Laura Duddy

Teacher. Honour Student. Caregiver.

About me

Laura Anctil

Teacher, Mother, and Experience-Seeker

I am an outgoing, energetic, passionate person. Together with my husband and our two children, we live in Medicine Hat. Although we have also lived in Nanaimo, BC. Living in two different provinces and working with children in both has allowed me a have a broader view of different types and styles of child care. This experience is a great asset to my teaching career and helped influence my teaching philosophy.

I was born in Medicine Hat to two loving parents and I am the oldest of three girls. We grew up as a close knit family and spent a lot of time with the extended family as well. With the exception of one aunt, my entire extended family all lived within a 3-hour radius of my hometown. This lead to a great amount of time shared with them. Traditions developed like Sunday Family Supper every week and yearly family reunions. My summers were spent with my sisters as we travelled between family members. Usually, our summers would start with a week out at Camp McCoy in Elkwater, followed by joining our grandparents at their home in a small town in Saskatchewan. Later we would go with them to our aunt and uncle’s ranch. There we would ride horses, learned to rope, and played with the farm animals. After that, our other grandparents would pick us up and take us to the cabin at the family lake. The small summer community that the cabin was situated on was composed of mostly more families. In the evenings, the adults would take turns hosting dinner and a bonfire. Spending this much time with family has instilled a strong core within me and has given me a great appreciation for the family unit. As well, spending so much time with my sisters has made them my best friends. For all of our weddings,  we were each other’s maids of honour.

Another thing my family did was travel together. Travelling with my family was something we did frequently. I have been blessed with the number of vacations I have taken in my life. I have travelled throughout the majority of Canada, from BC to Quebec as well as the Northwest Territories. As well, I have travelled extensively in the United States. Of the 50 states, I have been to all but 7 of them. My goal is to travel to the remaining provinces, territories, and states before I turn 40. I have also had the opportunity to go on five cruises which gave me access to eight other countries besides Canada and the USA.  In addition, I have travelled to Europe. There I went to France, Germany, Italy and the Vatican City. I enjoy travelling and get out of town at every possibility. Whether it’s a grand adventure or just to experience the other unique places in my area. Learning about and getting to experience new countries is a joy of mine. I love being submerged in different cultures and will always have the travel bug.

Getting to spend a lot of time on a ranch, I learnt to care for and appreciate a wide range of animals. Growing up, we also had a bunch of animals at home. Dogs, a cat, rabbits, birds, and guinea pigs. On my many adventures around the world, I would always insist on visiting the local zoo. As well, I enjoy getting to interact with animals. I have swum with dolphins, stingrays, tropical fish, and even a barracuda. At zoos, I visit the touch tanks or petting zoos. I love all types of animals, big or small, furry or scaled, land based or water creatures. My passion for all creatures has always guided me in my adventures. And has carried over into my home life where I have a house full of critters.

While I love family, travelling, and animals my greatest passion is martial arts. I joined karate when I was 8 years old and instantly fell in love. I quickly moved up the ranks, gaining belts faster than most of my peers. By the time I was 16 I was ready to grade for my black belt. Unfortunately in my karate style, you must be 18 to grade for your black belt. They feel that you are not mature enough to handle the responsibility of the belt level. However, at 16 I took over my karate club when my Sensei left. Due to this and my abilities, I was able to petition for grading early. The O’Sensei of my style had to grade me and I achieved my junior black belt. I succeeded in my grading and became the Sensei of my club. When I was 18 I took my black belt test and got the full belt. At 20, I took the grading to achieve my second-degree black belt. I left my club in 2009 when I moved to Vancouver Island. But I returned and joined a class whenever I was back home.

“It is the supreme art of the teacher to awaken joy in creative expression and knowledge”

Albert Einstein

Teaching Philosophy

Teachers must be leaders, in every sense of the word. All actions and words must be conducive to inspiring students. Children tend to do as they see, so I believe how I act will influence them as much as what I say will. Being energetic about what I am teaching is crucial. I can not expect students to be excited about a subject and get involved, unless I lead in the enthusiasm. Remaining calm in trying situations is another strength I believe teachers must possess. What is said and how it’s said can greatly impact a student and a classroom. Confidence in my speech and positive amounts of assertiveness aid to being a better teacher. This confidence comes from knowledge on the subjects being taught, which stems from always being prepared. Keeping myself organized, up to date on latest information, and advance planning are essential to being a well prepared teacher.

