Alice Wei's Portfolio
Guiding Questions
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Week 1 Guiding Questions
Question 1: Revisiting the Standards: Your responses can go under the Guiding Questions section of the DLP
https://www.oct.ca/public/professional-standards/standards-of-practiceLinks to an external site.
https://www.oct.ca/public/professional-standards/ethical-standardsLinks to an external site.
How did you demonstrate the OCT standards during your Field Experience I?
One of the Standards of Practice for the Teaching Profession- Commitment to Students and Student Learning: "Members are dedicated in their care and commitment to students. They treat students equitably and with respect and are sensitive to factors that influence individual student learning. Members facilitate the development of students as contributing citizens of Canadian society."
To demonstrate the above Standards of Practice, I will provide examples from my first practicum. ​​
During my placement, my Associate Teacher (AT) taught a class with a lot of "chaos" going on. Learning needs were diverse, and more than eight students had IEPs with different neurotypical symptoms. I also observed that one student was isolated from the rest of the class by consistently taking a separate table. Many supply teachers found the class tough, and behaviour could escalate quickly. My AT described it as "Whac-A-Mole"—you respond to one issue, and another arises immediately. Observing that, I felt nervous and wondered if I could handle a class like this myself, especially when even many experienced supply teachers seemed helpless. With the goal of achieving the "unachievable," I quickly reviewed in my mind the lesson I had previously taught us on managing classes.
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Searching through the courses, finally, in my Learning and Development course, I remembered about reward systems and behaviourism—especially B. F. Skinner's operant conditioning. It helped me see why only reacting to misbehaviour can feel endless. If a disruption captures a student's attention, provides a means of avoiding work, or secures peer approval, the behaviour can inadvertently be reinforced. That changed my mindset: instead of constantly "putting out fires," I needed to prevent them by building agreements with students to establish classroom rules, relationships, and routines that students could count on. I planned to begin each of my classes with clear classroom agreements for one week. I would revisit them whenever needed. I didn't just list rules. I explained the purpose of each. I invited students to provide concrete examples of how the agreement was related to them in practice. I had them restate and define each rule using their own words. I wanted them to say it and mean it to ensure learning time, safety, and respect. Over time, consistency helped. Expectations were taught and reinforced clearly.
I also intentionally focused on fostering a safe, positive classroom climate. I used ice-breakers (shared by my Foundations lecturer, John Masciarelli) to help students learn about one another's interests and hobbies. My hope was that if students felt more connected—to each other and to me—there would be less conflict and more cooperation. Gradually, I observed that students were more willing to participate and communicate appropriately, and I noted signs of improvement, either from the supply teachers' feedback to the school administrators, or from the students and my associated teacher.
Another thing I learned quickly was how much seating plans matter. Strategic seating can reduce noise and prevent off-task behaviour from spreading. At the same time, I noticed some students resisted seat changes because they were sitting with their friends and felt comfortable and safe. In the future, I want to shift their attention from being separated from their friends to experiencing a fun, themed grouping system (such as Harry Potter houses or other team identities). When students find their group identities meaningful and positive, they are often more willing to accept their positions and commit to their groups.
Question 2: ​One of the Ethical Standards for the Teaching Profession- Care: "The ethical standard of Care includes compassion, acceptance, interest and insight for developing students' potential. Members express their commitment to students' well-being and learning through positive influence, professional judgment and empathy in practice."
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To assist the isolated student (named A), I asked my associate teacher for background information to obtain additional details about A. Understanding A's family has a cancer mother, a working father with 2 jobs, and 2 other siblings. The student always has suicidal thoughts, but A chose not to let others know about it and covers the cuts on the arms by using colours. I felt that as a teacher candidate, I would like to help A be reincorporated into the rest of the class. One of my classroom rules that I have students review is being inclusive. We need to be open to people with diverse appearances, opinions, and personalities. I observed that, during our class review of the agreement, A felt safe discussing why inclusivity is important. Glad to see that, in the following weeks, A has been increasingly included, particularly in the activity I designed for the class's unity. The student started talking more with the friend and me. I believe every teacher shows some compassion every day by thoughtfully planning lessons that blend joyful activities for the entire class; this approach can bring happiness and purposeful academic merits back to school and reduce hate, negative thoughts, and addictive, blind gaming behaviours.
