Plan for Lab
1) Wednesday observation activity (or
alternative for B.Ed. Students)
2) Weekly Reflection
3) Evidence-based practice activity
Where to find lab work
Links to each activity appear within each lab block.
You have completed your lab when all the activities have
been completed thoughtfully.
If you find yourself just filling out stuff for me, you are
probably off track. These activities are designed to
promote your meaning making, questioning, connections
You will find a tick box beside each activity so you can keep
track of your progress.
When is it due?
Unless told otherwise by your lab instructor, your lab
work is due on Thursday by noon (the week
following your lab)
I recommend using the 1.5 hours on Friday to work
through the lab.
How is it marked?
Labs will be graded not as separate items but as a collection of activities
designed to anchor that week’s learning. This is a general idea of what
distinguishes levels of work
+ not just
use of ideas
+ taking some
+ Mastery of
Look for a situation where a student is really engaged in meaningful
learning. Jot down your answers to the following and record later in the
Coursespaces lab (Your goal is to be objective here. Avoid interpretation,
just write down what you see):
1. What does good learning look like? Describe what you see (even a
list of words will do). What indicated “learning” when you observed
2. Describe the situation or context within which that student was
engaged. What was the activity/task? What was going on around
them? How was it situated conceptually, geographically, etc)?
PART 1: Analyze and reflect on your observation
using the prompts I have provided
My goal is to provide some scaffolding for you to
think about instruction and learning in a systematic
The questions you are asking provide a foundation
for thinking about your own lesson planning
We will return to this activity in a couple of weeks
PART 2: Plan for your learning in ED-D401 this
This activity prompts you to set some learning goals
for yourself thinking forward to next week, the topic,
My goal is to support you to take some control of
own learning in our course. Figuring out what you
want to get out of each week’s topic is a useful way
to direct your attention and energies.
Towards evidence-based practice
What challenged your
beliefs or thinking?
What can you take away?
What questions remain?
Finding your way…
Be inquisitive. What evidence is there? Ask questions? Look for
Look for evidence. Is there any evidence?
Who is doing the research, where and with whom?
Who is funding the research?
Is it just common sense?
Build a conceptual tool kit:
Collect principles and ideas that are grounded in theory, research and practice
Be an intelligent consumer of research
know what is going on in your field (discipline-based conferences and journals,
education conferences and journal, educational psychology conferences and journals)
e.g., Teachers college record. (Oct 29 Province wide pro-D day)
Be purposeful in your design of instruction and in changes you make
Consider multiple perspectives and sources of data
Be systematic in your approach rather than rolling with the latest trend
Share your experiences, contribute to research
Engage in your professional communities
Collaborate in classroom research (Maybe come back for a Masters
Check your submissions
Towards Evidence-based practice