Practicum e-Portfolio
TQS 2
My Goals
Professional Semester 1
Throughout my first practicum worked towards accomplishing 2 main goals; to provide variety in my instruction to benefit diverse learning needs , and to create memorable learning moments for the students and for myself.
Goal #1 ~ Using a Variety of Instructional Strategies to Benefit Diverse Learning Needs
TQS 3 ~ My goal as a practicum student is to incorporate a variety of learning strategies that engage and support the diverse needs of all students in the classroom. I plan to use visual, auditory, and kinesthetic approaches to ensure that each learner can access and connect with the material in meaningful ways. By differentiating instruction, offering choice, and integrating technology or hands-on activities, I will create an inclusive environment that values multiple ways of learning. I also aim to observe and reflect on which strategies are most effective for different students and adapt my teaching accordingly. Ultimately, my goal is to help every student feel seen, capable, and motivated to succeed through intentional, varied, and responsive teaching practices.
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During my teaching practicum in the Stirling School, I incorporated a wide range of instructional and assessment strategies to engage students and support diverse learning needs. I integrated virtual simulators and hands-on experiments to help students connect abstract concepts to real-world applications. Additionally, I used gallery walks, Kahoot and Blooket games, and various puzzles to promote active learning and increase motivation. I also utilized slightly modified worksheets and materials for students with various levels of comprehension to ensure accessibility, build confidence, and strengthen their understanding of key concepts.
Goal #2 ~ Create Memorable Learning Experiences
TQS 3 & TQS 4 ~ As a practicum student, I aim to prioritize creating memorable learning experiences by designing lessons that are engaging, relevant, and connected to students’ real-world interests. I will incorporate interactive activities, hands-on learning, and opportunities for creativity to make concepts come alive in meaningful ways. By fostering curiosity and joy in learning, I hope to leave students with experiences that inspire confidence, critical thinking, and a lasting love for learning.
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My Grade 5 class loved hands on learning and anything that I could do to make them laugh or smile. We had a class mascot that was a little monster stuck to the back of my laptop, this monster quickly became a symbol I used in examples to teach Mass, Volume, and Density. The monster also became a symbol on maps highlighting the locations of Ancient Civilizations in social studies. At first, I didn't realize that this was aiding in their retention of the information but thought of it more-so as an engagement strategy, but soon students were answering questions with answers like "Well that is where Mesopotamia is because Jimmy Neutron was there on the map yesterday!". My classroom management strategy also utilized this little monster! My Grade 5 students learned through humour and conversation, making the occasional "6-7" reference would re-engage any students whose focus may have wandered without needing much redirection. A variety of tools, mnemonic devices, and activities such as virtual simulations, songs, silly acronyms, or movement around the room further created moments where students were enjoying the process. Thus remembering it more so as an experience rather than a lesson.
Professional Semester II
Throughout my second professional semester, some of my goals continued while others adjusted. I again chose to focus in on 2 main goals; continuing to provide variety in my instruction to benefit diverse learning needs, and focus on building meaningful connections with my students.
Goal #1 ~ Using a Variety of Instructional Strategies to Benefit Diverse Learning Needs
TQS 3
In my grade 7 and grade 9 classroom, I intentionally implemented a variety of teaching methods to support diverse learners and deepen understanding. I incorporated vertical learning by designing tasks that scaffold skills across grades, allowing students to build on prior knowledge while extending to more complex concepts. Gamification strategies, such as competitive Jeopardy review games and interactive challenges, increased engagement and motivation. Reflective work, including exit slips and self-assessments, encouraged students to think critically about their learning progress. I also integrated project-based learning, enabling students to explore real-world applications and demonstrate understanding through creative outputs. To support different learning preferences, I introduced multiple note-taking strategies, such as guided notes, visual organizers, and collaborative summaries. Challenging myself to go beyond my first instincts also pushed me to continue to learn alongside my students and learn to be adaptable for when one strategy may have worked in the past and has run its course.
Goal #2 ~ Building Meaningful Connections with Students
TQS 1 & TQS 4
Building meaningful relationships with junior high and high school students proved essential in fostering engagement, attendance, and a positive classroom environment. I prioritized getting to know students beyond academics, learning about their interests, hobbies, and experiences outside of school. This became a highlight of my lunch hours, where students would spend time in my room to talk, connect, and build a sense of community. By attending and chaperoning events such as school dances, and intentionally cheering students on, I demonstrated genuine care and investment in their wellbeing outside of the classroom. I also made a point to remember and follow up on their extracurricular activities, which helped strengthen trust and rapport. These connections created space for meaningful conversations about mutual respect, belonging, and the importance of a supportive classroom culture. I also found it important to consistently reinforce that making mistakes is a valuable part of the learning process and should also be celebrated. I felt as though this goal was important because motivation in high school students can change with the wind, but when the students have a consistent and supportive presence, they are more likely to push themselves because they know that even while they may not believe in themself that day, they know that I believe in them.