Class 3 integration and assignment support
โขDownload as PPTX, PDFโข
0 likesโข132 views
This document provides resources and lesson plans for teaching social justice and treaty rights through picture books and curriculum integration. It includes 5 resources on treaties, a picture book called "We Are All Treaty People", lesson plans focused on social studies and reading skills, and instructions for an assignment examining how the resources connect to the Ontario curriculum and which reading skills could be developed. It also discusses research skills, creating digital learning objects, collaborative inquiry projects, and group work personality types.
Report
Share
Report
Share
Recommended
February 24 PPT for LinkedIn
This document provides an overview of a professional development workshop for teachers on integrating social studies and English Language Arts (ELA) standards in grades K-8. The goals of the workshop are to explore how to design instruction incorporating both Social Studies and ELA standards, generate rigorous questions, evaluate vocabulary, and examine examples of literature. Teachers will learn integrative teaching strategies, collaborate with peers, and have opportunities for fun. The document discusses challenges of integrating literacy standards and outlines ELA and Social Studies standards.
Class 3 integration and assignment support
This document provides an overview of lesson plans and resources for a social justice picture book assignment. It includes curriculum links for a picture book lesson plan, social justice approaches, reading skills like guided reading and expository text, and research skills modules. It outlines a collaborative inquiry project involving group work assessments, personality types, and developing collaboration skills. Time is provided for independent work on the social justice picture book and for group inquiry work, with reminders to upload meeting logs.
Thematic Unit
This document provides guidance for planning an integrated thematic social studies curriculum unit. It discusses addressing relevant history/social science and Common Core standards. It emphasizes choosing an appropriate theme that is developmentally appropriate and allows for hands-on learning. It provides examples of potential themes for different grade levels, such as continuity and change, California history, US history, and world history. It also provides guidance on developing unit objectives, field trips, lessons, assessments, and adapting instruction for student diversity.
Interdisciplinary collaboration-ppt
This document discusses strategies for integrating English standards across other content areas to effectively support literacy. It emphasizes teaching vocabulary in context, designing writing instruction that is integrated into other subjects rather than just assigned, and using local topics to support interdisciplinary learning. For example, students could investigate the history in their local area to better understand national events, develop vocabulary through content-specific study, or devise engineering challenges related to their community. The goal is to move beyond isolated literacy assignments and instead embed strong writing, reading, and analysis skills into other subjects. Contact information is provided for state specialists who can offer additional resources.
What is a school library media center
The document provides a history of school library media programs, tracing the evolution of the concept from simple book repositories to full-fledged instructional centers integrating various media and resources. It describes how influential reports in 1945, 1960, and 1969 established standards and definitions. The document also outlines three "revolutions" that modernized school libraries beginning in the late 1940s by adding audiovisual materials, integrating instruction, and promoting active participation in teaching. Subsequent guidelines in 1988, 1998, and 2009 further advanced the role of the library media specialist in curriculum development and ensuring students become information literate.
Two Year B.ED.Curriculum areas( India)
the presentation gives an idea on the Curricular Areas of Two year B.Ed. teacher training program first time implemented in INDIA
Library services report for october 2015
Theme: Resource based learning, accelerate student learning, explore Open Education Resources, and communications
Recommended
February 24 PPT for LinkedIn
This document provides an overview of a professional development workshop for teachers on integrating social studies and English Language Arts (ELA) standards in grades K-8. The goals of the workshop are to explore how to design instruction incorporating both Social Studies and ELA standards, generate rigorous questions, evaluate vocabulary, and examine examples of literature. Teachers will learn integrative teaching strategies, collaborate with peers, and have opportunities for fun. The document discusses challenges of integrating literacy standards and outlines ELA and Social Studies standards.
Class 3 integration and assignment support
This document provides an overview of lesson plans and resources for a social justice picture book assignment. It includes curriculum links for a picture book lesson plan, social justice approaches, reading skills like guided reading and expository text, and research skills modules. It outlines a collaborative inquiry project involving group work assessments, personality types, and developing collaboration skills. Time is provided for independent work on the social justice picture book and for group inquiry work, with reminders to upload meeting logs.
Thematic Unit
This document provides guidance for planning an integrated thematic social studies curriculum unit. It discusses addressing relevant history/social science and Common Core standards. It emphasizes choosing an appropriate theme that is developmentally appropriate and allows for hands-on learning. It provides examples of potential themes for different grade levels, such as continuity and change, California history, US history, and world history. It also provides guidance on developing unit objectives, field trips, lessons, assessments, and adapting instruction for student diversity.
