Guiding Questions
FOUNDATIONS II
Week 1: Refreshing, Reviewing, Refining
How did you demonstrate the OCT standards during your Field Experience I?
I thought very carefully about how I wanted to represent myself during practicum. I wanted to be thoughtful in my interactions with students as well as staff, but still be authentic to what I believe in. I am very passionate about the Ethical Standards and Standards of Practice frameworks because they are vital in creating a safe place for students and co-workers to respectfully work towards the same goal: education. Pedagogy and epistemology, the philosophy of teaching guided by these frameworks and the philosophy of knowledge guided by the scope and validity of what we teach. I think today more than ever these frameworks are going to help guide education through the very muddy waters of information and misinformation. In practicum I showed my Standards of Practice through modeling being a student. I often said to my grade 3 / 4 split, "I am learning too," or "I can't wait to see how Mr. Phillips teaches this." I wanted them to know that education isn't finite: it evolves, its builds, it grows and it changes as you grow.
OCT Ethical Standards and Standards of Practice
Week 2: Putting Research into Practice
1. Personal Assumptions and Curriculum: Reflect on the assumptions you brought into this course about curriculum and instruction. How have your views evolved, especially in light of the research and discussions we're introducing about curriculum origins and design? What assumptions no longer hold true for you?
At the start of Foundations 1, I thought I had a pretty good handle on the Ontario curriculum because of my two kids, Etta - 11 and Elliott - 7, and navigating the school system with them and also being a reasonably involved parent in their schooling over the years. I assumed teachers had a lot of freedom to decide not just how to teach, but also what and when to teach it. But after this course (FI & FII) and my practicum, I realized that a lot of what I thought was based on what my kids could recall at the end of a school day (lower order thinking), which is not a sound epistemological measure.
Seeing things from the teacher’s perspective showed me how much structure and foundational work is being done behind the scenes, and also has helped me understand how my own children learn. It has definitely helped me understand their educational journey, and I think their struggles and triumphs are not unique - there is a lot to learn from in the educational journeys of those around us. The Ontario curriculum isn’t just a guideline; it’s a map that ensures students meet specific goals at different stages. What surprised me most was how deeply interconnected the curriculum is - skills and concepts build over time in ways that aren’t always visible unless you’re the one teaching them. For instance, I saw in my own children how foundational literacy and numeracy skills are the primary grades and become more critical in later grades. My daughter wasn't doing well at math in grade 3, but it was actually because her literacy was behind - the language in the questions was slowing her down, not the algebra.
One assumption that is slowly dissipating as I gain more experience is that curriculum stifles creativity. I think for many teachers at the beginning of their career, there is a rigidity to their teaching until they find their stride or path, but after teaching during my practicum, I think the curriculum creates a solid foundation that allows for flexibility and creativity once you're confident in it. If you ask any of our instructors here, or even my AT from my last practicum, they can pretty much recite the curriculum verbatim and the recent changes to it. That allows you to develop a pedagogy that reflects your own personality too.
I also appreciate far more the educational research and consultation that goes into the curriculum, I'm not sure the current Ministerial politics has much to do with the education of our children, but that too is a trend that in the scope of a career one must contend with. An ebb and flow is expected in any job - flexibility and adaptability - which is ultimately what we're trying to teach our students. So, we have an opportunity to model that for them, I think it's important to show kids that teachers learn too.
2. Teaching in Ontario: How has your growing understanding of the education system in Ontario evolved after experiencing your first placement, and what you've learned so far through course content, especially regarding the role of historical context, curriculum policies, and current educational research? Reflect on the challenges and opportunities that educators in Ontario face today.
