2. Welcome Back !!
Course Communications:
Remind 101
. Participation is voluntary
. You can receive messages via text message or
mobile app
. I do not see your cell phone number
. I will only text the group, not individuals
. I will only answer individuals via your Brock
email address
3. Remind – section 1
8P43 – section 1: Tues/Fri 11:00-2:00
• Either:
– Go to this link and download mobile app:
• rmd.at/chfgk
• Or:
– text the message @chfgk to (289)807-2147 to
receive text messages
4. Remind: section 2
8P43 - section 2: Mon/Thurs 2:00-5:00
• Either:
• Go to this link and download mobile app:
rmd.at/4bbga
• Or:
– send text message @4bbga to (289)807-2147
to receive text messages
5. As our roles evolve from Yr. 1 to 2
• From an emphasis on the requirements of
Ontario Curriculum to the application of its
principles in multiple contexts
• From a tightly-structured blended learning
course to greater emphasis on collaboration
and independent work
• From preparation for your Block 1 placement
to application of what you learned in your
placement
7. Years 1 and 2: Course Content
Year 1: 8P24
• Survey of the 4 strands of
language:
– Reading
– Writing
– Media Literacy
– Oral Communication
Year 2: 8P43
• Going deeper into aspects
of Language Arts e.g.
– Inquiry
– Integration across subjects
– Assessment in LA
– Differentiated Instruction
– Word Study (spelling,
grammar, vocabulary)
– English Language Learners
– Text Complexity
8. Reflecting on Teaching
Problems of Practice
• In your practicum placement (I know, it seems
ages ago!!) what were some areas of Language
Arts that your students struggled with?
Areas of Interest
• What Language Arts topics or skills would you
like to know more about? Is there a topic that
caught your attention in your online resource
searches last year?
9. At your table make a list of both
Problems of Practice and Interests
I wish I could teach students to: I’d like to know more about:
10. Major Assignment
Monograph (group)
• Conduct an inquiry into a
specific area of language
teaching based on an
identified need observed
during the initial teaching
practicum or an area of
specific interest
• Collaborate with colleagues to
produce a monograph
highlighting essential research
findings in the inquiry area
Learning Object (independent)
• Independently produce a
learning object that can be
used in the classroom to
address the inquiry focus
11. J/I Language Arts
Year 2
• From:
– RESOURCE CURATORS
. Critiques
. Blog posts
• To:
– RESOURCE CREATORS
• Monograph
• Digital Learning Objects
12.
13. Long-range Planning
• Purposeful long-range planning provides a
sequential, “at-a-glance” framework or road
map for the entire year.
Unsplash.com
14. Long-Range Planning
• Sakai: Planning Resources - Instructional
Planning Resources - Long-Range Planning
• Long-Range Planning
• A Guide to Effective Instruction in Literacy:
Grades 4 to 6: Planning and Classroom
Management, Volume Three
• Long-range planning p.27, 28, 55, 56
• http://www.eworkshop.on.ca/edu/resources/gui
des/Guide_Lit_456_Vol_3_Planning.pdf
17. Inquiry
• Go to Sakai Lesson for Week 1 class 2
• Each person selects one article to read on
inquiry
• Take notes and report to your group
• Guiding questions: What is inquiry? How
might inquiry learning look in a JI classroom?
18. Interview Questions
• If you were to be given a class of your own
next fall, how would you begin to plan your
Language Arts program?
• What is your understanding of inquiry? How
would you go about conducting inquiry in a
Junior/Intermediate classroom?
19. Collaborative Teacher Inquiry Groups
• Circulate around the room to see the various
Problems of Practice or Topics of Interest
suggested by your class
• Settle on an area of interest to you
• Form a group of 4-5 people. These will be the
peers with whom you will meet for an hour
each class to conduct a collaborative inquiry.
Editor's Notes
I will emphasize that they are now moving toward assuming greater responsibility in their placements and then in their own classrooms. There will be an increased emphasis on linking theory to practice, dealing with the complexities of the classroom setting, and collaboration with colleagues in planning of lessons and resources.
