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Learning-centred
1.These two students were part of a larger group who were doing an exercise with me called “I do, we do, you do.” They read a story from their phonics book, and then I asked them to re-tell it in their own words. I helped them with pronouncing new words and interpreting their meaning. Then I asked them to retell the story in sequence; and we wrote some of the words at the easel. All this process was learner-centred. Finally each was able to read the story to the whole class.
(At this point the process became more community-centred.)
2. “Alex has a wonderful rapport with the students, and is very patient and attentive to their needs … Alex differentiated instruction during small group guided reading where she taught phonics, reading, and interactive writing to both emergent and fluent readers.” -T Neate
[This second artifact is part of a retrospect written by my Associated Teacher for my grade one practicum, identifying my learner-centred approach, building on my relationships with individual students and my awareness of the need for differentiated pedagogies.]
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Community-centred
1. The left-hand picture above is a short list of community-centred classroom resources. My AT wanted to let our Grade one students know that often, when a problem arises, the classroom community is a resource for solving it; when they can depend on one another, they don’t feel that they need to ask the teacher to intervene. I invited the students to “the carpet” and led a discussion on community-centred problem-solving, while the AT stood at the easel and wrote down the students’ points.
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2. The right-hand picture above is an artifact from a teaching lesson I planned related to the Ontario Grade one curriculum expectation in “Health and Physical Education” (especially B2.2 on physical and mental health). The lesson was organized around the Ojibwe medicine wheel, representing the balanced fourfold healths of body, mind, heart, and spirit. (This lesson thus overlapped with Grade one curriculum expectations regarding the Indigenous nations, mainly in “Social Studies,” B3.) This was an intentionally community-centred approach designed to raise students’ awareness that their classroom community is shaped by values of the larger Canadian community, as part of what some Ojibwe call “Turtle Island”.
Knowledge-centred
1. The left-hand picture above is showing us through knowledge-centred practice, a student connecting their personal experiences and creativity to learning, as seen in this Grade one reflection journal where they imagined their 'dream school.' This activity builds critical thinking and expressive writing skills while fostering meaningful engagement.
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2. The right-hand picture above is an artifact that shows how a knowledge-centred approach comes alive with this Short A word wall chart, where Grade one students build phonemic awareness and make connections between word families, empowering them to decode and apply new vocabulary in their reading and writing.
Pedagogy-centred
1. The picture on the left shows a lesson plan on teaching 'I am' affirmations to my Grade one students. This reflects pedagogy-centred practice by ensuring the content is clear, developmentally appropriate, and designed to support their emotional well-being. By incorporating daily affirmations into our morning meetings, I created a routine that fosters confidence and self-belief, helping students start their day with positivity and a sense of empowerment.
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2. The right-hand picture of the class-created promise is a perfect example of pedagogy-centred practice because it reflects how students actively participated in shaping our classroom environment. By contributing their ideas and signing the promise, they took ownership of our shared values, fostering a sense of community and responsibility. This collaborative process not only supports their social-emotional growth but also demonstrates how teaching practices can empower students to construct meaning and reflect on their role in creating a positive learning space.
Professional-centred
1. The picture on the left shows a professional centred artifact. I'm always looking for ways to connect students’ learning with the community, and one of the most meaningful experiences I’ve had was writing holiday greeting cards for seniors in a local care home in my grade one practicum last winter. This project came to life after a discussion with my AT during our PREP time, where we brainstormed ways to integrate writing skills with community engagement. I guided the students through the writing process, teaching them how to craft simple, heartfelt messages while incorporating holiday themes. We also talked about the importance of kindness and spreading joy. When the students decorated their cards with vibrant drawings and stickers, you could see how proud they were of their work. This experience not only strengthened their writing skills but also nurtured their sense of empathy and connection to the world around them. It reminded me how professional-centred practice like collaborating with peers and embedding community engagement into teaching can create powerful learning opportunities for young children.
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2. The right-hand picture of me in a safety vest is an artifact for professional centred practice because it demonstrates my commitment to adopting the responsibilities and expectations of a professional educator. By purchasing and wearing the safety vest to match the other teachers, I'm showcasing my proactive approach to integrating into the school community and ensuring students can easily identify me as someone they can trust and turn to for help. This small but meaningful action highlights my dedication to meeting both the practical and relational aspects of my role.
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