Portfolio of Aaron Neaves

Biography

Image representing Neaves Aaron

Hello everyone! My name is Aaron Neaves.  I live in Antigonish, Nova Scotia where I was born and raised.  I am currently teaching with the Strait Regional School Board where I am have been teaching a variety of courses in the disciplines of Mathematics, Science, Physical Education, Technology and Co-operative Education.

I graduated from St. FX University in 2006 with my Education Degree.  I completed my undergraduate in Kinesiology at Acadia University in 2004.  I am very active and really enjoy the outdoors.  I have been racing in the Nova Scotia Mountain Bike Circuit as well as running in many road races as well.

I really enjoy coaching at the school level because it allows me to get to know my students outside of the classroom.  It as well allows them to get to know me outside the classroom also.  Building on these relationships with your students goes a long way at minimizing the classroom disruptions.

The purpose of this portfolio is for you to get to know me and to fulfill one of the requirements from my EDUC 537 course at Cape Breton University.  This will also serve as a resource for other teachers who are looking for some fresh ideas.

Diploma of Educational Technology

I am currently enrolled in a Diploma in Educational Technology at Cape Breton University.  This is a diploma which is 100% online.  It is unique taking a course that are totally online because we don't actually meet anyone in the course.  This has been my first exposure to this type of communication and I really enjoy it.  I think it is great to offer courses like this so that people in rural areas, like areas where I teach, have an opportunity to a higher education.  Within the courses we have various assignment/projects which are either individual or group based and we also have weekly discussions based on readings.  Thus far i have learned a great deal about the technology field and hope to continue learning as I complete the Diploma.

 

Here is a description from the schools website:

This program is designed to improve the technological skills of classroom teachers and to provide an in-depth exploration of the integration of technology across the curriculum. It is appropriate for teachers of all subject areas. Computer access is required as the program is delivered entirely over the World Wide Web. This program may lead to further education through a Master of Education (Information Technology) program.

 

THESE ARE THE REQUIRED COURSES (The ones in bold are the course I have completed or are currently enrolled in.

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EDUC 530 Principles of Computing & Implication for Instruction (6 credits)

EDUC 531 Assessment of Software and Information Technology Applications for Education (3 credits)

EDUC 533 Integration of Instructional Design and Information Technology (3 credits)

EDUC 535 Application of Learning Theory in Education Multimedia Design (3 credits)

EDUC 537 Designing Web-Based Learning (3 credits)

EDUC 539 Technology Planning for Educational Environments (3 credits)

EDUC 541 Information Management in Education Environments (3 credits)

EDUC 548 Applied Research Project (6 credits)

 

For more information visit the Diploma of Education Website at http://www.cbu.ca/academics/education/

 

Pedagogy Beliefs

I believe in having a strong student –to – teacher relationship.  I believe in getting to know my students both inside the classroom and out.  While inside the classroom, I believe in using humour to relate to my students.  I believe in building humour into my lessons because I feel that if students are having fun then they will be more apt to pay attention.

I believe in giving students some voice inside the classroom.  I believe in asking students to suggest topics they would like to cover and games or activities they would like to play, etc.  I value this because I think students will feel more passionate about the course if they are given some input on what they are going to be doing. 

I believe in giving consistent constructive feedback to my students.  I believe that if I continue to provide feedback to my students on a consistent basis then they will be more motivated to try harder to master the given task.  As well as being more motivated to master the task, I believe that they will master the task at a faster pace if they get good consistent feedback.


UNIT 1 (June 28-July 11)

Multiple Intelligences

Linguistic 22

Mathematics 36

Visual/Spatial 33

Body/Kinesthetic 45

Naturalistic 40

Music 29

Interpersonal 35

Intrapersonal 31

 

From reviewing the results listed above I agree that my 3 highest should be Body/Kinesthetic, Naturalistic and Mathematics because I am a very active person who really enjoy the outdoors and solving mathematic problems.  My teachable are Physical Education and Mathematics, and my favorite unit to teach in Physical Education is Outdoor Pursuits!  I love teaching and showing the students a variety of activities that they can participate in the outdoors.  My favorite section of that unit is teaching them about back country camping and then ending the unit by taking on an overnight camping/hiking trip!

I would as well agree with Linguistic and Musical being my bottom two because English was always my lowest mark in school and I never was very musical inclined.  However, I really do enjoy listening to music when I work, I find it helps me keep the flow going and limits my procrastination.

