This document provides an overview of a professional learning session on curriculum design and instructional strategies. It discusses connecting the big ideas of the redesigned BC curriculum to Surrey's priority practices. It focuses on developing core competencies and planning to try new structures or strategies. Some key topics covered include backwards design, universal design for learning, visible learning, and authentic inclusion of Aboriginal perspectives. Specific examples are provided of curriculum planning in kindergarten and grade 8 science.
Literacy Stories: Readers and Writers at Work K-3.
Focus on redesigned curriculum, inclusion for all in a meaningful way, assessment to inform our teaching, working together. Stories collected from BC primary classrooms.
K-9 day spent unpacking 'Every Child, Every Day' and how these practices look in the inclusive classroom. How are all kids included when their needs are very diverse? How do we make these practices manageable and thoughtful?
2nd in the series, Igniting a Passion for Literacy, K-7. Focus on writing and writers' workshop - K, building criteria sequence for 3-7, 1/2 writing after a mentor text. Connected to Big Ideas of English Language Arts curriculum.
A brief overview of 'Every Child, Every Day' and its implications for vulnerable readers. Including a whole class lesson on making thoughtful connections.
Leaders of Learning: BC stories of inspiration, change, and challenge. Keynote address at Primary Teachers Convention in Nanaimo. BC stories of teachers working to include all students in meaningful literacy actives, guided by the redesigned curriculum.
2nd in 3 day series, The Redesigned Curriculum, a home for quality teaching and learning. AFL, whole class vignettes from gr 1-10, focus on thinking, engagement, some core competency reflections.
Literacy Stories: Readers and Writers at Work K-3.
Focus on redesigned curriculum, inclusion for all in a meaningful way, assessment to inform our teaching, working together. Stories collected from BC primary classrooms.
K-9 day spent unpacking 'Every Child, Every Day' and how these practices look in the inclusive classroom. How are all kids included when their needs are very diverse? How do we make these practices manageable and thoughtful?
2nd in the series, Igniting a Passion for Literacy, K-7. Focus on writing and writers' workshop - K, building criteria sequence for 3-7, 1/2 writing after a mentor text. Connected to Big Ideas of English Language Arts curriculum.
A brief overview of 'Every Child, Every Day' and its implications for vulnerable readers. Including a whole class lesson on making thoughtful connections.
Leaders of Learning: BC stories of inspiration, change, and challenge. Keynote address at Primary Teachers Convention in Nanaimo. BC stories of teachers working to include all students in meaningful literacy actives, guided by the redesigned curriculum.
2nd in 3 day series, The Redesigned Curriculum, a home for quality teaching and learning. AFL, whole class vignettes from gr 1-10, focus on thinking, engagement, some core competency reflections.
Literacy for All. Second in a 3 part series. Implementation of 'Every Child, Every Day', working with the core competencies, engaging all learners. How do we best work to include all leaners? K-7.
Langley 3 Igniting a Passion for LiteracyFaye Brownlie
Tonight's focus is redesigned curriculum planning, using loose parts in different ways, a structured, teacher-guided inquiry, and a lesson sequence to support students in creating more thoughtful on-line responses.
Continuing the conversation. What is going well with our vision of inclusion? How do class reviews and focusing on in-class support for all learners work to enhance learning and belonging for all students?
CR4YR school teams. Having met 3 times, this was the culmination to think about frameworks for reading for all learners, K-7, how this connects with the redesigned curriculum in BC, and consider school and class goals and plans.
An introductory session to the past three years work with Changing Results for Young Readers, the results and the 'Every Child, Every Day' framework as introduced by Allington and Gabriel.
K-7 full day session. How do we plan with and for the core competencies, the foundation of the redesigned BC curriculum. Notice - name - nurture - a phrase to help us explicitly teach the competencies in a way to increase student ownership and self regulation of these lifelong skills.
What counts in reading and writing assessment? How do we align our teaching and our assessment? What is valued? Are all students included? How much time is taken? How do we use the information we collect to inform our teaching? AFL counts!
