Learning Outcomes Summary

Learning outcomes are clear, measurable statements that describe what learners are expected to know, understand, or be able to do after completing a course, unit, or program. They focus on the development of specific skills, knowledge, attitudes, or abilities that students are expected to achieve by the end of a learning experience.

This summary reflects the key areas of growth and practice I experienced during my placement at St. Angela Catholic School, where I had the opportunity to apply theory to practice, engage students in meaningful learning, and contribute to a nurturing Catholic school environment.

Creating the Environment for Learning Engagements

Establishing a positive, inclusive, and engaging classroom culture

Modeled and upheld clear expectations for respectful and inclusive behavior.
Designed and led engaging icebreaker activities at the start of the term to build trust and classroom community.
Consistently used positive reinforcement strategies to support participation and celebrate student effort.
Integrated brain breaks and movement-based activities to keep students energized, focused, and ready to learn.

Reflection:
In my placement, I saw how a classroom’s atmosphere can significantly affect a student’s willingness to participate and take academic risks. From the first week, I made it a priority to learn names quickly, greet students warmly, and create icebreakers that helped us build trust. I also supported classroom routines that emphasized kindness and mutual respect, which became especially important during group work and collaborative tasks. Using yoga and mindfulness strategies during transitions helped students reset and re-engage with their learning. In physical education, I had the chance to support yoga and sports like volleyball, basketball, and track, which gave me another lens to build rapport and foster a sense of belonging. Whether in the gym or the classroom, my goal was to ensure students felt seen, safe, and celebrated for who they are.

Classroom Discourse

Promoting active listening, mutual respect, and critical thinking

Facilitated structured group discussions where students practiced active listening and respectful dialogue.
Encouraged the use of textual or research-based evidence during debates and collaborative tasks.
Used Socratic questioning techniques to deepen understanding and prompt reflection.
Gently redirected off-topic comments while maintaining a positive and respectful tone.

Reflection:
One of my most memorable teaching moments was hosting a Poetry Café, where students read their original poems aloud to their peers in a relaxed, café-style setting. The vulnerability and confidence they demonstrated reminded me how powerful classroom discourse can be when students are given safe and structured opportunities to express themselves. In regular lessons, I used strategies like turn-and-talk, think-pair-share, and evidence-based discussions to guide students toward deeper reflection. When we explored Indigenous culture and the impact of residential schools, I was careful to scaffold discussions with sensitivity and accuracy, allowing students to ask difficult questions while fostering a tone of respect. I learned that discourse is not only about speaking—it’s also about cultivating the skills to listen, reflect, and grow together as a learning community.

Individual Learning Engagements

Meeting diverse learning needs through differentiation and flexibility

Offered individualized feedback that highlighted both strengths and specific areas for improvement.
Created independent project opportunities aligned with students’ personal interests and goals.
Used tiered assignments to support varying levels of readiness and ability.
Applied flexible grouping strategies to provide responsive, small-group support where needed.

Reflection:
Differentiation was at the heart of my practice during this placement, especially when supporting ESL students during math. I often translated lessons into Spanish, breaking down instructions and vocabulary to ensure understanding and promote participation. Seeing their confidence grow through scaffolding and targeted support was incredibly rewarding. I also designed projects like a Christmas Village, where students used math concepts like budgeting, measurement, and area to plan and build miniature structures. It gave them creative freedom while reinforcing key concepts at their own pace. I made time to offer descriptive feedback on student work, both written and verbal, to support growth and reflection. These experiences taught me that learning becomes meaningful when it’s made personal—and that equity and flexibility are essential to student success.

Learning Engagements Within Units

Scaffolded, interactive learning experiences aligned with curriculum goals

Developed lesson sequences that built logically on students’ prior knowledge and experiences.
Integrated interdisciplinary connections to enhance real-world relevance.
Designed culminating tasks that allowed for creative and meaningful demonstrations of learning.
Used exit tickets and journal reflections to promote metacognition and student voice.

Reflection:
I aimed to design lessons that were not only curriculum-aligned but also interactive, creative, and student-centered. For instance, when introducing geography units, I used inquiry-based prompts and multimedia to make the content engaging and relevant. I often built in checkpoints—exit tickets, reflections, or peer feedback—that encouraged students to pause and think about how their learning connected to larger questions. Organizing lessons that culminated in presentations or performances gave students a sense of accomplishment and purpose. Events like fitness night, tournaments with other schools, and parent movie night allowed me to see how classroom learning extended into broader community experiences. These units reminded me of the importance of scaffolding, not just academically, but emotionally—ensuring students felt prepared, supported, and excited to share their learning.

Professionalism

Upholding ethical standards, collaboration, and reflective growth

Maintained open, professional communication with my mentor teacher and actively sought feedback.
Respected confidentiality and handled student information with sensitivity and care.
Engaged in reflective journaling to assess my teaching practice and identify areas for growth.
Responded calmly and flexibly to unexpected challenges, including technical issues and schedule changes.

Reflection:
Throughout my placement, I learned that professionalism is about more than punctuality and preparedness—it’s about showing up with integrity, humility, and a willingness to grow. I made a point to regularly ask for feedback from my mentor teacher and colleagues, reflecting on my lessons and adapting based on what worked and what didn’t. Whether it was managing a tech issue during an interactive lesson or stepping in to help with a school-wide event, I tried to remain flexible and solution-focused. Being part of school initiatives—from sports coaching to organizing school-wide events—gave me a deeper appreciation for the collaboration and energy it takes to build a thriving school culture. Above all, I left this placement with a renewed commitment to being a responsive, reflective, and compassionate educator.

EDPR 3000 – Year 2, Fall Placement Highlights

Taught up to half of the instructional day during the extended teaching block
Designed and implemented lessons aligned with Ontario curriculum expectations
Used mentor and supervisor feedback to guide reflection and improve teaching
Integrated cross-curricular approaches (e.g., poetry café, Indigenous education)
Maintained professional conduct and open communication with school staff
Supported students through inclusive strategies and accommodations
Contributed to school community life and supported classroom culture

Closing Reflection

My time at St. Angela Catholic School was a deeply formative chapter in my teacher journey. Each learning outcome I set out to meet became more than a checklist—it became a lived experience shaped by real students, authentic relationships, and meaningful challenges. I had the privilege of witnessing growth—not only in my students but within myself—as I adapted to their needs, reflected on my practice, and deepened my understanding of what it means to be an educator in a Catholic school community.

From translating math lessons for ESL learners to hosting a poetry café and co-organizing school-wide events, I learned that great teaching lives at the intersection of preparation, passion, and flexibility. I saw how classroom culture, critical thinking, differentiation, and professional collaboration are not isolated goals, but interconnected threads that form the fabric of student success.

As I move forward, I will carry the lessons of St. Angela with me—particularly the importance of nurturing the whole child: academically, emotionally, socially, and spiritually. This placement confirmed my calling and strengthened my resolve to continue growing as a teacher who leads with empathy, creativity, and unwavering care for every learner entrusted to me.