Interdisciplinary collaboration-ppt
This document discusses strategies for integrating English standards across other content areas to effectively support literacy. It emphasizes teaching vocabulary in context, designing writing instruction that is integrated into other subjects rather than just assigned, and using local topics to support interdisciplinary learning. For example, students could investigate the history in their local area to better understand national events, develop vocabulary through content-specific study, or devise engineering challenges related to their community. The goal is to move beyond isolated literacy assignments and instead embed strong writing, reading, and analysis skills into other subjects. Contact information is provided for state specialists who can offer additional resources.
What is a school library media center
The document provides a history of school library media programs, tracing the evolution of the concept from simple book repositories to full-fledged instructional centers integrating various media and resources. It describes how influential reports in 1945, 1960, and 1969 established standards and definitions. The document also outlines three "revolutions" that modernized school libraries beginning in the late 1940s by adding audiovisual materials, integrating instruction, and promoting active participation in teaching. Subsequent guidelines in 1988, 1998, and 2009 further advanced the role of the library media specialist in curriculum development and ensuring students become information literate.
Two Year B.ED.Curriculum areas( India)
the presentation gives an idea on the Curricular Areas of Two year B.Ed. teacher training program first time implemented in INDIA
Library services report for october 2015
Theme: Resource based learning, accelerate student learning, explore Open Education Resources, and communications
Edu action skillsbuilding
Eric Rofes, professor, activist and advocate, provides a course syllabus on activism and advocacy skills building. 2006.
The Art of Inquiry and Cross-Text Connections
The document discusses using text sets to increase student engagement and comprehension in literacy. It defines text sets as collections of various media types related to a topic that can be used before, during, or after reading a main text. Using text sets exposes students to diverse perspectives and builds connections across texts. Examples are provided of organizing text sets by novel, theme, or standard. Flexibility and choosing texts relevant to students is emphasized. Text sets help develop critical thinking by allowing students to analyze ideas through multiple lenses.
What is a school library media center
The document provides a history of school library media programs, from their origins to modern standards and guidelines. It discusses how the idea of a school library media program evolved from early school libraries that mainly stored books, to today's view of the program as an integral part of the educational experience. The document also summarizes key documents like Information Power that helped establish school library media programs as instructional centers working with teachers. It traces the field's "three revolutions" in establishing the modern school library media program model.
PLC Talk Slides
The document defines a professional learning community (PLC) as a group of educators committed to continuous improvement through collaboration, shared vision, and collective responsibility. It describes the key components of establishing a PLC, including compatible personalities, shared mission/vision, trust, ongoing professional development, and dedicated time and space. PLCs can be extended beyond individual levels or departments through interdisciplinary and inter-school collaboration on topics like curriculum, assessments, instructional strategies, and shared resources.
Adult development program
1) The document proposes an adult literacy program called BookWorms Literary Group for the Lexington, KY area, as there are currently no regular literary groups. It aims to attract avid readers seeking regular literary discussions.
2) Historically, literary clubs formed in the 1920s to educate adults on professional topics through books and media. The proposed group would continue meeting this need.
3) The program is supported by critical theory in transforming readers, and constructivism in enabling members to make meaning from literature and experiences. It would focus on cultural/social interaction and community literacy awareness through organized activities.
Week 2 ontario curriculum
This document provides an agenda for a professional learning session on language curriculum and digital citizenship. It includes:
1. A discussion on social justice books led by the literacy leader.
2. Establishing classroom rules for digital device use, with an emphasis on positive phrasing.
3. An overview of the Ontario language curriculum expectations, including strands like oral communication and reading.
4. An activity where teachers analyze a persuasive writing sample and curriculum expectations based on a lesson about laptops in university classrooms.
Curriculum development.rpc
The document discusses the process of curriculum development. It begins with defining key terms like curriculum and curriculum development. It then outlines the basic steps in the curriculum development process - analysis, design, implementation, and evaluation. Several factors that influence curriculum development in the Philippines are also highlighted, including the country's history and changes in educational focus over different periods. The curriculum development process in Trinidad and Tobago is similarly described as involving design, development, implementation, monitoring, evaluation and review of curricula.