Discussions about curriculum origins and design highlighted how what we teach isn’t random; it’s shaped by historical, cultural, and political contexts. I think a few instructors here have said it well: curriculum is a living document that evolves, much like we do as educators. I was also unsurprised by the origins of education in North America, and previous to this program had been exposed to the origins of literacy as form of dissidence, as a form of empowerment to counter the exploitative practices of industrialization, and other exploitative labour practices. I still draw from Paolo Freire's ideas that evolved out of the Pedagogy of the Oppressed as a practice to build equity and encourage democratic voices - which I still think is achievable, even while hitting curriculum requirements and assessing in the particular way we are to meant to assess. The historical and policy context of Ontario’s education system has also made me more aware of how much the role of teachers has evolved. We’re not just delivering curriculum anymore; we’re facilitators of learning, advocates, and guides. Current educational research, like the emphasis on structured literacy and differentiation, shows that the profession is always adapting to meet the needs of students in a changing world.
I think one of the biggest challenges for teachers over the next twenty years will be global politics. In our political climate right now, it does feel like education is under attack and there is greater pressure to prove what we're teaching is appropriate and beneficial to a child. There is so much misinformation about education circulating online and being disseminated through social media as fact, which it may or may not be. In some ways it feels like there is a tragic irony that education has not been able to keep up with the lightning speed technological advancements of this millennium and address some of the glaring ethical shortcomings of this new digital landscape. However, in understanding the complexities and vast consultations necessary to develop curriculum it makes sense that the response time for curriculum to adapt is so lengthy for this historical period.
In my mind then, the greatest opportunity we have as teachers is to make our students the most thoughtful, educated little human beings that can help move society forward, not backwards. To develop and nurture everyone's potential, and to help our students see the mechanisms in life that seek to keep us in the dark. We must pass them the light, so they can shine it brightly.
3. Reflecting on Historical Context and Residential Schools: In this week’s lecture, we explored the historical context of education in Ontario, including the development of the public education system and its impact on different communities. Considering this, reflect on the history of residential schools in Ontario and their lasting effects on Indigenous communities. How do you see this history influencing current educational practices, particularly for Indigenous students? As a future educator, how can you incorporate this understanding into your teaching practices to create an inclusive, culturally responsive, and respectful classroom environment for all students?
Reflecting on the history of residential schools in Ontario, I feel strongly that as educators, we have an essential role in addressing this painful legacy with mindful, productive, informed dialogue. The government’s treatment of Indigenous communities was abhorrent, and the effects of residential schools continue to impact these communities today. We cannot shy away from these conversations; we must engage students in open and honest discussions about the history of residential schools at appropriate times through scaffolding.
We can teach empathy and understanding, we can help students recognize the injustices faced by Indigenous peoples. This will require thoughtful and sensitive approaches, particularly when addressing trauma and its lasting effects. It’s important to not only highlight the historical facts, but also to respect Indigenous voices and perspectives in the classroom. This history influences current educational practices, especially as we work to create inclusive and culturally responsive learning environments.
As an educator and librarian, I think it's my responsibility to incorporate this understanding by acknowledging the harm done and supporting the healing and growth of Indigenous communities. Creating a respectful classroom means offering space for dialogue, introducing Indigenous perspectives through curriculum, and ensuring that Indigenous students feel heard and valued. I hope to contribute to a more inclusive and just educational system for all students, and teach our children that injustices
Week 3: Unit Planning Plus UDL & DI
What are your current understandings about UDL and Differentiated Instruction?
What challenges might you face when considering UDL and DI in your lesson and unit planning?
How can UDL and DI be beneficial to ALL of your students?
Prior to this week, I felt I had a solid understanding of UDL and DI, but the videos we watched really brought those concepts to life. They didn’t just explain the theories; they provided practical, concrete strategies that I could envision using in my own teaching practice. I appreciate how UDL emphasizes proactively designing learning environments to accommodate all learners from the start, while DI focuses on tailoring instruction to meet the individual needs of students, a similar framework to equity opposed to equality. Together, these approaches feel like complementary tools for creating equitable and inclusive classrooms.
