Teaching Portfolio

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About Me

I am a dedicated science educator with a passion for fostering curiosity and critical thinking in students. My approach combines hands-on inquiry, collaborative learning, and differentiated instruction to meet the needs of all learners. I am committed to continuous professional growth and staying current with evidence-based teaching practices.

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My Teaching Philosophy

I believe that every student has the capacity to engage meaningfully with science when provided with the right support, encouragement, and opportunities. My teaching philosophy centers on creating an inclusive, inquiry-based learning environment where students feel safe to ask questions, make mistakes, and explore complex concepts. I strive to make science relevant and accessible by connecting classroom learning to real-world applications and student interests.

Purpose of Education & Overall Goals

Education empowers all students to think critically and see that knowledge is shaped by diverse cultures and ways of knowing.
Students should develop scientific agency to ask their own questions, evaluate evidence, and take informed action on issues that matter to them.
Schooling should nurture curiosity, empathy, social responsibility, and a sense of contribution to their communities.

Why I Teach Science & How Students Learn

Biology and Chemistry help students understand themselves, their communities, and the world at multiple scales.
Students’ cultures, languages, and lived experiences are assets in science learning, not obstacles to overcome.
Students learn best through inquiry that connects to their experiences and gradually shifts responsibility from teacher to student.
I move from structured to guided to open inquiry so students can ask questions, design investigations, and construct explanations together.

Methods, Environment, and Core Commitments

Effective teaching blends clear instruction, inquiry, and real-world contexts with formative assessment embedded throughout lessons.
I plan with universal design and cultural responsiveness from the outset, offering multiple ways to access and show learning.
My classroom prioritizes belonging in science for students who have been marginalized, and normalizes struggle as part of learning.
I intentionally notice whose voices are missing or silenced and adjust structures so every student participates as a valued thinker.

My early philosophy centred individual success but overlooked how schooling has historically marginalized Indigenous and diverse ways of knowing.
Equity-focused STEM coursework revealed that students need to see their cultures and lived experiences as assets in science — not background noise.
I initially described inquiry without precision — I now understand scaffolding must deliberately shift ownership from teacher to student over time.
"Including all voices" was not enough — I learned to actively notice whose voices are missing and adjust my structures to create real participation.
Formative assessment is not just about misconceptions — it must also respond to how students' identities shape the way they make meaning in science.
My goal of producing "lifelong learners" was too abstract — scientific agency means students act on real issues, not simply continue learning.

Build lessons that honour Indigenous and diverse knowledge systems as legitimate contributions to science, not add-ons.
Develop routines that invite missing voices — moving beyond hand-raising to structures where all students participate as thinkers.
Strengthen graduated inquiry across units so students progressively design their own investigations with less teacher direction.
Embed culturally responsive formative assessment — observation, questioning, student work — consistently across every unit.
Connect science content to socio-scientific issues students care about so they experience science as a tool for community action.
Revisit this philosophy annually using student feedback and classroom evidence to close the gap between belief and practice.

Goals / Next Steps — Developing My Teaching Toolkit

🟡 Pillar 1 — UDL & Differentiated Instruction

Design lesson materials with multiple means of representation built in from the start, not added as accommodations after the fact.
Build a personal bank of tiered tasks for core Biology and Chemistry concepts so differentiation is ready to deploy in any lesson.
Strengthen my use of proactive barrier removal by conducting regular accessibility audits of my classroom materials and environment.
Explore co-teaching models with resource teachers to better support students who need intensive tier 2 and tier 3 interventions.

🟢 Pillar 2 — Culturally Responsive Pedagogy

Identify and embed examples of Indigenous and diverse community contributions to biology and chemistry into each unit of study.
Create space for students to bring their own questions and community experiences into science investigations as starting points.
Audit existing lesson plans to identify where Western scientific perspectives are centred and revise to include multiple knowledge systems.
Develop stronger socio-scientific inquiry tasks that ask students to apply science to issues that directly affect their communities.

🔴 Pillar 3 — Restorative Classroom Management

Establish consistent restorative circle routines at the start of units to build community trust before academic challenges arise.
Develop a personal toolkit of restorative conversation scripts to use confidently when addressing conflict or harm in the classroom.
Deepen my understanding of trauma-informed practice to better support students whose social-emotional needs affect their learning.
Work with administration and colleagues to build school-wide consistency in restorative practices beyond my individual classroom.

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Lesson Planning

Sample lessons using three-part sructure (Minds On, Action, Consolidation) across chemistry and biology with Ontario curriculum alignment.

Electronegativity
& Bonding

Chemistry Conceptual

Students explore electronegativity trends and bond types through inquiry activities. Target grade/course details here.

Reflections

💭 Reflections

Hook question “Is water sticky?” successfully activated curiosity and prior knowledge.
Gallery walk of periodic tables gave a clear window into students’ reasoning and misconceptions.
Volleyball-not-ping-pong (AFL) discussion showed strong peer-to-peer explanation of polarity and hydrogen bonding.

🎯 Goals / Next Steps

Provide clearer scaffolds for electronegativity calculations (more worked examples and sentence stems).
Allow additional time and structure for the gallery walk so more groups can compare reasoning.
Offer flexible exit-ticket formats (paragraph, diagram, or concept map) to match diverse communication strengths.

Genetics
& Inheritance

Biology Genetics

Investigation of inheritance patterns through case studies and simulations. Students apply understanding to real scenarios.

Reflections

💭 Reflections

Real-world genetic counseling scenario made Mendelian inheritance feel relevant and authentic.
Virtual genetics lab and class data table helped students see 3:1 ratios emerge from probability, not certainty.
Many students used precise vocabulary (genotype, phenotype, allele, probability) in explanations and discussions.

🎯 Goals / Next Steps

Build in more guided practice between monohybrid and dihybrid crosses to ease the jump in complexity.
Strengthen supports for students with language and processing needs (visual word cards, sentence starters, digital tools).
Expand culturally responsive examples and ethical discussions around how genetic knowledge is used in communities.

Nervous System
Anatomy & Function

Biology Anatomy Systems

Students investigate the structure/function of the nervous system, exploring neuron signals and how the brain coordinates responses.

Reflections

💭 Reflections

Hot-stove reflex hook clearly illustrated why nervous system speed matters for homeostasis.
Modeling brain and neuron diagrams with think‑alouds supported students in linking structure to function.
Partner explanation and success-criteria checklists highlighted who could connect anatomy to fast detection-response.

🎯 Goals / Next Steps

Refine diagram scaffolds (partially labeled templates, colour coding) for students who struggle with visual load.
Make more explicit links between this anatomy lesson and upcoming work on synapses and neurotransmitters.
Add more structured opportunities for students to explain diagrams in their own words and receive feedback.

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Scientific Inquiry

Inquiry-based experiences and frameworks that guide students through authentic scientific investigation.

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CSI: DNA Barcoding Mystery (Scientific Inquiry in Action)

Inquiry Lesson Hook

Inquiry Resources

Open each resource in a new tab to see the complete materials for this wildlife DNA barcoding inquiry.

🌐 Open Fully Developed Inquiry Webpage 📄 Lesson Plan (PDF) 📝 Worksheet with AOL Summative Assessment 📘 Student Protocol

Reflections

Authentic wildlife-trafficking context and real databases helped students see themselves as forensic biologists.
Modeling the first database search reduced cognitive load and supported more independent group work.
Discussion of percent identity and endangered species surfaced rich scientific and ethical reasoning.

Goals / Next Steps

Create lighter on‑ramps (short screencast, mini practice sequence) for students new to bioinformatics tools.
Refine the worksheet and protocol to more clearly scaffold hypothesis formation, evidence evaluation, and recommendations.
Design follow‑up tasks that connect this case to my broader justice‑focused science work.

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Inquiry Planning For SBI3U

Biodiversity: Classifying Unknown Species

Strand B: Diversity of Living Things

Introduce

Students become taxonomists classifying fictional new species using morphological traits and DNA data. Guided inquiry with structured worksheets to build foundational skills in classification, dichotomous keys, and phylogenetic trees.

Data Collection Data Analysis Hypothesis Testing Scientific Communication Lab Safety

Evolution in Action: Peppered Moth Revisited

Strand C: Evolution

Develop

Interactive simulation modeling predation and camouflage across multiple environments. Students run trials, collect survival data, graph results, and analyze natural selection pressures with increased independence in experimental design.

Experimental Design Data Collection Data Analysis Hypothesis Testing

CSI Wildlife: DNA Barcoding Mystery

Strand D: Genetic Processes

Develop

Forensic investigation using authentic bioinformatics tools (NCBI BLAST, BOLD Systems). Students analyze DNA evidence, research conservation status, and synthesize information from multiple complex sources to solve a wildlife trafficking case.

Data Collection Experimental Design Data Analysis Scientific Communication

Medieval Anatomist: Form Follows Function Dissection

Strand E: Animals – Structure and Function

Master

Culminating hands-on dissection where students role-play as pioneering anatomists discovering the body for the first time. Students observe structures, hypothesize functions without prior knowledge, document findings, predict function based on structure, and present in a symposium format. Full mastery of scientific inquiry skills.

