Encouraging accessible learners, one day at a time!

[Image: Portfolio in white capital letters at the bottom of the image; the rest of the image has an open Macbook laptop, an open notebook and pen, earbuds, and an iced coffee all on a wooden table]

[Image: Portfolio in white capital letters at the bottom of the image; the rest of the image has an open Macbook laptop, an open notebook and pen, earbuds, and an iced coffee all on a wooden table]

Concordia University: Master's of Arts in Teaching

Within the first year of my Master's program, the courses and information I have studied so far align perfectly with my ethos on teaching in an accessible, culturally responsive, and engaging manner.  My focuses allow for an in-depth exploration of adolescent learners, and how I can ensure my English Literature and Social Sciences courses address the needs of my students.  Some of the work below illustrate the growth I am making throughout the course of this program: a mini lesson utilizing Socratic Seminar, a grading policy, and my personal pedagogy.   As this program continues, I plan to add more of my work, allowing for an example of a student portfolio I plan to utilize in my classroom. 

 

socratic seminar: book-to-movie adaptations

  • Unit: Book-to-movie adaptations 
  • Assignment: Socratic Seminar 
    • This mini-lesson is the first in a new unit on book-to-movie adaptations and encouraging critical thinking for compare and contrast
    • Within this lesson, students will utilize a socratic seminar to discuss Beauty and the Beast, analyzing characters and themes within the short story and film
      • Teaching strategies: turn and talk, socratic seminar, talking ball, participation motivator, and exit slip 
  • Unit Files: Socratic Seminar lesson plan | Socratic Seminar PowerPoint 
[Image: black font with "Grading policy" in capital letters, with a college-ruled notebook in the background]

[Image: black font with "Grading policy" in capital letters, with a college-ruled notebook in the background]

grading policy 

  • Topic: During my Master's program at Concordia University, one of the assignments was to produce a grading policy for a mock classroom.  Since this policy was going to the students and their guardians, it outlines:
    • My contact information and office hours;
    • The three main components of my grading policy: achievement, effort, and their completed student portfolio;
    • My grading scale;
    • Compliance expectations;
    • Summative, formative, and retake expectations;
    • Makeup and late work policies;
    • Extra credit
  • Files: Personal grading policy
[Image: black font with "Personal Pedagogy" in capital letters, with a sunny meadow in the background]

[Image: black font with "Personal Pedagogy" in capital letters, with a sunny meadow in the background]

personal pedagogy 

  • Topic: Within the first semester of my Master's program at Concordia University, the final project of my Differentiation course was to produce a personal pedagogy of my teaching practice.  Given that this was at the beginning of my program, nearly a year ago, it not only reflects upon my intentions for teaching, but provides a reflection for growth.  In the pedagogy, I outline the value of:
    • Teaching as a means of therapy and continued education
    • Intersectionality, safety, and malleability as core values for education in the classroom  
  • Files: Personal pedagogy (2016)