After reflecting on the videos and the article, I couldn’t help but think if there was a greater effort by the OTU instructors this term to apply UDL principles to our courses. Across our courses, I’ve noticed more opportunities for in-class time to think through assignments, clearer instructions that break down tasks into manageable steps, and a more consistent use of Canvas across courses. These changes seem to align with the idea of providing multiple means of engagement, representation, and action....key principles of UDL! I also feel that expectations and learning goals are more aligned this term, and that seems to be benefiting everyone. To paraphrase Larry Ferlazzo; we have been able to identify
what the learning goals are and the
best roads to get there.
What I appreciate most about this shift is how it has made our learning experience more accessible and student-centred. By incorporating strategies like clearer communication, built-in time for reflection, and consistent tools and platforms, our instructors are modeling the kind of teaching we are learning to implement. This not only enhances my understanding of UDL and DI but also inspires me to think critically about how I can apply these frameworks to ensure my own future students feel supported, valued, and capable of success.
How can UDL and DI be beneficial to ALL of your students?
What challenges might you face when considering UDL and DI in your lesson and unit planning?
How can UDL and DI be beneficial to ALL of your students?
UDL and DI are incredibly beneficial because they ensure all students can access learning in ways that work for them. The Learning for All Ontario policy document emphasizes that every student can learn, but not in the same way or at the same time. By incorporating UDL, I can design lessons that provide multiple ways for students to engage, represent their understanding, interests, build agency and express their learning. DI builds on this by allowing me to adjust instruction based on the specific needs of individual students in real-time, creating a dynamic and inclusive classroom.
The article A Brief Review of Effective Teaching Practices That Maximize Student Engagement reinforced the importance of strategies like modeling, opportunities to respond (OTRs), and specific feedback (which surprisingly needs to be very specific). These align with UDL and DI principles by ensuring lessons are accessible and engaging for all students. For example, OTRs and feedback can be tailored to meet diverse student needs, whether through group responses, individualized prompts, or specific praise that reinforces learning goals.
Together, UDL, DI, the Learning for All policy, and evidence-based practices from the article remind me that inclusive, student-centred education is about more than meeting EQAOs, it’s about designing learning environments where every student can thrive, no matter their background or ability. By using these approaches, I can create a classroom that values diversity and sets every student up for success.
What challenges might you face when considering UDL and DI in your lesson and unit planning?
What challenges might you face when considering UDL and DI in your lesson and unit planning?
What challenges might you face when considering UDL and DI in your lesson and unit planning?
One of the biggest challenges when planning with UDL and DI is finding the balance between being thoughtful and organized while staying open to variables, like student perspectives, interests, and strengths. It feels nerve-wracking to carefully plan lessons and units that meet curriculum expectations, but also allow enough flexibility to be truly student-centred. Providing meaningful choice is especially tricky because I want to offer enough options without it becoming overwhelming for students or losing focus on learning goals.
Incorporating UDL into every aspect of teaching, including instruction, assessments, materials, classroom spaces, behaviour management, and culture, takes a lot of intentionality - the video mentioned those as a good framework to start). For a newer teacher, this feels even harder because so much of it relies on experience and confidence in the classroom. Designing unit plans that anticipate diverse needs while leaving room to adapt is definitely daunting, but it will get easier over time. With practice and reflection, I’ll get better at balancing thoughtful planning with the flexibility needed to create an inclusive and empowering classroom. It’s not easy, but it’s worth it.
In practicum I did a science lesson plan that was "inquiry based," but I was quite confident in how the lesson was going to go, and what questions they were likely to ask, so it felt a bit like I was cheating! In my own class on day, I think the regular application of UDL and DI will eventually become second nature.
WEEK 4: The inquiry-based model
1. What are some ways to assess student learning effectively in an inquiry-based model, especially when outcomes may vary?