Data Collection Experimental Design Data Analysis Hypothesis Testing Scientific Communication Lab Safety

🎯 Progressive Skill Development

This framework scaffolds scientific inquiry skills across four biology strands. Students begin with highly guided instruction (Inquiry 1), gradually increase independence and responsibility (Inquiries 2–3), and demonstrate mastery through authentic, student-driven investigation (Inquiry 4).

Scientific skills progression across all inquiries

Reflections

💭 Reflections

Across the four inquiries, I can see students gradually taking on more of the cognitive load, moving from highly scaffolded classification tasks to independently planning, executing, and communicating complex investigations.
The progression highlights how repeatedly revisiting core skills (data collection, analysis, communication) in new contexts helps students build both confidence and flexibility as scientific thinkers.
Some students may reach the “Develop” stage at different points, especially in experimental design and hypothesis testing, which reinforces the need for multiple low‑stakes opportunities to practice these skills.
Inquiry 4, in particular, surfaces how strongly students’ lab safety habits, collaboration, and communication have developed, but also reveals gaps for a small number of students who still require explicit prompting.

🎯 Goals / Next Steps

Intentionally plan mini‑checkpoints between inquiries so I can more systematically monitor which students are ready to move from Introduce → Develop → Master for each skill.
Strengthen scaffolds for experimental design (e.g., planning templates, exemplars, peer‑feedback protocols) so more students can confidently transition into the “Develop” band earlier in the sequence.
Build in more explicit opportunities for students to self‑assess and track their own skill progression using the same categories shown in the chart.
Collaborate with colleagues to align similar skill progressions across courses, ensuring students experience a coherent, multi‑year development of inquiry competencies rather than isolated experiences.

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Energy Crisis – A Student Athlete’s Journey

Case study on cellular respiration, metabolism, and athletic performance

Grade 11–12 Biology • Inquiry Case Study • Cellular Respiration & Metabolism

Student athlete running on track as part of cellular respiration case study

In this narrative inquiry, students follow Maya, a competitive distance runner who suddenly “hits the wall” during training and wants to understand what is happening inside her cells. Through story, email exchanges, and real physiological data, students connect aerobic and anaerobic respiration, lactate, and ATP production to training decisions, race strategy, and athletic performance.

📄 Full Case Study Link (PDF) 🧑‍🏫 Teacher Notes

💭 Reflections

Framing cellular respiration through Maya’s training story made abstract biochemistry immediately relevant; students were more willing to wrestle with complex ideas because they cared about the athletic problem she was trying to solve.
The layered tasks intentionally move up Bloom’s taxonomy—from remembering key terms, to understanding pathways, to analyzing data tables and graphs, and finally evaluating training decisions using evidence about ATP yield and lactate thresholds.
Students who typically disengage from “equations and pathways” participated more readily when interpreting real physiological data (heart rate, VO₂, lactate), suggesting that authentic numbers and visuals help bridge the gap between theory and practice.
Formative checkpoints like quick-writes and exit tickets surfaced persistent misconceptions about lactate being a “waste product,” reminding me how important it is to revisit big ideas across multiple parts of the case rather than assuming one explanation is enough.

🎯 Goals / Next Steps

Refine the scaffolding for data interpretation by adding a short “I do → we do → you do” mini-lesson on reading metabolic graphs so more students feel confident tackling the tables independently.
Build a student-facing Bloom’s ladder that maps each part of the case to specific cognitive processes, helping learners see how they are progressing from recall to higher-order analysis and evaluation.
Integrate opportunities for student choice—such as designing a mini training adjustment for different athlete profiles—so that application and creation tasks are more personalized and culturally responsive.
Collect student feedback on both the narrative and the science tasks, then iterate on the case study to better support multilingual learners and students with varied prior knowledge of exercise science.

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Assessment

Formative and summative assessment tools that promote learning and document achievement.

Formative Assessment (AFL / AAL)

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Formative Assessment in Action – AFL & AAL

Two classroom routines that surface student thinking and position learners as active assessors of their own understanding.

Assessment for Learning (AFL) • Assessment as Learning (AAL)

P.E.O.E – Strong vs. Weak Acids

SCH4U • Demonstration

P.E.O.E classroom slide showing Predict, Explain, Observe, Explain template

Students Predict–Explain–Observe–Explain as they compare the pH of concentrated vinegar and dilute hydrochloric acid. The counterintuitive results intentionally disrupt the “strong acid = more acidic” misconception and open a pathway into acid–base equilibrium.

AFL & AAL Features

AFL: Initial predictions and explanations reveal prior conceptions about strength vs. concentration so I can target just‑in‑time mini‑lessons on dissociation and pH.
AFL: Observation notes and whole‑class debrief provide evidence of which comparison students still find confusing, informing follow‑up practice questions.
AAL: The second “Explain” invites students to revise their models in light of the data, making changes to their own reasoning visible and explicitly valuing productive error.
AAL: Students use a simple success‑criteria checklist (“I can distinguish strength from concentration”) to self‑assess and annotate how their thinking shifted during the cycle.

⬇️ Slides (PDF)

Volleyball – Not Ping-Pong!

SCH3U • Discussion FACT

This questioning pattern shifts from teacher–student “ping-pong” to a “volleyball” rally where ideas move from student to student. Learners co-construct explanations about water’s “stickiness” at the molecular level by building on, extending, and gently challenging one another’s thinking.

AFL & AAL Features

AFL: Listening to the volleys gives me continuous evidence of common misconceptions about intermolecular forces and polarity, enabling real‑time clarification and re‑teaching.
AFL: Patterns in student talk across the class help me plan next lessons (e.g., whether to revisit Lewis structures or move into surface‑tension applications).
AAL: Students monitor how their ideas evolve as peers add evidence or counter‑examples, practicing self‑regulation and refining explanations in the moment.
AAL: The routine normalizes peer feedback—students evaluate the completeness and clarity of each other’s responses, not just correctness, which builds metacognitive awareness.

⬇️ Slides (PDF)

💭 Reflections

P.E.O.E. made students’ preconceptions about acid strength immediately visible; many confidently predicted that the “strong” acid would have the lowest pH, which created a powerful starting point for conceptual change.
In both activities, student talk—not just written work—provided the richest assessment evidence, reminding me how important it is to intentionally listen for reasoning, not only answers.
The Volleyball routine shifted classroom ownership: quieter students participated more when invited to “add on” rather than generate the first answer, leading to more equitable discourse.
Managing time and capturing evidence during these high‑engagement routines is still challenging; I sometimes prioritize momentum over pausing to document what I am noticing.

🎯 Goals / Next Steps

Co‑create simple success criteria with students for each routine (e.g., “What does a strong Volleyball explanation sound like?”) so learners can better self‑assess during and after discussions.
Develop quick recording tools—such as a class checklist or digital notes template—to capture key misconceptions and strengths in real time without interrupting the flow of talk.
Extend both activities into brief written “exit tickets” where students summarize how their thinking changed, linking the formative evidence more explicitly to next‑day instruction.
Intentionally plan how these AFL/AAL routines reappear across units so students experience them as familiar structures for thinking, not one‑off activities.

Summative Assessment (AOL)

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Summative Assessment (AOL)

Complementary tools for evaluating final learning products and in‑the‑moment performance.

Assessment of Learning • Grade 9 Science

Analytical Rubric – Endangered Species Research

Final Product • Grade 9

Analytical rubric grid for endangered species research assignment

This analytic rubric assesses a multi‑modal research product using clear criteria (animal description, organization and engagement, habitat information, ecological role, conservation, and research quality) across performance levels. It supports transparent, standards‑aligned evaluation of students’ culminating understanding.

Assessment of Learning (AOL) Features

Provides explicit descriptors for Level 4–R performance, making final judgements about achievement defensible and aligned with curriculum expectations.
Weights criteria (e.g., conservation understanding at 25%) to match learning goals, ensuring grades reflect the most important outcomes of the unit.
Captures both content knowledge and communication skills, allowing a holistic view of the final product while still separating distinct strands of performance.
Can be shared with students and families to explain how the final mark for the project was determined and which areas demonstrated strength or require growth.

⬇️ See Full Rubric (PDF)

SCHRED Real‑Time Observation Rubric

Conversation & Observation

Real-time assessment form using SCHRED acronym in a seating-plan layout

The SCHRED tool (Safety, Collaboration, Hypothesis/Curiosity, Reasoning, Engagement, Data) uses a seating‑plan layout so the teacher can quickly record holistic summative judgements about students’ scientific practices during labs and discussions, capturing class‑wide patterns at a glance and ensuring process skills count alongside written products.

Assessment of Learning (AOL) Features

Links each letter of SCHRED to concise descriptors, supporting consistent summative decisions about process skills that are not easily captured in written work.
Seating‑plan layout allows fast, whole‑class evidence collection during a single investigation, so observational data can meaningfully contribute to final grades.
Uses performance indicators (e.g., Completely / Almost Completely / Partially / Not Yet) that translate readily into overall achievement levels at reporting time.
Balances product‑focused rubrics with evidence from authentic participation, ensuring the AOL picture includes how students behave as scientists, not only what they submit on paper.

