Introduction:
When the Covid-19 pandemic hit the province of Manitoba, the Ministry of Education for the province scheduled to close the schools March 23 2020 with the intention of reopening April 13 2020. At this time, the province’s education students from the major universities were at the beginning of their practicum teaching block, some for their final block before graduation. The decision was made by the provincial government to extend school closures and remote learning to the end of the school year giving many teacher candidates the unique opportunity to continue to teach in this unprecedented time. With the support of the Faculty of Education and the guidance of our co-operating teachers, we grew as educators and navigated through these rough, rocky and uncharted waters. This is a reflection on the transitive experiences of this senior year preservice teacher at this time, with the challenges faced and overcome in order to deliver valuable and relevant content to students while simultaneously completing a meaningful practicum experience to fulfill certification requirements.
When the Covid-19 pandemic hit the province of Manitoba, the Ministry of Education for the province scheduled to close the schools March 23 2020 with the intention of reopening April 13 2020. At this time, the province’s education students from the major universities were at the beginning of their practicum teaching block, some for their final block before graduation. The decision was made by the provincial government to extend school closures and remote learning to the end of the school year giving many teacher candidates the unique opportunity to continue to teach in this unprecedented time. With the support of the Faculty of Education and the guidance of our co-operating teachers, we grew as educators and navigated through these rough, rocky and uncharted waters. This is a reflection on the transitive experiences of this senior year preservice teacher at this time, with the challenges faced and overcome in order to deliver valuable and relevant content to students while simultaneously completing a meaningful practicum experience to fulfill certification requirements.
Content Delivery:
At the time of the proposed closing, I was charged with teaching GRADE 9 GENERAL SCIENCE and GRADE 10 MATH ESSENTIALS at Sturgeon Heights Collegiate. In the 5 days we had to prepare for remote learning, with the support of my cooperating teacher I decided to deliver the content in the following ways.
1. Guided notes and worksheets were distributed to students. Those who were at school during that week were able to pick up their packages. For students that were not, packages could be picked up from the school or downloaded from the class webpage. In the case of math essentials, students had workbooks that they were already working from.
2. Science PowerPoint presentations were uploaded to the webpage for students to complete their notes and worksheets. Math concepts were explained through examples on the webpage and solutions were provided.
3. Videos were found or created to support the content, give examples or for demonstration. In some cases I was able to find appropriate videos and in come cases I created them.
4. Hands-on activities. When appropriate I found some activities students could do with things they had at home to help support their learning.
Communication:
Communication was mostly done through the Classroom Management tool Edmodo. When this fell short, we used email. Students and parents were given my university email address if they had questions, comments or concerns; and were encouraged to ask questions at any time.
I had planned to use Zoom to communicate with students if they preferred face-to-face communication but with the security issues associated with Zoom, we were directed to use other video conferencing software. My students are familiar with Microsoft Teams software so if the need arose, I would use Teams for video conferencing.
Assessment:
Assessment was done primarily through Edmodo. For assignments, dropboxes were created for students which contained assignment details and rubric when appropriate. Students would hand in work here. For summative assessments, quizzes were created with Edmodo and students were able to be tested online. Due to some bugs in the portal, I decided to try Google Forms for one of the tests, but ultimately went back to Edmodo for the next one.
In order to have a diverse learning experience for my science students, I gave them an option for a final project-based assessment in lieu of a final unit test. Approximately 20% of the class chose this as an option. My goal was to actively engage students and have them be accountable for their learning. They did not disappoint.
Assessment was done primarily through Edmodo. For assignments, dropboxes were created for students which contained assignment details and rubric when appropriate. Students would hand in work here. For summative assessments, quizzes were created with Edmodo and students were able to be tested online. Due to some bugs in the portal, I decided to try Google Forms for one of the tests, but ultimately went back to Edmodo for the next one.
In order to have a diverse learning experience for my science students, I gave them an option for a final project-based assessment in lieu of a final unit test. Approximately 20% of the class chose this as an option. My goal was to actively engage students and have them be accountable for their learning. They did not disappoint.
final_electricity_project.docx | |
File Size: | 17 kb |
File Type: | docx |
Student Well-Being:
These are troubling and uncertain times and I didn't want to ignore the well-being of my students.
1. Journaling: Once a week, I required student to write me a note. They can talk about whatever they needed to. Some students talked about content, some talked about the pandemic and some talked about home life. It didn't matter. I wanted to give them the outlet to talk. In every case, I made sure I wrote back given words of encouragement, suggestions and virtual "pats on the back".
2. Flexibility: It is important for teachers to have flexibility and not put too much pressure on students. Due dates for assignments were fairly fluid. In a virtual situation we don't know what's happening on the other end. I tried to be as understanding and supportive as I could.
3. A Lighter Side: Once a week, I would post a "This week in Science History" for some general interest (Apollo, Earth day) and on Thursdays, "Throwback Thursdays" were I could post a picture and students would guess what it is. I tried to make it related to the subject area.
4. Encourage creativity: On more than one occasion, I encouraged students be creative. On earth day, I suggested students to outside and take a picture and post it, take a video of a demonstration they have tried or a project they have created. (Scientist research project and Electrostatic project)
These are troubling and uncertain times and I didn't want to ignore the well-being of my students.
1. Journaling: Once a week, I required student to write me a note. They can talk about whatever they needed to. Some students talked about content, some talked about the pandemic and some talked about home life. It didn't matter. I wanted to give them the outlet to talk. In every case, I made sure I wrote back given words of encouragement, suggestions and virtual "pats on the back".
2. Flexibility: It is important for teachers to have flexibility and not put too much pressure on students. Due dates for assignments were fairly fluid. In a virtual situation we don't know what's happening on the other end. I tried to be as understanding and supportive as I could.
3. A Lighter Side: Once a week, I would post a "This week in Science History" for some general interest (Apollo, Earth day) and on Thursdays, "Throwback Thursdays" were I could post a picture and students would guess what it is. I tried to make it related to the subject area.
4. Encourage creativity: On more than one occasion, I encouraged students be creative. On earth day, I suggested students to outside and take a picture and post it, take a video of a demonstration they have tried or a project they have created. (Scientist research project and Electrostatic project)
Summary:
In the age of Covid-19, teachers performed the impossible by teaching like never before: without classrooms, without schools and with students working at home; relying on technology, experience and creativity. The venue for learning may have changed but the commitment of teachers to engage learners remotely was a challenge most teachers took without a second thought. The same is true for teacher candidates. I consider myself fortunate that I was able to complete my practicum, to teach my students in unique and creative ways and to guide them through this difficult time. Although having an aptitude for technology was an advantage during this practicum experience there were lessons I learned that I will carry with me throughout my teaching career. The "new norm" of teaching have developed new best practices that will be part of the industry for a very long time.
In the age of Covid-19, teachers performed the impossible by teaching like never before: without classrooms, without schools and with students working at home; relying on technology, experience and creativity. The venue for learning may have changed but the commitment of teachers to engage learners remotely was a challenge most teachers took without a second thought. The same is true for teacher candidates. I consider myself fortunate that I was able to complete my practicum, to teach my students in unique and creative ways and to guide them through this difficult time. Although having an aptitude for technology was an advantage during this practicum experience there were lessons I learned that I will carry with me throughout my teaching career. The "new norm" of teaching have developed new best practices that will be part of the industry for a very long time.
Photo credit: Karen Latimer (2019) Pacific Coast Highway north of Monterey Bay California