Effective assessment in an inquiry-based model moves beyond evaluating discrete knowledge acquisition and instead prioritizes the process of investigation, critical thinking, and knowledge construction. The Inquiry-Based Learning (IBL) document (Capacity Building Series) emphasizes that assessment should be embedded throughout the inquiry process rather than positioned solely as a summative measure (Ontario Ministry of Education, 2013). This iterative approach acknowledges that understanding evolves through cycles of questioning, exploration, and reflection.
A triangulated approach incorporating observations, conversations, and student products provides a comprehensive view of learning. Conference discussions, learning journals, and peer feedback serve as meaningful indicators of conceptual development and engagement with the inquiry process. Self- and peer-assessment further promote metacognitive awareness, allowing students to articulate their learning trajectory, refine their inquiry focus, and identify areas requiring further exploration.
Reflective prompts such as the one below facilitate deeper engagement with the learning process:
- “What new understandings have emerged?”
- “What challenges shaped this inquiry?”
- "What could we have differently?"
The Revised Bloom’s Taxonomy (Anderson & Krathwohl) reinforces the importance of assessing cognitive processes beyond recall, encouraging educators to design assessments that capture higher-order thinking, including analysis, synthesis, and application (Wilson, 2016). Flexible rubrics that emphasize inquiry skills - such as question formulation, critical analysis, and synthesis of information - ensure that assessment remains aligned with the principles of inquiry-based learning, accommodating diverse ways of learning and varied student outcomes.
Assessments need to be equitable in terms of how, when and to whom they are done. I plan on using the IBL framework frequently in my teaching, and I think it is imperative you are engaged as an educator in the process. Being fully present is essential for effective facilitation, which makes having readily available assessment tools crucial to maintaining the flow of learning. Recording observations should be discreet, accurate, and efficient to avoid interrupting the flow of the class. The goal is to cultivate a classroom climate where students feel safe to take risks, explore their curiosities, and engage in meaningful, and respectful collaboration.
2. What strategies could you use to guide students who struggle with the self-direction required in inquiry-based learning?
The open-ended nature of inquiry-based learning presents challenges for students who require additional scaffolding to develop self-regulation and independent problem-solving skills. A structured progression, moving from teacher-led to student-directed inquiry, supports the gradual release of responsibility. The Order of the Phoenix video illustrates this continuum effectively, beginning with structured inquiry, where the teacher provides guiding questions and frameworks, before transitioning to open inquiry, where students design and direct their own investigations. This scaffolded approach ensures that learners develop the confidence and cognitive strategies necessary for independent inquiry.
Explicit instruction in self-regulation and questioning techniques enhances student agency in the inquiry process. The Questioning Techniques study (Hill, 2016) highlights the role of higher-order questioning in fostering critical thinking and engagement, emphasizing that direct modelling of inquiry-driven questioning supports students in refining their investigative approaches. Structured reflection opportunities, including periodic check-ins and peer collaboration, provide essential support, allowing students to articulate their progress, identify obstacles, and refine their inquiry paths.
Checkpoints embedded within the inquiry process serve as formative assessments, offering students opportunities to evaluate their direction and adjust their approach. Peer discussions and collaborative inquiry groups further support learners who may struggle with self-direction, providing structured dialogue that encourages iterative thinking and the integration of multiple perspectives. This is where groupings could greatly help support the inquiry process, once again knowing your students is so important.
Inquiry-based learning facilitates active engagement by exploring and contextualizing the world rather than positioning students as passive participants in their own learning. This pedagogical approach fosters intellectual curiosity, metacognitive awareness, and problem-solving, supporting the broader goal of equipping students to engage critically with evolving epistemologies. Metacognitive awareness enables students to monitor their thought processes, evaluate their strategies, and adapt their approach, fostering deeper engagement and self-directed learning within the inquiry-based model - AKA what we all should strive for, especially educators!