It is my belief that working with children means that they must be nurtured and cared for. They should feel like they are in a safe place when they come into my classroom. I want them to succeed as students and as human beings. I want my students to be able to approach me with questions about their school work, problems with friends or other students, and if something outside of school is bothering them. No matter what it is, good or bad, I will work towards being a teacher that students want to tell things to.

I feel that it is as much about teaching as it is about learning. Teachers must constantly be expanding their knowledge. Learning facts beyond what I must teach will assist me in being able to present the topic with great confidence. As well, it will provide me with further information, should students ask questions above the required assignment. Furthermore, I believe that it is imperative teachers remain current on the latest teaching techniques, what is the leading-edge technology for the classroom, and any changes to the curriculum.

Students need to be in a place that has a secure, caring, energetic, and stimulating atmosphere. Their classroom is an area where they should feel safe and be able to open up. With their basic human needs met, the students will be easily adaptable to situations that may present themselves, feel comfortable in learning, as well as feel confident in achieving their goals. I believe that this environment will also encourage their inquisitive nature. This will further allow them to develop themselves and their education. Learning must occur, but should not stop at the curriculum. As the teacher, I feel that it is my duty to develop the classroom with this philosophy. It is my responsibility to provide a place where children are happy and want to come back tomorrow.

"Tell me and I forget. Teach me and I remember. Involve me and I learn.”

Benjamin Franklin

Teaching Quality Standard

** Click on the images to learn more **

 

Fostering Effective Relationships
1. A teacher builds positive and productive relationships with students, parents/guardians, peers and others in the school and local community to support student learning.

Final Evaluation from Sher AvinouFinal Evaluation from Megan AndersonFinal Evaluation from Susan Flanagan

Engaging in Career-Long Learning

2. A teacher engages in career-long professional learning and ongoing critical reflection to improve teaching and learning.

 Online CourseOnline CourseWeekend Course Month-Long Training CourseWeekend CourseWeekend Course

Demonstrating a Professional Body of Knowledge

3. A teacher applies a current and comprehensive repertoire of effective planning, instruction, and assessment practices to meet the learning needs of every student.

Teaching string art to students at Southview School for their Passion Projects days. Arts and crafts are one of my passion. String art is something I truly enjoyed teaching to these eager students.Working with students from Vincent Massey School as they spend a couple of days learning and creating at the Esplanade. As a crafty person, I enjoyed getting right in there with the kids and making these projects.As part of the Ukrainian unit I create for students at Vincent Massey School, they had to roughly translate their names into the Ukrainian alphabet. Their names were later properly translated by a Ukrainian grandmother.Part of my Hearing & Sound unit I created included building a model of the ear. Students were given boxes of various art supplies to build a 3D model. Each piece had to be justified as to why it was chosen (ex: straw for the canal).I, along with a few colleagues, helped to tutor English Language Learners (ELL) at the College. Most of these students were in their second or third level of English as a second language. They were just a joy to spend time with.For my Electronics unit, students were given a letter from the "Department of Canadian Defence" to protect against an alien invasion. They were broken into teams to build alarms, rovers, or morse code machines (all using circuits).A lesson plan I created to accompany my Electricity unit. This was a review day that included a game of Jeopardy that would challenge the students and prepare them for the unit exam.This is the unit plan I developed for Electricity. It involved an experiment, hands-on activity, or game every day as I believe that students learn best by doing. This unit concluded with a cardboard arcade built by the students.

Establishing Inclusive Learning Environments

4. A teacher establishes, promotes and sustains inclusive learning environments where diversity is embraced and every student is welcomed, cared for, respected and safe.

Learning to Write IPPsClass on How to Be Respectful of Various Genders/Orientations  Course on How Trauma and Neglect Affect Children Course on Various Social Issues Class about Teaching for Inclusive Schooling Training on How to Be Culturally AwareCourse on Being Highly Effective TeachersLessons for Becoming Go To EducatorsClass on Inclusion for People with Physical Disabilities

Applying Foundational Knowledge about First Nations, Métis and Inuit

5. A teacher develops and applies foundational knowledge about First Nations, Métis and Inuit for the benefit of all students.

This course is designed to prepare and sensitize prospective teachers to aboriginal perspectives, values, and methods as they relate to the learning context. The course will include an in-depth examination of traditional aboriginal education and associated values. This course will critically engage the literary works of Indigenous peoples through various genres and will be framed by cultural, historical, social, theoretical, and political contexts. The focus will vary and may include: Indigenous knowledge, Nation/Identity formation, the numbered Treaties, the role of women, humour, orality and language, stereotyping and racism.