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References:
Ontario College of Teachers. (n.d.). Ethical standards. Ontario College of Teachers. https://oct.ca/public/professional-standards/ethical-standards
Ontario College of Teachers. (n.d.). Standards of practice. Ontario College of Teachers. https://oct.ca/public/professional-standards/standards-of-practice
Week 2 Guiding Questions
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1. Personal Assumptions and Curriculum: Reflect on the assumptions you brought into this course about curriculum and instruction. How have your views evolved, especially in light of the research and discussions we're introducing about curriculum origins and design? What assumptions no longer hold true for you?
When I began my studies in a Canadian high school, I thought the curriculum was in a very “technical” way. To me, it was basically the textbook compiled and published by the Ministry of Education. In the textbook, they established strands, expectations, and checklists that all students were required to complete in order. Instruction was about delivering that content efficiently—planning neat lessons, explaining clearly, managing behaviour, and then testing to see if students “got it.” I viewed the curriculum as neutral and official, and my role as a teacher candidate was simply to follow it strictly. I used this perspective to guide my private tutoring and private-school teaching.
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Through my study in the first term, my understanding of teaching and learning has changed greatly. I’ve learned that the curriculum is the guide for all teachers. This means instruction cannot be merely about delivering content; it must be about designing lessons and activities in which the particular groups of students can make sense, question assumptions, and see their own communities and ways of knowing reflected in what we do.
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Because of this, several of my assumptions no longer hold. I no longer believe there is one correct method, materials or sequence that works for all students. Nor that “good teaching” is just clear explanation and tight control. I am now more interested in UDL design, backward design, probing techniques, and in building a positive and safe learning environment that fosters class unity in accordance with the curriculum guidelines. My understanding has shifted from treating the curriculum as a fixed bible to treating it as a concrete framework. As teachers, we deliver content and instruction as an ethical endeavour to build meaningful, inclusive learning experiences. This shift is supported by scholars such as Michael Apple, who argues that official curricula always reflect particular social and cultural interests rather than a neutral truth (Apple, 2004), which leads me to believe that curricula are no longer “just a document.”
Reference
Apple, M. W. (2004). Ideology and curriculum (3rd ed.). Routledge.
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2. Teaching in Ontario: How has your growing understanding of the education system in Ontario evolved after experiencing your first placement, and what you've learned so far through course content, especially regarding the role of historical context, curriculum policies, and current educational research? Reflect on the challenges and opportunities that educators in Ontario face today.
The public education system I have experienced now has both advantages and disadvantages compared with my prior expectations before my first placement. I used to think the public education system was wonderful because it provides many different courses and paths for students to choose from. This provides students with numerous career options they enjoy. Public schools are funded with many facilities, technology and equipment to facilitate a high-quality learning experience. Other benefits include the system's provision of numerous enriched learning resources and its accommodation of diverse learning styles. Also, students are more relaxed in learning and are not worried about being tested or punished by teachers.
However, the challenges are that they now miss many opportunities to complete homework and take tests to consolidate their learning. Teachers need more professional development workshops. Special education staff or Education Assistance are significantly reduced despite increasing student enrollment. I have become increasingly concerned about classroom management, as students are freer to choose what to do in class and are exposed to social media, which could manipulate their behaviour and thoughts.
I am also more aware of how assessment policy (for example, Growing Success) encourages teachers to use assessment for and as learning—by sharing learning goals, co-constructing success criteria, and using descriptive feedback rather than relying primarily on punitive tests (Ontario Ministry of Education, 2010). This helps explain why students in my placement seemed more relaxed about testing. At the same time, my experience showed that without clear routines and expectations, some students may not build the study habits they need.​
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Reference​
Ontario Ministry of Education. (2010). Growing success: Assessment, evaluation, and reporting in Ontario schools, Grades 1–12. Queen’s Printer for Ontario.