⬇️ See Full Rubric (PDF)

💭 Reflections

Using the analytic rubric has made my summative decisions more transparent; I can point to specific descriptors when explaining why a student earned a particular level.
Pairing product evidence with SCHRED observations gives a richer picture of learning, especially for students whose scientific reasoning is stronger orally than in writing.
The real‑time nature of SCHRED helps me notice patterns in safety, collaboration, and engagement across labs that might otherwise remain anecdotal.
At times, recording observations while facilitating a complex investigation still feels demanding, and I occasionally miss opportunities to capture strong evidence.

🎯 Goals / Next Steps

Clarify for students how analytic rubric criteria map to overall course expectations so they better understand how summative judgments are derived.
Streamline SCHRED recording (e.g., standard codes or digital templates) to make real‑time notation quicker and more sustainable during busy labs.
Plan specific checkpoints where SCHRED evidence will be collected, ensuring every student has multiple opportunities to demonstrate growth in process skills.
Use rubric and SCHRED data together in conferences with students to set concrete next steps for future inquiry and communication tasks.

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Unit Planning with Assessments

How AFL, AAL, and AOL are woven into Biology and Chemistry unit plans.

Expectations • Learning Goals • Success Criteria • Activities • Assessment

Biology Unit Plan — Homeostasis & Regulation (Nervous, Endocrine & Excretory Systems)

SBI4U content • 20-day unit • AFL = Assessment For Learning | AAL = Assessment As Learning | AOL = Assessment Of Learning

Day & Topic	Specific Expectations	Learning Goals	Success Criteria	Activity Type	Assessment
1 Nervous System Structure & Divisions	E3.1	Understand nervous system structure; identify CNS vs. PNS; explain neurons in homeostasis.	Label brain/spinal cord structures; distinguish CNS & PNS; describe how neurons transmit homeostatic signals.	Mini-lesson + diagram labelling	AFL
2 Neural Communication & Synaptic Transmission	E3.1, E2.1	Explain synaptic transmission; learn key nervous system vocabulary.	Describe signal path across a synapse; define synapse, neurotransmitter, acetylcholine, receptor; identify sensory, interneurons, and motor neurons.	Mini-lesson + case discussion (hot stove example)	AFL
3 Reflex Arcs & Automatic Responses	E3.1, E2.3, E2.4, A1.8, A1.10	Analyze reflex arcs; connect automatic responses to homeostatic protection.	Trace reflex arc without brain involvement; explain speed advantage; give homeostatic reflex examples; revise explanation if it doesn't match observations.	Example cases + reflex arc tracing and diagramming	AAL AFL
4 Autonomic Nervous System & Homeostatic Balance	E3.1, E2.3	Understand sympathetic vs. parasympathetic divisions; explain how they maintain homeostasis.	Describe both ANS divisions; give fight-or-flight vs. rest-and-digest examples; explain how balance maintains homeostasis.	Mini-lesson + two-column autonomic chart	AFL
5 LAB – Invertebrate Stimulus-Response & Feedback	E3.1, E2.2, E2.3, A1.1, A1.2, A1.5–A1.6	Analyze stimulus-response feedback in organisms; plan and conduct a safe investigation; model feedback loops.	Identify stimulus-response cycles; write testable question; record observations; map feedback loop (sensor→integrator→effector→response).	Lab: pill bug/earthworm responses to light, moisture, temperature	AAL AOL
6 Endocrine System Structure & Glands	E3.2, E2.1	Identify major endocrine glands; explain hormones vs. nervous system signals.	Label pituitary, thyroid, adrenal, pancreas, gonads; describe hormone travel; give hormone role examples (insulin, adrenaline).	Mini-lesson + endocrine gland mapping diagram	AFL
7 Hormonal Feedback & Negative Feedback Loops	E3.2, E2.1, E2.2, A1.6, A1.11	Model negative feedback; apply endocrine terminology accurately.	Draw hypothalamus–pituitary–thyroid feedback loop; use hormone, receptor, and negative feedback correctly; draw from written scenarios.	Mini-lesson + student-constructed feedback diagrams	AAL AFL
8 Reproductive Hormones & Sexual Development	E3.2, E2.2, A1.7–A1.9	Explain reproductive hormone regulation; extract key science ideas from case studies.	Identify FSH, LH, testosterone, estrogen; describe hypothalamus–pituitary–gonad feedback; highlight hormone evidence from a case.	Mini-lesson + reproductive hormone case studies	AFL
9 Nervous–Endocrine Integration & Stress Response	E3.2, E1.1, A1.7–A1.9	Understand how nervous and endocrine systems collaborate; evaluate hormonal disruption effects.	Explain adrenaline/cortisol cascade; describe restoration of balance; give examples of disrupted homeostasis from toxins or disease using ≥2 evidence pieces.	Collaborative discussion + hormone disruption analysis	AFL AAL
10 Excretory System Anatomy & Water Regulation	E3.3, E2.2	Understand urinary anatomy; explain kidneys' role in water/ion balance and osmoregulation.	Label kidneys, ureters, bladder, urethra; trace filtration path through nephron; explain osmotic pressure and water reabsorption.	Mini-lesson + kidney anatomy dissection/cross-section viewing	AFL
11 Kidney Physiology & Ion-Water Homeostasis	E3.3, E2.2, E2.1, A1.6, A1.12	Understand nephron filtration; explain ADH and electrolyte homeostasis.	Describe filtration stages; explain ADH release and action; give examples of disrupted ion balance (dehydration, hypernatremia); organize into a filtration flowchart.	Mini-lesson + nephron filtration flowchart construction	AAL
12 Acid-Base Balance & pH Regulation	E3.3, E2.3, A1.8, A1.13	Understand blood pH maintenance; analyze acidosis and alkalosis conditions.	Describe bicarbonate buffer system; explain how lungs (CO₂) and kidneys (HCO₃⁻) regulate pH; use data/calculations to explain pH changes.	Mini-lesson + pH buffer problem-solving scenarios	AAL
13 Thermal & Ion Regulation + Synthesis	E3.3, E1.1, E1.2, A1.6, A1.8	Explain thermoregulation; evaluate health impacts of disrupted homeostasis.	Describe shivering/sweating feedback loop; explain hypothalamus as thermostat; connect disruptions to outcomes (heat stroke, hypothermia); organize temperature data into a pattern.	Mini-lesson + thermoregulation data analysis	AAL
14 Review & Consolidation (Formative Check)	E3.1, E3.2, E3.3, E2.1–E2.3	Synthesize all three homeostatic systems; self-assess readiness.	Explain nervous, endocrine, and excretory systems working together; map temperature, water, pH, and ions to regulating systems; summarize feedback mechanisms.	Guided review + interconnected mind map + low-stakes checklist	AOL (formative check)
15 Analogy Assignment – Brainstorm & Plan	E3.1, E3.2, E3.3, A1.11	Choose a homeostatic system; begin drafting an analogy-based explanation.	Select one system and one analogy world; outline preliminary mappings; explain why analogy is appropriate.	Brainstorm + analogy world selection + rough draft start	AAL
16 Analogy Assignment – Development & Peer Review	E3.1, E3.2, E3.3, A1.11	Develop detailed analogy; incorporate peer feedback for accuracy and clarity.	Justify each mapping between analogy and biology; show feedback loops and processes; revise draft based on peer response.	Individual/group development + peer review with analogy rubric	AAL
17 Analogy Assignment – Group Presentations & Peer Feedback	E3.1, E3.2, E3.3, A1.11	Present analogy; defend scientific accuracy; provide constructive peer feedback.	Present in 5–8 min with clear visuals; answer peer questions; give criteria-based feedback on classmates' analogies.	Group presentations + peer feedback forms (also serves as review)	AOL (summative)
18 Culminating Activity – Issue Selection & Research Planning	E1.1, E1.2, A1.1–A1.4, A1.7	Identify a real homeostasis community issue; plan evidence-based research.	Describe issue and affected systems; identify vulnerable populations; propose feasible intervention; write focused research question from ≥2 reliable sources.	Group brainstorm + issue proposal + research planning	AAL
19 Culminating Activity – Developing Deliverables	E1.1, E1.2, A1.7–A1.9, A1.11–A1.12	Create a scientific briefing and public-facing product; support intervention with evidence.	Draft 2–3 page briefing with feedback loops and diagrams; develop public product (social media, poster, video); cite ≥5 credible sources.	Group drafting of scientific briefing + public communication product	AAL AOL
20 Culminating Activity – Final Presentations & Individual Reflection	E1.1, E1.2, A1.10–A1.11, A2.1–A2.2	Present intervention; reflect on personal relevance; articulate systems thinking.	Present 5–10 min with Q&A; write 1–2 page reflection on how homeostasis understanding changed perspective; name a related career. (No unit test — assessment through culminating deliverables.)	Group presentations + individual reflection essays	AOL (summative) + reflection

💭 Reflections

Layering nervous, endocrine, and excretory lessons around shared ideas of stimuli, feedback, and homeostasis helped the unit feel like a coherent story rather than separate topics.
Mapping AFL, AAL, and AOL onto each day made it clear where I was gathering evidence of process skills versus conceptual understanding — and where those overlapped most meaningfully.
The invertebrate lab and analogy presentation gave strong multi-expectation evidence at once, but also highlighted how much support some students still need with investigation design language.
Replacing the unit test with a three-part culminating activity pushed me to think carefully about where and how AOL evidence would be collected throughout the unit rather than only at the end.