Ensuring equitable access to inquiry learning requires intentional scaffolding, particularly for students who face challenges with self-direction. The integration of explicit instruction in inquiry skills, structured reflection opportunities, and differentiated support mechanisms creates an environment where all students can engage meaningfully with inquiry. Balancing autonomy and student agency with structured support not only enhances student engagement, but also strengthens the development of transferable cognitive and problem-solving skills essential for lifelong learning. That's the real goal; imbuing your students with a lifelong love of knowledge and learning.
Week 5: The Thinking Classroom
OBSERVATIONS
THE THINKING CLASSROOM
THE THINKING CLASSROOM
What new teaching strategies, student behaviours, or classroom dynamics stood out to you during your FE2 observation week compared to your early observation days at your first placement in the fall? Through the practice of deepening your observation and noticing skills, what were you able to notice now that you might have missed during your fall observation days? How might these new insights shape what you pay attention to in future placements?
Reflecting on my most recent observations in comparison to my earlier placement in the fall, I definitely had a better grasp on what to look for and what was important. That is, not just what was happening, but also why certain instructional strategies and classroom dynamics were effective (or not). In the fall, I was initially very focused on understanding the structure of the day - when literacy, math, and science happened - and how activities were introduced. Now, I’m paying more attention to the nuances of routines, transitions, and how students interact with both the curriculum and their teachers.
One major difference in this practicum is the ECE and how she influences the daily flow in kindergarten. The team dynamic and flow is very different from my previous placement. For instance, the structured exit from the meeting space, reinforcing the lesson before moving on to play, which is different than in Grade 3/4 because they would likely not be moving on to play after a more formal lesson. In kindergarten, there is an intentionality to reinforce learning through what may seem like straightforward classroom management techniques, but in reality, these strategies have significant cognitive value. Similarly, the morning affirmations and calming music stood out as a practical transitional tool and in the fall, quiet reading served that same function as well. In the fall, literacy blocks were more rigid and structured, while now routines help support emotional regulation and create an inclusive learning environment.
Another key difference was how much young learners rely on visual and auditory supports. This made me think about how educators balance technology use with hands-on, inquiry-based learning. It’s not just about what students are learning, but how they engage with the content and whether it supports deeper understanding.
I am now more aware of how accommodations play out in different grades. In the fall, I saw accommodations being given in the form of modifications, but now it seems like many accommodations were embedded into the classroom culture - like the student with sound sensitivity sitting in the reading area for math, or a student needing space but still being engaged in literacy. It reinforced the importance of flexible learning environments, where accommodations feel natural rather than separate, aligning with Universal Design principles.
Going forward, I want to continue refining my observational skills by paying closer attention to how students transition between activities, how learning materials are selected, and how teachers manage classroom energy. I also want to be more mindful of the implicit messages in the resources we use, whether it’s language, cultural perspectives, or levels of engagement. I want to focus on intentional choices; a structured exit from the meeting space, a smooth transition, a morning affirmation, or a carefully selected video, all of which can have a huge impact on how student experiences learning.
THE THINKING CLASSROOM
THE THINKING CLASSROOM
THE THINKING CLASSROOM
Based on what you’ve learned about Thinking Classrooms, where do you plan to incorporate it in your unit plan? Describe.
We’re building Thinking Classroom elements into our grade 1 science unit, especially since it’s all about hands-on design challenges—bridges, boats, cars, and more. Instead of just giving students a set of steps to follow, we want them to think, test, and revise like real engineers.
We will use whiteboards, chart paper or other vertical non-permanent surfaces (VNPS) for planning. Before jumping into building, students will sketch their ideas, share strategies, and adjust their designs as they go. This way, thinking stays visible, and they can collaborate in real time.
We can also frame tasks as open-ended challenges instead of step-by-step instructions. For example, instead of saying, “Build a bridge using these materials,” we can ask, “How can you build a bridge that holds the most weight? - letting them come up with their own ideas and solutions, and also reinforcing what Brian Errey reminds us about productive struggle and what Sheila Rhodes highlights about inquiry-based learning
All of these contribute to our students becoming resilient in the classroom.
