Tony de Gans

I would like to acknowledge that I am working, living, and playing on the unceded territory of the Lheildli T’enneh.  

I am celebrating completing my University of Northern British Columbia Bachelor of Education practicum. Here is a reflection of my goals that were too be more open to learning new and constructive ways to assess learning for students in a holistic approach.  

The commonwealth education hub defines holistic assessment as to be the process of using multiple sources to continually gather information on a child’s development, to provide feedback to support and guide students’ learning (2015). Although it was dated in 2015, the material is still relevant in today’s classrooms. I wanted to be very clear about instructions and have some organizational strategies on hand in case a group might need it. It is not about giving everyone the same resources and help, but it is more about giving everyone what they need in order to make meaningful connections to their learning. I would use a variety of assessments over my practicum to make sure I would have the tools to record what’s going on in the groups and something for written observations.  

In order to support my learners that best possible way, I would need to let go of my “Stand and Deliver” approach and try and incorporate some critical thinking in the students. We would use the BC PERFORMANCE STANDARDS to create our assessment strategies. We would co create our criteria for what would be expected for achieving the learning goal. We would then compile the information on to a self-assessment sheet that each student will fill out after their presentation. 

While lesson planning, I was focusing on providing the students with more time to work on their assignments and less time of teacher talking. This would highlight “The focus of the lesson.” I will need to make it about the learners in my class. let them learn by doing and not always telling the students what to learn. Let the learning be experiential. We would collect all dimensions of evidence of learning in the students’ portfolio. This was a place (a binder) where over the year the students would put a collection of their highlighted achievements. This portfolio would be a spot to confidently collect their achieved learning goals. Portfolios show the cumulative efforts and learning of a particular student over time. They offer valuable data about student improvement and skill mastery. Along with student reflection, that data provides valuable information about how each student learns and what is important to him or her in the learning process. 

Learning is an adventurous path that leads to opportunities and new experiences. A celebration of learning reflects on the students’ ability to be supported in producing work through multiple drafts. With feedback from teachers, professionals, and peers, students are motivated to meet standards and engage in effective communication that allows everyone an opportunity to grow and learn their own pace (“Celebrations of learning: Why this practice matters,” n.d.). I shall make it clear to my students why the product matters, and they are held to grand expectations. I would constantly provide feedback to support and guide students. This allows my students to be accountable and enthusiastic about their learning. Celebration of learning comes with many diverse levels and participants. Everyone can celebrate learning, from family, friends, teachers, and administrators and especially from students. 

Over my years of learning, I have gathered some of my TOP 10 tips from other educators to help to promote a holistic assessment in my classrooms. These are ways to show how to be accountable and communicate in a supportive way.  

1. Use samples of work to communicate quality. 

2. Use success criteria in a checklist to communicate quality. 

3. Use levels of proficiency to communicate quality  (Beginning, Developing, Proficient, Extending). 

4. Co create a summary rubric to communicate quality and to provide instant feedback.  

5. Get students to commit to an answer and to learn from their mistakes.  

6. Get students to be thinking about the material (Who, What, When, Where, Why, How).  

7. Use statements rather than questions to encourage more thoughtful answers.  

8. Ask students to reflect on their learning in closing segment. 

9. Establish a positive atmosphere around questioning and learning.  

10. Use the evidence to advance the learning – quality feedback is GOAL REFERENCED, ACTIONABLE, TIMELY. 

Here are some examples of tools I used for assessments and feedback in my classrooms:  

• WONDER WALL questions  
• Think, Pair and Share 
• Quick group discussions (2-3 minutes max)
• Dry Erase Boards to elicit evidence of learning  
• RED, GREEN, YELLOW – EXIT SLIPS 
• TWO STARS and a WISH  
• 1 THING I LIKE, 2 THINGS TO BUILD ON and 3 THINGS TO THINK ABOUT MORE 

References  

Celebrations of learning: Why this practice matters. (n.d.). EL Education. https://eleducation.org/resources/celebrations-of-learning-why-this-practice-matters 

Primary education review and implementation holistic assessment project in Singapore. (2015, June 18). The Commonwealth Education Hub. https://www.thecommonwealth-educationhub.net/goodpractice/holistic-assessment-to-support-student-learning-and-development-in-all-singapore-primary-schools/ 

#Accountablity #OneWord2021  

What I think it means to be accountable is showing trustworthy characteristics that will justify my actions and decisions. Understanding that people must take responsibility for their actions, and that every action has a consequence both intended and unintended. 