Information Literacy Curriculum
This document outlines a curriculum designed to teach information literacy skills to teenagers through engagement with a primary text (William Blake's Songs of Experience) and hands-on projects. Over 10 weekly sessions, students will build skills in critical analysis, discussion, and use of library resources as they closely read and discuss the poems, keep journals responding to prompts, and collaboratively create a zine. The goals are to situate information literacy learning in a meaningful context, foster higher-order thinking, encourage democratic discussion, and build community between students and the library.
Building and Managing Social Media Collections
Presenters:
Laura Wrubel
Jason Casden
Presented at DLF Forum 2015 on October 27th, 2015.
As venues for discourse and creation, social media platforms such as Twitter and Instagram are important source material for scholarly research. Future access to social media data will allow researchers to develop historical assessments based on materials representing the voices of a large and diverse set of participants. Much of this critical and ephemeral content may be lost if cultural heritage institutions are not collecting and preserving it, yet creating and managing these collections presents challenges around collecting mechanisms, curation, legal and ethical issues, and preservation.
This workshop will include the following components:
โข A review of technical tools for collecting and guidelines for selecting an approach that works best for your institution and users
โข A guided discussion of ethical and legal considerations in taking on this work and parallels with established archival practices
โข A review of some existing use cases of libraries' social media data collecting followed by a group discussion of possible community-specific use cases and needs for supporting services.
โข A demonstration of possible archival collecting workflows using NCSU Libraries' Social Media Combine collecting system (which includes NCSU Libraries' lentil system for Instagram harvesting and George Washington University's Social Feed Manager for Twitter harvesting). Participants who wish to follow along with their own instance may install it ahead of time.
Participants will leave with an awareness of the major components of a new social media collecting program, including available tools, research use cases, ethical and legal considerations, supporting resources, as well as a better understanding of how to integrate social media into existing practices and workflows. There will be opportunities to share collecting ideas with each other at the end of the workshop.
10-8-2020-integrating-four-strands-hybrid-model.pptx
This document provides an overview of integrating the four strands of English (reading, writing, communication/multimodal literacy, and research) within a hybrid learning model. It discusses blended learning models and available resources. Challenges of teaching the strands in a hybrid environment are addressed, including seamless integration of the strands and integrating history/social science into ELA instruction. Best practices are outlined for synchronous, asynchronous, and in-person instruction. Effective assessment of the four strands and strategies for student success are also discussed.
Week 3A: Powerful Learning Through Integration
The document summarizes key aspects of creating powerful learning experiences through curriculum integration. It discusses who decides the curriculum and its design/delivery. It provides examples of what integration and interaction in curriculum can look like, including themes, projects, and use of technology. Benefits are outlined for both students and teachers, as well as potential issues. Specific examples of integrated units and programs are also described.
Acrl framework update session ala annual june 28 2015
This document summarizes an update session on the ACRL Framework for Information Literacy. It discusses where the Framework currently stands, the formation of an advisory board to guide further development and implementation, efforts to develop subject-specific frameworks in various disciplines, and upcoming events related to the Framework. An advisory board has been established to provide strategic guidance on the Framework. Various ACRL sections are working on pilot processes for developing discipline-specific frameworks. Conferences and webinars on using the Framework are scheduled over the coming months.
Casting a Wide Net: The Library's Role in Transforming Partnerships Across Ca...
Sally Neal, Associate Dean of Bulter University Libraries, presents from the Association of College and Research Libraries Conference in Baltimore, MD.
Haworth, A., Dickinson, H. Sciamanna, C. & Grant, V. Overcoming the challenge...
Haworth, A., Dickinson, H. Sciamanna, C. & Grant, V. Overcoming the challenge...IL Group (CILIP Information Literacy Group)
The document discusses three case studies undertaken by librarians at the University of Sheffield to incorporate critical literacy into their information literacy programs. The first case study involved developing an online tutorial called the Information Ecosystem to help students understand the context of information creation. The second was a workshop called Decolonising Your Bibliography that discussed representations of knowledge. The third was a reading group series called Reading for Diversity that critically engaged with books from underrepresented perspectives. The librarians reflected on challenges faced such as making theoretical concepts practical and allowing time for discussion of sensitive topics. They emphasized starting small, going slow, and having clear aims when innovating programs.ย
iLIT Program Development inviting library profession to review on May 30, 2015
Indigenous Library and Information Technology (iLIT) program is designed on the principles of portable stackable credentials, linked and experiential learning. The presentation outlines the modules and appreciates the instructors and presenters involved in shaping training opportunities for indigenous communities, Please view the attached presentation, share and post your comments.