Canoeing Lesson Plan

Canoe Lesson
Teaching canoeing to students requires both an in-class component and out of class component. 


In-class Component:
-Introduction to the activity via PowerPoint presentation which includes text, images and videos that describe the history of the canoe, parts of the canoe and the mandatory equipment needed. (Existential {why do we have a canoe, where did it come from}, verbal-linguistic, visual-spatial, musical intelligence)
-Students are then able to touch and look at the parts of the canoe and the different types of paddles. I like to pass around the different types of paddles and try to get a discussion going about why there are different paddles? What would be the benefits of each? (Bodily-kinesthetic, Mathematical-Logical Intelligence)
-At completion of discussion, students get fitted for their PFD (lifejackets) and discuss safety! (Bodily-kinesthetic, Mathematical-Logical Intelligence)
-At the completion of class, students are given a booklet of information to go through for the next day. The booklet contains a lot of the information learned throughout the class plus it includes some basic paddling strokes. (verbal-linguistic, visual-spatial)


Out-of- class Component: (Naturalistic)

-Arrive to the lake. Have students lead a discussion about the topics covered the days previous to make the information fresh for everyone. (Interpersonal, Intrapersonal, mathematical-logical, verbal-linguistic)
-Pair students up based on weight as best as possible.
-Demonstrate and describe the proper way to launch and get in a canoe. (verbal-linguistic, visual-spatial)
-Have students take turns launching their canoes.(bodily kinesthetic)
-Demonstrate and describe two basic paddle strokes. Then have them practice while staying inside the boundaries established. (verbal-linguistic, visual-spatial, bodily kinesthetic)
-Provide constructive feedback to students to help them improve their paddling ability. (Interpersonal, Intrapersonal)
-Have students in the same boat work together by communicating. (verbal – linguistic) 
-Encourage students who excel to help fellow classmates by constructive feedback as well. (Interpersonal, Intrapersonal)
-Play a few canoe games which forces students to focus on their strokes while having fun! Have music playing from shore while playing games to allow students to paddle to the music. (Bodily – kinesthtic, verbal-linguistic, mathematical-logical, Interpersonal, Intrapersonal, Musical Intelligence)

I feel that this lesson incorporates all 9 of the MI. As you can see with this lesson you touch on a number of intelligences a number of times. I think this is why hands-on or constructive learning is so valuable. It provides many opportunities for all students to be successful by giving them many opportunities to learn in their best environment.

Tapscott Quote (Net Quote)

Growing up is about learning. The Net Generation are beginning to process information and learn differently than the boomers.... The destination is different and so is the route the kids must take.

Growing up digital (Tapscott 1996)

Growing up is all about learning. Each day I get out of bed I wonder what my day will bring. I have to say that I am lucky because I am young and was brought up in the technology world. So it is a lot easier for me to adapt to the new generation of students because I was raised using technology and all my school involved the use of technology. 

Technology is over taking the world. Each year it gets more advanced. I can only wonder what school will be like for my future children. For example: I heard on the news a few weeks ago that a school in the southern states is getting rid of textbooks. Each student will have an IPAD with all of their books digitalized. Could you imagine having no textbooks? No paper? Imagine doing all of your work on your on a computer screen.

I am defiantly up for the challenge of assisting my students along 'different routes'! I love technology and I am always willing to learn about the latest technology that I could use inside my classroom to provide the students with a better program. Along with providing students with a better program using technology also creates a stronger connection with the students and the curriculum. If they get to use technology to learn then it makes learning fun and unique!

UNIT 2 (July 12 - July 25)

Grazing the Net: Raising a Generation and Is the Future Here?

Jamie McKenzie’s work entitled Grazing the Net: Raising a Generation of Free Range Students  Part One andPart Two. It was written in 1994 yet describes what many of us are told should be the student or teacher of the ‘future’.

• Is the future here? If yes, how is that the case (site examples)? If not, why not?
• What do you think about his ideas?
• How far away or close to this idea are we at present?

