As the teacher of this course, my responsibilities were to provide opportunities for students to explore topics such as number theory, measurement systems, trigonometry, polynomial algebra, relations and functions, linear equations, and systems of equations.
In Foundations of Mathematics 20, my responsibilities encompassed guiding students through topics such as proportional reasoning, trigonometry, and statistical analysis, emphasizing the relevance of mathematics in real-world scenarios.
Throughout Foundation of Mathematics 30 it was my pleasure to guide students through topics such as financial analysis, set theory, probability, and functions. I designed lessons that promoted active learning and encouraged students to develop a deeper understanding of mathematical principles.
I facilitated hands-on learning experiences, utilized concrete and pictorial models, and incorporated symbolic representations to enhance students' understanding and application of math. Students explored topics such as linear and area measurement, similarity of polygons, angles, proportional reasoning, and income calculations.
I guided students as they explored topics such as volume, capacity, surface area, slope, simple interest, personal budgets, compound interest, financial institution services, proportional thinking, and data representation using graphs.
I facilitated engaging activities and provided clear explanations to help students grasp the concepts related to the limitations of measuring instruments, including precision, accuracy, uncertainty, and tolerance. I utilized various teaching methods, such as hands-on demonstrations, visual aids, and symbolic representations, to ensure students understood these concepts thoroughly.
Throughout these modules, I provided support, guidance, and resources to help students navigate their career development journey effectively and make informed decisions about their future paths.
During my time as a Mathematics coordinator, I implemented school-wide mathematics assessments such as Nelson’s PRIME math diagnostic kids and Leaps and Bounds interventions. I supervised a schoolwide Mathematics tutor and liaisoned with Meadow Lake Tribal Council Math coordinators.
As the teacher, my responsibilities included guiding students through foundational algebraic concepts essential for Math 20-1 and Math 20-2. I ensured students grasped topics such as roots and powers, trigonometry, polynomial operations, linear functions, and systems of equations. Through clear instruction and practice, I facilitated their understanding, preparing them for future math courses.
As the teacher of the Knowledge and Employability course, my responsibilities involved guiding students through specific topics essential for their academic and career development. Students explored concepts such as whole numbers and decimals, fractions, data analysis, equations, and geometry. I facilitated their understanding of key mathematical principles related to percentages, rates, measurement (including length, perimeter, circumference, area, temperature, time, mass, capacity, and volume), as well as 2-D and 3-D geometry.
Throughout the course, I facilitated learning in sequences and series, trigonometry, quadratics, radicals, rational expressions, absolute value and reciprocal functions, and systems of equations and inequalities. I provided instruction on topics such as arithmetic and geometric sequences, trigonometric functions, quadratic functions, radical expressions, rational expressions, absolute value functions, reciprocal functions, and systems of linear equations and inequalities. Throughout each unit, I ensured students had ample opportunities to practice problem-solving, engage in discussions, and receive feedback to support their learning and mastery of the curriculum.
As the teacher of Math 20-2, my responsibilities included guiding students through various mathematical topics. Throughout the course, I facilitated learning in reasoning, geometry, trigonometry, radicals, statistics, quadratic functions, and quadratic equations. I provided instruction on logical reasoning, geometric concepts, trigonometric functions, radical expressions, statistical analysis, quadratic functions, and equations. I also provided support and feedback to students as they worked through challenging concepts, ensuring they had the necessary tools to succeed in the course.
I facilitated the exploration of big interconnecting ideas, such as energy and matter exchange in the biosphere, ecosystems, population dynamics, photosynthesis, cellular respiration, and human systems including digestion, respiration, circulation, excretion, and muscular systems. Additionally, I aimed to cultivate scientific awareness among students, helping them become informed citizens in a scientifically literate society.
In Unit 1, focused on Energy and Matter in Chemical Change (CHEMISTRY), I guided students through explorations of chemical reactions and transformations of matter. In Unit 2, which centered on Energy Flow in Technological Systems (PHYSICS), I facilitated discussions and activities related to energy transformations and their applications in technology. Unit 3 delved into the Cycling of Matter in Living Systems (BIOLOGY), where I provided instruction on ecological processes and the interconnectedness of living organisms. Finally, Unit 4 focused on Energy Flow in Global Systems (CLIMATE), where I guided students in exploring global energy dynamics and their impact on climate systems.
Throughout the courses, I structured the curriculum around key units of study, each focusing on a different aspect of science. In Unit A: Chemistry, students delved into topics such as aqueous solutions, oxidation-reduction processes, and organic chemistry, exploring their applications in economically important industries. Unit B: Physics introduced concepts of motion, force, momentum, and mechanical energy, emphasizing their technological applications and implications for safety and design. Unit C: Geology focused on the Earth's changing surface and climate throughout history, examining scientific evidence and theories related to these changes. Finally, Unit D: Biology explored matter cycles, energy flows, ecological succession, and habitat destruction, highlighting the need for sustainable ecosystems in the face of a growing human population.
In my role as the instructor of this introductory psychology course, I guided students in developing an understanding of key concepts such as human intelligence, personality theories, personality inventories, and biological influences on behavior. Through discussions and activities, students explored topics ranging from the meaning and measurement of intelligence to the role of the brain in sensation and perception.
In my role as the instructor for this content-focused course, I facilitated students' understanding of key themes in experimental psychology and statistics. Through lectures, discussions, and practical activities, I guided students in comprehending psychology as an experimental science and the fundamentals of psychological research. Additionally, I provided instruction on statistical concepts, including organizing data, understanding normal distribution, calculating percentiles, quartiles, determining measures of central tendency and variability, exploring correlation, and assessing validity and reliability.
Collaborated with two teams of three grade 5 teachers and 3 grade 6 teachers to effectively implement Lucy Calkins Reader's and Writer's Workshop. Implemented lessons catering to the needs of diverse learners, including English Language Learners (ELL). Offered accommodations and modifications to ensure all students could achieve the learning objectives. Actively participated in various Professional Development sessions focused on Reader's and Writer's Workshop strategies.
As a Grade 5 and 6 math teacher in Alberta, I facilitated student learning by delivering engaging lessons that aligned with the provincial curriculum standards. I provided individualized support to students, including extra help sessions and differentiated instruction to accommodate various learning styles and abilities. Utilizing a variety of teaching methods and resources, I fostered a positive and inclusive learning environment where students felt motivated to participate and succeed.
Pushed into grade 5 and 6 classrooms to support students with diverse learning needs. Pulled out ELL students to provide 1-1 individual support and guided instruction.
As a BLA teacher at Rosslyn, my responsibilities included delivering instruction and support to grade 7-9 students enrolled in the Connections/Opportunity program. I implemented the Alberta curriculum while tailoring instruction to meet the diverse needs of students with mild cognitive disabilities and severe behavioral challenges. My goals included fostering positive behavior and social skills, facilitating academic achievement, and developing employment and independent living skills. I created a structured and supportive classroom environment, with predictable routines and procedures, and provided ongoing instruction in social-emotional learning and social skills. Additionally, I collaborated with colleagues, parents, and support staff to ensure the success and well-being of each student.
As a Grade 4 through 6 teacher in an isolated Indigenous community in Northern British Columbia, my role was multifaceted and deeply rewarding. In my classroom, I strived to create a nurturing and inclusive environment where every student felt valued and empowered to learn. We employed the BC competency-based curriculum to students at various academic levels, utilizing strategies such as differentiated instruction, universal designs for learning, and individual education plans. My commitment to continuous professional development and cultural competency further enhanced my effectiveness as a Grade 4 Teacher.