Exit Interview


  • Philosophy of Assessment?
    • Differentiation
      • Important to give the students what they need to succeed
      • May be different for each individual
    • Involving students in assessment
      • Students are able to influence their learning/assessment
      • Know what they have to know
      • Gives students responsibility over their learning
    • Beginning with the End in Mind
      • Important for the teacher but more important for the students
      • Helps to ensure that what they are being taught is what they will be assessed on. Also helps to connect to outcome and indicators
  • Different types of assessment from field?
    • Formative
      • Exit slips
        • Often students didn’t put effort in if they knew it “wasn’t for marks”
      • Question box
        • Only used when we told them
      • Discussion
      • Questioning
      • KWL chart/3,2,1
        • Many girls already said they knew everything we were teaching them when they didn’t
      • Summative
        • Three Week Assessment (Rubric & Questioning)
          • Most students gave an accurate
        • STI Presentation (Rubric)
          • Could have made more detailed
          • After presentation we realized we would have included some components into the rubric that we left out (voice projection, eye contact, sharing presentation among group members)
  • Did lived experience align with philosophy?
    • Differentiation:
      • Our Co-op did not tell us of some of the students with intellectual disabilities until the last week. Will be important to find out this information for myself in the future so that we can differentiate for students.
    • Involving Students in Assessment:
      • I found it was much easier to do this in the classroom rather than in the gym
      • With the rubric we ensured they understood what was expected of them, for next time would involve them in the process much more.
      • Partner Assessments
    • Beginning with the End in Mind:
      • Were able to do this in both Health 9 and Wellness 10 easily but struggled somewhat in PE because we weren’t sure what/how they wanted us to teach. Also, they had us change what we were teaching halfway through
  • Key Learnings:
  1. Formative Assessment is very important
    1. I constantly used formative assessment in my pre-internship. It helped me to understand what they did/didn’t know. Especially walking into someone else’s classroom this was very important. Once I understood this, I could use that information to influence and enhance my lessons.
  2. Assessments shouldn’t be a secret.
    1. I found that when I ensure the students understood what they were being assessed on the end result was much better. When I was in high school I often found that I didn’t know how I was being assessed and was surprised at the result. When students are involved in the assessment process it makes for a much richer experience for all involved.
  3. Differentiation is difficult.
    1. I found it difficult to differentiate for some students when I was just trying to grasp what it means to be a teacher. I think once I get a better handle on the content I will be teaching, as well as building relationships with my students, it will become much easier.

Carousel Activity – Rick Wormeli – Redo

I really enjoyed the Rick Wormeli videos we viewed in the carousel activity. Each of the videos held valuable information that all teachers could benefit from hearing. It felt as if many of the points he would make in his videos should just be common sense to all teachers, but often teachers instruct in the exact opposite to how we should be teaching due to a number of reasons (teachers feeling overworked, repetition of behaviours/teaching styles we were taught, etc.). In his video on students I felt he hit a number of key points, which resonated with me.

Rick talked about how often teachers see themselves above students, expecting students to go “50/50” with them, and teachers not agreeing to spoon feed students. On major point I got out of this is that as teachers we must realize that we must be the adult in the situation. This may seem like an obvious point to make, however I feel that often teachers get caught up in certain situations and forget that their pupils are still teenagers. The problem with being the adult in the situation is that you will have to take the responsibility in many situations. You will have to help certain students to success by placing a number of supports at their disposal. This will mean that you may have to give more than the “50/50” (as stated above), or “spoon feed” your students by giving them additional supports needed for them to succeed (allowing them a redo/extended due date). I feel that many of these things are just responsibilities of teaching that we often forget about as we progress further into the profession.


The second point I wanted to make it that it is our responsibility as teachers to make  the content compelling. Rick gives the example of the student who says/thinks, “I don’t care about school and I don’t care if I get an F”. He indicates that this type of student should not be in charge of their learning, which seemed very obvious to me after he said it, however those are often the students that we overlook. As the responsible adult we must intervene and save the student from themselves. We must utilize strategies that ensure that the student is not allowed to give up. One of these strategies is to  make the content captivating so that we don’t allow that student to give up. This can be difficult and much more work, however it is one small price that we must pay in order to become master teachers.