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Sally Song's PDP Portfolio

Literacy in the Urban Classroom module at SFU

Sally Song

on 22 December 2012

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Transcript of Sally Song's PDP Portfolio

About Me My name is Sally Song

I am upon completion of my Bachelor of Education degree at Simon Fraser University with a
Major in English and an Elementary Generalist and Curriculum & Instruction Double Minor

From January - December 2012,
I successfully completed SFUs
Professional Development Program
from the Literacy in the Urban Classroom Module What is Literacy in the
Urban Classroom all about? "The predominant theme of [LUC] focuses not only upon literacy instruction, but also addresses best instructional practices for a culturally and linguistically diverse group of learners across al content areas. This module is a Community-based Module...[that] examine the diverse issues facing the educational, school, and classroom communities."
SFU Handbook - Educ 401/2 My year in a few snapshots... Educ 401/402 Educ 404 Educ 405 Education 476 - Designs for Learning: Science My beliefs have shaped my practice I believe teaching should be a life-long learning process... I believe education should be widely available to every single person in the world... I believe schools should be a place where all students feel a
sense of belonging... Student Teacher
as a
Growing Professional Student Teacher
and the
Pupils Student Teacher
and the
Curriculum Goal #1: The development of a clear, coherent and
justified view of education Goal #2: The development of a clear commitment to
lifelong and lifewide learning Goal #3: The development of a clear commitment to uphold principles that should govern a democratic and pluralistic community Goal #4: The development of a clear commitment to maintain ethical and functional working relationships with all members of the educational community Goal #5: The development of knowledge about curricular content, educational theory and effective practice Goal #6: The development of the clear commitment to
respect and celebrate students Goal #7: The development of the ability to create a caring,
cohesive community of learners Goal #8: The development of the ability to create opportunities
for learning Goal #9: The development of the ability to blend theory and
practice in well-organized ways Goal #10: The development of ability to use assessment and evaluation practices in a thoughtful and ethical manner Credo Credo Diet coke & mentos explosions! Credo Happy Diwali! As a prospective educator, my vision is to create a classroom community that demonstrates an open, pluralistic and caring society. It is important to me, as a teacher, to have an environment where all of my students are represented and accepted.

The content I teach must be meaningful and relevant to the lives of my students. I believe that I have demonstrated my ability to transfer the value of education to my students. Being inventive and thinking outside of the box is essential to having student engagement. By being inventive with my lessons, I was able to stimulate my students to be curious about the world around them. I believe students should question the world around them, and as teachers, we should scaffold their reflective capacities and guide them to be excited about a wide range of subjects. One of my strengths has been my commitment to upholding a pluralistic community through my self-initiating behaviour. During my 405 practicum, my students and I launched National School Lunch Week by promoting healthy living and nutrition to the entire school. My active involvement in coaching the girls' volleyball team also reflects my ability to be a role model that is responsible and responsive. Family Math Night Credo Edcamp Leadership BC A significant area of growth has been my on-going
collaboration between other colleagues, student teachers and parents. Being a teacher means that I am part of a larger educational community with one goal in mind: the success of the student. By volunteering my time for Family Math Night and embracing celebrations aside from my own, such as Diwali was important for me. It is important to see where my students come from, what their backgrounds are and also be aware of the family situation to better support their education. Many of my lesson plans are cross-curricular. This is especially important when differentiating instruction. Students learn in many different ways. Each child has different abilities, strengths and skills that are unique and individual. By providing a curriculum that is cross-curricular, my students were able to display their strengths.

During a Science lesson, I had my students create scenarios with independent and dependent variables. They incorporated Art to create a poster and used their oral language skills to present their poster through a rhyme, rap or a song. This lesson was cross-curricular but it was also engaging and relevant because we were incorporating Science into our every day lives. Egg drop! It was such a privilege to be able to do my short and long practicum in schools with such diversity. I had the opportunity to work with English language learners in Kindergarten, to interacting closely with students with moderate intellectual disorders and severe special needs to students from immigrant families in my Intermediate classroom.

There were many challenges working with students with such diverse needs. However, it forced me to be flexible and adaptive in order to cater my instruction to my students.It was a joy watching my students with special needs participate in classroom activities and projects. Celebrating our differences is a powerful tool in the classroom. Recognizing that each student is different and learns differently has added greater depth and passion in my practice. I have demonstrated the ability to being a thoughtful observer of the classroom dynamics and working relationships of my students. This has helped me build a strong classroom community, especially during my long practicum.

It was difficult, at first, to wrap my head around how I would build a cohesive, caring community in a multi-aged cluster classroom of Grade 5s, 6s and 7s. Taking the time to observe my students during my phase-in really allowed me to create good working dynamics when creating team-based activities. Learning occurs in many shapes and forms. Using technology throughout my practicum has enhanced student engagement and active learning.

I also used cross-curricular activities to access and engage my students with my minds, bodies and hearts. By creating songs, using iPads, making movie trailers and promoting an active lifestyle, I have demonstrated my ability to create opportunities for learning in many shapes and forms. I believe schools should be a place where students can take ownership of their learning. This happens when they feel passionate about what they are learning and are motivated to take ownership.

SMART learning strategies are a few ways I guided my students to be more self-regulated and take ownership of their learning. By finding the value in the curriculum, my students have learned to take pride in their work and learning progress. Assessment is a great area of growth for me, and will continue to be for a very long time. Assessment for, as and of learning is the starting point to any unit or lesson plan. By keeping assessment in mind, I have been able to develop more cohesive lesson plans. I constantly ask myself, how do I know that my students have learned a certain concept? Varied methods of evaluation and assessment will help me, as a teacher, revise my lessons to ensure that all my students will feel successful in school. "Develop a passion for learning. If you do, you will never cease to grow."
Anthony J. D'Angelo
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