 

After reading Jamie MacKenzie’s work entitled ‘Grazing the Net: Raising a Generation of Free Range Students, I do not think that the future is here yet. I think that we are off to a good start but we still have a long way to go. I think that we, in general, are well equipped for the future (Going from my 4 years of experience teaching in the SRSB). All of the schools that I was lucky to teach in had at least one computer lab available on a sign out scheduled basis. From my experiences, I feel that the students have the basic skills to find the needed information but the trouble lies when they find the information or when they find an abundance of information. Then they become stumped or as many other of you stated, they become lazy and say they cannot find the information. More then half of the time they did not even try to read or to analysis the information because they are overwhelmed. As MacKenzie mentioned in the article, ‘Information is not the same as knowledge or insight.We are overwhelmed suddenly with information. What we need is insight. Insight answers the "So what?" question. Insight helps to guide decision-making.‘ From my experience, in general students have trouble analysising information text therefore decision making is not occurring. I think the new web 2.0 will be a big help in this area. If we can somehow get the students to interact with the material then I think they will be growing closer to becoming an infotective. As Mackenzie describe one as being a skilled thinker, researcher and inventor. Students today are good at researching it is the thinking and inventing (creativity) that we have to focus on. Web 2.0 with all of its possible interactions will help keep the students connected and focused because it will be fun!

GROUP CONCEPT MAP PROJECT

Using the a software program such as Inspiration, brainstorm with your group and create a concept map for your web-based module, using guidelines and principles that have been discussed in your readings or seen in other web-sites that you have been examining for this course.

Begin by choosing a topic or theme for your content AND a framework for your module (either project-based learning, I-Search or WebQuest*), being aware that depending on your choice, your actual web-based module may only be a small part of the whole idea. Clearly work through together, the concepts that need to be included in the web-design project, as described in Assignment 3. Accommodation of at least 3 of the 9 multiple intelligences must be apparent in the design of the web-based lesson.

*Your group can choose another framework for your lesson and web-design, but you should clear it first, with your instructor.

This assignment should include a brief description of your learners, the context for the learning and a fully formed concept map, the names of your group and preliminary ideas for what section of the concept map might be used in a web-based format.

This assignment should not exceed a 1-page concept map and 2 pages of description, for a maximum of 3 pages, in total. The description should not exceed 500 words, excluding title page, bibliography and any appendices.

 

Introduction

 

The elements of group 1 consist of  Marni LeBlanc, Terry Crant, Mike MacIsaac, Aaron Neaves, all experienced teachers in the Healthy Living curriculum. Since it is now a technology rich world, we are trying to provide our students the opportunity to access technology in class in order to improve life skills and enhance capability to positively affect health and well-being. Our goal is to create multimedia web-site that will give our students the independence to choose from either or both objective and subjective learning experiences. This paper will clarify the concept map that we have created for our task.

 

Learning Context

 

Our concept map intends to link the Grade 10 Physical Education curriculum of the Nova Scotia department of Education with Technology in order to fulfill learners’ needs and to develop students’ critical thinking skills in order to enhance their capability in the area of Healthy Active Lifestyle. Our design is created for a constructivism learning experience; however part of the curriculum will elicit behaviorism learning, to introduce the subject matter and to help develop students’ technology skills. The learners that this plan is devised for consist of senior high students at the grade 10 level. Students will discover and explore one of the several strands that make up the grade 10 Physical Education Curriculum.  They are expected to select, read and explore, with understanding, a range of literature, media and information, choosing and combining information using strategies along with technology. Students will then be given a choice of project forms that lend itself to the various intelligences, to finalize their thoughts, experiences and learning.

 

Concept Map

 

Our concept map has been created in a detailed outline with the help of the Inspiration tool, to clearly demonstrate our multimedia web-site.  Active healthy lifestyle is a broad topic that could be broken down into three main sections: Exercise Science, Personal Fitness and Leadership.  Within these 3 sections students will then be able to choose a topic and develop an I-Search.  For an I-Search students are required to select a topic in a given area that interests them.  Then they are to research that topic and complete two assignments: (1) A Paper and (2) A Project which will enhance their understanding of personal health and wellness.  Some questions that students should be able to answer to complete their paper requirement include Why did I choose this topic, what questions do I have, where did I find my answers, and what did I Learn?

    Some Project Ideas that we thought could fit within this area of study are creating/teaching a lesson, making a pamphlet, an advertisement, skit/movie, diary of their exercise plan/daily eating habits, newspaper, oral report, photo essay, radio show, and even a detailed illustration. As you can see from the above examples, technology plays a significant role in each project. A few examples would require students to create daily logs online to using software in creating an advertisement or a movie which can be used when teaching the unit. Students work could eventually be used by the teacher as resources when instructing that particular lesson.