Adhering to Legal Frameworks and Policies

6. A teacher demonstrates an understanding of and adherence to the legal frameworks and policies that provide the foundations for the Alberta education system.

My resume

Related Work Experience

1999 - 2009

Babysitting/Nanny

from 1999 to 2009

Babysitting/Nanny

Receiving my babysitting certificate at age 12, I began watching children after school and on weekends. I continued on with my babysitting career into my early twenties. When I turned 15, I became a full time nanny for a family with four children. Working daily with this family for several years, taking care of the children until the youngest began school. During my nearly a decade, I babysat and nannied for roughly 50 children ranging from newborns to thirteen years old.

2011 - 2014

Boys and Girls Club of Central Vancouver Island

From 2011 to 2014

Boys and Girls Club of Central Vancouver Island

In the beginning, I worked as a leader and caregiver to school children enrolled into the program. Soon, I was sent to another club within the same organization for the summer. My duties then expanded to being in charge of the summer programs. I planned the entire summer for two separate groups. I created them so each day included a theme day with a coordinating activity or craft, snack, physical exercise, and often an out-trip. Once the summer had concluded, I was asked to once again relocate to another club. This club was the most difficult club on Vancouver Island with the largest number of special needs children, “trouble” kids, foster children, and youngsters waiting to be tested. I was assigned to the kindergarten students. The classroom quickly began to change and be reoriented with my new structure. I reframed the class, set new ground rules, started a reward system, and developed a daily structure which included lesson plans.

2002 - 2004

Camp McCoy Youth Camp

From 2002 to 2004

Camp McCoy Counsellor

In my teenage years, during the summers, I worked as a camp counsellor. Starting out as a junior counsellor, I was a bunk leader. It wasn’t long before I worked my way up the ranks and became the Junior Director. Along with the Camp Director and the Youth Camp Chief, I planned the entire summer for the camp children. We planned to teach safety, different games to play, a variety of arts and crafts to do, physical activities everyone could take part in, chores for the kids, cooking plans that involved the camper's assistance in preparing, and daily schedules to keep it all organized.

2010 - 2011

Shining Stars

From 2010 to 2011

Shining Stars

After moving away from my hometown, I found work at an after school program within a school. Initially, I was a spare worker but due to my ability to connect with the troubled students, soon I was full time. This, however, did not last long since shortly after I had begun working there, I was recruited for a larger before and after school organization.

2008 - 2009

Southview Kiddie Campus Daycare

From 2008 to 2009

Southview Kiddie Campus Daycare

In 2008, I began working at a daycare in my neighbourhood. It was a large daycare with numerous rooms for different age groups. The youngest children were 6 months old and the oldest group was a couple of pre-kindergarten classes. My job within the daycare was to act as a swing shifter, or more commonly referred to as a substitute. I worked in whatever room needed an extra hand, had a staff member away, or if a group had an outing. This allowed me to move throughout the daycare and experience everything it had to offer. I worked with various instructors, was around a wide range of ages and abilities, and got to experience an endless amount of joy working with small children. I absorbed as much information as I could before I moved away from Medicine Hat and had to give up a job that was a wealth of knowledge.

Additional Work Experience

Additional Work Experience

Medicine Hat Monumental 1999 - Present, Medicine Hat Arena 2003 - 2008, Athletic Park Baseball Diamond 2004 - 2006, Staples Business Depot #113 2005 - 2008, London Drugs #60 2008 - 2009, The Lounge Radio Station 2008 - 2009, Rogers Plus #186 2010 - 2011, Cobs Bread Bakery Nanaimo 2011 - 2013

Education experience

2003 - 2005

High School

from 2003 to 2005

McCoy High School

Attended McCoy High School in Medicine Hat for grades 10, 11 and 12. Graduated in 2005.

2006 - 2008, 2015 - 2020

University

from 2006 to 2020

Medicine Hat College

Attended Medicine Hat College for general studies until moving to another province. I returned in 2015 after moving back to Medicine Hat although only took classes sporadically for a few years while raising my daughter. Did full time only after being accepted into the competitive third year of the Education program.

Volunteer experience

Young Entrepreneurs Program

Vancouver Island Exhibition

St. Thomas Aquinas Elementary School

St. Thomas Aquinas Elementary School

I have been lucky enough to have an aunt in the Medicine Hat school district who has allowed me to work closely with her for many years. Starting while I was still in high school, I would accompany her after school to mark tests, set up next day activities, decorate bulletin boards, and aid her in the execution of her lesson plans. Getting great hands on experience for the “behind the scenes” aspect of teaching, gave me a jump on understanding how a classroom operates. As well, I learnt the large amount of planning, time, and organization needed to make everything run like clockwork. She has been my inspiration and my mentor. Beyond aiding in the classroom, I was rapidly involved in many events and activities St. Thomas put on. Including, the yearly track and field, field trips to Police Point Interpretive Centre, field trips to Echo Dale, movie nights, Christmas concerts, and Penny Carnivals.

