Alice Wei's Portfolio
Guiding Questions
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Week 2 Guiding Questions
Question 1: What model of curriculum integration (as per Drake & Reid's Integrated Curriculum as an Effective Way to Teach 21st-Century Capabilities " article) appeals to you and why? This question is necessarily a question about what is "doable" based on your division, etc., but what APPEALS to you as an educator and why?
The curriculum integration model that appeals to me most is the transdisciplinary model. I like it because students learn through a real-life issue or question instead of seeing subjects as completely separate.
For example, in a Grade 11 Biology lesson about stress and homeostasis, students could learn how the nervous system responds to stress, collect and interpret heart-rate data using math skills, and discuss healthy coping strategies connected to mental health. Another example is biodiversity, where students study ecosystems in science, analyze environmental data, and create a presentation or action plan to protect a local species.
This approach appeals to me because it makes learning feel more meaningful. Students can see how what they learn in school connects to real life, while also developing skills such as critical thinking, problem-solving, communication, and collaboration. As an educator, I want students to ask not only, “What do I need to know?” but also, “How can I use what I know to understand and respond to a real problem?
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Question 2: Where and how would you apply the strategies of concept formation and/or concept attainment in the long-range planning process? While you might not have nailed down the details for your LRP, simply consider the grade and subject(s). This is about playing with ideas and exploring possibilities.
I would intentionally include concept formation and concept attainment at key points in my Grade 11 Biology long-range plan, especially when students encounter a major concept that recurs across several units. Rather than planning each unit only around facts and vocabulary, I would first identify the larger concepts that connect the course, such as diversity, adaptation, change, inheritance, systems, structure and function, interaction, and evidence.
Concept formation would be particularly useful near the beginning of a unit. In concept formation, students examine several examples, identify patterns and common characteristics, and gradually develop their own understanding or definition of the concept. This promotes deeper conceptual understanding rather than simply memorizing a teacher-provided definition.
For example, in my Biodiversity unit, rather than starting with a definition of biodiversity, I could present several cases: a forest containing many species, an agricultural field containing one crop, populations with high and low genetic variation, and different ecosystems within Ontario. Students could observe, compare, categorize, and identify similarities and differences. Through discussion, they could gradually construct the idea that biodiversity exists at genetic, species, and ecosystem levels. I could then return to this concept throughout the course when students study evolution, genetics, plants, and animals.
I would use concept attainment when I want students to determine the defining characteristics of a more specific biological concept. In concept attainment, the teacher provides carefully selected examples and non-examples, and students develop and test hypotheses about what distinguishes the concept. This requires students to classify evidence, recognize patterns, revise their thinking, and justify their conclusions.
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Week 3 Guiding Questions
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Question 1. Based on your previous teaching experience and this week's readings, briefly describe what a well-designed group assignment would look like (based on the grades/subjects you teach). Consider factors such as group formation, the number of students in groups, group assessment and accountability.
In my Grade 7–8 math class, I used small learning groups to help students learn pattern identification and patterning rules from each other. I organized students into groups of about 3–4, mixing learning strengths and needs. This connects to differentiated instruction because students can contribute in different ways and receive support from their peers. Each student had a clear role. For example, the team lead kept the group organized and spoke for the team, the pattern analyzer identified and explained the pattern rule, and the pattern former created or extended a pattern using a concept formation approach for the group to solve. I rotated the roles so that students practised different skills rather than always doing the task they were already comfortable with.
To support UDL, I gave students different ways to understand and show their thinking, such as using numbers, diagrams, music, movement, manipulatives, tables, or verbal explanations. Designing these options for the whole class can reduce learning barriers while still allowing students who need individual accommodations to receive them (Takacs & Zhang, 2021).
For assessment and accountability, I observed the groups, gave feedback during the activity and marked the groups' final answers. At the end, each student completed a short exit ticket explaining the pattern rule on their own. Students could also complete a quick self- or peer-reflection about how they contributed. I could use a simple group contract at the beginning so everyone understands their role and responsibilities, which reflects Pahomov's (2018) emphasis on group contracts, goal setting, and individual accountability in collaborative work.
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Overall, I think good group work should let students learn from one another while still holding each student responsible for their own learning.