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3. Reflecting on Historical Context and Residential Schools: In this week’s lecture, we explored the historical context of education in Ontario, including the development of the public education system and its impact on different communities. Considering this, reflect on the history of residential schools in Ontario and their lasting effects on Indigenous communities (See this link for an overview: https://www.ontario.ca/page/indian-residential-schoolsLinks to an external site.). How do you see this history influencing current educational practices, particularly for Indigenous students? As a future educator, how can you incorporate this understanding into your teaching practices to create an inclusive, culturally responsive, and respectful classroom environment for all students?
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Learning about residential schools in Ontario has changed how I see school. I used to think of school mainly as a safe place to learn, but now I know that for many Indigenous families, schools were places of deep harm. Residential schools were created to separate Indigenous children from their families, stop them from speaking their languages, and erase their cultures. Many children experienced abuse, and some never came home. Even though the last residential school closed in 1996, the impact is still present today in families, communities, and how some Indigenous people feel about education.
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Because of this history, I don’t see lessons about residential schools or land acknowledgements as “extras” anymore. They are part of efforts to repair harm that was actually caused by schooling. As a future teacher, I want to bring this understanding into my everyday practice. That means using Indigenous-authored resources, teaching this history honestly but gently. I also aim to build relationships with local Indigenous communities when possible and to include Indigenous ways of knowing—such as storytelling and learning from the land—across subjects, not just in a single unit. Remembering this history helps me aim for a classroom where Indigenous students, and all students, should feel respected, heard, and safe.
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Based on the above thoughts, I like to integrate their culture, philosophy, language, and environmental and land values into my teaching practice. Listen to this indigenous-created music: https://yout-u.be/7y-S4QJTK_s?list=RD7y-S4QJTK_s. Look at the beautiful patterns they created for the clothes and decoration. And play this thoughtfully designed educational board game:
Creation of the game: https://youtu.be/q-elQ7iTuCs?si=KE1ybXnSK3dnsNVh
Controversy about introducing the game to the school board: https://youtu.be/MpEu-m--tus?si=oNh2wnEQXEx0ILdV​
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Inspired by the various products of their creations, I began integrating their elements into my lesson design for the grade 10 or 11 Biology curriculum - flower dissection lab. Drawing from an Indigenous worldview—one grounded in relationships with the Creator, the land, and all living beings understood as having spirit—the lesson was reframed to honour connection, presence, and respect for life (Ontario Human Rights Commission, n.d.-a). This lab fits naturally into the spiritual theme and provides a good opportunity to introduce the indigenous elements for the opening hook, to the music played during lab time, and to the flower parts patterns created and assembled by the students at the end of the lab, as not just a scientific procedure, but as a memory of "living-now". It helps foster the gratitude and connection to the living beings they study, even after the dissection is complete.​
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Reference
- Ontario Human Rights Commission. (n.d.). 11. Indigenous spiritual practices. In Policy on preventing discrimination based on creed. https://www3.ohrc.on.ca/en/policy-preventing-discrimination-based-creed/11-indigenous-spiritual-practices.
- Truth and Reconciliation Commission of Canada. (2015). Honouring the truth, reconciling for the future: Summary of the final report of the Truth and Reconciliation Commission of Canada. National Centre for Truth and Reconciliation.
Week 3 Guiding Questions
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1. Problem of Practice: What is one design problem highlighted by Learning for All that you now see as central to teaching (e.g., access, readiness, engagement)? Why does this problem matter?
One design problem from Learning for All that I now see as central to teaching is access—ensuring that every student can understand instructions and engage with the learning through clear language, helpful scaffolds, and usable formats. This matters because access is the gateway to everything else: if students cannot get into the task or content, they cannot show what they know, no matter how strong the lesson is. When access is designed well, students can start successfully, stay oriented, and participate with confidence. To support this, I will share key terms and lesson materials in advance and also use in-class supports like visuals, chunked steps, and quick checks for understanding. I would also appreciate my professors and lecturers posting key materials ahead of time, because it models how advanced access can reduce barriers for learners.
2. Assumptions about Planning: Identify one moment from this week (the readings/viewings, the in-class activity, the lecture, or your unit-planning thinking) that unsettled or challenged your assumptions about 'planning for all learners.'
