the importance of clear, transparent, and fair assessment in supporting student achievement, I would prioritize rubrics that clearly outline expectations but also allow for flexibility in how students demonstrate their learning. For example, I might use analytic rubrics with specific categories that guide students in identifying the key elements of their work. This would help them understand not only what they need to improve but also how to do so. At the same time, I would incorporate elements of single-point rubrics for students who need more focused feedback to help them identify areas for improvement without feeling overwhelmed by multiple categories. In addition, from my own experience, I’ve found that receiving constructive and timely feedback that focuses on strengths and areas for growth is more effective than a simple grade or score. I would design rubrics that include room for specific feedback, as recommended by the ETFO Members Sharing in Assessment (2022). The feedback would focus on providing actionable insights that guide students toward improvement, encouraging a growth mindset. Incorporating the principles of authentic assessment from Koh (2017), I would like to also ensure that my rubrics are aligned with real-world tasks and learning that is meaningful to students. Because I believe in the core-values of place-based and scenario design approach,  most importantly practices of culturally revelant responsive pedagogy. This would help students see the connection between their academic work and practical skills, fostering a sense of relevance, self-driven, and engagement. Ultimately, my rubric design would be pivoted on student-centered learning experiences, where the goal is not only to evaluate but also to support student growth, achievement, and well-being (ie., not to stress the students mental wellness over a grading system). By providing clarity, flexibility, and meaningful feedback, my rubrics would aim to create an assessment experience that supports all learners in their journey toward success.