Author: brettstubbs

Throughout reading Learning and Teaching Early Math, I’ve learned a ton that’s shifted how I think about teaching math, especially in the early years. One thing that really stuck with me is that kids’ math development happens in a predictable way, kind of like learning to walk or talk. That really clicked for me. It made me realize how important it is to meet students where they’re at, rather than forcing everyone to move at the same pace. I know from experience that struggling with math in school can feel discouraging, so creating a safe, supportive space is something I really want to prioritize. I also loved learning about learning trajectories and how they help us figure out the steps students need to take next. I don’t want to teach math like it’s just about right or wrong answers, I want to help students build real understanding, using strategies that make sense for them because not every brain works the same. Chapters that focused on connecting math to real-life situations and hands-on learning really stood out to me. I learn best that way too, so it just makes sense to bring those experiences into the classroom, like using snacks, toys, movement, or tech to make math meaningful and fun. Spatial reasoning was another lightbulb moment for me. I hadn’t realized how closely it’s tied to success in other areas like STEM. I definitely want to spend more time helping students develop those skills, not just recognizing shapes but understanding how they work and relate to each other. Lastly, the importance of emotional support and classroom culture came through big time. If kids feel safe, supported, and heard, they’re way more likely to take risks and grow.

After reading Embedded Formative Assessment, I’ve started to really think about how complex assessment is. Before taking this course, I used to picture assessment as something formal, like a test after a unit, but now I’m seeing it more as an ongoing tool that helps me actually connect teaching to learning. It’s not about catching mistakes, it’s about figuring out where my students are at and how I can support them. The squat example in PE sticks with me. It’s not about getting the move perfect, it’s about understanding why it matters and when to use it. One thing I appreciated was the focus on being clear with learning goals. When students know what they’re working toward, they can actually focus better and feel more motivated. The part about breaking complex skills into smaller pieces also hit home for me, especially when I think about how I teach physical education, math, literacy, or any subject. It’s not just about the end result, it’s about the process and helping students build confidence along the way. Peer feedback and self-assessment were also big “aha” moments. I love the idea of students supporting each other and owning their learning, it builds community, trust and confidence at the same time. One thing I’m still figuring out is the balance with feedback, how much is enough, and how do I make sure I’m not taking away a students independence. I feel as if alot of that will come with experience, but it’s something I want to keep working on as I grow as a future educator.

Attending the Van Bien Pro-Development Day with Carole Fullerton was a fun-filled experience that provided valuable strategies for teaching math concepts to primary, intermediate, and secondary students! Fullerton’s session affirmed the importance of using manipulatives and games to create engaging, hands-on learning experiences that support deeper mathematical understanding. One of my key takeaways was the significance of precise and accessible language in math instruction. Fullerton suggested using words like “and” instead of “plus” to help students develop a more intuitive grasp of addition. Simple shifts in language can have a profound impact on learners’ comprehension of mathematical relationships. The session highlighted the effectiveness of manipulatives, such as linking cubes, number lines, and ten frames, helping to conceptualize understanding. Fullerton emphasized that hands-on tools enable students to visualize and physically interact with numbers, making abstract concepts more concrete. One particularly useful resource that I want to incorporate into my classrooms is Cuisenaire rods, which support fluency by encouraging exploration and problem-solving with fun. Games were another focal point of the session, reinforcing their value in math instruction. Not only do games make learning fun, but they also offer repeated practice opportunities in a low-stress environment. Activities such as number talks, dice games, and pattern building exercises encourage students to engage with math critically and collaboratively. A fun guessing game using wooden blocks, for example, can effectively build number sense and engagement. Fullerton’s approach reinforced my belief that early math instruction should be interactive, student-centered, and developmentally appropriate. The session introduced aspects of math thinking conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and a productive disposition. The “I can” attitude. Encouraging students to explore strategies and practice through open-ended tasks can help them create competency and confidence in their learning. The ultimate goal is to help students build fluency in math, aligning with the idea that “the more math we know, the happier we’ll be.” This professional development experience has equipped me with valuable strategies going into my first practicum. This refreshed and enhanced my math instruction for primary students. I look forward to implementing these techniques in my classroom and continuing to discover innovative ways to make math accessible, engaging, and enjoyable for my students!

