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Pbl E Portfolio Presentation 0807
Pbl E Portfolio Presentation 0807
Pbl E Portfolio Presentation 0807
Pbl E Portfolio Presentation 0807
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Pbl E Portfolio Presentation 0807

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Pbl E Portfolio Presentation 0807

  1. 1. Ill TFFTTTRT T‘‘-», l5 7 — _ , _— l ‘l 'l l I t 77- l Teacher Ll Teache . :'. .~. :., . _, /A are“; ll Knowledge ' Knowlc ls l~ El “ c«. ._ __ Vt " 7 in 14:10) <. _7"~-. _.____ '1] Artifact(s) Written _, — - Reflection Written _e= Reflection | Artifact Reflection
  2. 2. “Working on my E-portfolio provided many opportunities to reflect upon my learning moments and my growth as an educator. . . I truly appreciate and value the great leaming opportunity that this project has given me, and in the future, I will strive to teach students to incorporate self-reflection as part of their learning process as well. ” PBL Teacher Candidate, 2007
  3. 3. ”. Iv ' L’. liE! :~’. ':— lilllll lllllll ‘IIIIIIIII IIIIIII III ! !!! !!'! .|! ! Innnnuin-n II . lIll! lI! I ll -l IIIUI ITIII PSI‘! F13‘! !! FIFE ll Ill III>l
  4. 4. :3
  5. 5. Teacher A I‘ Situated / ' Knowledge -’ ' Learning Artifact(s) Written Reflection
  6. 6. Teacher _. ‘ Situated Knowledge *7 Learning Artifact Reflection
  7. 7. Reflection mm vw: ... ..ym ' u-nmum mm H BCfl8Cl, lO[_L-JJIHx-wvmnu :1 M v, Ir. 'mn 1-A-urn-19.; FIN —m. ».n—. —. n-anm. .m. m.—. .. -.«. —~ n— pm. .1. 7'. :In>. uu . -m. .:. .-. .. .u. ;» -»». -ax. .« . ... <». -n» uu. ..n». r . .«. : u-. ‘.». ll] 1
  8. 8. Welcome Teaching PIulc»oph_v Artifacts and Rt-lkuions Standards Final ihoughu Fawn: 'nnd1y. Iua. umum. n.a_. .d. u-uauhungnm-l, h.Luu. a-naps ulaaIhi¢hhlnuIlpdisnaInt. SonnniId'Ibu: IInlI‘ap1Inn. Ir¢vnIlI: d%ulspule| |aa| I&knl‘: IIId. mIed: u1£: gIln: lIHhn| :I! nlb'Ui uguunng. Mu-yuu-n-upuuupulunuuug-an-, mau: umag. '.pa aegauuuhumugeuopp-uuuuanauuuwun-nu-4-aunuusuh muiquaunuuna. rnpuugnunuuuq-um-uuununancuan &v¢avdcehfiebe&nfiI| nIIIndlIqiIkfi§. Aauuumwlnowulnufllllpha alluevhaoqnulllingnllunutywulublddenluwxhoduufiuevhycahblded squint. Aluufl. luJundI| touIoipn-iouofnthIdIIhooIIIldnItu1'no'b-udfl. ovcnannoamvrblnlhuhhllolliuun Anuudfl. ltn'lwlhdII: IlonanI. ndI unnlvodlhlllvcwndildtulvnddnuvulntlulnhluuuldidlnlitlun. Burnt‘: koala: -h-nIII1Ihuptb'dIupInvou-H'lI¢lnII-IiI: hl. ' Clickhcrc £onuyutixe1'e| :lIiI§PIIiloooplIy(Srandard 9).
  9. 9. lo the and, writing my teaching philosophy has been an process. Forcing me to define in words the teacher I want to be, hastnademere- evalmte myvaluesuateaeher, amotherandacontrihuu'ng citizen ofthissociety. 'Ihe proeeuhasoornpelledmetoreconsiderwhatIknowandbelieveasaparent, inl. ightof whatl| arnedatUBCandonmypracticum. UBChasprovidedmewiththclangm3c andtheoreticalbasisbywhichIcannowdscrihehowlw-anttoteaeh, asweIIassome insight into why I might want to tad: this way, anundastandingthatwnsfiirther enhancedduringmypracticutnexperience. Ifeelthatrnygrowthasatacherhas nourished apusonalgrowth bywhich I hnve come to a deepened understanding of whatinypeuonalvaluesare-this, intut-n, hashelpedmeto betterdiscemand artiuilate myoore teaching values. During mypracticum, I worked hardtofocuton what I considered to beateacher’s fundamental responsibility-to make the classroom a place what: all children are respected andvalued, and where: teacher consistently shows. through her words and actions, that she cares for and believesingfl her students. Whileinsomewayslfeelldidnotdothjsaswellaslcouldanddaould have, allow-ing, aaIdid, others'oonoerru about dassroom managernuit (i. e. "Ma| tesntwe theyknowyou’retheteacher! ' and ‘It’: notreallyadernocrai: y.. ..") to overshadowmy teaching convictions, I also know that my genuine interesundcaringformystudents did come through in many instances (for evidence, click hr-rs to see excerpts ofmy sponsor teacher’: Final Report). For me, these last few weeks atUBChavebeen extremely constructive in allowingmeto refocuson how I can further develop into the teadna I want to be. The opportunity to look bad: at my practiclim once again through the lensofa student oflarning, hashelpedtnerrdarifyrnybeliefi. As Barbara Coloroso (click l1t'IL' for Ms. Coloroso's website), teacher, international speaker and author, so pertinently puts it: "If we are to raise kids who can think and act ethiully, we don't begin with the thinking or the acting. We begin with the wring. " (V = *~l1nl- I mrl tr)
  10. 10. I ~' '14 . "" "t Qlllllll I ll ‘um ‘I , N / Ila lll‘v'll‘ll : temcmryL'u . i’ 7"O"" This artefact is a first tann report card from a student in my crass. Although a report cart! is essentially an assessment place. I have chose": to uselt represent my experiences with parent teacher conferences. The report card is lrom an average achieving student. and the name has been blanked out for privacy reasons. The reason I dsose a report card to represent the parent teacher experience has to do with the way in which these oonferenoes were conducted in my practicum class and the lessons I learned from the experience that helped to further my professional drwolopmont.
  11. 11. - Professional educators value and care for all chlldren, acting at all times In the best Interests ‘P “ , of children. = , ‘.4 Found in: AI1efac1}. A11efac1A. Artefact§ 45% sumac; 4 ‘V - Professional educators demonstrate an understanding of the role of parents and the home in 3 P W ’- : ’~= the life ofstudents. ~ Found in: Att§1}1s: l._2. An: J.'; :§1_6. An&I§&11 ' - Professional educators have a broad knowledge base as well as an In-depth understanding about the subject areas they teach. 9 Found in: Artgfag 1, Angfag 2, Armfagl, Artcfagt_§

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