The following images are examples of culminating activities that I have done with students in both Canada and Korea. Most of my culminating projects incorporate an aspect of global citizenship. Some of the topics covered here include: solving hunger, combating homelessness, donating to those in need, and learning about the dangers and benefits of bacteria. I often ask students to create a work of art accompanied by a written response because I believe cross-curricular learning is important.
Korean grade 4/5 classroom; students were asked to create a game-board summarizing their knowledge from the previous three lessons (sleep apnea).
Korean grade 6/7; students were asked to brainstorm alternate building materials to make inexpensive housing.
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Korean grade 6/7; students were asked to brainstorm ideas to solve the global hunger crisis.
Ontario grade 12 Foods and Nutrition; students were asked to draw and label the digestive system, and choose one digestive organ to write a short description of. Students presented this assignment in front of the class.
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Qualifications and Certificates
In 2015, I completed a BA in English, with a minor in Political Science, from St. Francis Xavier University.
This certificate was presented to me after attending a Professional Learning Series on the data behind EQAO.
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I maintained distinction on the Dean's List for the last three years of my BA.
In 2016, I completed Oxford Seminars' TESOL certification allowing me to teach ESL and EFL students. I went on to teach English in Daejeon, South Korea.
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Technology- Integrated Lesson Plan
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Here is an example of an ENG2D lesson that I taught at GLSS in Sarnia. I believe it is imperative to include technology in the classroom. Technology can be used to make lessons more engaging for students, while giving them the tools needed to thrive in a market dominated by it. In this case, I taught the students how to create a web-page.
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NBE3C Lesson Plan
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This lesson showcases the importance of collaboration in Native Canadian society. Students are asked to reflect on their own beliefs while sitting in a "talking circle". They must be critical in their analysis of leadership styles.
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