 

 

Healthy Active Lifestyle

UNIT 3 (July 26 - August 8)

Discussion Activity: Article Readings

After reading the following articles, I have posted a few of my thoughts:

Phillips, R. & Luca, J. (2000). Issues involved in developing a project based online unit which enhances teamwork and collaboration. Australian Journal of Educational Technology, 16(2), 147-160.

From reading the article you can clearly see why our classes with this program are so successful.  Using moodle to teach a course incporporates all the requirements and more to provide a successful online classroom/unit.  This past year, I used moodle for the first time to aid in my teaching of Communications Technology course.  Each day I had students read given peice of writing, then they were required to give their thoughts in the discussion area.  Then they were required to respond to at least one of their classmates responces before they begun the days activity.  I was lucky because all of my students knew each other, so they were not relunctant 
to write a responce.  According to the article, it stated that research has shown that a successful online learning environment encourages participation by students, however majority of students are reluctant to contribute to a discussion unless they have met each other.  This is where technology could play a big role in creating a community amoung your classmates.  Each students could easily have to create a portfolio/webpage that tells their story or a video conference could be held.

Here is another quote from the article which ties into building community:

'One of the prime considerations of success of an online course is the building up of a sense of community among the students (Dillenbourg, 1995, Harasim, 1993, Harasim et al., 1995).'

Success in life requires a strong sense of community.  In order to feel welcome, warm and comfortable one must feel connected in some way.  If that connection is there then chances are they are going to give more of an effort because they care and they do not wat to let anyone down.

 Below is a statement taken from the conclusion of the article which I feel is really important and teacers should be aware of:

The most important factor in the design was the creation of student-centred online activities which aimed to promote discussion and reflection.


If students are forced to reflect on what they are doing means that they have learned something or at least they have taken something away with them that they did not come with.  Which is the goal of education.  Try to connect in some way with each students!  Sometimes that inital connection could make all the difference in the world!

 

Mathew, Norman & Maryanne Dohery-Poirier (2000). Using the World Wide Web to Enhance Classroom Instruction. First Monday, Volume 5, Number 3 (March 2000).

After reading the article, the following quote stuck with me:
As Rosen (1998) points out, however
"The World Wide Web is merely a tool, as is a chalkboard, overhead projector, or VCR. Tools don't teach. When effectively implemented they assist in the learning process. If learning on the part of the students has been helped by the use of a tool, then the tool has been used successfully." (p. 1)

This something that I realized, but never really put to much thought into before and I am sure many are the same. I see first hand, how some teachers try to use the WWW as a teacher to deliver chunks of their curriculum. A lot of times I find that they are uneducated about the variety of options they have to use the WWW as a tool instead of instruction. I think that with increased amounts of PD in the technology field will help enhance our classroom instruction.

The benefits of using the WWW to enhance our classroom are outstanding!
•enhancing student learning;
•spending more time with students working in small groups or one-on-one;
•reducing repetitive teaching tasks;
•reducing paper flow and management, and;
•providing improved instructional materials.


Who wouldn’t want to enhance student learning? Isn’t that the goal of being an educator? Spending more time with students is always a struggle. Our classes are filled with very diverse learners that we find it hard to spend enough time with each and every student. Having students working in small groups gives us more of an opportunity to spend that time with our students. We could even pair weaker students up with stronger students and have some peer mentoring happening while you are working with another group. Reducing the amount of paper in a big one for me. I feel that we as a collective body have to watch the amount of paper we are wasting. Schools are the worst because how often do you find letters, papers, and assignments on the floor of your classroom or hallway minutes after they are given out. Going digital will save out trees! All educational sites should go digital or increase their digital usage. It is quick and easy to do so these days. Almost everyone has a computer at home with the internet or if not they have access to one with community internet sites. 

I used moodle for the first time last year. Man was it ever a lot easier to mark my student’s assignment and to give instant feedback! Going digital reduces the paper you have to use and even carry!

Lastly, keeping it simple! I like when the article mentioned about keeping it simple. Making web based instruction to complex tends to distract the learner rather then grab their interest. This was the first thing out computer education professor told us. Remember three words: Keep IT Simple. As your class advances, make your lessons more complex. Start simple so your students will get the message and not be distracted by flying objects and crazy color schemes.

What is the New Job for Teachers?

Review Tom March’s Ten Stages of Working the Web for Education found at this website.

In this piece Tom comments

"…You may have noticed that the first three stages to Web-Use Nirvana had to do with your personal and professional growth. The middle chunk all relate to curriculum design. What ever happened to teaching, with kids, in a classroom?" And then he asks "…So what is the New Job for Teachers?".