Prince George Public Library

I believe Place-Based Learning is all about connecting students to their local environment and community, showing them that learning doesn’t just happen in a classroom, but in the world around them. For me, it’s a way we can make lessons more meaningful and relevant while encouraging students to explore, connect, and engage with their surroundings. Our recent tour of the Prince George Public Library really brought this to life. The library is such an amazing resource that I honestly feel I’ve underused. From books and digital collections to maker spaces and programs, it’s packed with potential for hands-on learning. Oh, and let’s not forget the ping pong tables! They were folded up and begging to be used. I immediately thought about how cool it would be to incorporate them into a math lesson on angles or velocity. What stood out to me the most was how accessible everything is. The maker spaces are filled with fun crafting kits, which could be perfect for bringing schoolwork to life. I’m already imagining students designing geometric shapes or creating models for a science project. The library is also a great space for independent research, literacy development, and even a quiet place for students to read and get homework done. Beyond the resources, the library itself is such a welcoming community. It’s the perfect partner for Place-Based Learning, whether it’s exploring local history, collaborating on a class project, or even attending one of their events. I’d love to use the library in my future classroom by bringing students here for a scavenger hunt or a research challenge, helping them see how they can use the library to enhance their own learning, just like its enhanced mine. This experience reminded me that learning happens everywhere. By bringing my students to the library and using its resources, I can create lessons that are not only educational but also memorable and fun!

Football

In many ways, teaching is like football, they both require strategy and adaptability. In both teaching and football, the path to success is not always linear. There are fumbles and setbacks that bring unexpected challenges, but how we pick ourselves up is what matters. As a former player and coach, I found that resilience and persistence are where true growth happens. Just like in football, where a play can break down unexpectedly, teaching requires the ability to pivot. A carefully planned lesson can take a turn due to the needs of your students, but it’s in these moments that both teachers and students learn the most. Mistakes become opportunities for growth, much like a team regrouping after a loss. A football team thrives when players work together toward a common goal, just as a classroom succeeds when students collaborate and support each other. Creating a supportive and inclusive environment, whether on the field or in the classroom, leads to success. Adaptability is key in football, strategies change in real-time to meet new challenges, and the same goes for teaching. Adjusting methods to meet students’ needs ensures that everyone has the chance to succeed. Just as a team practices drill after drill to be ready on game day, teachers prepare lessons and activities for their students. But just like in football, the unexpected can happen. A defender gets a tackle for loss, or a 1^st string quarterback gets injured. Plans change, and the best coaches keep a level head and know how to adjust their playbook accordingly. In the classroom a lesson can seem foolproof however not everyone will resonate with the delivery and or the material in general. It is key to be able to take this feedback and review it like a coach reviews game footage with players, highlighting what went wrong, and being able to improve for the next game. As an educator being able to reflect on the quality of the students learning is important for continuous professional improvement.

Cottonwood Island Park

Long before Canada was formed, land-based learning was not just an educational approach, it was the natural and proper way of teaching and learning. Indigenous people long relied on the land as both a classroom and a source of wisdom, teaching directly through connections with nature. Today, my classmates and I returned to this approach at Cottonwood Island Park. The first half of the morning forced me to wake my senses with the freezing cold air, which ironically made me feel more connected to the environment around me. Accompanied by dogs and a friendly sense of community, the day felt brighter, even before the sun eventually broke through the clouds. As I walked through the park, I took time to reflect on my connection with nature and build connections with my group members. One thing I learned about myself is that I want to get out for more early morning walks to feel that same sense of gratitude I experienced at the park—and I probably shouldn’t skip breakfast next time! I noticed I gained mental clarity from the experience. I am grateful to have witnessed the shift from grey, foggy skies to the warmth of the sun, which set the tone for the rest of my day. Exploring the BC curriculum outdoors sparked ideas of how I can incorporate land-based learning into my own teaching practice, connecting students to the environment just as I was connected that day. This experience reminded me that the natural world can be a powerful teacher, offering lessons that go beyond academics.

Photo at Westlake Provincial Park

BC’s Curriculum: I gained a deeper understanding of how BC’s curriculum is designed around big ideas, core competencies, and inquiry-based learning. This approach encourages students to think critically and connect their learning to real-world contexts.

Pedagogy: I explored different teaching strategies to engage students effectively, including the importance of differentiation, collaboration, and creating inclusive classroom environments.

Pivoting: I learned how to adapt and think on my feet when lessons don’t go as planned, ensuring student engagement and learning continue despite unexpected challenges.

Self-Reflective Practices: This class taught me the value of reflecting on my teaching methods regularly to improve my practice and better meet the needs of my students.

How to Build an Online Portfolio: I discovered how to create an online portfolio to showcase my teaching philosophy, lesson plans, and professional growth in a polished and accessible way.

ARC-BC: I learned about ARC-BC’s digital resources, which provide accessible learning materials for students with diverse needs, reinforcing the importance of inclusive education.

Classroom Management Tools: I explored practical tools and strategies for maintaining a positive and organized classroom environment, from setting clear expectations to building strong relationships with students.

Prince George Public Library Resources: I discovered the incredible range of resources the library offers, from digital collections to maker spaces, and how they can enhance Place-Based Learning in my classroom.

Lesson Planning: I developed skills to design lessons that align with BC’s curriculum, incorporate core competencies, and engage students through hands-on and inquiry-based activities.

BC Professional Standards: I gained a solid understanding of the BC Professional Standards, which guide ethical, inclusive, and reflective teaching practices, ensuring I stay accountable to my students and the profession.