Goals
Goal 1
To develop an understanding of the social, emotional and academic needs of students with different learning needs in order to increase their self-confidence, independence and self-advocacy skills.
Artifact 1 - Resilience, Risk and Positive Development: Leading a Discussion(EPSE 585)
To lead a class discussion, my group read several research articles on the topic of risk and resilience, summarized the main points and determined key questions to pose to the group during the discussion. We critically analyzed the information presented, leaving us with further questions about the topic.
By understanding the risk factors a child enters the classroom with, as well as any protective factors they have in place, I will be better equipped to meet the child where they are emotionally. With this understanding, I will know how to move forward in building their confidence.
To develop an understanding of the social, emotional and academic needs of students with different learning needs in order to increase their self-confidence, independence and self-advocacy skills.
Artifact 1 - Resilience, Risk and Positive Development: Leading a Discussion(EPSE 585)
To lead a class discussion, my group read several research articles on the topic of risk and resilience, summarized the main points and determined key questions to pose to the group during the discussion. We critically analyzed the information presented, leaving us with further questions about the topic.
By understanding the risk factors a child enters the classroom with, as well as any protective factors they have in place, I will be better equipped to meet the child where they are emotionally. With this understanding, I will know how to move forward in building their confidence.
Resilience Risk and Positive Development.pdf | |
File Size: | 233 kb |
File Type: |
Artifact 2 - Cooperative Learning Presentation (EPSE 505)
Combining Vygotskian theories on development with the concept of cooperative learning was the basis of this presentation. By considering how the theory of Zone of Proximal Development is supported by the research behind cooperative learning, we show how using cooperative learning strategies in the classroom can build trust and confidence in students. With social skills being explicitly taught within cooperative learning strategies, children are able to practice advocating their needs in a safe and supportive environment.
Combining Vygotskian theories on development with the concept of cooperative learning was the basis of this presentation. By considering how the theory of Zone of Proximal Development is supported by the research behind cooperative learning, we show how using cooperative learning strategies in the classroom can build trust and confidence in students. With social skills being explicitly taught within cooperative learning strategies, children are able to practice advocating their needs in a safe and supportive environment.
Cooperative Learning.pdf | |
File Size: | 324 kb |
File Type: |
Artifact 3 - Knowledge Translation: Social Emotional Learning - The Missing Piece to the LD Puzzle?
(EPSE 585)
The purpose of this assignment was to present current research in a user-friendly format, such as an article that could be found in a teacher magazine or newspaper. By summarizing the main ideas from each article, I was able to showcase how social emotional learning is of dire need in students with learning disabilities to ensure they are able to master essential social skills, helping them succeed both in school and later in life. Key elements of social emotional learning are represented, including self-confidence and recognizing areas of strength and challenge in order to self-advocate effectively.
(EPSE 585)
The purpose of this assignment was to present current research in a user-friendly format, such as an article that could be found in a teacher magazine or newspaper. By summarizing the main ideas from each article, I was able to showcase how social emotional learning is of dire need in students with learning disabilities to ensure they are able to master essential social skills, helping them succeed both in school and later in life. Key elements of social emotional learning are represented, including self-confidence and recognizing areas of strength and challenge in order to self-advocate effectively.
Knowledge Translation.pdf | |
File Size: | 536 kb |
File Type: |
Artifact 4 - Reflection - Universal Design for Learning (EPSE 512)
I chose to include one of my first reflective assignments as it encompasses my beliefs and values as a teacher along with research to support these views. Universal Design for Learning supports all students in reaching their fullest potential and ensures that every child is helped to recognize their strengths and how these can guide development of more challenging areas; this in turn allows them to self-advocate, building confidence and independence. While the topic of Universal Design for Learning was brought to my attention very early in the program, it is something that I have taken and included not only in my own practice, but have shared with colleagues to ensure continuity across the school community.
I chose to include one of my first reflective assignments as it encompasses my beliefs and values as a teacher along with research to support these views. Universal Design for Learning supports all students in reaching their fullest potential and ensures that every child is helped to recognize their strengths and how these can guide development of more challenging areas; this in turn allows them to self-advocate, building confidence and independence. While the topic of Universal Design for Learning was brought to my attention very early in the program, it is something that I have taken and included not only in my own practice, but have shared with colleagues to ensure continuity across the school community.