🎯 Goals / Next Steps

Build in more structured opportunities for students to self-track progress against key success criteria (e.g., feedback loop diagrams, reflex arcs) across multiple days.
Develop a simple lab-planning checklist aligned to A1 expectations so assessment of investigation skills is more consistent between the invertebrate lab and culminating activity.
Refine the balance between direct instruction and inquiry in endocrine and excretory lessons to ensure enough time for collaborative sense-making and diagramming.
Co-create success criteria for the analogy assignment and culminating activity with students so AAL routines are embedded from the planning stage, not just during peer review.

Chemistry Unit Plan — Electrochemistry

SCH4U Content • 23-day unit | Includes 3 labs, 1 literacy visit (Apr 8), 1 lockdown drill (Apr 23), mid-unit quiz & unit test | For = AFL | As = AAL | Of = AOL

Day & Date	Specific Expectations	Learning Goals	Success Criteria	Activity Type	Assessment
1 Wed Mar 25 — Unit Launch & Redox Diagnostic	A1.1, A1.5, A1.8, A1.11	Recall Grade 11 redox ideas; connect to SCH4U electron-transfer concepts.	Describe oxidation and reduction in own words; identify OA and RA in simple reactions; exit ticket definitions.	Quick-write/concept map on whiteboards; metal displacement demo (Cu in AgNO₃); pair OA/RA identification; exit ticket.	AFL (diagnostic)
2 Thu Mar 26 — Oxidation Numbers & Identifying Redox	A1.6, A1.8, A1.13	Assign oxidation numbers; distinguish redox from non-redox reactions.	Correctly determine oxidation numbers; identify oxidized/reduced species and corresponding agents; justify redox classification.	Take-up exit tickets; explicit teaching of oxidation-number rules; mixed problem set; peer check.	AFL AAL
3 Fri Mar 27 — Half-Reaction Balancing (Acidic)	A1.5, A1.6, A1.11	Balance redox equations by half-reaction method in acidic solution.	Apply each step of the algorithm; produce fully balanced equations conserving mass and charge.	Step-by-step modelling; gradual-release pair problem set (simple → complex); teacher circulates for feedback.	AFL
4 Mon Mar 30 — Balancing in Basic Solution + Consolidation	A1.5, A1.8	Extend half-reaction method to basic solutions; consolidate balancing skills.	Balance redox equations in basic solution; articulate difference from acidic case.	Take-up HW at board (student models); station rotation with environmental/industrial balancing problems; self-check answer keys.	AFL AAL
5 Tue Mar 31 — LAB: Metal Displacement Redox Table	A1.2, A1.4–A1.6, A1.8	Build a qualitative redox table from experimental data; connect to activity-series prior learning.	Predict metal displacements; record qualitative observations in table; order OA/RA from experimental evidence.	Small-group lab: Zn, Cu, Mg, Fe combined with ionic solutions; observation tables; OA/RA ordering task; safety checklist (AFL/AAL).	Lab AFL AAL
6 Wed Apr 1 — Redox Tables, Spontaneity & SOA/SRA	A1.6–A1.8, A1.11	Use redox tables to predict spontaneous reactions; apply SOA/SRA language.	Construct a mini redox table from given data; decide which reactions are spontaneous; explain the redox spontaneity rule in a few sentences.	Group reconcile of lab tables; redox table construction from data; exit ticket explanation; connect to standard reduction potential table.	AAL
7 Thu Apr 2 — Predicting Spontaneous Reactions	A1.6, A1.8, A1.13	Predict and write equations for spontaneous and non-spontaneous reactions.	Identify SOA/SRA in mixtures; write half-reactions and net ionic equations; label reactions spontaneous or non-spontaneous.	Guided practice with extended redox table; individual problem set; teacher circulates.	AFL
8 Fri Apr 3 — Introduction to Galvanic Cells	A1.11–A1.12	Connect redox to electrical energy; identify galvanic cell components.	Label anode, cathode, electrodes, electrolyte, salt bridge, external circuit; sketch and annotate Cu/Zn cell with electron/ion flow directions.	Demo or video of commercial cell; class brainstorm; cell diagram sketching; peer feedback checklist.	AAL
9 Mon Apr 6 — Standard Reduction Potentials & E°	A1.6, A1.8, A1.13	Use standard reduction potentials to quantitatively predict spontaneity.	Use standard hydrogen electrode as reference; compute E° for a cell from two half-reactions; relate sign of E° to spontaneity (galvanic vs. electrolytic).	Qualitative ranking opener; SHE reference and E° table introduction; mixed problems; pair-share explanations.	AAL
10 Tue Apr 7 — LAB: Building & Testing Galvanic Cells	A1.2, A1.4–A1.6, A1.8, A1.11–A1.13	Build galvanic cells and compare measured vs. theoretical cell potentials.	Build Zn/Cu, Fe/Cu, Zn/Ag cells; measure E with voltmeter; compare to predicted E° from table; explain discrepancies.	Inquiry lab; data recording tables; observation rubric; partner conversation on sources of error; lab analysis HW.	Lab AFL AAL
11 Wed Apr 8 — Literacy Focus Visit (Full Period)	A1.3, A1.7, A1.9, A1.11	Apply explicit literacy strategies to analyse texts on electrochemical energy technologies.	Annotate a structured text set; identify argument structure; write a CER paragraph on the viability of one electrochemical technology; self-assess reading/writing process.	Co-planned literacy lesson with visiting committee; before/during/after reading; CER paragraph writing.	AAL (self-assessment)
12 Thu Apr 9 — Consumer & Industrial Cells	A1.7–A1.11	Compare primary/secondary cells, fuel cells, and metal-air cells; evaluate design trade-offs.	Explain differences among dry cells, lead-acid, Li-ion, and fuel cells; discuss energy density, rechargeability, and environmental issues.	Debrief literacy day; jigsaw expert groups each present one cell type; comparison table; optional fuel-cell video.	AAL
13 Fri Apr 10 — Corrosion as Electrochemistry	A1.8, A1.11	Explain corrosion as a spontaneous electrochemical process; evaluate prevention methods.	Describe anode/cathode regions in corroding metal; explain galvanizing, painting, cathodic protection; connect to health/safety/environmental issues.	Image think-pair-share; corrosion cell explanation; concept mapping of causes and prevention; optional community observation HW.	AAL
14 Mon Apr 13 — Electrolytic Cells vs. Galvanic Cells	A1.6, A1.8, A1.11	Distinguish electrolytic from galvanic cells; explain non-spontaneous redox and external power.	Explain flipped electrode polarity and direction of electron/ion flow; analyze electrolysis of molten NaCl and aqueous CuSO₄.	Venn diagram starter; textbook electrolytic cell study; diagram analysis; quick formative quiz.	AFL
15 Tue Apr 14 — Industrial Electrolysis	A1.3, A1.7–A1.11	Describe industrial electrolysis processes; connect to STSE issues.	Explain Hall-Héroult, chlor-alkali, and electroplating/electrorefining processes; identify electrode reactions and environmental/safety considerations.	Brainstorm prior knowledge; jigsaw group annotated diagrams; gallery walk with peer feedback.	AAL
16 Wed Apr 15 — Faraday's Law: Quantitative Electrolysis	A1.6, A1.8, A1.13	Apply Faraday's law to calculate mass deposited/consumed; connect moles of electrons to stoichiometry.	Use I, Q, t relationships; calculate theoretical mass in multi-step problems; note and correct one error from self-check.	Current/charge/time review; modelled Faraday examples (copper plating, H₂ production); scaffolded practice set; self-check answer key.	AAL
17 Thu Apr 16 — LAB: Electroplating & Faraday Verification	A1.2, A1.4–A1.6, A1.8, A1.11–A1.13	Carry out quantitative electrolysis lab; compare theoretical and experimental mass.	Plate a metal object using CuSO₄; measure current and time; calculate theoretical mass with Faraday's law; analyze % error and sources of discrepancy.	Formal electroplating lab; data tables; Faraday calculations; structured lab report with error analysis.	Lab AOL or major AAL
18 Fri Apr 17 — Mid-Unit Quiz & Consolidation	A1.6, A1.8, A1.11–A1.13	Demonstrate understanding of redox, cells, and industrial processes to date.	Answer questions on balancing, redox tables, cell diagrams, E° calculations, and qualitative electrolytic reasoning; identify two personal learning goals from quiz results.	Small-group concept map (all unit terms to date); written quiz; immediate answer-key debrief.	Quiz AOL
19 Mon Apr 20 — Complex Problem-Solving & Applications	A1.6, A1.8, A1.11–A1.13	Integrate multiple electrochemistry concepts in multi-part problems.	Solve problems combining redox balancing, E° calculations, galvanic vs. electrolytic reasoning, and quantitative electrolysis; explain reasoning aloud on whiteboards.	Mixed integration problems on whiteboards in small groups; teacher quick-conferences and observation checklists.	AFL AAL
20 Tue Apr 21 — STSE Synthesis & Performance Task	A1.3, A1.7–A1.11, A2.1–A2.2	Connect electrochemistry to societal, environmental, and career contexts; begin performance task.	Explain benefits and risks of one electrochemical technology; develop a position paper/infographic/mini-presentation outline referencing STSE issues.	Video/case study quickwrite; jigsaw STSE discussion; class share; performance task outline drafting with shared rubric.	AAL
21 Wed Apr 22 — Structured Unit Review	A1.6, A1.8, A1.11–A1.13	Self-assess readiness on each subtopic; fill remaining gaps before unit test.	Identify personal strong/weak areas using self-assessment; successfully complete station problems on redox ID, tables, galvanic cells, electrolytic cells, and Faraday.	Student-generated question bank; five-station rotation with answer keys or mini-conferences; self-assessment readiness checklist.	AAL (self-assessment)
22 Thu Apr 23 — Lockdown Drill + Light Consolidation	A1.4 (safety context); consolidation of F-strand expectations	Review lockdown safety; consolidate prior learning through low-stakes activities.	Participate in lockdown drill procedures; contribute to collaborative concept map or Kahoot review; ask clarifying questions about unit content.	Safety briefing; lockdown drill (20–30 min); post-drill collaborative concept map, Kahoot, or student Q&A. No new content.	AFL (low-stakes review)
23 Fri Apr 24 — Unit Test	Summative sampling of A1 skills; F-strand expectations	Demonstrate comprehensive understanding of SCH4U electrochemistry.	Answer qualitative and quantitative questions covering: redox concepts and balancing, redox/standard potential tables, galvanic cell structure and E° calculations, electrolytic cells and Faraday's law, STSE issues/applications.	Written unit test (full period); brief debrief or reflection on learning habits if time permits after test.	AOL (summative test)