2 day seminar for middle and senior years teachers. First day focus on what counts in reading assessment, performance-based reading assessments, assessment for learning, and aligning assessments with a purpose of guiding teaching. Second day, strategy sequences to support all readers.
A 90 minute session 'Finding Self in Story' for grades K-3. Sequences, a few big ideas, and several books that provide access and connection to self for students are mentioned.
Day 1 of 3 day series. What counts in effective literacy instruction? How does this match the BC Ministry Definition of Literacy? What does this look like in the classroom? What do you want to hold on to, what to let go of? 2 keynotes, with breakout sessions.
K-8, one day session, as a kick-off to establishing effective, inclusive, literacy practices. With 'Every Child, Every Day' as a framework, examples are provided to put this in action.
Building from what teachers had been trying and what they still had as goals, we continued to share strategies and structures that support literacy learning for all. K-7 plus ONE:)
Full day session for Manitoba CEC. Using strength-based class reviews/profiles to build toward school and division profiles. Included is a pilot from Louis Riel School Division as they work with 8 schools to transform practice toward needs-based support.
Evidence Guided Literacy Oct 2019 - without childrenFaye Brownlie
What data are we collecting? How do we use this data to determine strengths and stretches of the class, then set goals to guide our instruction? How do we create open-ended structures to provide access points for all learners, then address those who need more support (tier 2) through extensions, interventions and supports that grow out of the tier 1 teaching? For MRLC
1st of 3 days for school teams. Strengthening our literacy practices. What does the research say? Frameworks include CR4YR, Every Child, Every Day, and the Fountas and Pinnell shift from teacher control to student control graphic. 2 examples: grade 2 writing from water web; intermediate volcano surfing sequence
Day 2 in series, K-5, focusing on effective literacy practices. Reviewing Every Child, Every Day, building students' ability to identify and use strategies for decoding unknown words in reading, infusing writing into the day, building reflection and goal setting into writing, response writing in lit circles.
Literacy for All. Second in a 3 part series. Implementation of 'Every Child, Every Day', working with the core competencies, engaging all learners. How do we best work to include all leaners? K-7.
Langley 3 Igniting a Passion for LiteracyFaye Brownlie
Tonight's focus is redesigned curriculum planning, using loose parts in different ways, a structured, teacher-guided inquiry, and a lesson sequence to support students in creating more thoughtful on-line responses.
Continuing the conversation. What is going well with our vision of inclusion? How do class reviews and focusing on in-class support for all learners work to enhance learning and belonging for all students?
CR4YR school teams. Having met 3 times, this was the culmination to think about frameworks for reading for all learners, K-7, how this connects with the redesigned curriculum in BC, and consider school and class goals and plans.
An introductory session to the past three years work with Changing Results for Young Readers, the results and the 'Every Child, Every Day' framework as introduced by Allington and Gabriel.
K-7 full day session. How do we plan with and for the core competencies, the foundation of the redesigned BC curriculum. Notice - name - nurture - a phrase to help us explicitly teach the competencies in a way to increase student ownership and self regulation of these lifelong skills.
What counts in reading and writing assessment? How do we align our teaching and our assessment? What is valued? Are all students included? How much time is taken? How do we use the information we collect to inform our teaching? AFL counts!
2 day seminar for middle and senior years teachers. First day focus on what counts in reading assessment, performance-based reading assessments, assessment for learning, and aligning assessments with a purpose of guiding teaching. Second day, strategy sequences to support all readers.
A 90 minute session 'Finding Self in Story' for grades K-3. Sequences, a few big ideas, and several books that provide access and connection to self for students are mentioned.
Day 1 of 3 day series. What counts in effective literacy instruction? How does this match the BC Ministry Definition of Literacy? What does this look like in the classroom? What do you want to hold on to, what to let go of? 2 keynotes, with breakout sessions.
K-8, one day session, as a kick-off to establishing effective, inclusive, literacy practices. With 'Every Child, Every Day' as a framework, examples are provided to put this in action.