Salta Gymnastics Club

Salta Gymnastics Club

My youngest sister was a competitive gymnast and very active in Salta Gymnastics. To help her, our family began assisting Salta with their local competitions. I had been a score keeper, sold tickets, organized the door prizes, and managed the judges lounge. Once I turned 18, I also began volunteering as a worker for their fundraising bingos and casinos.

Nanaimo Daily News Give & Go

Nanaimo Daily News Give & Go

During the Christmas season, the Nanaimo Daily News held their annual Give & Go. An event where locals would drive through the parking lot of the Daily News and drop off donations; of food, money, clothing, toys; for the Salvation Army. My role for this event was wide-spread. For the prep-work before the Give & Go, I helped with collecting items for the give-away bags and then putting the bags together. During the Give & Go event, my fiancé and I were in charge of the music. We were responsible for securing the donation of the speakers and their rigs, setting it all up, creating the Christmas music playlist, playing music during the entirety of the affair, cleaning up the gear after, and returning it to the sponsors. After the Give & Go, we assisted in packing up the Salvation Army trucks.

Medicine Hat Regional Hospital

Medicine Hat Regional Hospital

In grade 6, I started working at the local hospital as a candy striper. My duties included assisting the elderly with eating, making and passing out coffee or tea, and running small errands for the nurses on the ward. Working as a candy striper at the hospital began as a volunteer assignment for my Confirmation. I was required to complete 50 hours of volunteer work, but I truly enjoyed this position and remained volunteering with them for just over two years.

Medicine Hat Food Bank

Medicine Hat College Musical

Medicine Hat Kinplex

Medicine Hat Kinplex

For a short period, I worked as a volunteer concession worker at the Kinplex in support of the Hockey Hounds tournaments. Duties were similar to the ones I held while working at the Arena; cashier, cook, and cleaning the concessions.

McCoy High School

McCoy High School

While attending McCoy High School, I was very active in the student council. My first role was as a school council member representing the Grade 10 class. The next year I became the student council sports representative; which had duties that included pep rally advisor and organizer, mascot manager, organize and run Red Days (McCoy Spirit Days). In my senior year, I became the student council president. This came with many responsibilities that were assigned to me. But above and beyond that, I took on several other obligations. Including bringing in guest speakers, organizing school wide events, and representing the sports teams. With all this, I still continued my role as the sports representative within the student council. Along with that, I was a scorekeeper for all volleyball and basketball games and tournaments that took place at McCoy. As well, I co-founded the McCoy school paper. In this endeavour, I was the co editor and the sports reported for the weekly paper. Furthermore, I was a school tour guide for new students both during the school year and on the “Welcome to Our School” nights.

Knights of Columbus #9502

Knights of Columbus #9502

The Knights are the world’s largest Catholic fraternal service organization. My father has been greatly involved with them for most of his adult life and is currently on the State board. His involvement has lead to my involvement. At a young age, my sisters and I would join our dad at church pancake breakfasts, Canada Day beef-on-a-bun, Shrove Tuesday pancake meals, and appreciation dinners. As I grew up, my commitment to the organization grew stronger. Once I was legally able to, I worked casinos and bingos for the Knights of Columbus helping to raise funding. As well, our family was Alberta representatives in the Knights of Columbus 2006 World Conference in Nashville, Tennessee. While women are unable to officially join the Knights of Columbus, due to our dedication and involvement in the group, my sisters and I have been granted “honorary Knights” status.

Knights of Columbus Council #1732

Knights of Columbus Council #1732

Even though my association with the Knights of Columbus is mostly with Council #9502, I did assist with the other council in Medicine Hat; #1732. My grandfather was a large part of this council, so on occasion, I would accompany him to their public events. I helped with Sunday morning church pancake breakfasts whenever my grandfather was in charge of them. Another event I was involved with was the Valentine’s Day Lady’s Appreciation Dinner, where I provided entertainment during the event. Beyond that, I helped with the setup and clean up all events I volunteered for with Council #1732.