💭 Reflections

Starting from end-of-unit outcomes (interpret cell diagrams, predict spontaneity, connect to real technologies) made sequencing decisions much easier to justify and helped the unit feel like a coherent storyline rather than isolated lessons.
Working around fixed constraints — a literacy visit, a lockdown drill, and a hard end date — clarified what was truly essential and what was "nice to have," which is an important skill to keep building as a developing teacher.
The three labs were deliberately placed to consolidate the theoretical content immediately before them; spacing them out also gave time for safety prep, debriefing, and connecting lab evidence back to curriculum expectations.
Early AFL diagnostics revealed larger gaps in prior redox knowledge than anticipated, confirming the importance of building in on-ramp time rather than assuming Grade 11 readiness.

🎯 Goals / Next Steps

Develop performance-based task options (e.g., design-a-battery project, technology brief) as additional or alternative summative evidence for later units, so AOL is not concentrated only in the written test.
Plan explicit mid-unit checkpoints where formative data (quiz results, lab reports, problem sets) can trigger real-time unit-level adjustments — slowing down or cutting content rather than just pushing forward.
Build in UDL-informed options for demonstrating redox and Faraday learning (flexible formats, scaffolded calculation templates) so high-stakes assessments remain accessible for ELL students and those with IEPs.
After a first run of the unit in practicum, revisit pacing on Weeks 2–3 where the conceptual load of E° and electrolytic cells is heaviest and students are likely to need more consolidation time than initially planned.

📚

Scientific Literacy

Resources that develop students' ability to evaluate sources and engage critically with scientific information.

📚

Literacy in Science

Building critical information literacy, scientific vocabulary, and metacognitive awareness across grades and disciplines.

CRAAP Test | Frayer Model | TIP Chart | Exit Card | HITS

🔍 The CRAAP Test

SBI3U • Source Evaluation

The CRAAP Test (Currency, Relevance, Authority, Accuracy, Purpose) is a structured framework that teaches students to critically evaluate the credibility of sources. In science, where students routinely encounter contradictory health claims, corporate-sponsored content, and outdated studies, this tool develops the habit of questioning who produced information, why, and how well supported it is — essential skills for scientific literacy and lifelong learning.

Applied Example — SBI3U (Grade 11 Bio)

Research question: Should people with high cholesterol use plant sterol margarine to improve cholesterol health? Students evaluated three sources through each CRAAP criterion, then justified a pass/fail verdict. Two sources failed for distinct reasons; one passed.

Source	C	R	A (Auth)	A (Acc)	P	Verdict
"Lactonova Plant Sterol Gummies…" (2023) shareme.joinjet.org	✓	✓	✗ No author; promotional	✗ Broad claims, no evidence base	✗ Marketing bias; omits risks	FAILS
"Health Canada warns against cholesterol claims of margarine" (2001, CBC) cbc.ca	✗ 20+ years old	✓	✓ CBC editorial standards	✓ Reports govt. advisory accurately	⚠ Outdated; lacks updated science	FAILS
"Plant sterols can help lower LDL cholesterol: Doctors" (2011, Global News) globalnews.ca	✓ Reasonably current	✓	✓ Dr. Peter Jones; institutional affiliation	✓ Measured, expert-supported claims	✓ Public health journalism; no commercial interest	PASSES

Why it promotes literacy

Externalizes the internal questioning process skilled readers use automatically, making it visible and teachable for developing readers.
Connects to curriculum expectations (A1 strand) requiring students to evaluate and communicate scientific information from credible sources.
Using two failing sources for different reasons (bias vs. currency) prevents a single checklist mentality and builds nuanced judgment.
Positions science class as a space for critical thinking about real-world health claims, not just content recall.

💭 Reflections

Choosing a question about everyday food products made the CRAAP criteria immediately relevant — students had opinions before they had evidence, creating strong motivation to evaluate carefully.
The two failing sources failed for completely different reasons, which was key: students couldn't use a single rule to reject a source and had to work through each criterion individually.
Students were surprised that a recent source could still fail (Lactonova) and an older CBC article could pass on most criteria — this productive dissonance deepened their understanding of what "credibility" actually means.

🎯 Goals / Next Steps

Revisit the CRAAP Test at multiple points in a unit so students internalize it as a habit of mind rather than a one-time checklist activity.
Build a student-curated "source bank" where they evaluate and add resources throughout a research unit, reinforcing the framework over time.
Adapt the CRAAP framework for evaluating social media science content (health TikToks, Instagram infographics) to connect to media students actually encounter daily.

🧩 Frayer Model – Gradual Release

Grade 9 Science • Vocabulary

The Frayer Model is a four-quadrant graphic organizer (Definition, Characteristics, Examples, Non-examples) that builds deep conceptual understanding of key vocabulary. Rather than simply memorizing a definition, students must connect a term to what it is, what it looks like, and crucially — what it is not. Across three terms, each template was deliberately redesigned to gradually release cognitive responsibility to students.

Progression across three ecological terms

📄 Frayer Models (PDF)

Frayer Model for Ecosystem – fully scaffolded with checkboxes and fill-in-the-blank

Term 1 — Ecosystem

Fully scaffolded: checkboxes and fill-in-the-blanks guide each step. Students learn the process of the Frayer Model while building understanding of the foundational term. Teacher-directed with high support.

Frayer Model for Biodiversity – sentence starters and think-about prompts

Term 2 — Biodiversity

Partially scaffolded: multiple choice and fill-in-the-blanks removed; sentence starters and "think about…" prompts bridge dependent and independent thinking. Students apply the process with growing confidence.

Frayer Model for Dynamic Equilibrium – blank template, fully independent

Term 3 — Dynamic Equilibrium

Fully independent: blank template only. Students demonstrate mastery of both the Frayer process and increasingly complex ecological vocabulary, working completely autonomously.

Why this progression promotes literacy

Mirrors the I Do → We Do → You Do framework, ensuring students have skills and confidence to work independently before scaffolds are removed.
The non-examples quadrant forces students to establish conceptual boundaries and deepens discrimination between related terms (e.g., ecosystem vs. community).
Repeated use of the same template structure across the unit builds routine, freeing cognitive load for the scientific thinking rather than the organizer format itself.
Vocabulary sophistication increases across the three terms (concrete → applied → abstract), mirroring the curriculum's progression into sustainability concepts.

💭 Reflections

The step-wise scaffold removal worked better than expected — by Term 3, most students approached the blank template with confidence rather than anxiety, showing that earlier support had done its job.
The non-examples quadrant consistently generated the richest class discussion; students often disagreed about whether something qualified, creating genuine scientific reasoning opportunities.
Using ecologically interconnected terms meant each Frayer built on the last, reinforcing vocabulary networks rather than isolated definitions.

