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ED 3501 - Lessons were most effective with less direct instruction and a variety of other instructional methods. We all found that the students didn't have the attention span to sit through too much direct instruction.
- Classroom management came largely from what our TAs had established at the beginning of the year with the students. Attention grabbers we found to be very important in maintaining engagement and behaviour expectations during lessons.

ED 3504 - The differentiation assignment was really helpful in applying those strategies in our practicum classrooms. It would have been difficult to navigate the differentiation aspect if we had never done anything like this before.

ED 3508 - It was difficult to have students using technology in the classrooms, because our students did not have much background in using technology so it was a struggle even getting the whole class logged on to their computers. Some technologies we did use were document cameras and the smartboard.

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Instructional approaches

1.      Direct instructions – whole group discussions and pair share

2.      Interactive instructions

classroom “management”

1.      State rules before lessons starts -hold students accountable

2.      Use Popsicle sticks (used as shopping currency) to lay down expectations

3.      Followed the same cultures of policies as developed by the TA

Classroom management and struggles

1.      Wait time and transitions – knowing that it is okay not to finish the lesson and leaving behind other students

2.      Supporting students with emotional stress

differentiation assignment and the Theory of Action

1.      Differentiation was challenging

2.      Wait time and transitions – crucial to allow all students to participate

a.      Copy writing

b.      Scrubbing

c.      Allow more time

Assessment

Setting grammar, sentences, punctuation criteria- when the EA was supporting?

Use of technology

1.      Document camera -

2.      Voice recording

3.      coding

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How did the differentiation assignment and the Theory of Action help you during your practicum?
- differentiation is not so much a paper lesson but knowing your students and their capabilities. Realizing that one student completing a math worksheet can be an accomplishment all in itself. Just developing a sense of your students abilites.

What did you find most challenging about assessment in your practicum?
- For younger grades asessements can be more difficult to develop

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C and I
#1
Experiential
Modeling
Interactive
#2
Losing points
Chatting outside of class with students
Re-arranging lesson plans
doorbell to get attention, other attention grabbers
calling on students
reminder to raise hands
walking over/looking at students
#3
developing appropriate noise levels (it's ok for them to be chatting for certain activities)
having other options for students who are finished
not let distractions to go on for too long
Time management

Evaluation
#1
Being prepared for students who were at a much lower reading/writing/speaking levels.
Making sure to access both orally and written.
Similar activities at different levels.
#2
Keeping track of all the students - Quite a bit of observation rather then physical assessments to go over
Creating multiple different assessments

Technology
Many games for math and LA - online
Minecraft
Writing using laptops/ipads
Projector

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Instructional approaches:
- Starting lessons with what we have been learning and talking about, then transitioning into direct instruction combined with whole group discussion. Then transitioned into individual or group work.

Assessment:
- Challenging: time constraint. Activities took longer than normal.
- A lot of assessment was in ELA and Math. Spelling lists with sight words for the week that students read to the teacher at the beginning of the week and then the end. Math sheets where students showed their knowledge and this would help determine what the next lesson would look like. Writing books to see transition of writing.
- A lot of assessment was observation.

Technology:
- Singing math songs
- Youtube
- PowerPoint
- There was a website used for videos to be posted where students and parents could watch videos anytime
- Prezi
- Study jam

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3508
Used technology as a way to assist in reinforcing the lesson, Technology was almost a afterthought. Was rarely used maybe once every couple days

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Modeling your TA's classroom management, building in a routine for students: video, discussion, activity.

Enforcing good classroom etiquette in large classes that are not used to being at school, online or cultural. Tough to police group work

Using synonyms and acting out words to help students understand the direct instructions.

Technology could become a hurdle. Especially with school domain and firewalls. Good to balance it with written work and not use suggestive text programs too much.

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Effective instructional strategies.
- movement words.
- lots of movement.
- group work.

Preventative and interventive.
- Attention grabbers.
-Chimes.
-reducing distractions.
-3,2,1

Struggles.
- struggling with following through with consequences.
-How to be the authority and ally.

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What instructional approaches worked effectively with your classes, why?
- Good attention grabbers.
- Dominance in the classroom such as eyes on me, I won't talk over conversations and external tools.

