Module #3

 Two pieces of work completed in this Module: 

I included the Leadership Philosophy of Education assignment in this Module because it highlights the guiding principles that shape my leadership and decision-making in education.

I included my Discussion Post #11 on Differentiated Instruction because it reminds me education is more effective and meaningful for every student when we use differentiated instruction. 

Reflections: 

Differentiated instruction has transformed the way I approach teaching. It’s all about recognizing that each student brings their own unique set of skills, learning styles, and interests to the classroom. By tailoring my teaching methods, materials, and assessments, I can more effectively cater to these diverse needs. Moreover, differentiated instruction creates a more inclusive environment. Students feel valued and understood, which boosts their confidence and engagement. They learn to appreciate both their own strengths and those of their peers, fostering a collaborative classroom culture. Overall, differentiated instruction has made me a more responsive and effective educator. It’s a powerful reminder that teaching isn’t one-size-fits-all; our goal should always be to reach and teach every student in the way they learn best.

Plans or make changes to your instruction in the classroom

When planning or making changes to my classroom instruction, my focus would be adaptability, engagement, and inclusivity. I will continue to explore ways to tailor lessons to diverse learning styles. I will use visual aids for visual learners, hands-on activities for kinesthetic learners, and discussions for auditory learners. I will provide varying levels of support and challenge. I will modify tasks based on student ability, offer choices in how students demonstrate understanding and use flexible grouping. With formative assessment, I will regularly assess student understanding through quick quizzes, exit tickets, or peer assessments. Use these insights to adjust instruction. In addition, I will create a culture where feedback is constructive. Encourage students to reflect on their learning and set personal goals. By implementing these strategies, my classroom instruction can become more dynamic, responsive, and effective in meeting the needs of all students. 

Module #2

Two pieces of work for Module #2

I created this Venn Diagram while researching the 2020 Math Curriculum to help me better understand the changes.

I have added the teacher resource on inclusivity and equitable practices because I have a diverse classroom and use many of them daily. 

Reflection on Module #2

After completing this Module, I reflected on two areas: the Big Ideas and the 2020 Math Curriculum. 

The area that I found most beneficial in this Module was exploring the Big Ideas. Revising their importance has helped me prioritize and organize my unit and lesson plans. It clarifies the overall goal or what it might look like. It made decisions for me on instructional strategies and student assessments. Also, it helps reduce the memory load on my students, and they can make more meaningful connections.

Also, reviewing the 2020 Math curriculum in this Module was very helpful as it further helped me understand how to approach teaching math to my students. Reviewing the curriculum helps me stay current with my instruction and ensures my lessons are relevant. I find it helps identify areas where students may be struggling, and I can adjust my teaching strategies to better support my students' learning needs. Reviewing the curriculum also reminds me that I must constantly develop new real-world connections to keep the learning relevant for my students.

What new ideas, skills and approaches have you learned?

Some of the new ideas, skills, and approaches I learned during this second Module included the need to emphasize integrating SEL skills within my math instruction. I must help my students manage their emotions, set goals, and establish positive relationships. I must also create a supportive learning environment that enhances student engagement and more resilient students. 

A new approach I learned in this Module was STEM and Indigenous Education. I need to look at new ways to incorporate them into my class. I want to emphasize the importance of STEM education and integrate Indigenous perspectives into the math curriculum to provide a more inclusive and diverse learning experience.

 

Module #1

 Artifact from Module #1 

I have chosen Mathology as an artifact for Module #1. Mathology is the Greater Essex County District School's approved math resource to teach our students math. It promotes inclusive education by offering varied teaching strategies to meet diverse student needs. It provides up-to-date, research-based content that helps teachers stay informed about best practices in math education. It demonstrates compassion and commitment to student well-being through supportive and engaging learning materials. These are some ways Mathoology follows Inclusive Practices, Standards of Practice for the Teaching Profession and Ethical Standards for the Teaching Profession.

Quote the Represents My Learning In Module #1

"Effective math instruction begins when educators have high expectations of students and believe that all students have the potential to learn and do math."

Ontario Ministry of Education. (2020). High-Impact Instructional Practices in Mathematics. .https://assets-us-01.kc-usercontent.com/fbd574c4-da36-0066-a0c5-849ffb2de96e/d7fbcc68-2f2b-4ef8-988d-3fb9b42c33cd/high-impact-instruction-math.pdf

Post that Positively Impact on Me: Discussion Post #2 - Michelle Diubaldo

For the last 3 years, I had the privilege of working with our board as a numeracy support teacher, and gained valuable insights into further implementing inclusive practices in the classroom. I now draw heavily from Dr. Peter Liljedahl’s Building Thinking Classrooms in Mathematics.  One of my most effective strategies is visible random groupings and work tasks at vertical non-permanent surfaces (VNPSs). Before each task/problem, I distribute cards to students that pair them with two other classmates, forming a random group. Sometimes, I will use ClassDojo to randomize names as well. This encourages collaboration and ensures that students work with different peers rather than sticking to the same groups.

Much of our group work is done on vertical surfaces, which fosters teamwork and active engagement. This approach provides every student with the opportunity to interact and collaborate with all classmates. 

In my previous roles as an LSST (Learning Support Services Teacher) and Numeracy Support teacher in Special Education, as well as in providing workshops on Universal Design for Learning (UDL), I found this practice also aligned well with inclusive educational frameworks. It promotes diversity in interaction and provides all students with equal opportunities to contribute and learn.

The practice of visible random grouping aligns with the Standards of Practice and Ethical Standards by fostering fairness and equity in the classroom. By ensuring that groups are visibly and randomly selected, students can see that no preferential treatment, which builds trust. Everyone is treated equally, strengthening the classroom community and upholding the ethical responsibility of creating an inclusive, respectful learning environment.

This post has positively affected me. 

The comments reflect my views on the importance of student engagement and collaboration in creating a dynamic and inclusive classroom.