OBTLP WRITING WITH SDG.pptx
This document provides an overview and summary of an online training presentation on writing course materials using SDGs. It discusses fundamentals like UNESCO SDGs and AmBisyon Natin 2040. It also covers typical course templates, writing PILOs and CILOs, and developing a course outline. Learning materials, intended learning outcomes, assessment tasks, and referencing guidelines are presented. Basic information and policies for online learning as per CCD guidelines are also summarized.
English viii hb_pdf
The document discusses the need for a new curriculum in Kerala based on the principles of NCF 2005 and KCF 2007. It emphasizes that education should empower students to think critically about social issues and work towards progressive social change. The vision is to develop a curriculum that promotes national values like democracy, secularism and social equality. It aims to build a society without discrimination where resources are used for sustainable development and welfare of all. The new curriculum adopts a constructivist approach where students actively participate in learning and critically analyze issues to contribute to a just, cooperative and culturally vibrant society.
Diversity and Citizenship in the Curriculum: Research Review
In May 2006 the Department for Education and Skills (DfES) established the Diversity and Citizenship Curriculum Review Group, headed by Keith Ajegbo, former Headteacher of Deptford Green Secondary School, Lewisham. To aid the team, the DfES
commissioned a research project, based on a literature review and case study research. The study was conducted between June to November 2006.
NSALT Conference October 2014
This document summarizes the background and process of developing national standards for school libraries in Canada. It discusses the history of school library standards in Canada including previous publications. It outlines the phases of writing the new standards which included establishing principles, developing indicators for each principle, and finalizing the document. The standards were published in an e-book called "Leading Learning" which defines a learning commons and its role in schools. It concludes with thoughts on future directions including recognition of expertise, adequate staffing, training, technology, and advocacy.
Curr definedand history (1)
The document discusses definitions of curriculum and programs, providing several perspectives from experts. It notes that curriculum encompasses the content taught, objectives, sequencing, and assessment of student learning. A program is a broader framework that can include multiple projects or courses directed toward a common goal. The document then traces the history of education in the US, from the colonial era emphasis on education for the wealthy to the establishment of compulsory public schools and increasing access over time. It discusses ongoing debates around the purpose and content of education at elementary, secondary, and post-secondary levels.
Class 12 final class 2020
This document outlines the steps of a collaborative teacher inquiry process where teachers come together to systematically examine their own educational practices using research techniques. The process involves identifying an issue to investigate, forming an inquiry group, researching the question, writing findings, developing lesson plans and digital objects, sharing with colleagues, reflecting on strengths and needs, and setting goals to improve educational practices.
Class 12 f inal class 2020
This document outlines a collaborative teacher inquiry process where teachers come together to systematically examine their own educational practices using research techniques. The process involves identifying an issue to investigate, forming an inquiry group, researching the question, writing findings, creating lessons and digital objects, sharing with colleagues, reflecting on strengths and needs, and setting goals to improve teaching practices.
More Related Content
Similar to Class 3 integration and assignment support
Edu action skillsbuilding
Eric Rofes, professor, activist and advocate, provides a course syllabus on activism and advocacy skills building. 2006.
The Art of Inquiry and Cross-Text Connections
The document discusses using text sets to increase student engagement and comprehension in literacy. It defines text sets as collections of various media types related to a topic that can be used before, during, or after reading a main text. Using text sets exposes students to diverse perspectives and builds connections across texts. Examples are provided of organizing text sets by novel, theme, or standard. Flexibility and choosing texts relevant to students is emphasized. Text sets help develop critical thinking by allowing students to analyze ideas through multiple lenses.
What is a school library media center
The document provides a history of school library media programs, from their origins to modern standards and guidelines. It discusses how the idea of a school library media program evolved from early school libraries that mainly stored books, to today's view of the program as an integral part of the educational experience. The document also summarizes key documents like Information Power that helped establish school library media programs as instructional centers working with teachers. It traces the field's "three revolutions" in establishing the modern school library media program model.
PLC Talk Slides
The document defines a professional learning community (PLC) as a group of educators committed to continuous improvement through collaboration, shared vision, and collective responsibility. It describes the key components of establishing a PLC, including compatible personalities, shared mission/vision, trust, ongoing professional development, and dedicated time and space. PLCs can be extended beyond individual levels or departments through interdisciplinary and inter-school collaboration on topics like curriculum, assessments, instructional strategies, and shared resources.