Given your experiences as a teacher and in using technology to teach, what would you say to these questions.

 

Working with technology, I do agree that the first three stages deal with personal and professional growth because a lot of the times we are learning something new; like a new program that you can use inside your classroom. Therefore, before you can implement it into the curriculum you must learn how to use it, and then learn how you can implement it into your curriculum.

However, times are changing and so is our job description! Gone are the days of lectures, where the teacher preaches at the front of the room and children are bored silly sitting still in their desk fighting to stay awake. Education has taken a turn where students take more of role in their learning. We, the teachers, are thought as facilitators rather then teachers. It is our ‘job’ to guide our students down the correct path that leads them to developing into skilled learners and critical thinkers. We want our students to become life long learners like we are, teachers seeking professional development. We want our students to question things that make them wonder and then research to find an answer. As our education profs always told us in education, you are more of a facilitator trying to guide your students down the correct path. Technology plays a key role in this as well because with technology we can access so much information and use a variety of tools to aid our students in their discovery.

Group Web Design and Lesson Plan

Attached is a copy of our groups Web Page and Lesson Plan.

The file is a zip file.  So it must be unzipped before you can check it out!

EDU 537 Final Project

UNIT 4 (August 9 - August 20)

Activity 1: What would you like to see in an Online Course?

Take a moment and brainstorm the ideal online moderator for you. Think about the first time you went online vs. now. If you were taking an online course or a course with an online discussion component, for the first time...

  • What characteristics would you want to see?
    • I would also like to see clear and concise instructions of what your tasks are to accomplish.  It would be great if it was easy to follow.
    • I really enjoyed using the discussion throughout the course however, I would really enjoy if in some way the software could be upgraded so that you get notification that someone commented on your post or that someone added to a post that you commented on.  Something similar how ‘Facebook’ sends notifications to you if you are involved in any form.   
  • Why?
    • I find that knowing how you are getting marked of great interest because this will help you layout your schedule so that you have efficient time to complete each one successfully.
    • I think that having clear and concise instructions would be beneficial because it would save you lots of valuable time not having to search the course page looking for specific instructions.
    • I think that getting notifications would aid to value of the discussions because I find that it is overwhelming to remember what discussions you commented on earlier because there are so many listed.  If we were to get notifications then once I log onto the course site I would be notified that of the ongoing discussion so then I would check it out and add to it accordingly.
  • What would you need to know?
    • First thing I would need to know is my username and password to log into the course.
    • One of the first things that I would check would be how am I going to be marked.  I am just like the students we teach… you pass out the course syllabus and the first and ONLY thing they look at is how they are getting marked. 
  • How would you get this information?
    • I would get my username and password hopefully in an e-mail prior to the start date of the course
    • I would look for the grading information in an administrative section in the course website.
  • What would frustrate you?
    • What frustrates me is having several different due dates for specific assignments.  This is very frustration when you are trying to plan your time wisely to get everything completed on time and you are unsure of which due date is the correct one.  

 

Activity 2: Article Readings

Edelstein, Susan & Jason Edwards (2002). If You Build It, They Will Come: Building Learning Communities Through Threaded Discussions. Online Journal of Distance Learning Administration, Volume V, Number I, Spring.

 

The article entitled ‘If You Build It, The Will Come: Building Learning Communities Through Threaded Discussions’ discussed the importance of having ongoing student interaction within an online course.   Having the students become engaged and interactive in the lesson allows them to develop their own understanding of the course objectives and helps them apply this knowledge to the real world.

Assessment of the student’s contributions to the discussions is vital to ensure the students are meeting the expected outcomes.  No single method of assessment is considered ideal; it is suggested to use a combination of several methods can be used to provide a summative evaluation of the student’s knowledge, ability and participation.

When the instructor/teacher is designing the course they first must determine the value of discussion versus assignments.  They must realize that student’s time management should be considered.  The instructor/teacher first must determine how much time is needed to effectively participate in the discussions.  Then they much construct a standard for level/quality of participation that is expected by students.  The best standard is to construct a rubric that will clearly show the how their work will be evaluated and to provide guidelines for performance expectations.  Merely having a rubric to look at provides the students with benchmarks to strive to achieve.

 

 

 

Zawacki-Richter, O., Brown, T., & Delport, R. (2009). Mobile learning: From single project status into the mainstream?EURODL.