🎯 Goals / Next Steps

Build a class vocabulary wall where Frayer terms are posted and revisited — students can add new examples and non-examples as understanding deepens throughout the unit.
Incorporate peer comparison of Term 3 independent Frayer Models so students see different valid examples and non-examples, broadening conceptual understanding collaboratively.
Adapt the gradual release sequence for other concept-dense units (e.g., electrochemistry: oxidation, half-reaction, galvanic cell) to make vocabulary instruction intentional across all courses.

🪐 Literacy-Focused Lesson — SPACE: Distance & Size of the Solar System

Grade 9 Science • Vocabulary & Metacognition

SPACE lesson title slide – Distance and Size of the Planets in our Solar System

This lesson uses the scale of our solar system as a high-engagement hook to build scientific vocabulary and note-taking skills that students will revisit throughout the Space unit. Two core literacy strategies anchor the lesson: the TIP Chart (Term, Information, Picture) scaffolds accurate note-taking and builds a living vocabulary list, while an Exit Card provides immediate AFL evidence and develops metacognitive awareness by asking students to reflect on their own learning.

Resources

📊 SPACE Lesson Slides (PDF) 📄 Lesson Plan (PDF) 📋 TIP Chart (PDF) 🃏 Exit Card (PDF)

Literacy Strategies & HITS Used

TIP Chart – structured note-taking Exit Card – AFL & metacognition Explicit vocabulary instruction Visual representations Worked examples (HITS) Collaborative learning (HITS) Feedback (HITS) Goal-setting & reflection

Why these strategies promote literacy

The TIP Chart trains students to record a term, a concise information note, and a personal visual — three distinct encoding pathways that together build durable vocabulary.
Building a running list of unit terms students will re-encounter creates spaced retrieval practice without additional lesson time, reinforcing long-term retention.
The Exit Card's metacognitive prompt makes self-monitoring visible, giving students language for their own learning process.
Exit Card data gives the teacher AFL evidence the same day to plan the next lesson's opening consolidation — closing the formative feedback loop quickly.
HITS like worked examples and collaborative learning are explicitly embedded, making the lesson both evidence-informed and accessible to a range of learners.
Anchoring vocabulary instruction in a visually striking context (planetary scale) activates curiosity and provides memorable retrieval cues for abstract size/distance terminology.

💭 Reflections

The TIP Chart was more powerful than a standard notes sheet because the picture column forced students to commit to a personal representation — even students who struggled with written definitions could draw a meaningful visual, creating an entry point for everyone.
Exit Card responses revealed that several students confused "distance from the Sun" with "planet size" — a misconception I could not have detected from in-class participation alone, demonstrating the AFL value of written individual evidence.
The HITS framework gave the lesson design intentionality: it shifted planning from "what am I teaching?" to "what strategies have the strongest evidence for building understanding?" — a habit I want to bring to all lesson planning.

🎯 Goals / Next Steps

Re-visit the TIP Chart vocabulary list at the start of each subsequent Space lesson — even a 2-minute retrieval prompt would strengthen retention across the unit.
Share anonymized Exit Card responses (misconceptions and strong ideas) at the start of the next lesson so students see their thinking taken seriously and used to shape instruction.
Develop a student-maintained digital version of the TIP Chart so vocabulary built across all units in the course accumulates in one accessible reference document.
Explore using HITS as a lesson design checklist across all practicum lessons to ensure evidence-informed choices are always driving instructional decisions.

♿

Differentiation

♿

Differentiated Instruction & IEPs

Using Individual Education Plans to design assessment and teaching strategies for students who are blind or low vision in inclusive science classrooms.

🔗 Open Blind / Low Vision Guide

The attached teaching guide unpacks an anonymized IEP for a Grade 10 student identified as Physical: Blind and Low Vision. This guide illustrates how differentiated instruction is grounded in the IEP rather than added on after the fact.

📋 IEP Snapshot — Key Details Informing Differentiation

Exceptionality: Physical – Blind and Low Vision (bilateral microphthalmos, bilateral retinal detachments; light perception only)

Placement: Regular class with resource assistance; Orientation & Mobility and Technology Use as alternative Expanded Core Curriculum skill areas.

Program: ENG2D, SNC2D, MPM2D and all subjects at grade level with accommodations; no modified expectations.

Support: Daily itinerant teacher for vision, weekly O&M instruction, EA support, transcriber, and annual transition planning with guidance.

Evidence base: Functional Vision Assessment, Learning Media Assessment, Expanded Core Curriculum assessment, and board benchmark data (Level 3–4).

Long-term goal: Graduate with OSSD and transition to university-level Sports Management program, with a detailed transition plan embedded in the IEP.

🧑‍🏫 Teaching Strategies

Verbalize all visual information: Read aloud anything written on the board, slides, lab equipment labels, and graphs. Replace phrases like “as you can see” with clear descriptions (for example, “The line on the graph rises steadily from 0 to 50.”).
Use concrete and tactile experiences: Provide real objects, 3D models, tactile diagrams, and manipulatives for abstract concepts. In science, students handle apparatus directly using hand-under-hand guidance before independent exploration.
Provide accessible materials in advance: Share readings, diagrams, and handouts early in braille, large print, or accessible digital formats so the student can preview content with assistive technology and arrive in class ready to participate.
Optimize language and participation cues: Use precise spatial directions (“The beaker is 20 cm to your right”) and explicitly name speakers in discussion. Build predictable routines for turn-taking that do not rely on visual hand-raising alone.
Leverage assistive technology: Integrate screen readers, braille displays, text-to-speech, speech-to-text, magnification software, and CCTVs into regular class activities instead of treating them as separate add-ons.
Structure the environment for independence: Keep classroom layouts consistent, maintain clear paths, and establish stable locations for key materials so the student can move independently using orientation and mobility skills.
Plan for visual fatigue: Build short breaks and flexible pacing into visually demanding tasks, acknowledging that reading with assistive technology is cognitively and physically taxing.
Reinforce Expanded Core Curriculum skills: Give deliberate opportunities to practice self-advocacy, technology use, and orientation skills during regular academic work instead of isolating them in support blocks.

📊 Assessment Ideas

Oral formative checks: Use verbal exit tickets, think-pair-share with reporting, and one-on-one conferences to quickly gauge understanding without visual barriers. Record short audio reflections as evidence of learning.
Tactile demonstrations and models: Ask students to build tactile graphs, molecule models, or system diagrams and explain them orally. This allows assessment of conceptual understanding through non-visual modalities.
Accessible digital quizzes: Create short checks for understanding using screen-reader-friendly platforms (proper headings, alt text, simple layouts) so the student can respond independently with a keyboard or voice.
Choice of response mode: For many tasks, allow the student to demonstrate learning via oral explanations, audio recordings, or digital documents created with assistive technology instead of handwritten responses.
Accessible test formats: Provide tests in braille, large print, or digital form with extended time and a quiet space. A reader or scribe can be used when needed, with prompts limited to clarifying wording rather than hinting at answers.
Document-based assessments tailored for screen readers: Use clearly structured documents (styles, headings, lists) so the student can navigate questions efficiently using their screen reader’s shortcuts.
Portfolio of multi-modal evidence: Collect audio explanations, tactile artifacts, accessible digital files, and observation notes over time to show growth across both curriculum expectations and Expanded Core Curriculum skills.
Performance and authentic tasks: Design labs and real-world investigations where the success criteria focus on conceptual reasoning and safe procedure, not speed of reading a visual prompt. Video or audio recordings can capture these performances.

💭 Reflections

Reading the full IEP and teaching guide shifted my view of differentiation from “more work / less work” to “same expectations, different access points,” especially for a student who is blind but academically working at or above grade level.
The detailed assessment section highlighted how many traditional science assessments (diagrams, timed tests, visually dense worksheets) quietly privilege sighted students unless they are redesigned with accessibility in mind.
Seeing the coordinated roles of the itinerant vision teacher, O&M instructor, SERT, EA, and guidance counsellor underscored that no single teacher carries the whole plan — but the classroom teacher is the person who makes the IEP visible day to day.
The emphasis on Expanded Core Curriculum reminded me that independence and self-advocacy are as important as content; designing tasks that let the student practice these skills is part of my responsibility as a science teacher.

🎯 Goals / Next Steps

Build an IEP review routine before each term: identify the student’s exceptionality, program type, key accommodations for my subject, and ECC priorities, then translate them into concrete changes in my lesson plans and assessments.
Create an accessibility checklist for science labs (materials, instructions, safety routines, data collection, assessment) so adaptations for blind/low-vision learners are planned in advance rather than improvised.
Schedule regular check-ins with the itinerant SERT – Vision and O&M instructor to co-plan upcoming activities and invite feedback on how effectively I am implementing the IEP in my classroom.
Continue learning about Universal Design for Learning and how to build multiple means of engagement, representation, and expression into my science units so that differentiation benefits the whole class, not only students with formal IEPs.

🏫

Classroom Management

Framework and restorative practices supporting a positive, safe, and inclusive classroom environment.