Adult development program
1) The document proposes an adult literacy program called BookWorms Literary Group for the Lexington, KY area, as there are currently no regular literary groups. It aims to attract avid readers seeking regular literary discussions.
2) Historically, literary clubs formed in the 1920s to educate adults on professional topics through books and media. The proposed group would continue meeting this need.
3) The program is supported by critical theory in transforming readers, and constructivism in enabling members to make meaning from literature and experiences. It would focus on cultural/social interaction and community literacy awareness through organized activities.
Week 2 ontario curriculum
This document provides an agenda for a professional learning session on language curriculum and digital citizenship. It includes:
1. A discussion on social justice books led by the literacy leader.
2. Establishing classroom rules for digital device use, with an emphasis on positive phrasing.
3. An overview of the Ontario language curriculum expectations, including strands like oral communication and reading.
4. An activity where teachers analyze a persuasive writing sample and curriculum expectations based on a lesson about laptops in university classrooms.
Curriculum development.rpc
The document discusses the process of curriculum development. It begins with defining key terms like curriculum and curriculum development. It then outlines the basic steps in the curriculum development process - analysis, design, implementation, and evaluation. Several factors that influence curriculum development in the Philippines are also highlighted, including the country's history and changes in educational focus over different periods. The curriculum development process in Trinidad and Tobago is similarly described as involving design, development, implementation, monitoring, evaluation and review of curricula.
Information Literacy Curriculum
This document outlines a curriculum designed to teach information literacy skills to teenagers through engagement with a primary text (William Blake's Songs of Experience) and hands-on projects. Over 10 weekly sessions, students will build skills in critical analysis, discussion, and use of library resources as they closely read and discuss the poems, keep journals responding to prompts, and collaboratively create a zine. The goals are to situate information literacy learning in a meaningful context, foster higher-order thinking, encourage democratic discussion, and build community between students and the library.
Building and Managing Social Media Collections
Presenters:
Laura Wrubel
Jason Casden
Presented at DLF Forum 2015 on October 27th, 2015.
As venues for discourse and creation, social media platforms such as Twitter and Instagram are important source material for scholarly research. Future access to social media data will allow researchers to develop historical assessments based on materials representing the voices of a large and diverse set of participants. Much of this critical and ephemeral content may be lost if cultural heritage institutions are not collecting and preserving it, yet creating and managing these collections presents challenges around collecting mechanisms, curation, legal and ethical issues, and preservation.
This workshop will include the following components:
โข A review of technical tools for collecting and guidelines for selecting an approach that works best for your institution and users
โข A guided discussion of ethical and legal considerations in taking on this work and parallels with established archival practices
โข A review of some existing use cases of libraries' social media data collecting followed by a group discussion of possible community-specific use cases and needs for supporting services.
โข A demonstration of possible archival collecting workflows using NCSU Libraries' Social Media Combine collecting system (which includes NCSU Libraries' lentil system for Instagram harvesting and George Washington University's Social Feed Manager for Twitter harvesting). Participants who wish to follow along with their own instance may install it ahead of time.
Participants will leave with an awareness of the major components of a new social media collecting program, including available tools, research use cases, ethical and legal considerations, supporting resources, as well as a better understanding of how to integrate social media into existing practices and workflows. There will be opportunities to share collecting ideas with each other at the end of the workshop.
10-8-2020-integrating-four-strands-hybrid-model.pptx
This document provides an overview of integrating the four strands of English (reading, writing, communication/multimodal literacy, and research) within a hybrid learning model. It discusses blended learning models and available resources. Challenges of teaching the strands in a hybrid environment are addressed, including seamless integration of the strands and integrating history/social science into ELA instruction. Best practices are outlined for synchronous, asynchronous, and in-person instruction. Effective assessment of the four strands and strategies for student success are also discussed.
Week 3A: Powerful Learning Through Integration
The document summarizes key aspects of creating powerful learning experiences through curriculum integration. It discusses who decides the curriculum and its design/delivery. It provides examples of what integration and interaction in curriculum can look like, including themes, projects, and use of technology. Benefits are outlined for both students and teachers, as well as potential issues. Specific examples of integrated units and programs are also described.