Draw parallels between GRR in classroom contexts and the differences from Yr 1 to Year 2. Yr 1 heavy emphasis on learning about the strands of the Ontario Curriculum. Online portion was very specific and assignments weekly. Much independent work that was then shared in PLCs. In Year 2, course still has a teaching component, but there is more TC choice based on individual interests gleaned from the field. Emphasis both on collaboration and independent work, with instructor in role of on-site facilitator and resource.
At this point I will likely hand out the sheet with weekly topics and assignment due dates (but will not go over assignments in detail yet)
Distribute copies of Language Curriculum as a refresher – can look at expectations
Provide a sheet from Guide to Effective Instruction: Vol 3 pp. 52-54 as prompts if they are stuck.
Will likely have them select maximum 5-7 ideas from their table and write each on a piece of paper. When they are doing some independent reading on inquiry, I will try to group the topics and post them in various parts of the room. When it’s time to form Inquiry groups, they can walk around and find an area of interest and people to work with.
I will explain that this is just a bare outline of the major assignment. I will deal with the specifics next week, but will suggest they look under “Syllabus” on Sakai (both the Course Syllabus and Evaluation Component) between now and the next class.
Ties back into Year 1 – using what they learned as Resource Curators to become Resource Creators.
I will put the Problems of Practice/Interest sheets aside at this point and introduce Instructional Planning. Will explain that this will provide a framework/context for their major assignment and will also tie in with the activity we just engaged in.
Will use this chance to go on Sakai and show them the Year 2 site and where this info on planning is – also briefly show Lesson Planning resources
I will take them into the Sakai site and quickly show the new range of planning resources and how to navigate. Then will click on the Guide to Effective Instruction – Vol. 3 (also link on home page for this week’s lesson on Sakia)
Have printed a few pages for them to have: Steps for Long-Range Planning p. 25-26; Month-at-a-glance Long-range Planning p. 27; Year-at-a-glance LR Planning by Curriculum Area p. 28; Term-at-a-glance LR Planning, Appendix 1-2. Will give TCs time at their tables to read these handouts and raise any questions.
Will give a brief overview of this resource and discuss its potential for short-term and long-range planning.
This is how I interpret the levels, as they apply to our TC experiences with planning: (smallest to largest)
. Microteaching (about 20 min.) – full-length lesson - series of connected lessons (e.g. 4 lessons on research skills) – unit plan (they did one term 2 for Social Studies) – long-range planning (in future)
. Our major assignment (Inquiry Project) falls into the “series of connected lessons” level of planning
Also will have them reflect on the number of ways I have tried to represent the essential elements of Instructional Planning: graphic; text – ministry document; graphic organizers; web-based program; hands-on artifacts (nesting dolls).
. All have similar elements (Backward Design) – based on Ontario Curriculum, assessed student needs, plan for addressing the needs, etc.
Also mention here how the concept of LR planning has been addressed in a way that appeals to various learning styles:
. Graphic
. Charts
. Artifacts (hands-on manipulatives)
Could ask which of the 3 was most useful for each person
These articles are posted on Sakai on the Lesson for Week 1 class 2. You can copy the links to your own site. I chose 3 monographs as a rough model for what they will be producing (although our criteria are somewhat different); also 2 journal articles that are from refereed journals to reflect the quality of background reading expected in their monographs
I will explain that the 2 hour portion of each class will often contain readings or videos that the table groups will review and share. This is in lieu of online assigned readings, since there is such a short time between classes. This group learning will be supplemented by relevant hands-on activities planned by the instructor.
Rather than an Exit Card each class (or perhaps a type of exit card) I am posing a question or 2 that could be asked in an interview context related to the topic of the week. I think this helps them to synthesize their learning for the week and makes the class work very relevant to their needs as year 2 teacher candidates. I will likely create a separate Interview file for each table group using Word in Office 365 so that each week one person can record the group’s ideas for the interview questions. I will be able to monitor their entries (and add suggestions) and it will provide them with a cumulative record to use in interview preparation in the spring (when they won’t have seen us for a number of months).
If groups form quickly and want to get into the assignment I can go to Week 2 ppt and give more details about asking the inquiry question, the requirements of the monograph, supports for learning objects etc. These will all be on the week 2 lesson 1 page, which I will build before this Thursday My guess is that we won’t have time in week 1 for this.