Groupings will change and be randomized so students can work with different classmates and get exposed to different ways of thinking. Throughout the unit, we’ll have them explain their design choices - why they picked certain materials, what worked, what didn’t - tying into the STEM Investigation and Communication Skills from Strand A.
The goal isn’t just to build structures—it’s to get students thinking, problem-solving, and making connections. By setting up our unit this way, we’re helping them learn like engineers, not just learn about engineering. I think if we use the principles of the Thinking Classroom, e.g., growth over correctness, reducing answer-driven learning and shifting assessment to encourage risk-taking and persistence, our unit plan will be successful.
Week 6: Formative Assessment
Learning Centres as a Tool for Formative Assessment
1. Reflect on your observation week at your new placement. Can you describe how and where a learning centre would be an effective tool for formative assessment?
Observation during my placement highlighted opportunities for more intentional integration of formative assessment within learning centres. Currently, the classroom structure consists of a whole-group lesson at the meeting space followed by free play, with very little direct assessment occurring at the centres. I have witnessed none, but I have not been there long enough to fully see their function. While play-based learning allows for exploration and student-driven engagement, the absence of structured observation and follow-up limits opportunities to assess and guide student learning in meaningful ways.
A more purposeful approach to learning centres could bridge this gap. For instance, when I was with students making snowflakes, I intentionally connected their prior lesson into discussions about shapes and how to add those shapes into their designs. By prompting them to incorporate at least one of the shapes from the lesson, students demonstrated their understanding and even identified distinctions between a rhombus and a rectangle. This moment, though informal, was a clear instance of formative assessment in action - eliciting evidence of learning, providing immediate feedback, and reinforcing conceptual understanding. If learning centres were designed with embedded assessment opportunities, similar moments could be leveraged more systematically. This would however, require a slight shift in how the centres are chosen and implemented. Currently, the ECE prepares most of the learning centres and after speaking with her, assessment is not a consideration when creating the learning centres. The learning centres are still reflective of what is being taught, but there is no direct dialogue between the teacher and the ECE about assessment, so there is a missed opportunity for cognitive reinforcement and evidence of learning. The centres themselves have a lot of potential, but lack educational value because of that assessment component.
The potential of learning centres extends beyond content knowledge to the development of inquiry skills, problem-solving, and collaboration. By incorporating observational checklists, guiding questions, or student self-assessment prompts, centres can serve as dynamic spaces for ongoing assessment. Aligning these strategies with the principles outlined in Formative Assessment: Making It Happen in the Classroom, particularly the emphasis on assessment with and for students (Heritage & Stigler, 2010) would enhance both the documentation of learning and the responsiveness of instruction.
2. Based on what you have heard, read and discussed, how will you approach formative assessment [including descriptive feedback and effective questioning] in your unit plan?
Inquiry-based learning and centres provide natural opportunities for formative assessment, particularly through descriptive feedback and effective questioning. In the planned unit, a centre-based lesson will be structured to incorporate formative assessment strategies, ensuring that learning is not only explored but also documented and extended.
Assessment will be embedded within the centre activities by designing tasks that prompt students to articulate their thinking and engage in peer discussions. Guiding questions will be used to scaffold inquiry, encouraging students to explain their reasoning and make connections to prior learning. We are positioning a whole lesson on a learning centre in the middle of the unit to consolidate knowledge and provide us with check-in to make sure the class is ready to move into a series of lessons that will use all prior knowledge from the unit. Feedback will focus on advancing, rather than merely checking-in however, learning (Stiggins, 2002) aligning with research emphasizing that formative assessment should provide actionable insights for students. Done effectively, it will set students up for success moving into the final section of the unit.