Building from what teachers had been trying and what they still had as goals, we continued to share strategies and structures that support literacy learning for all. K-7 plus ONE:)
Full day session for Manitoba CEC. Using strength-based class reviews/profiles to build toward school and division profiles. Included is a pilot from Louis Riel School Division as they work with 8 schools to transform practice toward needs-based support.
Evidence Guided Literacy Oct 2019 - without childrenFaye Brownlie
What data are we collecting? How do we use this data to determine strengths and stretches of the class, then set goals to guide our instruction? How do we create open-ended structures to provide access points for all learners, then address those who need more support (tier 2) through extensions, interventions and supports that grow out of the tier 1 teaching? For MRLC
1st of 3 days for school teams. Strengthening our literacy practices. What does the research say? Frameworks include CR4YR, Every Child, Every Day, and the Fountas and Pinnell shift from teacher control to student control graphic. 2 examples: grade 2 writing from water web; intermediate volcano surfing sequence
Day 2 in series, K-5, focusing on effective literacy practices. Reviewing Every Child, Every Day, building students' ability to identify and use strategies for decoding unknown words in reading, infusing writing into the day, building reflection and goal setting into writing, response writing in lit circles.
Meaning-making is the goal of reading. In this 2 hour session, we focus on creating teaching reading to all students through a meaning-based approach and creating readers who can read and who enjoy reading.
Half day session to review writing process, beliefs and practices about writing, and prepare to scan our classes and start to consider an inquiry question regarding writing. Grades 2-11, classroom and support teachers.
A 2 day seminar with 17 rural schools in Manitoba considering a systems look at reading growth. Day one the discussion focused on the what and why of our assessments while day two moved toward how to use the data we collect as part of our planning and instruction.
OpenSplice DDS v5.1 introduces a new set of features that further its applicability to Ultra-Large Scales Systems, Dependable Systems and Resource Constrained Systems. This presentation provides an overview of the new key features included in v5.1
Estuarians - Inspiring Social Innovators in ResidenceOgunte CIC
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Tamaso ma Jyotirgamaya: From Darkness to Lightbaidya
Share your knowledge, go from darkness to Light .
In a formal teaching environment, various content and subjects are exchanged between teachers and learners. A student’s learning is assessed only through the contents -its retention, its depth, and width. However, none of these give any measure to the amount of luminance of light that a learner has acquired and passed on during his/her learning processes using content as a vehicle. Thus the acquired luminance of light acts as the learner’s North Star of life – a guiding path. With this, the learner achieves success, builds family, contributes to society, and becomes part of the bonafide citizenry of any nation.
LET Reviewer - Professional Education
- Teaching Profession
- Social Dimensions of Education
- Principles of Teaching
- Curriculum Development
- Facilitating Learning
- Child and Adolescent Development
- Assessment of Student Learning
- Developmental Reading
- Educational Technology
PROJECT PROPOSAL FOR POVERTY ALLEVIATION IN SADC REGION:10 th international c...Duncanhensisya
I, being the UN./Clinton Foundation Organization Representative seeks for financial support for vulnerable, orphans and widows who are less privileged people in various communities within the SADC Region. I have discovered that there are farms of which can be bought in Tanzania, Malawi and Zambia where Vocational Training Centers can be built including International Schools. Later on, these less privileged people will be self-reliant.So, let us come up together to reduce poverty, hunger and disease in SADC Region and the entire of Africa.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Full day session, focusing on reading/writing/thinking sequences, intermediate and secondary. Included: word work for emergent readers and writers, critical literacy, building background knowledge, responding to text through identity , setting, and character.
Day 2, K-7, Professional Learning Network - Effective Learning in Inclusive Classes. Focus today on supporting vulnerable learners, no round reading in guided reading groups, spelling, sequences built from word strategies to meaning and writing, a global issues sequence: connect, process, transform.
A half day session with literacy leaders and principals, followed by a classroom learning round with grade 5/6 from Souris. What counts in quality literacy instruction? Who are your learners? How do we work toward Hattie's collective efficacy?