Kensho-Kai Karate

Kensho-Kai Karate

At the age of 16, as a first-degree black belt, I took over my karate club. My Sensei was relocated, and as the highest belt and as the one with “a knack for understanding kids” (according to my Sensei), I became one of the Senseis. I structured classes with lesson plans, rules, and a reward board. As well, on a semi-monthly basis, I brought in masters in our style of karate as well as experts in other fields of martial arts. During this time, I also coached my students in tournaments all across Canada.

Education Undergraduate Society

Catholic Women’s League Holy Family Parish

Catholic Women’s League Holy Family Parish

In my youth, I took part in various Catholic Women’s League (CWL) events with my mother. Making baked goods for their bake sales, serving and decorating at the Women’s Fall tea and appreciation teas. As well as being involved in the youth fundraisers. I am now an active member of the CWL and work with the junior girls group. Additionally, from 2018 - 2019 I was on the Executive Board as the Communications Director.

Canada Special Olympics 2022

2022 Special Olympics Canada

Currently, I am involved in the Special Olympics Canada games that are coming to Medicine Hat in 2022. I hold the position of Co-Facilities Director on the Executive Board. We are in charge of all facilities, buildings, warehousing, etc for the games. This is an ongoing position and will only build and become more intense as the date nears.

Camp McCoy Association

Camp McCoy Association

Along with working for the youth camp, I volunteer with them assisting in a wide variety of needs. Initially, it was physical work at the camp. Ranging from helping to build a retaining wall, stilts for the cabins, and the new hall. As well, aiding in the Fall clean-up. I was also a member of the Camp McCoy Lodge building committee, deciding on how the new building would be built, what amenities it would contain, and other various aspects of developing a new hall. Currently, I am the Booking and Rental Director and a long standing board member helping with making essential decisions about how the Camp is run and operated.

Alberta Winter Games 2016

2016 Alberta Winter Games

I played a large role in the 2016 Alberta Winter Games as the Warehouse Facilities Director, operating and managing all of the equipment for the Games. This included everything that came in the games trailer, all of the sporting equipment, all signs, beds used by athletes, traffic management equipment, stands, tables and chairs, everything right down to the batteries needed by any of the facilities. The equipment inventory was expansive and had to be accounted for throughout the Games. I developed an inventory system to manage the stock, equipment in, and equipment out. It is now the standard system used by the Alberta Games Committee.

Alberta Winter Games 2002

2002 Alberta Winter Games

While the Games are less than one week, it takes nearly two years to plan for. My dad was the Facilities Director for the 2002 Alberta Winter Games that were held in Medicine Hat. With his involvement, I was quickly recruited to help out. I helped manage his work leading up to the Games. During the Games, I was a score keeper and assistant for the European Handball tournament. My duties included set up before games, clean up after each game, take down after the tournament concluded, score keeping during the games, hand in all score sheets to the Games Director after each day, and handing out medals at the European Handball Medal Ceremony.

Alberta Summer Games Special Olympics 2017

Alberta Summer Games 2008

Alberta 55 Plus Summer Games 2019

Warehouse Director and Facilities Assistant Director

Courses

Courses

This is primarily a descriptive course aimed at non-science students where conceptual understanding will be stressed over strict mathematical derivation. The topics covered in this course include the historical development of the heliocentric model; the exploration of the solar system by spacecraft; the structure, atmosphere, and evolution of the planet Earth, the terrestrial and jovian planets, and their moons; asteroids and Kuiper belt objects; the structure of the Sun; and the formation of the solar system. Extrasolar planets and/or life in the universe may also be discussed.
This course helps you develop the necessary confidence and skill to present your ideas clearly and effectively to both large and small audiences. The course is designed to provide a number of different speaking and listening opportunities so that you can practice the techniques necessary to become competent oral communicators in a wide variety of social and business settings.
You gain practical experience in acting through introductory work from texts, developing skills and personal acting creativity through improvisation and performance.
This introductory course offers the opportunity to explore what is involved in being a teacher within the context of a classroom and a school. Through an examination of the teaching-learning process with reference to psycho-social, philosophical, and political influences in contemporary society, you will explore the concept of personal worldview, its impact on teaching and learning and begin to construct an understanding of your own professional identity. You will participate in relevant field experiences within local schools.
This introductory course offers you opportunity to explore what is involved in being a teacher. Through a focus on the purpose and nature of pedagogy, you begin to understand the life of teaching – the rewards and responsibilities, difficulties and joys of spending one’s life with children and young adults. The 60 hour practicum with a mentor teacher in a local classroom provides valuable experience in a school setting.
This course investigates the evolution of schooling through historical and personal perspectives as well as possible future development and their impact on education. You will explore philosophical orientations to teaching, the structure of classrooms and schools, the purpose and function of curriculum, the role of the teacher in this context and begin the process of constructing your own philosophical statement of belief about learning and teaching. A key outcome of this course is the development of a professional teaching portfolio. Field experiences involving diverse school environments are a required component of this course.
This course focuses on the psychological, social, and educational determinants of child development. It includes theory, research, and illustrations all dealing with the classroom application of psychological principles and will involve you in interpersonal experiences with children. Topics typically covered relate to physical, cognitive, and socio-emotional development of children, student learning and instruction, individual and group differences in student abilities, and student motivation.
This course provides you with strategies and skills for the effective use of digital technologies within the classroom learning environment. You will develop educational resources for integrating technology into current curriculum and become familiar with emerging trends for learning and teaching in today’s digital classroom.