🗺️ Relationship-Centered Management Mind Map

⭐ Visual Framework

Personal Classroom Management Style Brainstorming Map

This mind map visualizes how I approach classroom management through three interconnected environments — Physical, Social, and Emotional — all anchored by a relationship-first philosophy and a commitment to student autonomy, belonging, and growth mindset.

Mind map showing relationship-centered classroom management across physical, social, and emotional environments

📋 Reflections & Goals

💭 Reflections

Creating this map helped me see that management and teaching philosophy are inseparable — both start with relationships and belonging.
Naming the 5:1 positive-to-corrective ratio as an explicit goal made me more intentional about how often I affirm versus redirect students.
Mapping out three distinct environments revealed gaps in my emotional environment planning — I focused heavily on physical routines but had less structure for emotional check-ins.
Seeing all three environments together reinforced that no single strategy works in isolation; physical, social, and emotional design must be coherent and mutually reinforcing.
Reflecting on American Psychologist, Carol Dweck's growth mindset, through this lens helped me realize I need to model vulnerability — sharing my own failures is a management strategy, not just a teaching one.

🎯 Goals / Next Steps

Implement daily energy check-ins consistently at the start of each class and use student responses to adjust pacing or tone in real time.
Develop a co-created lab agreements protocol with students at the beginning of each semester, revisiting and revising as the class community evolves.
Build a rotation schedule for lab roles (data recorder, materials manager, safety monitor) that ensures every student leads at least once per unit.
Track my positive-to-corrective interaction ratio informally for a few weeks to see where I naturally land and identify patterns in how I respond to different students.
Expand assessment choice intentionally — pilot mini-symposia and podcast reflections in one unit and gather student feedback on which formats felt most meaningful.
Revisit and update this mind map annually as a living document of how my management philosophy continues to grow.

🤝

Parent Partnerships

Communication artifacts demonstrating collaboration with families to support student learning.

🤝

Parent Partnerships

✉️ Letter to Home

Sent to caregivers at the start of the school year

This opening letter anchors my partnership with caregivers. It introduces our High School Science community through the lens of my teaching philosophy, explaining how classroom norms support student well-being, academic risk-taking, and a sense of belonging.

In particular, the letter:

Connects expectations to a belief that students learn best when they feel safe, respected, and seen.
Explains class rules as tools for creating a community where every learner can participate and grow.
Frames homework, attendance, punctuality, and late work as supports for learning rather than punishments.
Names equity, diversity, and inclusion as central commitments, not add-ons.

Key strengths of this letter

Grounded in teaching philosophy Class rules explained as care Attendance and punctuality tied to success Homework and late work framed as problem-solving Clear behaviour and community expectations Explicit equity, diversity and inclusion stance

📄 View Letter (PDF)

📋 Reflections and Goals / Next Steps

Reflections

Drafting this letter helped me translate my philosophy into clear, family-friendly language.
Explaining the “why” behind rules and routines reaffirmed that my expectations are rooted in care, not control.
Describing incomplete homework and late assignments as information rather than failure aligns with the growth mindset I want students to experience.
Including an explicit equity commitment sets a standard I must live up to in daily practice.

Goals / Next Steps

Offer translated versions of the letter to better serve multilingual families.
Gather caregiver feedback on what was most helpful and what questions remain.
Develop a student-facing version so expectations are consistent across home and school.
Revisit and refine the letter annually to reflect new learning about equity and family engagement.

🎙️ Podcast (Seminar) — Rethinking Parent-Teacher Conferences (for Teachers)

Audio seminar and professional learning resource created for teachers on designing more relational, student-centred conferences

Listen to the Podcast

📄 Podcast Script 📋 Seminar Summary

This podcast is aimed at fellow teachers and teacher candidates. It unpacks traditional parent‑teacher conference structures and offers practical ways to make them more relational, strengths-based, and equitable. Rather than focusing only on what to “tell” families, the episode explores how to design conferences as collaborative conversations.

The podcast and accompanying materials:

Invite teachers to interrogate common habits (talking most of the time, centring grades over growth, defaulting to deficits).
Model language that foregrounds student strengths, identity, and next steps rather than simply listing problems.
Offer specific strategies for preparing conferences, including pre-conference reflection prompts and questions to share with families.
Highlight how conferences can reinforce or disrupt inequities depending on whose voices are centred and how information is framed.

Professional learning tool The audio, script, and seminar summary can be used in teacher education classes or school-based PD to spark discussion and practice reframing conference conversations.

Models reflective practice By making my own thinking about conferences visible, I demonstrate the kind of ongoing reflection I hope colleagues and students will also engage in.

Aligns conferences with philosophy The episode connects conference routines to core beliefs about student voice, family partnership, and culturally responsive communication.

Transferable strategies The questions and frameworks discussed can be adapted across grades and subjects, supporting a more consistent, student-centred approach school‑wide.

📋 Reflections and Goals / Next Steps

Reflections

Creating a resource for colleagues pushed me to articulate not just what I do during conferences, but why I do it that way.
Recording the podcast surfaced habits I want to keep (strengths-based language) and habits I want to unlearn (defaulting to grades as the main story).
The script and summary make my practice transparent and open to critique, which is an important part of professional growth.

Goals / Next Steps

Share this resource with mentor teachers and teacher-candidate cohorts to invite conversation about conference redesign.
Co-facilitate a short workshop using the podcast and summary, collecting feedback on which ideas feel most actionable.
Create follow-up episodes focused on specific scenarios (difficult conversations, virtual conferences, student-led formats).
Gather data from my own conferences to see how implementing these ideas affects family participation and student outcomes.

🌱

Educational Technology

Ongoing learning in educational technology and research-informed practice.

💻

Educational Technology

🌐 Google Read&Write Teacher Resource Site

Web-based guide to help teachers and students use the Read&Write browser extension as an everyday literacy support.

Screenshot of the Google Read&Write resource website

📄 Open Google Read&Write Guide

This website walks educators through core Read&Write tools, classroom use cases, and quick-start videos so they can confidently introduce the extension to diverse learners.

How this demonstrates strong educational technology skills:

Designs an accessible, teacher-friendly resource that organizes complex assistive technology features into clear, task-based sections.
Translates technical tool functions (text-to-speech, word prediction, highlighting, audio notes) into concrete classroom applications and accommodations.
Shows understanding of Universal Design for Learning by highlighting how Read&Write supports multiple means of representation, expression, and engagement.
Reflects practical web design competence: intuitive navigation, purposeful use of visuals, and attention to readability for busy educators.
Bridges the gap between “knowing a tool exists” and “knowing how to embed it meaningfully in everyday instruction.”

📋 Reflections and Goals / Next Steps

Reflections

Building this site pushed me to move beyond “tech tips” and instead explain how Read&Write shifts access, not just convenience.
Writing step‑by‑step guides made me more aware of the cognitive load that new tools can place on both students and teachers.
Curating features through an accessibility lens sharpened my understanding of how assistive technology intersects with IEP accommodations and UDL.

Goals / Next Steps

Add short screencast walkthroughs for key workflows (reading a PDF, using audio notes, scaffolding writing).
Gather feedback from colleagues and students on which sections are most useful and where additional clarification is needed.
Expand the site with sample lesson ideas that embed Read&Write into science, history, and language courses.
Update content annually as the extension interface and features evolve.

📑 Why Teachers Hesitate to Implement Technology

Research paper examining structural and belief-based barriers to meaningful classroom technology integration.

⬇️ Download Research Paper (PDF)

This paper synthesizes peer‑reviewed literature on educational technology adoption, arguing that teacher “resistance” is often a rational response to real, interconnected barriers rather than a lack of will or skill.

How this demonstrates research skill and deepens my ed‑tech expertise:

Engages with foundational frameworks (for example, Ertmer’s first‑ and second‑order barriers) and recent studies to build an evidence‑based argument.
Distinguishes structural challenges (infrastructure, PD quality, leadership) from personal factors (beliefs about learning, risk, and student impact).
Shows capacity to critically read, synthesize, and cite research, then translate it into implications for classroom practice and policy.
Complicates simplistic narratives of “reluctant” teachers, highlighting how equity, workload, and support conditions shape technology choices.
Strengthens my ability to evaluate ed‑tech initiatives in schools with a critical, research‑informed lens rather than treating tools as neutral or inevitable.

📋 Reflections and Goals / Next Steps

Reflections

Researching this topic shifted my view of “tech resistance” from a deficit in teachers to a signal about system-level conditions.
Writing required me to connect my own classroom experiences with broader empirical findings, deepening my sense of where my context fits in the larger landscape.
The process reinforced how important it is to pair enthusiasm for tools with realistic attention to time, training, and support.

Goals / Next Steps

Use the paper as a springboard for conversations with colleagues about what supports they need to try new tools safely.
Design PD sessions that explicitly address both structural barriers and belief‑level concerns surfaced in the research.
Continue reading in this area to stay current on factors influencing technology adoption and sustainability.
Apply these insights when evaluating new tools so that implementation plans address real barriers from the outset.

💡

Inspiring Readings & Resources

Books, articles, podcasts, and online resources that shape and inspire my practice as a science educator.