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References
Oakley, B., Rogowsky, B., & Sejnowski, T. J. (2021). Linking learners: The power of collaborative learning. In Uncommon sense teaching: Practical insights in brain science to help students learn (pp. 181–196). TarcherPerigee.
Ontario Ministry of Education. (2013). Learning for all: A guide to effective assessment and instruction for all students, kindergarten to Grade 12. Queen's Printer for Ontario. https://files.ontario.ca/edu-learning-for-all-2013-en-2022-01-28.pdf
Pahomov, L. (2018). Inventories, confessionals, and contracts: Strategies for effective group work. Educational Leadership, 76(1), 34–38.
Takacs, S., & Zhang, J. (2021). Universal design for learning: A practical guide. In S. Takacs, J. Zhang, H. Lee, L. Truong, & D. Smulders (Eds.), A comprehensive guide to applying universal design for learning (pp. 9–52). Justice Institute of British Columbia. https://pressbooks.bccampus.ca/jibcudl/
Question 2. Using the Learning for All (links to an external site). document, briefly review Chapters 2, 3, and 4. You do not need to read Learning for All fully since you read this in previous courses, but please ensure you skim the areas that you might not have previously understood. What specific ideas, tools, or strategies (e.g., key checklists, figures, tables) will be most helpful for you and your group as you develop your curriculum maps?
The parts of Learning for All that I think will be most helpful for our curriculum maps are the UDL and DI checklists in Chapter 2, the Assessment for Learning checklist in Chapter 3, and the class profile in Chapter 4. The UDL and DI tools remind me to plan different ways for students to access content, participate, and demonstrate their learning instead of designing for one “average” learner.
I also found the assessment-for-learning section useful because it reminds us that assessment should happen throughout the unit, not just at the end. For example, we could include a diagnostic activity before a unit, exit tickets and observations during learning, and then a culminating task. Finally, I would use the class profile to help us consider students' strengths, needs, interests and readiness when choosing activities, grouping students and planning assessment. For me, the main message is that a good curriculum map should not only show what we are teaching, but also how different students will access, practise and demonstrate that learning.
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Reference
Ontario Ministry of Education. (2013). Learning for all: A guide to effective assessment and instruction for all students, kindergarten to Grade 12. Queen’s Printer for Ontario. https://files.ontario.ca/edu-learning-for-all-2013-en-2022-01-28.pdf
Question 3. Take a close read of the Tiered Approach on pages 24-26. How might the tiered approach to assessment and intervention inform your curriculum and long-range planning? In particular, how could you anticipate and embed strategies at Tier 1 (universal), while leaving space in your plan for more targeted (Tier 2) or intensive (Tier 3) supports if needed? What tools or practices could help you and your team monitor progress and adjust over time?
For my SPH4U long-range plan, the tiered approach reminds me that students will not all learn physics at the same pace or in the same way. I would build strong Tier 1 supports into the plan from the beginning so all students have a better chance of success. For example, I could use diagrams, modelling, simulations, worked examples, formula sheets, group problem solving, and short exit tickets. These supports can make difficult ideas such as forces, momentum, fields, and waves easier to understand (Ontario Ministry of Education, 2013).
I would also leave some flexible time in the curriculum map for students who need more help. For example, after a lesson on conservation of momentum, an exit ticket might show that a few students understand the concept but are struggling with the math. Instead of reteaching the whole class, I could provide a Tier 2 small-group review with guided examples while the rest of the class works on practice or extension questions. If a student still needs more support, Tier 3 could include one-to-one help, additional accommodations, assistive technology, or support from other school staff.
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To monitor progress, I would use more than just unit tests. I could collect evidence from diagnostic questions, quizzes, exit tickets, lab observations, student conversations, and problem-solving work. A simple progress tracker could help me see whether a student is struggling with the physics concept, the math, the lab skills, or explaining their thinking.
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Overall, the tiered approach would help me make my SPH4U curriculum map more flexible and responsive. I would still plan the main units and assessments, but I would leave space to reteach, provide extra support, or extend learning when needed.
Reference
Ontario Ministry of Education. (2013). Learning for all: A guide to effective assessment and instruction for all students, kindergarten to Grade 12. Queen’s Printer for Ontario.
Week 4 Guiding Questions
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Question 1: What is it that students will learn and be able to do?
Students will gain both knowledge or contents and skills connected to the learning goals.
