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Final Synthesis

Daniele N. Trembecki

Tutorial

Jason McLester

Medicine Hat College

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Throughout the term of my placement, I had the pleasure of working with an amazing

group of bright and thoughtful third grade students. These children, and my wonderful mentor

teacher, helped guide me through my first teaching experience, and allowed me to think deeply

about what kind of teacher I want to become. Throughout the two semesters I spent with the

students, there have been three main ideas that continue to prove their importance and

relevance to my personal vision of teaching. These ideas are as follows: the importance of

creating an inclusive classroom environment that celebrates diversity, utilizing a variety of

teaching approaches to facilitate differentiated instruction while providing scaffolding, and

creating meaningful lesson plans that will actively engage students while promoting deeper

thinking.

Having the opportunity to complete my practicum in Brooks really allowed me a unique

learning experience in regard to diversity. While discussing this topic in tutorial, it surprised me

how little cultural diversity there is in Medicine Hat, while just an hour West there is an

abundance of language and culture. This prompted me to think about the importance of

understanding a variety of cultures, as well as how to create an inclusive classroom that allows

a diverse group of students to flourish. While not every classroom will experience this level of

diversity, it is prudent to be able to cater to even a small level of diversity in order to provide an

environment that will allow every student to feel comfortable and ready to learn. Peck, Sears

and Hamm suggest that diversity is not a temporary problem that will be solved once new

Canadians integrate, but rather that individuals have the ability to embrace multiple cultures,

and that educators should be teaching the fluidity of identity rather than promoting integration

(Forthcoming). I believe that by understanding the mosaic of cultures that exist in Canada,
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educators can teach awareness and acceptance, while creating an inclusive classroom

environment that celebrates a variety of cultures and identities.

Speaking about diversity in the classroom, it is important to be aware that diversity does

not only present itself in the form of cultural diversity, but can also refer to diversity within

students’ ability to learn. While preparing to educate a group of students, it is critical to

consider the varied teaching approaches and learning styles that individuals may respond to. It

is also essential to consider that each student is not necessarily at the same level in their

learning, and that students do not all learn at the same pace. As a future educator, the idea of

instructing a lesson knowing that students will not understand the concept at the same pace

can be overwhelming at times. In order to accommodate the different learning styles and paces

it is crucial to provide scaffolding and practice a universal instructional design. Edmunds and

Edmunds suggest that while the universal instructional design keeps the needs of the least

independent learner in mind, it provides more effective learning for all students, and promotes

inclusivity through creating classrooms that value and respect diversity (2015). I believe that

utilizing these approaches will allow every student to get the most out of their learning.

While considering a variety of teaching approaches it is also essential to prepare

engaging lesson plans that will allow students to actively participate in their learning and think

deeply about the subject matter. An essential part of creating a meaningful lesson plan is first

understanding the learning objectives, and secondly, ensuring that the instruction will give

them the knowledge to put what they have learned into practice in accordance with Bloom’s

Taxonomy. Edmunds, Nickel and Badley suggest that educators must equip students with the

ability to understand the information in the lower-order categories before expecting them to
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successfully process information in the higher-order categories, while expressing that students

are unable to answer questions that require knowledge or skills that they have not yet acquired

(2015). Preparing a lesson in this manner is not only engaging, but allows the students to build

on their knowledge in order to apply it to real world problems.

Overall, I found that my practicum, tutorial, and education classes have encouraged me

to reflect on, and shape my teaching philosophy allowing me to grow as a student and a future

educator. It has inspired me to think deeply about issues in the classroom such as diversity,

differentiating learning, and preparing meaningful lesson plans. I believe in creating a classroom

environment that is founded on tolerance and acceptance while providing scaffolding and

designing lesson plans that will set my students up for success. In conclusion, the involvement

in my practicum, and my education class has helped to shape my views on teaching, and what

kind of teacher I want to become in the future. I hope to inspire my students and create a

positive learning environment.

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References

Edmunds, A., & Edmunds, G. (2015) Educational Psychology: Applications in Canadian

Classrooms (2nd Ed.). Don Mills, Ontario, Canada: Oxford University Press.

Peck, C., Sears, A., & Hamm, L. (Forthcoming). Beyond rocket science: Dispelling Myths About

Diversity in Canada. The Delta Kappa Gamma Society International Chickadee Chatter.

Edmunds, A., Nickel, J., & Badley, K. (2015). Educational Foundations in Canada. Don Mills,

Ontario: Oxford University Press.