Distributed Learning

what are your experiences with distributed learning?

In high school, I lived in a small town where course options were limited. This meant I had to go elsewhere to take the courses I wanted to. So, in grades 10, 11, and 12 I took online courses. I took Accounting 11, Social Justice 12, iPlay and Comparative Civilizations. I did these courses because it was what I was genuinely interested about and it was extremely helpful to have everything online and only talk to a teacher when needing help. If we needed help we would contact them via email or they would be in a classroom once a week for us to ask questions. I found it was a great way to broaden my horizons and learn how to stay on task without someone constantly telling me to.


Distributed learning is really being pushed by the government today where we can have face-to-face and online mixed together. I think this is a fantastic idea because it allows students to access their work wherever but they can still get instruction and help from a teacher. While this idea is new from the ministry, there is still many aspects being worked out like does every child get a laptop? How do you monitor if students are working or not?

Overall, I think this is a great idea and I would love to incorporate this into my class and show students that technology can be our friend not our foe.


Music Lesson Plan: There was an Old Lady Who Swallowed a Fly



LESSON PLAN                            Teacher:Cameran Millar

Unit: Repetition and sound                                                           Subject: Music

Grade: One                                                                    Date: 03/25/2019

Estimated Time: 20 Minutes


Context: Students have looked at images and put sounds to them.


Big Idea:

  • Dance, drama, music, and visual arts express meaning in unique ways.
  • Stories and other texts can be shared through pictures and words.


3-Part Learning Outcomes

Reading of story, modeling and group practice. Read the story to students and have them thinking about rhymes and sounds. Model what they will do by changing the first word into a sound then have them continue to do so throughout the story. Have students then form groups and practice rhyming by making up own stanza like in the story.


Prescribed Learning Outcomes:  

The students will be able to connect images to sounds with music and rhyming.

  • Students have read through stories and songs and changed words to body percussion or sounds.
  • Students are working on rhyming words     


Lesson Objective:

  • Learning is embedded in memory, history and story
  • Learning involves patients and time



  • Book

Document camera


Introduction/Hook (5 minutes):

  • What type of meals do you eat at home?
  • What’s the craziest thing you’ve ever eaten?
  • What type of meal do you eat when you eat cow? Pig? Chicken?
  • Today we are going to read a story called “there was an old lady who swallowed a fly”
  • Look at the cover, what do you see? What sounds do you see?
  • Read story fully through



  • Use overhead camera to put the song lyrics up and highlight all the animals
  • Ask students as a big group to go through and change the highlighted words to sounds – “What kinds of sounds would a fly, spider, bird, cat, dog, goat, cow, horse make?”  
  • Go through slowly and change them
  • Then go over all the new sounds instead of words in the song
  • For example, There was an old lady who swallowed a “buzz”.



  • Organize students into 5 groups
  • Each group will come up with a new rhyme (2 stanzas long) using the same story
  • Then present these rhymes to the class



  • Checklist:
    • if the groups came up with two words that rhyme
    • Participation/engagement throughout the lesson
    • Participation in group activity

Math Lesson Plan for Grade 4


Unit: Telling Time                                                         Subject: Time on Analog Clocks

Grade:   4                                                                 Date: October 23, 2018

Content: How to tell time with an analog and digital, using 12-hour clock                                                 Estimated Time: 15 minutes

Prescribed Learning Outcomes:

Students will be able to tell time using an analog clock and understand which hand of the clock tells minutes and hours

Lesson Objective:

      Tell time on analog clock

      Knows the smaller hand tells hours

      Knows the bigger hand tells minutes


      Plastic individual clocks

      Worksheets for clock bingo

      Pre-made clock worksheets for overhead projector

Introduction: 3 minutes

      Ask students what time they get up for school, what time they go to bed to start the conversation about times in their own lives

      Ask if anyone has seen an analog clock (where do you see one in the class) to give students relevance to their lives. Examples: watches, in the classroom, train stations, homes

      Why is it important to know how to read time?

      Video- what’s the time? (On YouTube) To start to show how to express hours on an analog clock  stop at 0:55

Development: 7 minutes

      Hand out personal clocks and ask students to leave them on their desks until instructed

      Ask students how many minutes are in an hour and how many seconds are in an minutes to review from grade

      Start with hours, draw on one hand to show hours on a paper start with 1 o’clock and once feeling confident move to higher numbers

      Introduce the minute hand. Explain the difference between the long hand and short hand and what they represent.

      Recall their 5 times tables to use for minutes

      Show that 1 represents 5, 2 represents 10, etc. (recall our 5 times tables)

      Add in hours and minutes together like 7:30 and show a few examples

      Write times on board and ask students to try on their personal clocks

      Once feeling confident with times move to closure

Closure: 5 minutes

      Telling time bingo

      Hand out worksheets for time bingo

      On the paper will be analog clock like 7:50, 6:20, etc. and we will put on the projector a time and The students have to find the clock that matches the time on their worksheets.


      Extensions would be moving on to teach students about the ‘ticks’ in between the numbers that represent minutes as well. If time allows show them times like 8:19, etc.