Question 2: How will you know that they learned or are able to do “it”?
I will gather evidence of learning through a variety of assessments, such as formative evaluation, summative ones, and self-assessment. Also, I will look for the related success criteria.
Question 3: How will you guide them through the process to get them to “it”?
I will use scaffolding and gradual release of responsibility (“I do, We do, You do”).
"I do" means teachers provide modelling to show students the concepts, process and the solutions.
"We do" means that with the teachers' guide, feedback and prompts, the students can work out the problems.
"You do" means providing opportunities for independent practice or application, where students demonstrate mastery.
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Question 4: Reflection on how well you feel the responses to the questions have addressed assessment, instructional activities and learning outcomes:​
Using the “I do, We do, You do” model helps guide students step by step toward mastering a skill. First, the teacher models the process (“I do”), then students practice with support (“We do”), and finally they apply it independently (“You do”). This approach naturally includes assessment through observation and feedback, uses structured activities to build understanding, and leads to clear learning outcomes by gradually releasing responsibility. It’s a simple but powerful way to teach effectively and ensure students truly grasp the material.
Week 5 Guiding Questions
1. Compare assessment "for" "as" and "of" learning. How are they similar? Different? How can these forms of assessment benefit both teacher and learner?
Comparison of Assessment “For,” “As,” and “Of” Learning​
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Assessment for learning is formative. It happens during instruction and is used by teachers to monitor student progress, adjust teaching strategies, and provide feedback that supports improvement.
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Assessment as learning focuses on student self-assessment and reflection. It helps learners set goals, monitor their own understanding, and take ownership of their learning.
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Assessment of learning is summative. It occurs after learning and is used to evaluate what students have learned at the end of a unit or course, often for reporting or grading.
Similarities:
All three forms of assessment aim to improve student learning, involve gathering evidence of progress, and rely on feedback to guide next steps. Each requires clear learning goals and success criteria to be effective.
Differences:
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Purpose:
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For learning → to guide teaching
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As learning → to guide student self-monitoring
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Of learning → to measure achievement
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Timing:
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For/as occur throughout instruction (formative)
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Of occurs after instruction (summative)
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Role:
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In for, the teacher uses evidence to adjust teaching
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In as, the student reflects and self-assesses
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In of, the teacher evaluates and reports results
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Dwayne Harapnuik has created a chart that describes of learning, for learning and as learning in a chart posted on his personal education website, which describes the similarities and differences between the three methodologies. ​​
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Benefits for Teachers and Learners:
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For learning helps teachers tailor instruction and provide immediate feedback.
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As learning empowers students to take responsibility, build metacognitive skills, and become active participants.
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Of learning helps teachers summarize progress and identify areas for future growth.
Together, these forms ensure that assessment is not just a final judgment but a continuous, collaborative process that enhances teaching and learning.
2. Consider your own K-12 experiences. How was assessment "as learning" integrated into your experience?
K–12 Experience: Traditional Assessment in China
When I was in K–12 in China, assessment meant earning grades. Teachers delivered lectures, assigned textbook exercises, and evaluated our work solely by using tests (assessment of learning). I focused on memorizing facts and reproducing model answers rather than understanding concepts deeply or critically applying them. Reflection occurred only after I received my grade—I rarely learned from my peers' perspectives, nor from my own deep understanding of the learning process (metacognition). As a result, I learned to view assessments as an endpoint rather than a moment to pause, think, and plan next steps.
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After truly understanding the assessment as learning, during a university practicum in Canada, I now see assessment as learning as the engine of student empowerment. In my own classroom, I will weave these strategies into daily routines:
• Co-Constructed Success Criteria
At the start of each unit, I’ll ask students to help define what “success” looks like—drawing criteria on chart paper or in a shared digital document.
• Self-Monitoring Checklists
For multi-step tasks (e.g., writing a lab report), students will tick off stages—hypothesis, data collection, analysis, conclusion—and track their confidence at each step.
• Regular Goal-Setting Conferences
Every two to three lessons, I’ll meet briefly with students to review their journals, discuss self-scores, and chart personalized targets.
• Structured Peer Review
Using routines like “Two Stars and a Wish,” learners will give and receive feedback on lab work, presentations, or written explanations.