Acrl framework update session ala annual june 28 2015
This document summarizes an update session on the ACRL Framework for Information Literacy. It discusses where the Framework currently stands, the formation of an advisory board to guide further development and implementation, efforts to develop subject-specific frameworks in various disciplines, and upcoming events related to the Framework. An advisory board has been established to provide strategic guidance on the Framework. Various ACRL sections are working on pilot processes for developing discipline-specific frameworks. Conferences and webinars on using the Framework are scheduled over the coming months.
Casting a Wide Net: The Library's Role in Transforming Partnerships Across Ca...
Sally Neal, Associate Dean of Bulter University Libraries, presents from the Association of College and Research Libraries Conference in Baltimore, MD.
Haworth, A., Dickinson, H. Sciamanna, C. & Grant, V. Overcoming the challenge...
Haworth, A., Dickinson, H. Sciamanna, C. & Grant, V. Overcoming the challenge...IL Group (CILIP Information Literacy Group)
The document discusses three case studies undertaken by librarians at the University of Sheffield to incorporate critical literacy into their information literacy programs. The first case study involved developing an online tutorial called the Information Ecosystem to help students understand the context of information creation. The second was a workshop called Decolonising Your Bibliography that discussed representations of knowledge. The third was a reading group series called Reading for Diversity that critically engaged with books from underrepresented perspectives. The librarians reflected on challenges faced such as making theoretical concepts practical and allowing time for discussion of sensitive topics. They emphasized starting small, going slow, and having clear aims when innovating programs.ย
iLIT Program Development inviting library profession to review on May 30, 2015
Indigenous Library and Information Technology (iLIT) program is designed on the principles of portable stackable credentials, linked and experiential learning. The presentation outlines the modules and appreciates the instructors and presenters involved in shaping training opportunities for indigenous communities, Please view the attached presentation, share and post your comments.
OBTLP WRITING WITH SDG.pptx
This document provides an overview and summary of an online training presentation on writing course materials using SDGs. It discusses fundamentals like UNESCO SDGs and AmBisyon Natin 2040. It also covers typical course templates, writing PILOs and CILOs, and developing a course outline. Learning materials, intended learning outcomes, assessment tasks, and referencing guidelines are presented. Basic information and policies for online learning as per CCD guidelines are also summarized.
English viii hb_pdf
The document discusses the need for a new curriculum in Kerala based on the principles of NCF 2005 and KCF 2007. It emphasizes that education should empower students to think critically about social issues and work towards progressive social change. The vision is to develop a curriculum that promotes national values like democracy, secularism and social equality. It aims to build a society without discrimination where resources are used for sustainable development and welfare of all. The new curriculum adopts a constructivist approach where students actively participate in learning and critically analyze issues to contribute to a just, cooperative and culturally vibrant society.
Diversity and Citizenship in the Curriculum: Research Review
In May 2006 the Department for Education and Skills (DfES) established the Diversity and Citizenship Curriculum Review Group, headed by Keith Ajegbo, former Headteacher of Deptford Green Secondary School, Lewisham. To aid the team, the DfES
commissioned a research project, based on a literature review and case study research. The study was conducted between June to November 2006.
NSALT Conference October 2014
This document summarizes the background and process of developing national standards for school libraries in Canada. It discusses the history of school library standards in Canada including previous publications. It outlines the phases of writing the new standards which included establishing principles, developing indicators for each principle, and finalizing the document. The standards were published in an e-book called "Leading Learning" which defines a learning commons and its role in schools. It concludes with thoughts on future directions including recognition of expertise, adequate staffing, training, technology, and advocacy.
Curr definedand history (1)
The document discusses definitions of curriculum and programs, providing several perspectives from experts. It notes that curriculum encompasses the content taught, objectives, sequencing, and assessment of student learning. A program is a broader framework that can include multiple projects or courses directed toward a common goal. The document then traces the history of education in the US, from the colonial era emphasis on education for the wealthy to the establishment of compulsory public schools and increasing access over time. It discusses ongoing debates around the purpose and content of education at elementary, secondary, and post-secondary levels.
Similar to Class 3 integration and assignment support (20)
10-8-2020-integrating-four-strands-hybrid-model.pptx
10-8-2020-integrating-four-strands-hybrid-model.pptx
ย
Acrl framework update session ala annual june 28 2015
Acrl framework update session ala annual june 28 2015
ย
Casting a Wide Net: The Library's Role in Transforming Partnerships Across Ca...
Casting a Wide Net: The Library's Role in Transforming Partnerships Across Ca...
