PSI Practicum Goals

Name: Kendra LaRocque

Dates: Nov 14-Dec 15 Grade Level: Grade 4

Goal #1: I will use effective questioning techniques, such as

wait time and a variety of questions for different cognitive
levels in the classroom.

Rationale:
It is important to vary questioning methods so that a variety of learners have the
chance to answer the questions. It is important to give all students equal opportunities
to understand and answer the questions, so I need to practice wording questions in
ways that will engage different level of learners.
KSA#5: All students can learn, albeit at different rates in different ways.
KSA#9: There are many approaches to teaching and learning.

Strategies: Resources: Timeline:

Counting to 5 Using the TA for By mid point I
each after advice and will be
each suggestions demonstrating
question, to Finding books on effective
give students proper questioning
time to think. questioning or strategies so
Varying using the Blooms that all
questions so taxonomy students have
that the questioning the chance to
variety of prompts. answer.
https://education.illinoisstate.edu/downloads/casei/5-
learners can 02-Revised%20Blooms.pdf
answer. Such
as with
Blooms
 PSI Practicum Goals

taxonomy
question
prompts.

Possible Performance indicators:

I will ask my Teacher Associate to keep track of students
who have answered questions, so that all students have a
chance to answer questions.
Evaluation by Teacher Associate that has meeting or
exceeding expectations on the Formative Assessment at
mid-point.

Reflection and Evidence of Success:

In my time in PSI, I have had the chance to explore a variety of questioning techniques.
In the beginning it was hard to get student participation as it was mostly questions that
said who remembers. This does not hold the students accountable and you will have
very few responses. By having my students think of the answer to a question, share it
with a partner and then with the class I was able to get a greater response from
students. My questions are no longer who remembers but are more along the lines of
what did you notice and can you explain why that might be happening. As time,
progressed I began to get in my lesson evaluations from my T.A. good questioning and
as well having students answer their own questions. I feel as though I have achieved
my goal on effective questioning techniques. For PSII I may work on when choral
responses and directed questions are best. As well, as how to phrase the questions so I
 PSI Practicum Goals

get the type of responses that I am looking for.

 PSI Practicum Goals

Name: Kendra LaRocque

Dates: Nov 14-Dec 15 Grade Level: Grade 4

Goal #2: I will use a variety of assessment techniques to suit

the needs of different learners in the classroom.

Rationale:
All students need the chance to express their learning and understanding. By
providing a variety of assessments you can maintain validity and reliability in your
assessment practices.
KSA#11: The purpose of student assessment.

Strategies: Resources: Timeline:

Using Using the TA By mid point
assessments for suggestion I will have a
that have and advice. variety of
worked in Using notes assessment
advance with the from methods
TA. evaluation used in the
Experimenting course. class, so that
with different Using Alberta I can find a
formative recommended few that work
assessment subject well.
strategies in my resources from
lessons such as my school
observation, and/or the
conversations, University
questioning, Curriculum
performance- Lab.
 PSI Practicum Goals

based and
written.

Possible Performance indicators:

2-3 different assessment methods that work well for the
class. As is noted in my self-reflection of my lessons and
written feedback from both my Teacher Associate and
University Consultant.
Evaluation by Teacher Associate that has meeting or
exceeding expectations on the Formative Assessment at
mid-point.

Reflection and Evidence of Success:

Developing a variety of assessment techniques is one goal that I feel as though I have
not really achieved. This could be that in my time in PSI I did mainly formative
assessment, so I did not have as much chance to try different assessment strategies.
However, I made sure to include exit slips, questioning, observation and even simple
assignments that the students would hand in as formative assessments in a variety of
my lessons. I feel as though these methods did allow me to understand where my
students needed more reinforcement on certain aspects of the material. As well, with
some of these methods I was able to target students that needed individual reteaching
of certain material. In PSII, when I will be working towards more summative
 PSI Practicum Goals

assessments I would like to see myself try to incorporate as many different possibilities
of assessment. If need be I would also like to see how I could differentiate an
assessment for students in PSII. Included below is an example of one of my successful
formative assessments that helped me gauge student learning and understanding. I
was able to use this assessment to create tailored lessons for specific students. Or in
the case a lesson on friction for the entire class as their was a lot of confusion on the
term.

Name: _____________________

Green Light, Yellow Light, Red Light Exit Slip

How well do you understand Wheels and Rollers: How they work and where they are found?

Please circle which light matches your understanding.

Green Light Yellow Light Red Light

I understand. I kind of understand, but I dont understand, I have

still have some questions. lots of questions.

What questions do you have about the wheels and rollers? ________________________________

_______________________________________________________________________________
 PSI Practicum Goals

Name: Kendra LaRocque

Dates: Nov 14-Dec 15 Grade Level: Grade 4

Goal #3: I will develop effective classroom management

techniques so that the class can run smoothly with minimal
classroom disruption.

Rationale:
It is important to have effective classroom management techniques so that the class
can run smoothly, and the learning objectives can be achieved.
KSA#7: Students needs for physical, social, cultural and psychological security.
KSA#8: Importance of respecting students human dignity.

Strategies: Resources: Timeline:

Not continuing Using notes By mid point I
with learning if from teacher will be
students are as performer demonstrating
speaking. workshop. effective
Wait time. Using attention classroom
Allowing grabbers that management
students to self the Teacher techniques so
regulate poor Associate that they are
behaviour. uses with the minimal
Use non-verbal class already. classroom
cues and disruptions.
attention
grabbers.
 PSI Practicum Goals

Possible Performance indicators:

The need for less attention grabbers. Students will begin to
self regulate.
Evaluation by Teacher Associate that has meeting or
exceeding expectations on the Formative Assessment at
mid-point.

Reflection and Evidence of Success:

Classroom management is something that has been a struggle for me in PSI. I have
seen growth in myself in this area and believe that I have achieved my goal. I have seen
myself grow from someone who struggled with a lot of outbursts in class to, someone
who is getting more comfortable in controlling those outbursts. In the beginning I began
to teach prior to all students giving me their attention and now I will not start until I have
all the students attention. I am comfortable enforcing my expectations in the classroom,
where in the beginning I was not. I feel as though I still have room to grow in classroom
management, but I am trying my best to improve by finding new resources and
techniques to follow in the class. Classroom management is something I will still have to
work on as the techniques you develop for one set of students may not work for another
set of students. Classroom management is something that is very fluid and ever
changing but the basis must remain the same. You need to enforce your expectations
and you have to let students know that you are the authority figure.
PSI Practicum Goals