 

This article discussed the idea of mobile learning; learning and communicating using your cell phone, PDA, smartphone, IPhone, etc.  This was news to me.  I knew that there was some talk about trying to incorporate the use of mobile devices into the curriculum but this was the first article I read on the topic.  An interesting stat from the article was that ‘77% of the world’s population is within reach of a mobile phone network.’  I thought that the percentage was rather high considering all the very rural and poor areas we have in the world.  However, the article also mentioned that a lot of engineers who work in undeveloped countries use their mobile devices to send important information they collected to their boss.

The article discusses a survey that was conducted.  It was sent out to various distance education networks around the world.  They only had 88 responses from 27 different countries.  Of the respondents 14% said that they have developed materials for use on mobile devices, while 50% do not have plans to develop materials for use on mobile devices at this time.  Of the responses 78% believed that mobile learning will become an integral part of mainstream higher education and training within three to five years.  I as well think that in the near future mobile devices will play some role in the education system.  If we could only find how to properly do so is the problem.  I know from my experience, if I was to integrate mobile devices there would be a whole lots of texting (SMS) happening between students and little work on topic being done.

There are some technical and economic challenges that must be sorted out before this becomes standard and ultimately it is going to come down to the teacher to take the risk to try to use mobile learning as part of their curriculum.

 

Helpful Links for Educators

Mathematics

P-9 Blackline Masters - http://lrt.ednet.ns.ca/PD/BLM/table_of_contents.htm

NS Curriculum Math Resources - http://lrt.ednet.ns.ca/PD/math.shtml

Grade 5 - 12 Word Problems - http://www.mystfx.ca/special/mathproblems/

Interactive Math Activities - http://www.shodor.org/interactivate/

Math Frog (Fun resources/Online Games) - http://cemc2.math.uwaterloo.ca/mathfrog/

Wired Math - http://cemc2.math.uwaterloo.ca/wired_math/

Virtual Manipulatives - http://nlvm.usu.edu/en/nav/vlibrary.html

Geometer's Sketchpad Lesson and Activities - http://www.technologicaled.com/publicpages/sketchpadframeset.htm

Interactive Activities NCTM Illuminations - http://illuminations.nctm.org/

Mental Math Booklets - http://people.stfx.ca/lborden/mentalmath.htm

Free Math Worksheets - http://www.softschools.com/math/worksheets/

 

 

Science

NS Curriculum Science Resources - http://lrt.ednet.ns.ca/PD/Science/science.shtml

P- 12 Science Resources - http://www.eskimo.com/~billb/edu.html

P-9 Science Resources - http://olc.spsd.sk.ca/DE/resources/sciencelinks/

 

 

Physical Education

Physical Education Resources - http://physicaleducationresources.com/default.aspx

Physical & Health Education Canada - http://www.phecanada.ca/eng/

 

 

Lesson Plans

ICT Integrated Lessons - http://lrt.ednet.ns.ca/PD/ict_projects/

Link to Learning - http://www.linktolearning.com/

PE Central (Phys Ed Lessons) - http://www.pecentral.org/

Hot Chalk Lesson Plans - http://www.lessonplanspage.com/

Teachnology Lesson Plans - http://www.teach-nology.com/teachers/lesson_plans/

Edhelper - http://edhelper.com/

 

 

My Resume

 Aaron Neaves

45 Whisper Ave • Antigonish, NS B2G 2K8

902–318–0365

          aaron.neaves@srsb.ca

 

 

EDUCATION

 

2004–2006      St. Francis Xavier University                                                             Antigonish, NS

Bachelor of Education

4  Secondary: Physical Education & Mathematics

 

1999–2004      Acadia University                                                                               Wolfville, NS

Bachelor of Kinesiology with a Minor in Mathematics

 

 

TEACHING EXPERIENCE

 

August 2009– July 2010         Canso Academy                                                       Canso, NS

Grade 9 and 10 Math, Grade 10 Physical Education, Grade 10 Science, Grade 11 Communications Technology and Grade 11 Co-Operative Education

-  Coach of Soccer, Hockey and Softball Teams

-  Assisted in organizing various activities for students to participate in throughout the year

 

August 2008– July 2009         Fanning Education Centre                                    Canso, NS

Grade 7 and 8 Math, Science and Technology

-  Coach of Soccer and Softball Teams

-  Created a 7-Day Outdoor Education Program for the Grade 8 Students.  Students not only learned various outdoor education skills but they developed leadership, team work and problem solving skills as well.