Before watching the video "Differentiating Instruction: It’s Not as Hard as You Think," I thought planning for differentiated instruction was quite time-consuming because I had to create many different lessons for different individuals in the room. In this video, teacher and author Larry Ferlazzo explains that differentiating instruction is really about getting to know your students' differences and making them learn in an alternative or flexible way as a prize, often in the moment, based on what they need. I find the strategies he offered can be quite useful for my next placement. I can differentiate my content (what to teach), process (activities or tasks), and products (e.g., assessments) to help my students learn more effectively in their unique ways.​
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3. UDL and DI: Where do you personally find the boundary between UDL and DI unclear or difficult? What questions does this raise for you as a beginning teacher?
​I sometimes struggle to see where UDL ends and DI begins because, in real planning, they blend together. As noted, when used together, "UDL and differentiated instruction enable educators to respond effectively to the strengths and needs of all students. UDL provides teachers with broad principles for planning instruction and designing learning environments for a diverse group of students, whereas differentiated instruction allows them to address specific skills and difficulties (Raynal & Rieunier, 1998)."
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UDL (to me) is designing the lesson from the start, so there are different ways to access the content and show learning that help some students but work well for everyone.
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DI (to me) is what I do in the moment or for specific students—adjusting my teaching, supports, or tasks based on individual needs.
The unclear part is that many strategies can be both. Therefore, it is hard to tell the boundary. For example, in my practicum, two students needed help with reading, so we used Google Read&Write. Then, other students also benefited from text-to-speech, and eventually, everyone wanted it. In this example, the two approaches overlap, sharing certain goals and strategies, such as providing a range of instructional strategies, learning environment setup, learning materials and activities, and assessment tools to meet the different strengths, needs, levels of readiness, and learning styles or preferences of students in a class.
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I also noticed DI can improve the classroom atmosphere for everyone and build a closer relationship between the teacher and students. For instance, one student loved Labubu, so I used a Labubu Statu example from Hong Kong to teach the concept of "volume". That student became more engaged, and other students opened up too because they saw I noticed their interests and made space for them.
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As a beginning teacher, this raises a few questions for me:​
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How do I plan UDL options without making lessons too time-consuming? I once integrated UDL in pattern lessons for Grade 7-8 Math. I noticed their varying learning abilities, so to make class more engaging and prevent loss, I created a list of choices for them to choose from to show the pattern as a mind-on activity. By doing so, I created flexible, inclusive learning environments that proactively remove barriers so that all students can understand the concept of pattern and its beauty.
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How can I differentiate for individuals without singling students out? I faced this dilemma for my first placement. After I gave instructions to all, I ran over the embarrassing moment when I called out the students who missed the pre-lessons to give them extra help.
Reference list:
Raynal, F., & Rieunier, A. (1998). Pédagogie: Dictionnaire des concepts clés. Apprentissages, formation professionnelle, psychologie cognitive. Éditions ESF.
Week 4 Guiding Questions
1. What are some ways to assess student learning effectively in an inquiry-based model, especially when outcomes may vary?
An inquiry‑based model is a structured approach that guides students through asking testable questions, planning investigations, collecting and analyzing data, and drawing evidence‑based conclusions, shifting learning from passive to active through progressively deeper questioning (Liu, 2025). It is a systematic process for finding solutions to a testable question by asking questions at different levels to promote investigation. By asking more probing questions at different levels, you deepen their understanding and shift learning from passive to active.
Inquiry cycle:
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Ask a testable question
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Plan the investigation (variables, controls, procedure)
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Collect and organize data
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Analyze results and explain conclusions using evidence
To assess students' learning effectively:
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We can ask them to design their portfolio, provided with a clear rubric system for a long-term project.
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For a small-scale lab activity, we can use students' CER (claim, evidence, and rationale) writing to conduct a short-term evaluation. Students need to use evidence to justify their claim with sound reasoning. This emphasizes scientific thinking, even when results differ across groups.
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During the investigation activity, we can also use teacher-student conferencing as a formative assessment to facilitate the group discussion, like "What are you trying to find out? Why?" "Which procedure is important in the activity?" "How do you know the data you collect is trustworthy?"
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After the activity, we could ask students to have a peer assessment or a personal reflection. It promotes the metacognition process.
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2. What strategies could you use to guide students who struggle with the self-direction required in inquiry-based learning?
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For students who struggle with self-direction, we should first make the goals and instructions for the inquiry-based learning experience clear.