I understand that my actions can have consequences for myself as well as for others. We are all connected, it is important to think about how one’s actions may affect others such as family, community, and/or the land. I have came to realize that the way in which one person learns may not be effective for another (Chrona, 2019). 

We as a community of learners need to be providing opportunities for growth. I will provide opportunities for students to create autonomy over their learning that will not only motivate but also shine some light on the knowledge in the form that is the best fit for our learners and athletes. This will lead to a community that has risen up to greater challenge that supports and fosters a learner’s talents and strengths (Chrona, 2019). This strong sense of community will allow for tremendous growth in our societies. In this world today it is so important that we foster an environment of modeling and showing accountability. I wil help students learn how to self assess themselves. As an educator we are constantly having to reflect our teaching practice and be reflexive. I will model this with my students, we as educators aren’t perfect but we are all life long learners. Self assessing is a great way to hold yourself accountable as an educator but to also model this for your students so they can learn the process of what it means to be and hold accountability in today’s world.

I will hold myself as an educator accountable by fostering an inclusive, safe and trusting environment. I promise to always see the whole child and gather everything that each and everyone of my students has to offer. I promise to always look through a growth mindset lens, to always find alternate ways to strive to meet my students where they are at. I will hold myself accountable to always make sure I am taking care of myself before entering the classroom. l will always make sure that I am fully present for my students. I promise to provide my students with the basic essentials that we need in life such as love, support and a believer so that every child that walks into my class will be given every opportunity to be sucessful.I will always strive to hold myself accountable for my students, my peers and most importantly my health and wellness.

I will model responsibility for ones actions and this plays into a huge conversation on their life outside the classroom. The students will have to take responsibility and ownership over their actions.

I want to be able to help learners become aware of the natural consequences of their actions. This will include letting learners make mistakes or to be confused in the classrooms or arena and fields. I want to then help them to learn from those mistakes in a safe environment that will allow reflective and critical thinking to help learners understand the natural consequences of their actions. 

I will show empathy and accountability to help learners with their thinking of consequences for themselves which involves all aspects of personal well-being; making ethical decisions and taking responsibility for one’s actions and how they impact self and others; and self-regulation (Chrona, 2019). It is important to me that I will continue to pursue a positive learning environment for all my students and athletes. 

In 2021 and beyond, as an Educator and Coach, I want to be able to justify my ability to empathize with and appreciate the perspective of others, all while creating and maintaining healthy relationships within one’s family, community, society, and environment. 

 

Learning involves recognizing the consequences of one‘s actions. (2019, August 9). First Peoples Principles of Learning. https://firstpeoplesprinciplesoflearning.wordpress.com/learning-involves-recognizing-the-consequences-of-ones-actions/

December 11th,2020 

What it is like having your teaching practicum during a pandemic?  

I have just finished my third teaching practicum and before this part of the journey started, I did set a goal for myself for this practicum to be open to criticism and grow as much as possible. At the start of my practicum, I was nervous about going to a new school. It was going to be tough.

The pandemic made it even more stressful as it was big unknown at times. I was up for the challenge. I went in the first day with my chin up. I had some tough times with pacing during the first few days. I had way too much content to try to deliver in only 30- 45 min classes. I got to know the students and it became evident that students were able to co create our criteria for many of our subjects like social and science.  