• Digital Learning Portfolios
Students will curate samples of their work (drafts, reflections, corrected assignments) in an online portfolio. Periodic portfolio check-ins will prompt them to reflect on growth over time.
By embedding these assessment-as-learning strategies, I aim to cultivate a classroom culture where students continuously reflect on their understanding, set meaningful goals, and take ownership of their scientific inquiry.
Week 6 Guiding Questions
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1. What has helped YOU as a learner as you have progressed through the Lesson Plan Assignment thus far? Why?
Having a clear structure and template for the lesson plan has helped me stay organized and focused. It allows me to break down each component—learning goals, activities, assessment—into manageable steps, which supports my planning and confidence.
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2. What has hindered your learning as you have progressed through this assignment thus far? Why? How might you address this moving forward?
I am uncertain about how to differentiate for diverse learners, which has been a challenge. I sometimes struggle to balance curriculum expectations with individual needs. Moving forward, I plan to consult more IEP samples, use scaffolded resources, and seek feedback from my mentor teacher to strengthen this area.
Resource: AI-generated Ontario IEP Template (Accommodated / Modified / Alternative)
Week 7 Guiding Questions
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In your schooling experiences (grade school to now) recall an experience where your teacher stimulated or inspired your thinking about a topic using thoughtful questioning techniques (e.g.: A Socratic circle with questions, debate questions, etc.). Describe and share the impact it had on your learning.
One of the most interesting practicum experiences I had in grade 7 science was when my associate teacher used a Socratic circle to explore the topic of climate change. I was invited to participate in the discussion.
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She divided the class into two groups: one group was the inner circle, who participated in the discussion, and the other group was the outer circle, who observed and evaluated the discussion. We switched roles halfway through the session. The teacher prepared some guiding questions for us, such as:
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What is climate change and what are its causes and effects?
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How does climate change affect different regions and ecosystems around the world?
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What are some of the challenges and opportunities for addressing climate change?
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What are some of the ethical and social implications of climate change?
The discussion was very informative. I learned a lot of new ideas from listening to different perspectives and opinions from the students. I also learned how to support the arguments with evidence from scientific sources and how to disagree with others respectfully. The Socratic Circle helped me to deepen my understanding of the topic and its relevance to our lives. I believe it helps develop our communication and critical thinking skills. Moreovery opening up to different ideas, it is easy to reach a mutual understanding first. Based on that, we can work on more collaboratively information collection, synthesis, and evaluation to promote new ideas and inventions. It was one of the most effective and enriching learning experiences I had in science.
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2. As you see it now (remember, this is a snapshot of your thinking that will likely evolve), how would you organize your questioning techniques to inspire thinking during a lesson? Consider Bloom's, as well as videos and readings from this week and last. Consider how you will ensure all students have an opportunity to engage.
This is a very interesting and complex question. There are many possible ways to organize questioning techniques to inspire thinking during a lesson, but here is one possible approach based on Bloom’s taxonomy and KTAC categories.
Bloom’s taxonomy is a framework that classifies different levels of cognitive skills, from lower-order to higher-order (Hill, 2016). KTAC stands for Knowledge, Thinking, Application, and Communication, which are four categories of learning skills and work habits that are essential for success in the 21st century (ThoughtCo, 2019). Both frameworks can be used to design questions that challenge students to think critically, creatively, and collaboratively.
One way to organize questioning techniques is to align them with the levels of Bloom’s taxonomy and the categories of KTAC.
For example (Krathwohl, 2002):
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Knowledge: This level involves remembering and recalling factual information. Questions at this level can assess students’ prior knowledge, vocabulary, and basic concepts. For example: What is the definition of ____? What are the main components of ____? How do you spell ____? These questions can also be aligned with the Communication category of KTAC, as they require students to use clear and precise language to express their understanding.
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Comprehension: This level involves understanding and interpreting information. Questions at this level can help students to explain, summarize, compare, contrast, and classify information. For example: How would you describe ____ in your own words? What are the similarities and differences between ____ and ____? How can you categorize ____ into different groups? These questions can also be aligned with the Thinking category of KTAC, as they require students to use critical and creative thinking skills to analyze and synthesize information.