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After that, we could offer them different options, such as assessment styles, seating partners, or group assignments.
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For the assessment, we could provide an example to show what good looks like.
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For teaching purposes, we could provide them with guided notes. During class time, we can ask a series of questions to guide them from basic understanding to higher-order thinking.
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Reference
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Liu, R. (2025). Inquiry-based learning. In ECPH Encyclopedia of Psychology (pp. 727–728). Springer Nature.
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Week 5 Guiding Questions
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1. Observation Week: Reflect on how your noticing has evolved in comparison to your Fall Observation week. What did you interpret differently this time, and what assumption about teaching or student behaviour has shifted, deepened, or become more complex? Identify a moment you reframed differently than you might have in September, and consider what this reveals about your growth as an emerging educator. How might this shift influence what you intentionally pay attention to in your new placement? Be explicit in naming at least one assumption that has changed, or one that remains unresolved.
During my Grade 7–8 observation week in the fall, I mostly focused on what I could easily see in the classroom. If students were quiet, looking away, or not raising their hands, I sometimes assumed they were not engaged in the lesson. At that time, I was still developing my understanding of how students participate in learning, and I tended to interpret behaviour quite quickly.
During this observation week with Grade 10 and 11 students, I paid closer attention to what might be happening behind those behaviours. I began to realize that engagement can look very different for each student. Some students think quietly before contributing, while others prefer to listen and process ideas internally before participating in a discussion.
One moment that stood out to me was when a student appeared distracted during the lesson. In September, I might have assumed the student was not paying attention. However, later in the class, the same student shared a thoughtful response during a group discussion. This made me realize that the student had actually been processing the information silently. That moment helped me rethink my earlier assumption that engagement always needs to be visible.
This shift shows that I am beginning to observe classrooms with more patience and curiosity rather than jumping to quick conclusions. As an emerging educator, I am learning to pay closer attention to how students think and how different classroom structures support participation.
In my new placement, this shift will influence what I intentionally pay attention to. Instead of only watching for visible participation, I want to observe how students approach problems, how they collaborate with peers, and how teachers create space for different types of learners.
One assumption that has changed for me is the belief that active participation always looks the same for every student. However, one question that remains unresolved for me is how teachers can balance giving students enough time to think while also encouraging quieter students to feel comfortable sharing their ideas. This is something I hope to continue learning about as I gain more classroom experience.
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2. Your Unit Plan as Evidence: Where might you intentionally incorporate Thinking Classroom principles into your unit plan? What belief about student capability or cognitive demand is guiding that decision? How does this reflect a shift in your mental image of effective teaching?
In my unit plan, I would like to intentionally include elements of the Thinking Classroom approach by creating opportunities for students to work together to solve problems before receiving full explanations from the teacher. For example, students could work in small groups to explore a scientific question, analyze patterns, or interpret experimental results.
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The belief guiding this decision is that students are capable of deeper thinking than we sometimes expect. When students are given time, space, and the right structure, they can work through ideas and build understanding together.
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This reflects a shift in how I see effective teaching. Earlier in the program, I thought good teaching mostly meant explaining ideas clearly and organizing information well. Through my practicum experience, I am starting to see teaching more as designing learning experiences that encourage students to think, question, and make connections on their own.
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By incorporating Thinking Classroom strategies into my unit plan, I hope to create a classroom where students feel confident sharing ideas, exploring problems, and learning from one another—not just listening to the teacher.
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Week 6 Guiding Questions
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Please respond to the following Guiding Questions about Formative Assessment (Assessment FOR Learning) in your DLP: 1. Seeing Formative Assessment in ActionAfter reading Assessment With and For Students (Heritage & Stigler) and Know Thy Impact (Hattie), identify one specific idea about formative assessment that shifted or clarified your thinking. In your DLP: Briefly describe the idea (in your own words). Explain why it stood out to you. Share one concrete way this idea could show up in a real classroom.
After reading Assessment With and For Students by Heritage and Stigler and Know Thy Impact by John Hattie, one idea that stood out to me is that formative assessment is not just something that happens at the end of a lesson. Instead, it is something that happens continuously during learning to help teachers understand how students are thinking and what support they might need.