ย
Haworth, A., Dickinson, H. Sciamanna, C. & Grant, V. Overcoming the challenge...
Haworth, A., Dickinson, H. Sciamanna, C. & Grant, V. Overcoming the challenge...
ย
iLIT Program Development inviting library profession to review on May 30, 2015
iLIT Program Development inviting library profession to review on May 30, 2015
ย
Diversity and Citizenship in the Curriculum: Research Review
Diversity and Citizenship in the Curriculum: Research Review
ย
More from rmcquirter
Class 12 final class 2020
This document outlines the steps of a collaborative teacher inquiry process where teachers come together to systematically examine their own educational practices using research techniques. The process involves identifying an issue to investigate, forming an inquiry group, researching the question, writing findings, developing lesson plans and digital objects, sharing with colleagues, reflecting on strengths and needs, and setting goals to improve educational practices.
Class 12 f inal class 2020
This document outlines a collaborative teacher inquiry process where teachers come together to systematically examine their own educational practices using research techniques. The process involves identifying an issue to investigate, forming an inquiry group, researching the question, writing findings, creating lessons and digital objects, sharing with colleagues, reflecting on strengths and needs, and setting goals to improve teaching practices.
Class 11 ell 2020
The document provides information about strategies for supporting English language learners (ELLs) in the classroom. It discusses building on students' background knowledge, differentiating instruction to make content more accessible, allowing students to practice skills in multiple ways, and ensuring assessments account for students' language proficiency. The key recommendations are to connect new concepts to what students already know, provide multiple ways for students to access and demonstrate understanding of material, and offer supports and accommodations on assessments to allow ELLs to show their content knowledge.
Class 10 vocabulary ell upload
This document discusses various topics related to vocabulary instruction including:
- Research showing a large gap in vocabulary knowledge between high and low performing students by 2nd grade.
- Expectations that students learn 3000 new words per year by 3rd grade.
- The "Matthew Effect" where poor reading and vocabulary skills can become cumulative and restrict further learning.
- Principles of effective vocabulary instruction including using firsthand experiences, promoting student interaction, and taking a metacognitive approach.
- Different tiers of vocabulary including basic, high frequency, and discipline specific words.
Class 9 spelling & grammar cont'd 2020
This document provides information about word study, including spelling patterns, meaning patterns, prefixes, suffixes, and strategies for spelling unfamiliar words. It discusses sound patterns, structural patterns, and meaning patterns in spelling. It explains common prefixes for number such as mono-, bi-, tri-, and dec- and their meanings. It encourages activities with prefixes, base words, and suffixes to build new words. Strategies for spelling unfamiliar words include visual, auditory, tactile, meaning, memory tricks, and dictionary skills. A cloze assessment and app critiques are also mentioned.
Class 8 spelling & grammar 2020
This document discusses spelling instruction and the Ontario Language curriculum. It contains 3 main points:
1. The Ontario Language curriculum does include spelling expectations, contrary to the statement that "Teachers don't have to deal with spelling anymore." It includes expectations around spelling familiar words, unfamiliar words, and proofreading.
2. Effective spelling instruction should follow a developmental continuum and incorporate patterns related to sound, structure, and meaning. Examples of spelling patterns are provided.
3. Suggested spelling strategies for unfamiliar words are visual, auditory, tactile, meaning, memory tricks, and dictionary skills. Specific memory tricks and examples are outlined.
Class 7 differentiated instruction 2 2020
This document outlines assignments and activities for a differentiated instruction course. It includes:
1. Group assignments for a social justice picture book project.
2. Information on visual approaches to differentiated instruction including a link to Flickr photos and guided reading cards.
3. An assignment to develop a guided reading lesson plan in small groups using a provided passage, lesson template, and comprehension strategies.
4. A direction to examine differentiated instruction resources posted online and add any to a curation tool.
5. An individual assignment to read a short story and complete a graphic organizer on character development, comparing how each type of organizer could support differentiated instruction.
Class 6 diiferentiated instruction i 2020
This document outlines the schedule and groups for a social justice picture book project. It also discusses differentiated instruction, universal design for learning principles, and guided reading activities. Students will work in pairs to analyze guided reading cards by complexity, develop a guided reading lesson plan using a sample template, and design a unit plan using a provided blank template and sample. Independent work time is allotted for a learning objects project.