 

August 2007– July 2008         Richmond Academy                                          Louisdale, NS

Grade 9 and 10 Science, Grade 10 and 11 Math Essentials, Grade 11 Math Foundations, Grade 11 Design and Grade 11 CALM

-  Coach of Wrestling Team

-  Worked with a local Environmental Scientist to create an outdoor Sustainability of Ecosystems lesson for my Grade 10 Science Students.

-  Instructed at the Provincial Grade 10 Physical Education In-Service

-  Wrote a module for the Grade 10 Physical Education Curriculum

 

August 2006– July 2007         West Richmond Education Centre                  Evanston, NS

Grades 5 and 6 Mathematics and Health; Grades 6 and 7 Science; Grade 7 Phys. Ed.

-  NSTU (Nova Scotia Teachers Union) School Representative

-  Coach of Boys Soccer, Cross Country Running, Wrestling, Volleyball, Softball, Track and Basketball Teams and Girls Soccer, Cross Country Running, Wrestling and Track Teams.

-  Ran intramurals everyday at lunch

-  Consistently incorporated technology and experiential learning into my classroom

-  Worked with St. FX Education students to develop an Outdoor Experiential Service Learning Day which incorporated mathematics and literacy outcomes for all students at West Richmond Education Centre

 

May − June 2006                                Substitute Teacher                   Port Hastings, NS 

Strait Regional School Board                        

-  Substituted for grades 3 to 12

 

Winter 2006                            West Richmond Education Centre           Evanston, NS

Grades 5 and 6 Mathematics and Health; Grades 5 to 8 Physical Education

-  Ran intramurals program at lunch time

-  Incorporated experiential learning into my lesson plans

-  Provided resource support for several students

 

Fall 2005                                 North Nova Education Centre           New Glasgow, NS

Grade 10 Mathematics; Grade 11 Physical Education

-  I was effective at maximizing participation time by having activities set up in advance

-  Supervised intramurals during noon hour allowing me to build rapport

 

Fall 2004 – Winter 2005         East Pictou Middle School                        Thorburn, NS

Grade 7 Mathematics and Science; Grade 8, 9 Physical Education                                      

-  Created a video presentation for a school initiative

-  Practiced various class management techniques in the classroom and gymnasium

-  Was able to experience using manipulatives in mathematics class for the first time

-  Assisted with the Track and Field team by running practices and supervising at the regional championships 

 

  EMPLOYMENT EXPERIENCE

 

Jun–Aug 2001–2005               Kenmont/Kenwood Camps                                   Kent, CT (USA)

            Division Leader

-  Responsible for supervising the division counselors and overseeing the safety of fifty 12–13 year old boys and maintained parental contact.

-  Recruited prospective Counselors in Nova Scotia

-  As the Mountain Bike Head Specialist I was responsible for instructional riding techniques, planning activities and ensuring safety on all mountain bike adventures

 

 

VOLUNTEER EXPERIENCE

 

2004– 2007                             X- Project                                                                  Antigonish, NS

Program designed to tutor and mentor children from the Afton First Nations community.  We help with their schoolwork and motivate them to reach higher academic achievements.

 

Feb 2006                                 West Richmond Education Centre                            Evanston, NS

Outdoor Experiential Education Day

Provided leadership by organizing my colleagues to deliver activities teaching students similar skills used by mountain climbers climbing Mount Kilimanjaro.

 

    PROFESSIONAL DEVELOPMENT

2010    Canoe Nova Scotia Flatwater Instructor Certification             Antigonish, NS

2010    Wilderness Navigation Workshop                                        Antigonish, NS

2010    Red Cross CPR and First Aid                                              Antigonish, NS

2009    Department of Education Communications Technology Workshop                   Halifax, NS

2009    Co-Operative Education Portfolio Workshop                                                  Mulgrave, NS

2009    Mathematics 9 Geometry Workshop                                                                Mulgrave, NS

2009    Teachers Association for Physical and Health Education Conference               Halifax, NS                       

2008    Instructed at Provincial Grade 10 Phys Ed Conference                                Oak Island, NS

2008    Wrote a module for Grade 10 Phys Ed Curriculum                                      Antigonish, NS

2008    Wrote a Lesson for Human Kinetics Textbook                                             Antigonish, NS

2007    Provincial ICT Workshop                                                                                    Sydney, NS