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Application: This level involves applying and using information in new situations. Questions at this level can help students to solve problems, demonstrate skills, and perform tasks. For example: How would you use ____ to accomplish ____? How can you apply what you learned to a real-world situation? What steps would you take to complete ____? These questions can also be aligned with the Application category of KTAC, as they require students to transfer and connect their learning to various contexts and situations.
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Analysis: This level involves breaking down and examining information. Questions at this level can help students identify patterns, relationships, causes, effects, and arguments. For example: How does ____ relate to ____? What are the advantages and disadvantages of ____? How can you support or refute ____? These questions can also be aligned with the Thinking category of KTAC, as they require students to use critical and creative thinking skills to evaluate and judge information.
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Synthesis: This level involves creating and generating new information. Questions at this level can help students to design, invent, produce, and compose original products or ideas. For example: How can you combine ____ and ____ to create something new? What would you change or improve about ____? How can you express ____ in a different way? These questions can also be aligned with the Thinking and Communication categories of KTAC, as they require students to use critical and creative thinking skills to generate and communicate new ideas.
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Evaluation: This level involves judging and assessing information. Questions at this level can help students to critique, justify, recommend, and defend their opinions or decisions. For example: How would you rate or rank ____? What are the criteria for evaluating ____? What are the strengths and weaknesses of ____? These questions can also be aligned with the Thinking and Communication categories of KTAC, as they require students to use critical and creative thinking skills to make and communicate informed decisions.
By organizing questioning techniques according to Bloom’s taxonomy and KTAC categories, teachers can inspire thinking during a lesson and ensure that all students have an opportunity to engage at different levels of cognitive skills and learning skills. However, this is not the only way to organize questioning techniques, and teachers should also consider other factors, such as the content, objectives, and context of the lesson, as well as the needs, interests, and abilities of the students.
3. How would you organize your questioning techniques to inspire thinking during a lesson?
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When preparing a Grade 12 Biology lesson on neurons and action potential, I begin by designing a series of questions aimed at activating students’ minds and diagnosing their prior knowledge. This initial phase focuses on the Remember and Understand levels of Bloom’s taxonomy. Questions such as “What do you already know about how neurons transmit signals?”, “Can you describe the basic structure of a neuron and its function?” and “What’s the difference between resting potential and action potential?” help surface foundational understanding. To ensure full participation, I incorporate strategies like think-pair-share and mini whiteboards, allowing every student to contribute.
Moving into the I-do phase of instruction, I introduce scaffolding questions that deepen comprehension and help students visualize neuron structures and functions. At this stage, students explore how the amplitude of an action potential—generated by neuronal excitation—can influence learning effectiveness. Questions aligned with the Apply and Analyze levels of Bloom’s include: “How does the movement of ions across the membrane create an electrical impulse?”, “What role does the sodium-potassium pump play in maintaining resting potential?”, and “Can you compare the phases of an action potential to a wave travelling through a stadium crowd?” To support analysis, I use visuals, simulations, and student-generated diagrams that highlight the features of electrical signalling in neurons.
In the We-do phase, I shift toward more analytical and evaluative questioning to promote deeper thinking. Questions such as “If neurons didn’t reset after firing, what might happen to brain function?” and “How would you explain action potential to someone who’s never studied biology?” engage students at the Evaluate and Create levels of Bloom’s taxonomy. These prompts encourage reflection, peer teaching, and the articulation of complex concepts in accessible language.
To foster creative thinking and collaborative learning, I conclude the lesson by asking students to design scenarios that require active planning and imaginative application. Questions like “Design a metaphor or visual model that represents the stages of action potential,” “In the real world, how might the concept of action potential relate to how ideas spark in a conversation? Please design the thinking process out,” and “Can you invent a classroom activity that simulates neuron firing?” challenge students to synthesize their understanding in novel ways. For full engagement, students present their work in groups, reinforcing communication skills and collective ownership of learning.
Reference
Hill, J. B. (2016). Questioning techniques: A study of instructional practice. Peabody Journal of Education, 91(5), 660-671
Krathwohl, D. R. (2002). A revision of Bloom’s taxonomy: An overview. Theory into Practice, 41(4), 212-218. https://doi.org/10.1207/s15430421tip4104_2
ThoughtCo. (2019, January 25). Bloom’s Taxonomy - Application Category and Examples. Retrieved from https://www.thoughtco.com/blooms-taxonomy-application-category-8445.