I am now confident in the following programs, apps and systems:

  1. Smart Notebook
  • Navigating the Smart Board and Smart Board program
  • Developing in-depth and interactive lessons in Notebook
  • Understanding the wide range of additional options in Notebook
  1. Movie Making with iPads
  • Fluent in creating movie trailers
  • Created wide range of movies in iMovie
  1. Professional Learning Networks (PLN)
  • Using Twitter as a professional development tool
  • Created boards on Pinterest to aid in teaching
  • Developed an education blog
  1. Infographs
  • Developed infographs using Smart Notebook
  • Created infographs using online sources
  • Manipulated photos through a variety of programs
  1. Interactive Systems
  • Tested interactive system to use for polling and surveys in the classroom
  • Proficient in systems such as Kahoot, Socrative, Poll Everywhere, and Answer Garden
  • Created Symbaloo launch pages for easier student internet access
  1. Google Apps
  • Widened understanding of majority of Google’s Apps
  • Fluent in Google Drive, Calendar, Earth, Gmail, Maps, Docs, and Presenter
  • Increased strength in Google Advanced Searches and Google Sites
  • Developed understanding in Google Sheets, Google +, Forms, and Books
  1. Web 2.0
  • Understanding of Web 2.0
  • Navigating software that allows students to access from any device
  1. iPads & Tablets
  • Understanding of their use in classrooms
  • Created items from a wide range of tablet apps
  • Developed stop motion videos, Toontastic cartoons, and interactive stories
This course focuses on the psychological, social, and educational determinants of child development. It includes theory, research, and illustrations all dealing with the classroom application of psychological principles and will involve you in interpersonal experiences with children. Topics typically covered relate to physical, cognitive, and socio-emotional development of children, student learning and instruction, individual and group differences in student abilities, and student motivation.
This course focuses on the development of language and the importance of literacy for individuals as well as within the classroom setting. Specific topics for discussion include culture and language, the relationship of language to thought, memory, learning, teaching methods, and intervention strategies designed to assist children. Students will also examine learning principles in order to gain a better understanding of how language development occurs as well as to determine best practice in teaching language and literacy in elementary school classrooms. This course requires all students to participate in 20 hours of relevant field experiences within a school setting.
This course is designed to assist students in developing an understanding of concepts and issues related to the differentiated assessment of learning. Participants will be required to develop competence in the construction of various instruments and processes used to measure and evaluate individual learner performance.
This practicum focuses on inquiry, reflective planning and teaching and assessment practices. Students will be directly involved in all aspects of teaching for 50% of the required time during their last three weeks of the practicum.
This course explores the knowledge and skills required to implement programs of studies in teaching English Language Arts in elementary schools. The course will address relevant instructional methodologies, unit planning, curriculum integration and resource development. Students will investigate a range of assessment strategies.
This course provides an introduction to the teaching and learning of Science in elementary schools. The course will focus on instruction, planning and facilitating learning experiences, integrating curriculum, creating and utilizing resources and developing assessment strategies to meet students’ needs.
This course explores knowledge and skills required to implement programs of studies in teaching Mathematics in Elementary schools. The course will address a range of approaches to develop instruction, plan units of study, integrate curriculum, develop resources and assessment strategies to meet students’ needs.
This course is designed to prepare and sensitize prospective teachers to aboriginal perspectives, values, and methods as they relate to the learning context. The course will include an in-depth examination of traditional aboriginal education and associated values.
This course examines characteristics of students exhibiting a range of mild, moderate, and severe disabilities and students exhibiting exceptional gifts and talents. Diverse educational, MHC CALENDAR 2019/2020 209 cultural, and linguistic backgrounds will be discussed. The course also examines methods that can be used in adapting classroom instruction and management of the diverse needs.
This practicum focuses on professional responsibilities, planning for learning, facilitating learning, assessment, and the classroom environment. Students are expected to be directly involved in all aspects of teaching progressing from 50% and achieving 100% for at least three weeks of the practicum.
This course examines the fundamental knowledge, understanding, values, attitudes, skills, and processes required to implement an effective program of studies for teaching elementary Art in elementary schools. The course will address relevant instructional methodologies, unit planning, curriculum integration, and resource development. Students will investigate a range of assessment strategies including test design and construction and the reporting of evaluation results.
This course is designed to provide musical experiences which will help the student gain skills to appropriately enhance the musical growth of children in K – 6 classrooms. The course participant’s personal skill and understanding of musical concepts will be developed; musical needs and capabilities of young children will be investigated; methods of teaching music to young children will be presented through observation and application.
This course examines the fundamental knowledge, understanding, values, attitudes, skills, and processes required to implement an effective program of studies for teaching Physical Education in elementary schools. The course will address relevant instructional methodologies, unit planning, curriculum integration, and resource development. Students will investigate a range of assessment strategies including test design and construction and the reporting of evaluation results.