Integrating self- and peer-assessment within centres will further reinforce metacognitive awareness, allowing students to reflect on their learning and identify areas for growth. The goal is to create an assessment-rich environment where learning is continually monitored and adjusted, ensuring that students not only engage in inquiry but also develop the skills to navigate their own learning process effectively. Since our unit plan is grade 2, there will be opportunities to integrate learning centres elsewhere throughout the unit as well. As our unit plan evolves, pedagogies and frameworks like inquiry-based learning, open-inquiry, formative assessments, universal design principals and an equitable thinking classroom will be central.
Week 7: Assessment and Evaluation
The Paradox of Rubrics in Learning
Rubrics can play a critical role in assessment and are widely used, offering structure and clarity while making expectations explicit. Their transparency supports accountability, helping students understand the path to success. However, despite their strengths, rubrics do not always capture the full complexity of learning. The structured nature of a rubric can reduce assessment to a checklist, shifting the focus from deep engagement to simple compliance. When designed and implemented thoughtfully, rubrics serve as a valuable tool, but when applied rigidly, they risk limiting student thinking rather than expanding it.
A well-constructed rubric supports all learners by breaking down expectations into clear, manageable steps. Growing Success (2010) emphasizes that both assessment for learning and assessment as learning require a shared understanding between teachers and students about what success looks like. Success criteria, which describe in specific terms what achievement entails, provide a foundation for meaningful assessment. As McTighe and Frontier (2022) described in our reading, rubrics act as a shared language between teachers and students, helping to clarify learning objectives and provide structured feedback. In my placement, the associate teacher modelled this effectively, ensuring rubrics were reviewed before every assignment. Students engaged with the criteria throughout the learning process, allowing them to self-assess and peer assess their work before submission. Students could easily see why they received the mark they did.
Despite this potential, rubrics also present challenges. Growing Success outlines how teachers, guided by the achievement chart for each subject, must carefully plan assessments that align with learning goals and provide clear evidence of student understanding. However, learning is not always easy to measure, and rubrics do not always capture the depth of student thinking. Newmann et al. (1996), cited in Authentic Assessment and Its Role in Education, found that students performed better when engaged in intellectually demanding tasks, yet a rigid rubric can sometimes constrain that engagement. When students focus on meeting specific criteria rather than exploring ideas, learning becomes transactional rather than transformative. Wiggins (2012) emphasizes that feedback should be specific, understandable, timely, and actionable, but too often rubrics act as static documents rather than interactive learning tools. Some students engage deeply with their learning, while others see rubrics as nothing more than a formula for achieving a high grade. A rubric should encourage reflection and intellectual risk-taking, and present next step ideas of how a student can progress their learning.
Teachers also face the challenge of ensuring assessment provides meaningful evidence of learning. Growing Success emphasizes that success criteria must be transparent and directly tied to what students are expected to demonstrate. McTighe (2013) argues that assessment should inform both students and teachers, guiding instruction and identifying gaps in understanding. Striking a balance between meaningful learning and measurable outcomes remains a difficult but necessary task. While rubrics provide structure, they do not always capture the nuances of student thinking or the depth of engagement and I think as a teacher I will constantly be looking for ways to show, hear, and reveal those micro learnings (if that is a thing!).
Effective rubrics should emphasize process over product, offering flexibility for students to demonstrate understanding in diffehttps://img1.wsimg.com/isteam/ip/e825ffbd-162f-45d1-8e7b-6feb5dc8d239/icon.png/:/cr=t:0%25,l:0%25,w:100%25,h:100%25/rs=w:800,cg:truerent ways, thereby creating an inclusive and equitable. Reflection, self-assessment, peer-assessment and feedback opportunities should be embedded throughout a unit rather than reserved for summative assessment. Stone and Heen (2014) highlight that receiving and using feedback effectively is a learned skill, not an innate ability. If rubrics are to support learning rather than limit it, students must be taught how to use them meaningfully, moving beyond a mindset of compliance toward one of curiosity and growth.
Are you in the right place?
Please double check you're on the right website before proceeding! This is a DLP for an Ontario Tech University Teacher Candidate. Thank you!