This section is a holding space for you to keep specific artifacts and accompanying reflections that you believe are relevant to the other tabs in your eportfolio. You will also want to include artifacts that demonstrate your personal and scholarly growth. You will add to and delete artifacts from this section over time. ePortfolio includes an about me space, a blog, and a space for artifacts. The ePortfolio is a space for students to decide what they want to show case and explore, so this template is just a starting point for students.

The point of the ePortfolio is for the student to think and see how their identity, culture, and education are interconnected. Students have a space to reflect on their learning, experiences, identity, and culture. Students can make their learning visible, to see their progress and to set goals for the future.

 

 

Embedded learning  

My embedded school experience was performed at Harwin Elementary while my practicum was done at Beverly Elementary both in School District 57 in Prince George, British Columbia, Canada.

I was able to be inside two different schools that provided a strong community and a sense of people, place and land. In both schools, families were a big focus. The ideas around building a community inside the school is that the members of that community care for each other. It was evident that the educators and support staff cared for one another and their students. Starting with the people that I interacted with, the teachers and administration staff were supportive and helpful everyday. Either being able to show to use the printer room to being the holder of the wifi password. The principals and support staff are truly one of the important driving forces behind a strong school community.  It took awhile for me to start reflecting. Once I did, I was able to share my practicum experiences. The students at both schools were both engaged in learning when they felt supported. Being able to see the learning was difficult at first. The experience was good. It was difficult to be able to notice everything. Scanning was hard, due to I did not know to narrow my focus down for each learner. I was using trauma informed practices to provide an inclusive classroom when I was developing a hunch. This took some time. Once I took action and began to develop relationships with the students I was able to see different perspectives from the learners and how they viewed their learning. I was very fortunate to be in such great environments that allowed the students to learn in individualized and diverse ways. I was able to provide an inclusive classroom where the learners felt they could learn and excel. I am now cautious when I am checking the students’ understanding during the lesson. Being able to reflect with co workers on past and present techniques are valuable conversations. They would say “take your time and simplify the instructions”. I enjoyed the advice I was given from all the educators I have been in contact with. Reflection was important as I continued to analyze and scan the learners for creative and supportive learning opportunities I can assist with.

I have found that learning can be different for all students and that it needs to be adapted on the go. I would have to adapt literacy stations table activities with extending lessons for early finishers. Providing extension opportunities to be able to continue their learning without distraction. I am becoming more aware of the disruptive behaviours while developing strategies to correct and offer creative learning outlets. Learning how to organize the classroom so behaviours of others don’t hinder the learner. I am more aware of extending exercises needed for early finishers. I have started to take a differentiated instruction approach to accommodate all learners during every lesson. I have grown to become more aware of all the students’ different interests and be able to use it to capture their attention during the lesson.A strategy like being able to use hand made manipulative in English Language Art and or Social Studies or Mathematics, I believe that the hands on portion allows the learners to connect to their learning via different access points. Providing brain breaks and movement opportunities for learners to connect on a different level and to self regulate. I will continue to use trauma informed practices with calm and gentle approaches to provide the support needed to teach to a diverse group of learners. 

We had an opportunity to learn inside an elementary school and during a current classroom with actual students. This was great hands-on experience before our practicum that allowed us to connect and put to practice our teaching skills and abilities. We got to see daily 5 literacy work in action, as well as we got to work with groups of students in mini linked lesson. My lesson was on Alexander Mackenzie and his journey through Western Canada. We explored a few short stories, made masks, and created a mural of Alexander Mackenzie’s journey through Western Canada. 

I am looking forward to my next experience teaching. I will use my knowledge and progress into the empowering and encouraging educator I strive to be.