Reflection Universal Design for Learning.pdf | |
File Size: | 88 kb |
File Type: |
Artifact 5 - Inquiry project - Twice Exceptional Students: Student Brochure (EPSE 516)
As part of a final project, we created an information booklet for twice exceptional students, specifically, those who are gifted with a learning disability. To achieve this product, we pulled pertinent information from current research articles and presented it in child friendly language. A large focus of the information presented was on the importance of developing self-advocacy skills. To ensure all students could access the information, there is an online link to the brochure allowing students to use assistive technology to listen to the text. This artifact further provides an example of one of my future professional goals (see more information on the Professional Profile page) to make the knowledge I've gathered throughout this program accessible for targeted audiences, including students. By giving students the information, I can provide another key to help them unlock their fullest potential, improving confidence and independence.
As part of a final project, we created an information booklet for twice exceptional students, specifically, those who are gifted with a learning disability. To achieve this product, we pulled pertinent information from current research articles and presented it in child friendly language. A large focus of the information presented was on the importance of developing self-advocacy skills. To ensure all students could access the information, there is an online link to the brochure allowing students to use assistive technology to listen to the text. This artifact further provides an example of one of my future professional goals (see more information on the Professional Profile page) to make the knowledge I've gathered throughout this program accessible for targeted audiences, including students. By giving students the information, I can provide another key to help them unlock their fullest potential, improving confidence and independence.
Inquiry Project Student Flyer.pdf | |
File Size: | 356 kb |
File Type: |
Goal 2
To further develop an understanding of best practice for children with learning disabilities to build a larger repertoire of effective teaching strategies.
To further develop an understanding of best practice for children with learning disabilities to build a larger repertoire of effective teaching strategies.
Artifact 1 - Curricular adaptations, Grade 6 student (EPSE 449)
This final project showcases the importance of gathering background information and current performance observations prior to developing possible adaptations for a student. The lesson plans created demonstrate differentiation for an entire class, through process and content, with additional targeted adaptations for one student with specific needs. Additionally, progress monitoring within the lesson is accounted for.
The practice of considering process, content and product is an effective strategy for all students. Since the completion of this assignment, I have gathered a deeper understanding of accommodating all learning needs and in the future would include considerations for both environment and assessment on top of the adaptations listed in the lesson plans here.
This final project showcases the importance of gathering background information and current performance observations prior to developing possible adaptations for a student. The lesson plans created demonstrate differentiation for an entire class, through process and content, with additional targeted adaptations for one student with specific needs. Additionally, progress monitoring within the lesson is accounted for.
The practice of considering process, content and product is an effective strategy for all students. Since the completion of this assignment, I have gathered a deeper understanding of accommodating all learning needs and in the future would include considerations for both environment and assessment on top of the adaptations listed in the lesson plans here.
Curricular Adaptations Gr 6 Student ASD.pdf | |
File Size: | 1247 kb |
File Type: |
Artifact 2 - Functional Assessment Interview, Grade 6 student (EPSE 532)
The process of conducting a functional assessment interview was the most informative, useful and in-depth analysis of a pupil I have completed. By considering not only the specific function of the behaviour of a student, but also the setting events, antecedents and maintaining consequences, I was able to better respond to the child. In turn I became much more effective at meeting his needs as well as those of his peers. Understanding why a child is behaving in a particular way and what is maintaining the behaviour altered my approach to problem behaviours in the classroom.
The process of conducting a functional assessment interview was the most informative, useful and in-depth analysis of a pupil I have completed. By considering not only the specific function of the behaviour of a student, but also the setting events, antecedents and maintaining consequences, I was able to better respond to the child. In turn I became much more effective at meeting his needs as well as those of his peers. Understanding why a child is behaving in a particular way and what is maintaining the behaviour altered my approach to problem behaviours in the classroom.
Functional Assessment Interview.pdf | |
File Size: | 424 kb |
File Type: |
Artifact 3 - Case Study, student with a Learning Disability (EPSE 526)
Following an in depth look at the provincial definition of a learning disability along with diagnostic criteria, this assignment then asked us to study the psycho-educational report of a student to determine whether she met the stated criteria as well as what supports we would put in place for the student. This also involved the creation of a detailed Individual Education Plan (IEP) outlining specific goals we set based on the current level of performance of the student. I was able to transfer and apply much of the information and adaptations researched, into my current practice. The in-depth look at learning disabilities advanced my understanding of the many facets of this challenge, better equipping me to meet the needs of my pupils.
Following an in depth look at the provincial definition of a learning disability along with diagnostic criteria, this assignment then asked us to study the psycho-educational report of a student to determine whether she met the stated criteria as well as what supports we would put in place for the student. This also involved the creation of a detailed Individual Education Plan (IEP) outlining specific goals we set based on the current level of performance of the student. I was able to transfer and apply much of the information and adaptations researched, into my current practice. The in-depth look at learning disabilities advanced my understanding of the many facets of this challenge, better equipping me to meet the needs of my pupils.