I had difficulties with math and language arts because of the range of skills in my class, but in the end, I had a strong feeling we were all learning and exploring the same content. When reading Katie Whites book “unlocked” it allowed me to connect to how assessment can create and promotes a creative mindset and practices that facilitates discussions around forgiveness and empathy and encourages learners to set future goals based on what they have learned as creative individuals (White, page 189). I was able to provide closure to the lessons by asking the students to share aloud their learning and to pair and share with their partners. It allowed for such great discussions and learning to take place. The ability for the students to step back and reflect on their creative work was so powerful in terms of their growth from my brief time with them, it made me realize that it does not take a lot to engage students, it only takes the ability to know what your learners want. That for me will always be the goal. I need to keep the student’s efforts and creative approaches in line with their learning goals to allow for the proper pacing of their content.  

Now I understand the concentration it involves to truly scan your student’s strengths and utilize them for their benefits in a timely manner that they seem too able to recognize and organize their creative approaches to learning. During my 490-practicum experience, I learned how to assess and manage my classroom. I was learning how to be dealing with my own anxiety while at the same time recognizing stressors in the students.  

I learned that I do better teaching the second lesson rather than the first. This was important to learn because it is an essential part of scaffolding the responsibility of learning on to the students during this pandemic, mental health should always be taken care of and healthy habits and management are key tools for success. Patience’s and time are key principles in first people’s principles of learning and are utilized to promote healthy learning opportunities for everyone.  

My next steps for EDUC 491 practicum will be focusing on long term goals and pacing for unit planning over my final practicum. 

References 

White, K. (2018). Unlocked: Assessment as the key to everyday creativity in the classroom; Teaching and measuring creativity and creative skills. Solution Tree. 

I had the pleasure of attending a professional development day in School District 57 Prince George on September 25th, 2020. I have gained a few new learning intentions after working towards and developing as a teacher. My first learning intentions is trying to not interrupt while I am trying to listen. I will know that I am having success because the people I talk too will not get upset or stop talking to me and I will have more informed conversations. I will come across challenges and as I will want to speak before the other people are not finished talking. I will try counting in my head while I listen to their opinion and hopefully that will allow time for me to be patient with my response. I do not know if this will work but I am willing to try new ways of listening. My second learning intention is trying to incorporate technology when proper and when it is not in the classroom. During this time of learning, I have become intrigued with technology in the classroom and when is the proper time to use it and how much is too much or not enough to be honest. I would like to research more educational resources that are new or have been used in the past, please contact me if you have any encouraging words. I will find success when I see the enjoyment in learning and acknowledgement of the learners that the information has been learned. I will have to be patient with the learning curve with students being able to learn differently. I am also learning, so that will add a factor or experience and confidence to my part to incorporate land-based learning with technology-based programs. 

 

My Teaching metaphor is much like my coaching philosophy “Less is More.” I was told this many times from my mentor and friend Paul Rai and Jimmy Quinlan. Paul was influential in my growth as a coach and a person. He reminded me daily to take a breath and live in the moment. Allow for students and athletes the chances to learn and grow on their own. A gradual release of responsibility is key to developing strong and inspired individuals. Jimmy was inspiring every day! His passion and commitment resonated with me increasingly as I got to know him on a personal level. He truly was interested in the lives of his students and athletes. He brings attention to detail on your actions and how they can affect your life. My favorite saying, “does this make sense” Jimmy would say, to get the learners engaged and thinking about the process. This allowed for collaboration and conversation about the topic in mind. This was the passion that he passed on to me, as I cannot say thank you enough to all my coaches and friends that have allowed me to grow into the person that I am today.  

As an Educator I want to focus on providing students with equal learning chances that are allowing for self-growth while building confident and inspiring people. I have been driven by my mentors to supply quality instruction to all. I am always talking about sports and education along with a bunch more around local gyms, schools, and arenas.  

My passion speaks for the commitment needed in the community for local students – athletes and families to have the opportunities that lacrosse can provide in spirit, health, and education. 

My motto has been Live,Lax,Learn 

Live: Live every moment to the fullest and never give up 

Lax: (Lacrosse, but also Relax) I love this word as it reminds me to be patient and passionate about being an educator and coach. 

Learn:  We are all learners. Learn from our mistakes, learn from our successes, learn from our youths, learn from our elders. Always be learning.