This course explores the knowledge and skills required to implement programs of studies in teaching Social Studies in Elementary (1-6) Education. The course will address a range of approaches to develop instruction, plan units of study, integrate curriculum, develop resources and assessment strategies to meet students’ needs.
This course examines factors such as the economy, the state, social class, gender, ethnicity, sub-cultural membership, ideology, religion, and the home environment, and their relationship to and impact on learning in general and schooling in particular.
This course focuses on reading and writing about literature written in English (poetry, drama, prose), with an emphasis on pre-20thcentury writers. Instruction in critical writing is part of this course.
This course focuses on academic essay writing and critical thinking at the university level. ENGL 252 is not a remedial course; students should have at least a senior high school level of competency in both grammar and composition.
This course examines English literature from the Romantic and Victorian periods, as well as from the twentieth century to the present. The development and continuity of English literature in relation to historical and social contexts are also studied.
This course examines children’s literature in relation to such topics as oral tradition and folk literature, mythology and allegory, realistic and historical fiction, and fantasy.
This course investigates the history and development of children’s fantasy from its origins in the oral tradition to is current achievements. Situating such work within its literary and cultural context, this course explores changing attitudes toward childhood and adolescence while also examining the debt that contemporary juvenile fantasy owes to classic folklore and fairy tales.
This course examines the extent to which “all the world’s a stage.” Theatre and performance texts and theories will be used to illuminate key issues and ideas in contemporary culture such as ritual, realism, the absurd, the society of spectacle, subjectivity, and identity.
This course will critically engage the literary works of Indigenous peoples through various genres and will be framed by cultural, historical, social, theoretical, and political contexts. The focus will vary and may include: Indigenous knowledge, Nation/Identity formation, the numbered Treaties, the role of women, humour, orality and language, stereotyping and racism.
You will expand your understanding of the intersections of mathematics, science and technology with daily life. The course will develop and apply critical thinking and scientific reasoning skills through the examination of issues drawn from the real world and current events.
“Texts and Ideas” is a course that explores how specific ideas shape attitudes, belief systems, and values through the perspectives of various disciplines. You will learn about the nature, origins and relevance of one or more complex concepts, such as beauty, mind, identity, modernity, or the good life.
You will gain an understanding of the impact and opportunities of globalization, as well as the barriers. A thorough discussion of the pros and cons of globalization will be included. The international environment will be introduced through a holistic analysis of political, economic, and cultural differences. International institutions and trading blocs will be discussed, and the factors contributing to cross-cultural effectiveness will be introduced.
A historical introduction to the dynamic themes in early Canadian history. Special attention is devoted to social, economic, and political development. White-Aboriginal relations and the opening of the Canadian West is also studied.
This course focuses on the development of the Canadian nation from Confederation to 1945, with particular attention to federal-provincial relations, economic development, social movements, and western political protest.
This course focuses on selected themes in 19th century Canadian culture: Working class culture and leisure; rural and urban lifestyles; social class and the Victorian family; newspapers and periodicals; regional societies and folk myths; and political culture
Introduction to the theory and practice of instruction in physical activity settings, instructional techniques are applied to a variety of activities and environments in order to enhance the development of instructional skills that can promote skill learning.
Focus of course is the development of introductory skills, strategies, and techniques.
Introduction to the theory and practice of instruction in physical activity settings, instructional techniques are applied to a variety of activities and environments in order to enhance the development of instructional skills that can promote skill learning.
This course provides a first enquiry into the nature and justification of moral standards.
This course provides an introduction to the psychosocial concepts underlying an understanding of human behaviour in physical activity, sport and health. This course is divided into two equal components. The first examines the perspective of Exercise and Health Psychology, while the second uses the perspective of Personality and Social Psychology.
The focus of this course is the study of psychological development through childhood.
The course examines social and psychological aspects of death and dying, such as: historical and cross cultural variability in death attitudes, spirituality, the dying process, ethical issues such as euthanasia and suicide, bereavement, burial practices and death perceptions across the life-span.
This course emphasizes the biological, cognitive, social and emotional changes that occur within adolescent development. It investigates the impact of various contexts (family, peers, school, etc) on developmental outcomes. Topics include the transitory difficulties and psychosocial problems that may arise during this period as well as cultural and historical aspects of development.
This course examines the histories and worldviews of a number of religious traditions, as well as philosophical issues arising within and from these traditions. Some ancient and tribal traditions are studied, but the focus is on major, living world religions. Philosophical topics that may be addressed are the existence and nature of ultimate reality, life after death, pain and evil, faith and knowledge, and religious pluralism.
This course introduces students to the discipline of Sociology. Sociology is the study of social life in all its forms. A variety of topics within the discipline will be explored throughout this course, such as social theory, social research methods, culture, with a strong focus on gender, sexuality, class, and racial inequality.