Case Study.pdf | |
File Size: | 507 kb |
File Type: |
Artifact 4 - Article Critique (EPSE 483)
I've included one of the first article critiques completed in the program for two reasons. As my first foray into analyzing research, this paper highlighted the importance of looking critically at programs that are brought into the classroom. Secondly, the program discussed in this research is one that I have since brought into my regular practice. After reading this article, I found others on the same topic, as well as books written by the authors of the article to further my understanding of Self-Regulated Strategy Development (SRSD). In following assignments, I have used elements of SRSD as adaptations for students with a variety of learning needs, which in turn have been used in my classroom, with a range of students.
I've included one of the first article critiques completed in the program for two reasons. As my first foray into analyzing research, this paper highlighted the importance of looking critically at programs that are brought into the classroom. Secondly, the program discussed in this research is one that I have since brought into my regular practice. After reading this article, I found others on the same topic, as well as books written by the authors of the article to further my understanding of Self-Regulated Strategy Development (SRSD). In following assignments, I have used elements of SRSD as adaptations for students with a variety of learning needs, which in turn have been used in my classroom, with a range of students.
Critique.pdf | |
File Size: | 14 kb |
File Type: |
Goal 3
To be a leader and source of support for colleagues in my school in regards to best practice for students with different learning needs.
To be a leader and source of support for colleagues in my school in regards to best practice for students with different learning needs.
Artifact 1 - Inquiry Project: Twice Exceptional Students - Teacher Brochure (EPSE 516)
This brochure represents an example of a direction I would like to take in transferring my new understandings to my colleagues. Outlined in teacher friendly language, more complicated student profiles, like those of a twice exceptional student become more accessible. Combined with adaptation suggestions for academics as well as social-emotional development, the presentation of current research becomes a tool to assist teachers in better understanding these students and the supports and encouragements they need.
This brochure represents an example of a direction I would like to take in transferring my new understandings to my colleagues. Outlined in teacher friendly language, more complicated student profiles, like those of a twice exceptional student become more accessible. Combined with adaptation suggestions for academics as well as social-emotional development, the presentation of current research becomes a tool to assist teachers in better understanding these students and the supports and encouragements they need.
Inquiry Project Teacher Brochure.pdf | |
File Size: | 357 kb |
File Type: |
Artifact 2 - Curricular adaptations, Grade 5/6 student (EPSE 449)
By examining a student's profile in detail, determining current level of functioning, curriculum objectives and desired outcomes, I was able to create suitable adaptations for the student in this case study. This artifact serves as an example of how to differentiate to meet student needs. By sharing not only the adaptations provided, but also the process undertaken to determine the necessary adaptations, teachers will be able to recreate something similar in their own classrooms, or work collaboratively to create planning that incorporates all student needs and abilities.
By examining a student's profile in detail, determining current level of functioning, curriculum objectives and desired outcomes, I was able to create suitable adaptations for the student in this case study. This artifact serves as an example of how to differentiate to meet student needs. By sharing not only the adaptations provided, but also the process undertaken to determine the necessary adaptations, teachers will be able to recreate something similar in their own classrooms, or work collaboratively to create planning that incorporates all student needs and abilities.
Curricular Adaptations Gr 5-6 Student.pdf | |
File Size: | 828 kb |
File Type: |
Artifact 3 - Behaviour Support Plan
The behaviour support plan utilizes the information gathered in the Functional Assessment Interview, mentioned above. By analyzing the information gathered in the interview, the behaviour support plan addresses each area of the problem behaviour from setting events and antecedents to what is maintaining the behaviour. I determined strategies to implement for each area and clearly detailed what each strategy entailed. By working collaboratively with the team supporting this particular child, we were able to put many of these adaptations in place, resulting in a decrease in challenging behaviour. Using this procedure with other students presenting problem behaviour, I will be able to support my colleagues to ensure each student is safe and successful at school.
The behaviour support plan utilizes the information gathered in the Functional Assessment Interview, mentioned above. By analyzing the information gathered in the interview, the behaviour support plan addresses each area of the problem behaviour from setting events and antecedents to what is maintaining the behaviour. I determined strategies to implement for each area and clearly detailed what each strategy entailed. By working collaboratively with the team supporting this particular child, we were able to put many of these adaptations in place, resulting in a decrease in challenging behaviour. Using this procedure with other students presenting problem behaviour, I will be able to support my colleagues to ensure each student is safe and successful at school.