Writing across the Curriculum - Middle/Senior Years, MRCLFaye Brownlie
First of three days for MRLC. Establishing a classroom where writing is integral and accessible for all students. Beginning to build criteria with students. Writing with different purposes in mind. Revisiting writing process. Several strategies shared.
Starting with performance-based reading assessment to determine strengths and areas to strengthen in the class, helps establish a plan of action to guide our teaching. With these curricular competencies in mind, we then choose our to thread these explicit through our lessons. Read aloud and silent reading are boosted with more direct teaching.
K-5 session, 4th in a series, as we work to help develop readers and writers who are literacy skilled and enjoy reading and writing. Primary literacy centres and a sequence which encourages deep thinking and provides an opportunity to listen to all students read.
third in a series
What makes a difference for all learners in developing literacy K-5? Allington/Gabriel framework, examples from gr 1 writing, gr 4/5 literature circles and response writing, teaching decoding strategies in context.
Co-teaching and strategies for teaching writing, building from classroom co-teaching experiences: co-plan, co-teach, unpack the lesson and determine what's next.
Balanced literacy in intermediate classrooms: deepening response writing with explode the sentence, co-constructing criteria, found poems; writing from questions of a picture, self assessment; purposeful homework.
Based on the work in Learning in Safe Schools, 2nd edition by Brownlie and King, a pedagogical framework to support co-teaching all children IN the classroom and examples of such are presented.
Using the performance standards in grades 4-6: snapshot of where the students are, then use this to plan for where you would like to students to be. Reading and writing discussed.
2nd in a series - what counts? how do we include all learners with both access and extension? Quadrants of a thought, questioning from pictures, free writes into criteria into summary statements, sequencing sentences - time for conferences.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
6. What is understanding?
• How do you define it?
• Think of someone who really understands an
idea, a topic, a concept. What are the
indicators of understanding?
• Think of someone who knows or has
informaIon but doesn’t really understand the
same idea, topic, concept. What does that
look like?
8. Core Competencies
• CommunicaIon
• Thinking
– CreaIve
– CriIcal
• Personal
– PosiIve personal & cultural idenIty
– Personal awareness & responsibility
– Social responsibility
9. • Embedded
• All kids, all subjects, all grades
• Are NOT a checklist or a series of separate
lessons
• All students develop to become engage, life-
long learners
• Are included in the June report card as a
student self-assessment/reflecIon
17. Core Competencies
• CommunicaIon
• Thinking
– CreaIve
– CriIcal
• Personal
– PosiIve personal & cultural idenIty
– Personal awareness & responsibility
– Social responsibility
18. First Peoples
• Content and perspecIve explicitly taught
• Aboriginal scholars and knowledge keepers
advised on the core competencies
• Text and stories woven throughout
• First People’s Understandings
– Respect
– Raising your paddle/li`ing up
– Inclusion
– …
25. Frameworks
It’s All about Thinking (English, Humanities, Social Studies) –
Brownlie & Schnellert, 2009
It’s All about Thinking (Math, Science)– Brownlie, Fullerton,
Schnellert, 2011
26. Universal Design for Learning
MulIple means:
-to tap into background knowledge, to acIvate
prior knowledge, to increase engagement and
moIvaIon
-to acquire the informaIon and knowledge to
process new ideas and informaIon
-to express what they know.
Rose & Meyer, 2002
32. Concept
Understand
KnowDo Self
Who am I?
What’s my
role/job? How do I
affect the
environment?
What are my gifts?
SCI:: Daily and seasonal changes affect
all living things.
SS: Rights, roles, and responsibilities
shape our identity and help build healthy
relationships with others; stories tell about
who we are.
SCI: observe, ask questions,
experience and interpret local
environment
SS: Explain the significance of
personal or local events, objects,
people or places; acknowledge
different perspectives on people,
places, or issues, or events in their
lives.