      If too difficult, we will just focus on hours so that students can have a clear understanding of the hours on an analog clock then move to minutes next lesson

      If too easy we will move on to harder times like 4:23 and show students different times

      If students are not paying attention and playing with the clocks then we will not allow them to have their own clocks and will have to watch instead


  1. Questioning (ask questions and get the students to answer by showing us on their little individual clocks) and through the telling time bingo sheet. We will see if students understand the times put on the boards by seeing if their bingo sheets are correct.
  2. To record the students knowledge as we are asking them to put certain times on their individual clocks and as we circulate we will make little notes on students who don’t understand it by putting up the wrong times or if they take longer than the general population. Recording information from the worksheets on certain times each student had difficulty learning.
  3. If all the students are struggling with a certain time then we can spend more time going over it.  If some of the students were struggling, then we can put students into groups. If all the students understand then we can move onto more difficult material.  From our assessment we will be able to decide what we need motify to the next day’s lesson.


Over the course of nine years, I have been continuing my French education and skills. I was enrolled in Late French Immersion in Grade 6 and graduated from the program in Grade 12. As I went into my first year of university, I decided to continue my French and took a double credit intensive French class.  As I am now in my second year of my degree, I am still trying to continue my French by speaking it when I can to who I can. Having the opportunity to learn another language was extremely beneficial and pushed me to challenge myself in academics. I believe every child should have the opportunity and a solid foundation in another language as it will help students in their future endeavours like it has for myself. Throughout my years in French Immersion, I volunteered in  kindergarten and Grade 1 Early French Immersion classes where I was able to then use my knowledge and teach it to others. I found this extremely beneficial for my own learning and allowed me to understand the language better.

Course Work

Over the past two years of my BEd degree, I have completed multiple courses in a variety of subjects like science, math, language, history, and many different educational courses. These courses have given me a solid foundation for continuing my degree with the compressive knowledge that educators are faced with. The courses I have completed so far are:

English Courses:

ENGL 135 University Writing or Academic Reading and Writing

ENGL 146 The Literature of Our Era

Canadian Studies Courses:

SOCI 103 Canadian Society

IS 200A Introduction to Indigenous Studies

Math Courses:

MATH 161 Mathematics for Elementary School Teachers I

MATH 162 Mathematics for Elementary School Teachers II

Science Courses:

ASTR 101 Exploring the Night Sky

EOS 120 The Dynamic Earth

Language Courses:

FRAN 180 Intensive French III

Education Courses:

ED-D 301 Learners and Learning Environment

EDCI 250 Elementary Field Experience Seminar I

ED-P 251 Three-Week Practicum

EDCI 300 Mathematical Processes

EDCI 302 Literacy and Language in the Elementary or Middle School

EDCI 305A Drama Education: A Medium for Learning

EDCI 306A Music in the Elementary Classroom I

EDCI 307A Art in the Elementary or Middle School Classroom I

EDCI 336 Technology Innovation in Education

EPHE 310 Physical Education for General Classroom Teachers (A)

EPHE 311 Physical Education for General Classroom Teachers (B)

Sun Salutation

Sun salutations are a great way to start any yoga practice as it gets you moving, stretching and building up heat in the body. I love starting my yoga practice off with sun salutations because it gets me into the mindset for my whole practice to be there in the moment and to breathe through the positions when you’re still a little stiff. The steps to a good sun salutation that I’ve used in my practice and find a good way to build up heat is by starting in mountain pose which is just standing up straight on your mat. Next on your first inhale, bring your hands up to the ceiling for upward salute. On your exhale bring your hands down to your first forward fold so you will be either having your hands touch the floor or use a block to get the stretch to your hamstrings. Inhale, and do your first half-way lift which is bringing your hands to your shins and straightening your back. Exhale and bring your hands back down to the mat for your second forward fold. On your next inhale, plant your hands on the mat and jump back into a plank position. Exhale and lower down into chaturanga which is when your bring your whole body down from a plank to the mat. Make sure to keep your elbows tight towards your body. On your next inhale, bring your upper body up to cobra as we have previously learned how to do so. Exhale and tuck your toes to head into your first downward-facing dog. Stay in this position for 3 deep breaths. You might want to push one heel down at a time which is called walking the dog. After your 3 breaths, step, walk or hope your legs to your hands. Inhale and reverse dive your hands then bring them to hearts centre. Dive into a second forward fold, inhale and halfway lift. Exhale forward fold push back to a plank then into chaturanga. Inhale and push upper body into cobra then tuck your toes back for your second downward dog. After your three breaths here, bring your right leg between your hands for your first high lung. Stay here for 3-5 breaths and if you want to build more heat, bring your hands up parallel over your head. Bring your back leg to meet your right leg and go through all steps before and when you come to the high lung bring your left leg forward. After this, you can do some cat and cows which are when you are on all fours, you inhale lift your head towards the ceiling and drop your stomach, then exhale and curve your back with your head moving towards your mat.


Twine: making your own path

Today we learned all about Google Classroom, Twine and the importance of sketching while note taking from Richard McCure and it was fantastic as always. I always find Richards lessons very engaging and interesting and he is always to lend a helping hand when needed. Google Classrooms is a great tool that he showed us how to work around as it it becoming a big part of classrooms today. I really enjoy using Google Docs and Drive so I was really onboard with using Google Classrooms. Google Classrooms allow teachers to share information with students and students are able to access the information from any computer. The one thing I also love about all the Google apps is it saves everything you do so you never need to worry about losing your work.

We also learned how sketching is beneficial to note taking which I found very interesting because most of the time when someone is sketching instead of taking notes, teachers view this as students not paying attention or being bored. But actually, this can help students retain information better.

We then learned about Twine and how to use it. I was slightly familiar with Twine because in my first year English class one of the final project options was to make a Twine but I opted for an essay because I didn’t feel confident to make one. I then learned today that Twine is actually really easy to use and pretty fun! I found it fun to come up with your own story and how it plays out it up to who plays the game.