Please view the ARTIFACT: Visual and Graphic Overview of My Practicum

During my practicum I began by jumping right in with Grade 11 students making pasta, doing a jigsaw as part of their theory requirement and having a practical lab to assess their skills. Now I had not met the students before my arrival, as my schedule was changed after my two week fall practicum. It was a bit like diving from the 10 M board, something that I still gather the courage to do to this day.

After the Practicum, the Spring session at UBC continued to open my eyes. Learning more about literacy and how to include multi-modal methods in my discipline expanded my pedagogical skillset. During my practicum, I found that students needed clarity in instruction and at times it was necessary to scaffold details. With my  studentswho were learning English, working with a partner who had better command of the language helped.  O ther students in the cooking units also took lead. d  When giving quizzes to some students, it was evident how challenging it was for them to comprehend the material. I allowed more time for my students, however I was also aware of the shyness around being the last student to finish. One student, in particular struggled, and I would have liked to ensure she was learning more of the material. In reflecting, I did use video, demonstrations,  In addition I used direct instruction and questioning one on one for comprehension. In a small way I was hoping to support her and instill a more confidence.

With a better understanding, I will be more senstive to students where English is not their first language. I will be given this challenge with my new school, where I have two Ukrainian students who will need adapting the programs to assist with the language deficit.

Beginning a bit slowly, my practicum experience continued to improve steadily with good days. I did have a few tiring, and some discouraging days. It was on the days when things did not go well that I learned the most, though it did not feel like it at the time.  I kept plodding, and remembered the word of my Baba: ‘little by little’. Somehow, I always enjoyed the commute from Kitsalano, singing along the way, as I head to school.

Over time my teacher voice, presence and classroom management developed. Along side that my own style of teaching had room to emerge. I found new ways to gather the students attention, when my voice was soft, I turned off the lights. I used wait time for students to settle. This took me a bit of getting used to. All eyes were on me! “Remember to sanatize your cutting boards and wash your hands. What are we being careful of?They would respond:  Cross- contamination. “Excellent!, ” I would say.

My use of questioning improved and I tried a variety of teaching techniques from think apri and share, station activities, You tube videos with worksheets, TED talks, tasting stations, student run demonstrations,  and mini-demonstrations, as well as use of powerpoint as atool for presenting theory.

With Assessment, I used a variety of assessment techniques for learning. Exit slips gave me insight for what students knew, or did not understand and what they were curious about.I used a scrapbook for students food journey in Foods 12, where recipes and ideas and feeback on each new flavour was recorded. I learned it would be more effective to have eihter do a blog as I originally wanted to, to have a sketchbook/notebook they can use or to continue to teach the artistry around the notebook. I did have a few amazing examples produced by students. Some others were inconsistent with their efforts. The scrapbook was a good project for one of my students on a modified program. In addition, I developed  and administered Quizzes as a form of summative assessment.

I developed original units and lessons for my Asian Foods Unit,Foods 11 Pasta, Soups, Vegetarians  had recipes I developed or tested. I have made notes on the necessary changes required. folr future use.

Textiles 11 I refined the Fashion Illustration unit and took it one step further with still life I set up. For the global unit, I developed the unit and lessons on Current material that had just launched in the UK March 1, 2010. Collecting recycled fabrics that filled my car, I provided the materials for the projects, which  helped to offset the budget. I adapted the projects to include two options. Students rose to the occassion in all respects by handing in quality work A f ew students went well beyond my expectations garnering near perfect marks based on the criteria!

I adapted the program for students who needed alternatives, yet had expectations thatt were realist and fair.

Looking back I now see how much I have grown. Going back to the school in June to pick up some resources, my former students looked up and waved and smiled. I responded int tur turn by returning a bold smile. In that moment my heart melted.