SCI: FP’s knowledge of weather
and seasonal changes; living
things change to accommodate
seasonal cycles
SS: Personal and family history
and traditions; people, places,
and events in the local
community, and in local First
Peoples communities.
LA: stories help us learn about ourselves and
our family; everyone has a story; we connect
with others through listening and speaking;
curiosity & wonder lead us to new
discoveries about ourselves and our world.
Math:
1-1 correspondence & sense of 5 and 10 are
essential for numeracy fluency; objects have
attributes that can be described, measured,
and compared; elements in patterns can be
identified.
Creative thinking:
I get ideas when I play.
Critical thinking:
I can show if I like
something or not.
Communication:
I recognize different
points of view and can
disagree respectfully.
Social/Personal
Development:
I can describe my family
and community.
Documenting students’
comprehension of
big ideas
Soft Start and
Morning Meetings,
Outdoor
Explorations,
Story Workshop
Sharing Circle,
Mid-Point Check-in,
Closing Circles
(Knowledge Building
Circles)
Lauren MacLean & April Pikkarainen
Kindergarten Sept 2016
34. Big Idea: Life Processes are performed at the cellular level
D M
I can identify if something is living.
I know how to properly use a compound microscope.
I can observe living things under a microscope.
I can draw a scientific drawing of a cell under a microscope.
I can tell the difference between a prokaryotic cell and a eukaryotic cell.
I can describe the cell theory.
I can work collaboratively to model cell structures and discuss their functions.
I can discuss the relationship between photosynthesis and cell respiration.
I can communicate my understanding of how particles move through the cell membrane.
I can describe how organ systems work together to provide each and every cell with the
materials necessary for them to stay alive.
Students are expected to understand that:
! Living things must grow, reproduce,
require energy, get rid of wastes, and
respond to their environment
! According to the cell theory, living
organisms are composed of cells.
! Eukaryotes are much more complex than
prokaryotes.
! Organisms must use energy and matter
from the environment or other organisms
in order to grow, reproduce and maintain
balance.
! Human body systems work
independently and together.
! The immune system protects our bodies
against disease-causing invaders.
I can discuss the relationship between microorganisms and living things.
I can identify the basic functions of the immune system.
I can explain that the level of immunity can be greater or less in different populations
globally.
I can explain how the immune system functions, including roles of the primary and
secondary defense system.
I can describe the effect of antibiotics on living organisms such as bacteria (and how its
not effective on viruses)
I can explain how overuse or misuse of antibiotics can lead to “superbugs”.
I can communicate the importance of vaccinations in our society.
Created by L. Benabo & J. Dhaliwal
I can discuss the impact of epidemics and pandemics on human populations. (eg.
Measles, small pox, Zika, the SARS or Spanish Flu global outbreaks)
D = Developing M = Mastered
36. Grade 9 Science – Starleigh Grass &
Mindy Casselman
Big Idea: Electric current is the flow
of electric charge
• The Challenge:
Many of the students are disengaged and dislike
‘book learning’. They acquire more
knowledge, concept and skill when they are
acIve, collaboraIve and reading in chunks.
• Starleigh and Mindy in It’s All about Thinking (Math and Science), 2011.
40. What is the relationship between
humans and energy?
• BIG IDEA: Energy can be transformed.
• A culminaIng acIvity in a grade 3/4 class
• Lisa Schwartz, Richmond
41. Learning Intentions: gr. 3/4
• I can use different materials (loose parts) to
show my thinking (criIcal competency)
• Using the materials helped me get my ideas
(creaIve competency)
• I was able to make a connecIon to humans
and energy and represent my ideas
(communicaIon competency)
51. Marco Cianfanelli, of
Johannesburg, sculptor
50 ten metre high laser cut steel plates set into
the landscape, represen5ng the 50 year
anniversary of when and where Mandela was
captured and arrested in 1962 (prior to his 27
years of incarcera5on). Standing at a
par5cular point (presumably the spot where
the people are standing in Photo #2), the
columns come into focus and the image of
Mandela can be seen. At Natal Midlands