This idea stood out because I used to think of formative assessment mostly as quick quizzes or exit tickets. After reading the articles, I realized that formative assessment can take many forms during a lesson, such as questioning, observing students’ discussions, or listening to how they explain their thinking. It made me realize that assessment is closely connected to teaching, and it can guide the teacher’s next steps.
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One way this could show up in a classroom is through purposeful questioning. For example, during a science lesson, instead of asking only for the correct answer, the teacher might ask students to explain their reasoning or to predict what might happen in an experiment. By listening to students’ responses, the teacher can better understand their thinking and decide whether to move forward or clarify certain ideas.
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2. Based on what you have heard, and read, how, when and where will you approach formative assessment [including descriptive feedback and effective questioning] in your unit plan?
In my unit plan, I plan to approach formative assessment throughout the learning process rather than only at the end of a lesson. I will use it before, during, and after learning activities to better understand students’ thinking.
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At the beginning of a lesson, I can use short questions or quick discussions to activate prior knowledge and see what students already understand about the topic. During learning activities, I will use observation, group discussions, and questioning to monitor student thinking. For example, while students work in small groups or investigate a problem, I can ask guiding questions that encourage them to explain their reasoning and reflect on their ideas.
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Descriptive feedback will also be an important part of formative assessment in my unit plan. Instead of simply telling students whether their answer is correct or incorrect, I want to provide feedback that helps them understand how to improve or deepen their thinking.
Finally, I would include small reflection activities, such as exit tickets or short written responses, to help students and the teacher see what ideas are clear and what might need further support in the next lesson. Through these strategies, formative assessment becomes a way to support learning rather than simply measure it.
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Week 7 Guiding Questions
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Consider both stances--teacher and learner-- as you respond to the following:
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How can an effective assessment rubric support learners of all abilities, improve student achievement, and provide you with meaningful data about your own assessment practices?
An effective assessment rubric supports learners of all abilities by clearly identifying the criteria being assessed and aligning those criteria with the curriculum expectations and learning goals. A strong rubric should describe different levels of achievement in student-friendly language, from beginning understanding to high-level mastery. This helps students know what success looks like and what they need to do to improve. At the same time, rubrics provide teachers with useful data on students' levels, which can help us reflect on our teaching and adjust our assessment practices to better support learning.
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How will your own experiences as a learner shape your rubric design for your future students?
During my learning journey, I sometimes found collaboration difficult because there was not always a clear structure for group work. Students are often expected to rely on their own judgment and sense of responsibility, but group members may have different priorities, interests, and schedules, which can lead to miscommunication, uneven participation, and unclear responsibilities. Because of this, I believe it is important to establish clear expectations for collaboration before students begin working. A rubric for group work can help ensure that everyone works toward a common goal and completes the task fairly, responsibly, and on time.
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One rubric I would like to use is for collaborative lab or project work. For example, criteria might include: helping the group and staying engaged, completing one’s role responsibly, listening and speaking respectfully, solving problems together, and using materials safely and carefully. This type of rubric would make expectations for collaboration visible and help students reflect on how they contribute to the group. The following is one example of the rubric:​​​​​​​​​​​​​
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Criteria for students' lab participation:
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I helped my group and stayed involved.
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I completed my role responsibly.
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I listened and spoke respectfully.
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I worked through problems with my group.
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I used materials safely and carefully.​​
​As a learner, I sometimes felt that intense academic demands reduced my family bonding time. This experience made me realize that schools should also value well-being and meaningful connections with home. In the future, I would invite students to design their own activities to encourage them to review concepts or complete them with family members. In this way, rubrics could assess not only academic understanding, but also communication, reflection, and relationship-building. Overall, I want my rubrics to support both student achievement and student well-being.
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Fig. One SEL Rubric Example Based on CASEL SEL Framework
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One of the planned lesson activities is to build social-emotional learning (SEL) skills, such as healthy relationships and effective communication, in science or mathematics lessons (CASEL, 2020). For example, make a checklist of concepts we learned during the week, then assign them to work on projects or assignments related to the concepts with their family members.
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Reference
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CASEL. (2020). SEL framework: What are the core competencies? Collaborative for Academic, Social, and Emotional Learning. https://casel.org
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