Competency 3: To develop teaching/learning situations that are appropriate to the students concerned and the subject content with a view to developing the competencies targeted in the programs of study.

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FEATURES

• Bases the selection and content of teaching sequences on data drawn from recent didactical and pedagogical research.

• Selects and interprets subject‐specific knowledge in terms of the aims, competencies and subject content specified in the program of study.

• Plans teaching and evaluation sequences taking into account the logic of the content to the taught and the development of learning.

• Takes into account the prerequisites, conceptions, social differences (i.e. gender, ethnic origin, socioeconomic and cultural differences), needs and special interests of the students when developing teaching/learning situations.

• Selects diverse instructional approaches that are suited to the development of the competencies targeted in the programs of study.

• Anticipates obstacles to learning posed by the content to be taught.

• Plans learning situations that provide opportunities to apply competencies in different contexts.

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LEVEL OF MASTERY

By the end of his or her initial training, the student teacher should be able to:

• Develop appropriate and varied teaching/learning situations involving a reasonable level of complexity that enable students to progress in the development of their competencies;

• Build these activities into a long‐term plan.

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I created many lesson plans that highlight the how, why, and alternative methods of teaching certain concepts. For one unit on sharing advice, I created a long-term plan in order to give me a general direction for the lesson series. This gave me a general outline of when/how the students would be graded, and on what— this particular plan involves a C3 and a C2 assessment.

 

The first lesson in that series can be viewed here— as one can see, I have accounted for possible issues and justified each step of my lesson. 

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Finally, I ensure that my daily plans are written in my agenda so that I do not miss any items that need to be completed in class, and so the students and I are always on track. I also noted any student names for necessary follow-up and ensured to work with students in the next class. See an excerpt of my agenda here.

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I believe I have achieved thorough mastery of this competency.

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