 

Practicums


This course required students to participate in field experiences and classroom observation within local schools. I completed mine in a grade 4 class at River Heights School. While it was just meant to be an observation practicum, I ended up taking on a teaching role.

 

My favourite lesson that I planned for this practicum was about the parts of plants that we eat. In this two-part lesson, we did a review where first, students made a drawing of a plant and attached the descriptive tabs to their drawing. The second part I created a “head & shoulders” game where a body part was related to a plant part and then I showed students various pictures (such as sunflower seeds, celery stalks, and corn) and had then point to their body part they felt matched where the plant came from. I was also able to connect this lesson to the Blackfoot people by talking about what parts of the plants they ate and what they made with them.

Teaching the parts of the plant lesson part one.Plant parts student work.


The 60 hour practicum with a mentor teacher in a grade 3 classroom at George Davidson School provided valuable experience in a school setting. This practicum gave me a great opportunity to experience some in-depth time in an elementary class. The teacher was in her 20th year of teaching and was an absolute wealth of knowledge. 

This course requires all students to participate in 20 hours of language and literacy field experiences within a school setting at St. Louis School in a grade 5 classroom. During this time, I was able work one-on-one with students with different reading abilities. Students ranged from a grade 2 reading level up to a grade 6 reading level. The expansion allowed me to see the spread students of the same age range can actually have. It was a good experience and reminder that students (even of the same age) develop at different rates.

 

This language and literacy practicum gave me the opportunity to practice doing running records with students. Since the teacher had already evaluated the students I worked with, there was no pressure to make sure I did a perfect job on evaluating these students. Furthermore, I was able to take my running records and compare them to the teachers. This was a reassurance in my abilities since I only had two students that I put at a different level than the teacher did.


This practicum focuses on inquiry, reflective planning and teaching and assessment practices. I was directly involved in all aspects of teaching for 50% of the required time during the three and a half weeks of the practicum. I was able to complete this practicum in a grade 3 classroom at Vincent Massey School.

 

Some of my favourite lessons from this practicum …

 


PE practicum = ___ hrs

Participants will be required to develop competence in the construction of various instruments and processes used to measure and evaluate individual learner performance. Assessment practicum for 32 hrs.

First did Early Practicum Experience involved student teachers in their Practicum II classroom beginning
the first week of school in the fall and throughout the weeks leading up to the start of Practicum II.
Those students wishing to be involved will complete at least 9 days of attendance in their classroom
placement; 5 – 6 of those days will be in the first week of school. The remaining 8 half days will be completed throughout the fall term.

This practicum focuses on professional responsibilities, planning for learning, facilitating learning, assessment, and the classroom environment. Students are expected to be directly involved in all aspects of teaching progressing from 50% and achieving 100% for at least three weeks of the practicum. 12-week practicum (shortened to 7 weeks due to COVID-19). taught 100% for 5 out of the 7 weeks.

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  • laura.duddy@mymhc.ca

  • 403-580-7759

  • 136 14 St NW, Medicine Hat, Alberta, Canada

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