Contrasting Hierarchies of Needs

⭐ Key Visual

Maslow-Blackfoot

This visual compares Maslow’s hierarchy of needs with a Blackfoot Indigenous hierarchy, highlighting how different worldviews prioritize individual fulfilment versus community, culture, and intergenerational continuity.

Infographic comparing Maslow's hierarchy of needs with an Indigenous Blackfoot hierarchy

Bias-free Progressive Discipline in Schools

📄 Article

PDF resource • Equity-focused school discipline

Explores how traditional discipline systems can reinforce bias and outlines approaches for progressive, restorative, and culturally responsive responses to student behaviour.

Download PDF

Reflections

💭 Key Takeaways

Discipline policies can unintentionally reproduce inequities if not examined through an anti-bias lens.
Progressive discipline requires proactive relationship-building, not just a menu of consequences.
Restorative approaches align closely with my relationship-centered management style.

🎯 Application

Audit classroom responses to behaviour for patterns that may reflect bias.
Use restorative questions when harm occurs instead of defaulting to exclusion.
Advocate for school-wide discipline policies that prioritize learning and repair.

Bruce Beardy’s Ethical Standards

📄 Article

PDF resource • Indigenous ethical perspectives in education

Presents Bruce Beardy’s interpretation of professional ethical standards through an Indigenous lens, emphasizing relational accountability, reciprocity, and community.

Download PDF

Reflections

💭 Key Takeaways

Ethics in education can be framed around relationships and responsibility, not just rules.
Indigenous perspectives deepen my understanding of what it means to be accountable to community.
Professional standards and Indigenous worldviews can mutually enrich each other.

🎯 Application

Use Beardy’s framing when reflecting on my own professional commitments.
Highlight relational accountability when discussing ethics with students.
Seek guidance from Indigenous colleagues and community partners when making decisions that affect students.

Metacognition in Biology Learning

📄 Article

PDF resource • Metacognitive strategies

Examines how metacognitive strategies support students’ understanding of complex biology concepts, and how explicit reflection can improve transfer and retention.

Download PDF

Reflections

💭 Key Takeaways

Metacognitive prompts need to be embedded in content, not added as an afterthought.
Students benefit from modeling of how expert biologists monitor and adjust their thinking.
Self-explanation and error analysis are powerful for conceptual change in science.

🎯 Application

Integrate structured reflection questions into labs and problem sets.
Teach students how to check their own understanding before moving on.
Use metacognitive exit tickets to guide next lessons in biology units.

Preparing for Culturally Responsive Teaching (Geneva Gay)

📄 Article

PDF resource • Culturally responsive teaching

Foundational paper outlining what culturally responsive teaching entails and how teacher preparation programs can move beyond superficial multiculturalism toward deep change.

Download PDF

Reflections

💭 Key Takeaways

Culturally responsive teaching is about using students’ cultural knowledge as a foundation for learning.
Teacher belief systems and expectations are as important as curriculum materials.
Preparation must include critical reflection on power, privilege, and systemic inequities.

🎯 Application

Audit science examples and case studies for whose stories and knowledge are centred.
Design tasks that invite students to connect scientific concepts to their own communities.
Continue studying CRP frameworks and applying them in unit planning.

Indigenous Perspectives and Education (2016)

📄 Article

PDF resource • Indigenous Education

Comprehensive resource exploring Indigenous ways of knowing, historical context, and implications for curriculum and classroom practice.

Download PDF

Reflections

💭 Key Takeaways

Indigenous knowledge systems offer complementary and sometimes contrasting approaches to Western science.
Relationship to land, community, and ancestors is central to learning.
Teachers must situate content within ongoing histories of colonization and resistance.

🎯 Application

Intentionally include Indigenous scientists, knowledge keepers, and examples in science units.
Collaborate with local Indigenous communities when designing land-based or culture-related learning.
Use resources like the hierarchies of needs image to spark discussion about worldviews in class.

The Science of Raising Courageous Kids

📄 Article

PDF resource • Growth & development of children

Discusses research on how adults can cultivate courage, resilience, and prosocial behaviour in young people through everyday interactions and storytelling.

Download PDF

Reflections

💭 Key Takeaways

Courage can be nurtured through modeling, narrative, and practice, not just personality.
Classroom climate plays a major role in whether students feel safe to speak up and take risks.
Small, repeated acts of bravery matter as much as dramatic moments.

🎯 Application

Celebrate everyday academic risks (sharing ideas, revising thinking) as courageous acts.
Use stories of scientists who persisted through failure to normalize struggle.
Explicitly teach students how to support peers who take social or academic risks.

Principles of Instruction

📄 Article

PDF resource • Effective teaching methods

Synthesizes research-based principles for effective teaching, including review, modeling, guided practice, and checks for understanding.

Download PDF

Reflections

💭 Key Takeaways

High-impact strategies cut across subjects and grade levels.
Explicit instruction and inquiry can complement each other when thoughtfully sequenced.
Frequent checks for understanding are essential for responsive teaching.

🎯 Application

Use the principles as a planning checklist when designing new lessons.
Explicitly connect HITS and AFL strategies in my portfolio back to these principles.
Continue reading related research to keep refining my core instructional toolkit.

TPACK in 2 Minutes

🎥 Video

YouTube • Technological, Pedagogical, and Content Knowledge

Short video explaining the TPACK framework and how effective technology integration requires the intersection of content, pedagogy, and technology knowledge.

Watch video

What is the SAMR Model?

🎥 Video

YouTube • Substitution, Augmentation, Modification, Redefinition

Overview of the SAMR model with classroom examples that illustrate how technology can move from simple substitution to transformative learning tasks.

Watch video

UDL and Differentiated Instruction Explained

🎥 Video

YouTube • Inclusive design frameworks

Explains how Universal Design for Learning and Differentiated Instruction intersect, and how both can support diverse learners in the same classroom.

Watch video

Understanding Trauma: Learning Brain vs Survival Brain

🎥 Video

YouTube • Trauma-informed education

Introduces how trauma affects brain function and what this means for behaviour, engagement, and classroom responses that keep students in the “learning brain.”

Watch video

Growth Mindset – Carol Dweck

🎥 Video

YouTube • Growth vs fixed mindset

Carol Dweck explains the concept of growth mindset and how beliefs about intelligence shape students’ motivation, resilience, and response to challenge.

Watch video

Welcome to My Teaching Portfolio

About Me

My Teaching Philosophy

Purpose of Education & Overall Goals

Why I Teach Science & How Students Learn

Methods, Environment, and Core Commitments

Reflecting on My Philosophy's Evolution & Future Goals

Teaching Toolkit

Goals / Next Steps — Developing My Teaching Toolkit

Lesson Planning

Electronegativity & Bonding

Reflections

💭 Reflections

🎯 Goals / Next Steps

Genetics & Inheritance

Reflections

💭 Reflections

🎯 Goals / Next Steps

Nervous System Anatomy & Function

Reflections

💭 Reflections

🎯 Goals / Next Steps

Scientific Inquiry

CSI: DNA Barcoding Mystery (Scientific Inquiry in Action)

Inquiry Planning For SBI3U

Reflections

💭 Reflections

🎯 Goals / Next Steps

Energy Crisis – A Student Athlete’s Journey

💭 Reflections

🎯 Goals / Next Steps

Assessment

Formative Assessment (AFL / AAL)

Formative Assessment in Action – AFL & AAL

P.E.O.E – Strong vs. Weak Acids

Volleyball – Not Ping-Pong!

💭 Reflections

🎯 Goals / Next Steps

Summative Assessment (AOL)

Summative Assessment (AOL)

Analytical Rubric – Endangered Species Research

SCHRED Real‑Time Observation Rubric

💭 Reflections

🎯 Goals / Next Steps

Unit Planning with Assessments

Biology Unit Plan — Homeostasis & Regulation (Nervous, Endocrine & Excretory Systems)

💭 Reflections

🎯 Goals / Next Steps

Chemistry Unit Plan — Electrochemistry

💭 Reflections

🎯 Goals / Next Steps

Scientific Literacy

Literacy in Science

🔍 The CRAAP Test

💭 Reflections

🎯 Goals / Next Steps

🧩 Frayer Model – Gradual Release

💭 Reflections

🎯 Goals / Next Steps

🪐 Literacy-Focused Lesson — SPACE: Distance & Size of the Solar System

💭 Reflections

🎯 Goals / Next Steps

Differentiation

Differentiated Instruction & IEPs

📋 IEP Snapshot — Key Details Informing Differentiation

💭 Reflections

🎯 Goals / Next Steps

Classroom Management

🗺️ Relationship-Centered Management Mind Map

Parent Partnerships

Parent Partnerships

Educational Technology

Educational Technology

Inspiring Readings & Resources

Contrasting Hierarchies of Needs

Bias-free Progressive Discipline in Schools

Reflections

💭 Key Takeaways

🎯 Application

Bruce Beardy’s Ethical Standards

Electronegativity
& Bonding

Genetics
& Inheritance

Nervous System
Anatomy & Function