Artifact Module 1

The artifact I selected for Module 1 is the Foundations of Professional Practice by Ontario College of Teachers. This document reflects the collective values of the teaching profession and conveys its commitment to fostering student learning and well-being, which I firmly believe in. 

A quote representing what I learned in Module #1 is, "At the heart of a strong and effective teaching profession is a commitment to students and their learning."

A Post That Positively Impacted in Module #1- From Classmate Ally Sanderson

One high-impact instructional practice in mathematics is the use of tools and representations in the classroom. This means using different tools and representations that help student understand math concepts. I think this is most effective because involves applying mathematical concepts and techniques to real-world situations, allowing students to see the relevance of what they are learning and develop problem-solving skills. In my current unit on Spatial Sense, I implemented this by presenting students with a real-world 3D objects that they could see in read life. For example, I asked them what real-world objects do we see that are actually 3D shapes. As a class we talked about this, then they completed a scavenger hunt to find real-life objects that are 3D. I think this was effective because they understood 3D shapes on a deeper level.

This post has positively impacted me because it represents effective teaching strategies promoting understanding, application, and engagement in mathematics.

SMART Goal for My Teaching Role: Enhancing Student Engagement in Mathematical Problem Solving 

Specific (S): I’ve constantly tried to stay current with my students during my teaching career. My goal during the course is to increase student engagement during math lessons by incorporating more interactive problem-solving activities. Instead of merely presenting concepts, I would design engaging tasks that would encourage active participation and critical thinking. 

Measurable (M): By the end of this course, I aim to see a 20% increase in student participation during problem-solving sessions. I will track this by recording the number of students actively involved in discussions, asking questions, and collaborating with peers. 

Achievable (A): This goal is realistic because I have the autonomy to design lesson plans and create a supportive classroom environment. I’ll gradually introduce interactive activities, ensuring they align with the curriculum and students’ abilities. 

Relevant (R) Enhancing student engagement is crucial for effective teaching. It aligns with the Ethical Standards for the Teaching Profession by promoting student well-being, fostering positive relationships, and respecting diversity. Engaged students are more likely to succeed academically and develop a lifelong love for learning. 

Time-Bound (T): My goal is to complete this by the end of the course. Regular reflections and adjustments will help me stay on track. 

Guiding Inquiry Questions: How can I create math problems that connect to students’ interests and real-world scenarios? What strategies can I use to encourage active participation during problem-solving discussions? How can I adapt my teaching methods to accommodate diverse learning styles and abilities?