2007    Teachers Association for Physical and Health Education Conference          Antigonish, NS

2007    Geometer’s Sketchpad, Strait Regional School Board                                    Mulgrave, NS

2007    Guided Reading Seminar, Strait Regional School Board                                Mulgrave, NS

2006    Association of Science Teachers Conference, NSTU                                         Halifax, NS

2006    Mathematics Summer Institute, Strait Regional School Board                     Antigonish, NS

2006    Climb Nova Scotia Rock Climbing Clinics, Dalhousie University                     Halifax, NS 

2005    Flatwater Canoeing Level B, Paddle Canada                                               Antigonish, NS

 

Professional Development

This past year was big year for me professionally.  I was fortunate to have a lot professional development this past year.  I am a big outdoor enthusiast therefore I teach a lot of outdoor modules within my physical education classes.  Our board is well equipped in the outdoor education modules.  Within our board we have class sets of camping gear, hiking gear, bicycles, archery, etc.  Having access to all this equipment, I decided to work on some certifications that will allow me the coverage to take my students on various outdoor trips.  First I obtained my First Aid Instructors Certificate, which then I took the Wilderness Remote First Aid course so that I would be prepared in the event of an injury on an outdoor trip.  I am now working towards achieving my Wilderness Remote First Aid instructor’s course so that I could teach my students.  My rationale for this is what if something happens to me when we are on an outdoor trip… who will take leadership and deal with the situation?  If I have students who are trained in Wilderness First Aid, I would feel a whole lot safer because chances are that the other chaperone will not be certified.  I was also fortunate to be involved in an in-service that gave me my Flatwater Canoeing Instructors Course.  With this course I am able to take a class of students to a lake and teach them how to canoe.  Teaching in a very rural area, I feel that these are life long activities that my students can participate for years to come.

 

I was also involved in a Communication Technology Curriculum Launch In-Service.  At this in-service we were given SLR cameras to take back to our classes to use plus we were given tutorials on how to use them.  This was a fantastic in-service and I brought a lot of information and enthusiasm back to school with me.  I had my students work on various photo projects using the cameras.  The students really enjoyed using such high quality cameras.

 

Lastly I was involved in a 4 day grade 9 Math workshop where the new Geometry curriculum was launched.  It was a great opportunity because we actually went through the textbook and discussed various sections and worked on various problems.  This was a great insight of what was to come when I taught the unit.

 

Course Reflection

Prior to taking this course, I used to think that I was pretty up to date with the latest technology.  I really enjoy learning about new technology advancements and I am always willing to try something new in the classroom.  As a teacher I always try to differentiate my instruction so I could reach all types of learners.  However, it has been 4 years (since my days in Education) that I have thought about the multiple intelligences.  I really enjoyed how the course started off with that section because it forced us to think about all the different kinds of learners we have in our classroom.  Then progressing into learning styles and thinking about how to incorporate various MI into our classrooms.  It forced me to think deeply into my planning of my lessons and ponder if I am doing enough to reach my varied learners in my classroom.

Unit 2 focused more project based learning.  I have developed and used webquests before in my classes but I have never heard of an I-Search before.  That is why I was pushing for our group to focus our project towards an I-Search so I could really get a feel for what they are and how they work.  I think they are very unique in that they put a lot of the responsibility on the student.  I think they are great and forcing the students to become more of an independent learner.  Becoming an independent learner forces the students to develop critical thinking and decision making skills which I feel are lacking in today’s education system.

The course then progressed into discussing web-based learning.  I feel web-based learning is a huge step in the realm of education because it provides students from rural areas access any education as long as they have internet.  Myself, I really enjoy taking courses online because it gives you a little more leeway as far as time constraints and conflicting with your everyday life or school life.  I really enjoy the discussion aspect because being online you have time to stop and think about a response unlike a traditional based classroom where feedback must be on the spot within the discussion.  I feel that it also gives everyone a voice.  A lot of times in a traditional style classroom the same people speak day in and day out, where as with web-based learning everyone is required to have a voice and everyone is required to speak!

 

 

GROUP REFLECTION

I was rather surprised at how well out final project turned out in the end.  At the beginning I had some negative thoughts because I thought it was going to be hard to communicate with my group members online.  I thought that it was going to be hard to agree on exact details with regards to the project, but in the end my group worked very well together and everyone pulled their own weight!  I am excited to continue with my experimentation with moodle in my classes this coming year.