Preventative Strategies:
- Meditation; emotional regulation charts, stretching, read a book, and breathing exercises.

What were your main struggles in the area of instruction and classroom management and in what ways did you grow from these struggles? What did you learn?
- Consistently giving direction to students was a challenge because of the consistent repetition.
- Managing students with behavioural issues and adapting to specifically what they need.

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Cory & Ashley

Share practicum experiences that used technology for teaching and learning and reflect on why these were a success or not.
-used slides and videos
-when kids could use chrome books they were able to work at their own pace and at their own level.

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ED 3501 - Pausing is important, positive reinforcement instead of saying no, making better choices, writing expectations and objectives on the board, sponge activities at the end for when things end early.

ED 3504 - Lots of informal formative assessments (not writing how kids are doing, just doing a quick check).

ED 3508 - Using tech as an assistant for teaching lessons, not a lot of students using technology because our kids were kinda slow with technology.

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What instructional approaches worked effectively with your classes, why?
- Experiential Learning was highly effective by creating a learning environment that is engaging and interactive for students.
- Individual Learning/Assigned Questions provides students with an opportunity to apply demonstrate their knowledge in a way that can be easily assessed by the teacher

What preventative and interventive classroom “management” approaches did you develop that worked effectively in your classes?
-Preventative: Red, Yellow, Green zones allow students to self regulate and identify which zone they are in (they are some students who are in the yellow zone as their norm)
- Interventive: Paying attention to the students that are provoking the students who most commonly act out.
-Interventive: having personal relationships with students allows for the calling out of behaviours

What were your main struggles in the area of instruction and classroom management and in what ways did you grow from these struggles? What did you learn?
- Differentiation without excluding or Othering students in the classroom
- Not having enough hands in the classroom for certain activities

Share practicum experiences that used technology for teaching and learning and reflect on why these were a success or not.
- Many of us used the Raz learning resource which we found to be very beneficial for the learners
- Some difficulties for the younger grades include the time spend logging onto the computer and singing in to the Raz site

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- Direct instruction, interactive instruction, indirect instruction
- Trying to incorporate independence among students
- Classroom management: roaming around classroom, "eyes on the back of your head"
- Differentiation: keep in mind about how every student learns different and when doing assessment to keep in mind of ELL and ISP students

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1. Exploratory/experiential learning - helped with lower level english and ELL students. Lots of variety - different subjects lead to different strategies. (Gym - lots of modelling)

2. Positive reinforcement, talking one on one, proximity, setting the rules and expectation right from the start, calling on names, attention grabbers

3. When the class was crazy - being able to learn how to adapt, stopping the class and addressing the issues / Addressing individuals.

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Cory & Ashley

How did the differentiation assignment and the Theory of Action help you during your practicum?
- differentiation assignment gave us a better understanding of what is required in order to meet the needs of the students. There were students who were so far across the spectrum and required so many different adjustments to meet the students needs.
- TOA helped to map out to know what the assessment should be working towards.

What did you find most challenging about assessment in your practicum?
- Finding different ways to do it so that it didn't feel repetitive for the students
- Balancing between making it easy and too hard.

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Cory & Ashley

What instructional approaches worked effectively with your classes, why?
- small group and pair and share so the students could lean on a partner for support.
- experiential learning allowed for immersive learning.

What preventative and interventive classroom “management” approaches did you develop that worked effectively in your classes.
- Redo seating plan for specific classes to help with noise and distraction.
- "group points", when a group was being loud they would have to give their points to another group. Helped with noise and distraction.
- Encourage hands up instead of blurts/getting out of desk
-Smartboard instructions for the morning, offer a chance for review.

What were your main struggles in the area of instruction and classroom management and in what ways did you grow from these struggles? What did you learn?
- Time management was a struggle. It was hard to gage the amount of time per lesson, started to plan lesson and have a buffer activity instead.
- Creating a rich conversation, at the beginning wouldn't explore students answers. As went through would initiate more rich conversation for student learning
- Classroom management: the students got used to teacher and would need to revisit classroom expectations.

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Effective instructional strategies

- Group work/Centres with differentiation
- 1 on 1 with students
- Pictures, diagrams to help explain concepts
- Staying active when possible, as kids have lots of energy!