Behaviour Support Plan.pdf | |
File Size: | 615 kb |
File Type: |
Artifact 4 - Grant Proposal
The focus of this assignment was outlining how my school would benefit from the implementation of School Wide Positive Behaviour Support (SWPBS) and secondary support programs such as Mind Up (a mindfulness program). As a preventative approach, focusing on developing a positive school climate, SWPBS leads to increased pro-social for both staff and students. Part of the process of developing a SWPBS plan, involves reflecting on what is working well within the school as well as areas the staff would like to see developed. Following the completion of this proposal, I summarized key points to present to the staff. We now have a leadership team in place to facilitate the implementation of SWPBS, of which I am a key member.
The focus of this assignment was outlining how my school would benefit from the implementation of School Wide Positive Behaviour Support (SWPBS) and secondary support programs such as Mind Up (a mindfulness program). As a preventative approach, focusing on developing a positive school climate, SWPBS leads to increased pro-social for both staff and students. Part of the process of developing a SWPBS plan, involves reflecting on what is working well within the school as well as areas the staff would like to see developed. Following the completion of this proposal, I summarized key points to present to the staff. We now have a leadership team in place to facilitate the implementation of SWPBS, of which I am a key member.
Final Grant Proposal.pdf | |
File Size: | 2027 kb |
File Type: |
Annotated Reference
Kabat-Zinn, J. (2005). Wherever you go, there you are: Mindfulness
meditation in everyday life. New York, NY: Hyperion.
I became interested in the concept of mindfulness when a former colleague encouraged me to try yoga. After my first class, I was hooked; I left the studio feeling like a new person. I began a regular practice which has changed the way I face each new day. Initially, I felt the physical benefits of a regular practice, and appreciated the time I was taking to unwind after a busy day but the more I began to understand about mental components of a yogic practice, the more interested I was in learning more.
In his book, Wherever you go, there you are: Mindfulness meditation in everyday life, Kabat-Zinn (2005), introduces the benefits of mindfulness and meditation and offers a guide to begin a journey into discovering a new outlook. We were provided just a chapter of this book, while studying programs we could use in conjunction with school wide positive behaviour support. I had used portions of mindfulness programs with my classes previously and had read many research articles on the benefits of introducing children to mindfulness, particularly children with specific learning needs. Mindfulness can reduce anxiety, increase attention and improve relationships; all challenges for the student population I work with. In order to successfully introduce children to the ideas of mindfulness, and lead the school in undertaking a mindfulness practice, I knew I would need to further develop my own practice.
After reading just one chapter, I purchased the book and have since been using it as a guide to deepen my practice. This book has changed how I approach not only my personal life, but my professional life as well. Kabat-Zinn is able to take a difficult concept and describe it in a way that makes it accessible. He presents mindfulness as being yourself and knowing something about who that is. He refers to mindfulness practice as gentle, appreciative and nurturing with the most important aspect being to simply be yourself, not try to become anything you are not. What a powerful message to give to children, particularly those who have a low self-concept of themselves and their abilities. I hope to take the messages presented in this book, combined with the ongoing research in this area, forward to my school community, where we can continue our learning journey together, mindfully.
In his book, Wherever you go, there you are: Mindfulness meditation in everyday life, Kabat-Zinn (2005), introduces the benefits of mindfulness and meditation and offers a guide to begin a journey into discovering a new outlook. We were provided just a chapter of this book, while studying programs we could use in conjunction with school wide positive behaviour support. I had used portions of mindfulness programs with my classes previously and had read many research articles on the benefits of introducing children to mindfulness, particularly children with specific learning needs. Mindfulness can reduce anxiety, increase attention and improve relationships; all challenges for the student population I work with. In order to successfully introduce children to the ideas of mindfulness, and lead the school in undertaking a mindfulness practice, I knew I would need to further develop my own practice.
After reading just one chapter, I purchased the book and have since been using it as a guide to deepen my practice. This book has changed how I approach not only my personal life, but my professional life as well. Kabat-Zinn is able to take a difficult concept and describe it in a way that makes it accessible. He presents mindfulness as being yourself and knowing something about who that is. He refers to mindfulness practice as gentle, appreciative and nurturing with the most important aspect being to simply be yourself, not try to become anything you are not. What a powerful message to give to children, particularly those who have a low self-concept of themselves and their abilities. I hope to take the messages presented in this book, combined with the ongoing research in this area, forward to my school community, where we can continue our learning journey together, mindfully.