Class 5 assessment ii 2020
This document provides resources and instructions for students in a Class 5 education course. It includes:
1. Instructions for an upcoming social justice picture book presentation and independent work time.
2. Links to resources on writing assessment strategies like revising, editing, and peer editing.
3. A quote from an English teacher arguing that rubrics are not effective for teaching writing.
4. Learning objectives and planning for reading instruction and assessment focusing on comprehension, fluency, text forms and features, and metacognition.
5. Instructions to create reading assessment tools and strategies, guided reading lessons, running records, and assessment tools to record guided reading observations.
Class 4 assessment 1 2020 final
This document provides information about language assessment for teachers. It discusses assessing student progress on language content and performance standards. It also addresses how to evaluate student work in categories like knowledge, thinking, communication and application. The document provides examples of language assessment tasks, rubrics and teacher moderation activities. It describes assessing writing through rubrics and comparing student work to achievement levels. Finally, it discusses using resources like exemplars, continuums and webcasts to guide assessment and moderation.
Class 4 assessment 1 2020
This document provides information about language assessment for teachers. It discusses assessing student progress in language in relation to content and performance standards. It emphasizes evaluating student achievement of overall expectations in language rather than every curriculum expectation. The document also addresses assessing student work in a balanced manner across four categories: knowledge and understanding, thinking, communication, and application. It includes examples of assessment tools like exemplars, developmental continua, and teacher moderation. It provides a sample writing assessment task for grade 5 students and describes the process for teacher moderation of student work. Various digital tools for creating learning objects to support writing structures and organization are also listed.
Class 2 student inquiry 2020 final
This document provides an agenda for a class on student and collaborative teacher inquiry. It includes discussions on social justice, asking questions about the Mars One project, developing inquiry projects, and the inquiry process. Students will work on developing essential questions and meeting logs for their inquiry groups. Supporting materials are linked on Sakai and include resources on social justice lessons, the Mars One project, and samples of past student monographs. The document outlines the four steps of inquiry-based learning and emphasizes developing student-driven questions and reflection. Students will have in-class time to work on their inquiry projects and are responsible for completing and submitting their group's first meeting log by the end of class.
Class 1 collaborative teacher inquiry 2020
The document welcomes students back to the Collaborative Teacher Inquiry course and provides information about communicating via Remind, an app for course updates. It outlines the evaluation components, including an inquiry project where students will work collaboratively in groups to research an area of literacy and create a report and lesson plans. Finally, it discusses forming collaborative groups to conduct teacher inquiries into issues related to literacy observed during practicums.
Class 1 collaborative teacher inquiry 2020
The document welcomes students back to the Collaborative Teacher Inquiry course and provides information about communicating via Remind, an app for course updates. It outlines the evaluation components, including an inquiry project where students will work collaboratively in groups to research an area of literacy and create a report and lesson plans. Finally, it discusses forming collaborative groups to conduct teacher inquiries into issues related to literacy observed during practicums.
Week 12 f inal session 2018 - poetry
The document discusses poetry and different poetry activities for a week 12 class. It includes summaries of haiku poems, instructions for students to write and illustrate their own haiku poem, and activities where students share and discuss poems in pairs and groups. Examples of slam poetry, spoken word poetry, and youth poets are provided as additional resources. Students are also instructed to fill in the blanks of a poem about being alive with descriptive phrases.
Week 7 writing 1 - 2018 final
This document provides information about the writing process and using graphic organizers and multimedia tools like PicCollage to rewrite tweets as haiku poems. It discusses the stages of writing (prewriting, drafting, revising, editing, publishing), describes haiku form, and gives an example of rewriting a Chris Hadfield tweet from space as a haiku poem collage using images. It prompts analyzing how this activity addresses expectations in the Ontario language and other subject area curriculums. It suggests considerations for replicating this activity in a junior classroom and reflects on writing decisions around audience, form and purpose.
Week 8 writing 2 and lp - 2018
This document provides an overview of topics and resources for a writing and lesson planning class in Week 8. It includes discussions on collaborative writing, lesson planning templates, modeling writing lessons, and the gradual release of responsibility model. It also shares resources on Native American totems and provides guidance for an activity where students will write poems based on different animals. The document discusses the difference between cultural appreciation and appropriation and considers Indigenous knowledge. It outlines an upcoming lesson plan assignment and previews the next week's topic on oral communication resources.
Week 7 writing 1 - 2018 final
This document discusses the writing process and using graphic organizers and multimedia tools like PicCollage to rewrite tweets as haiku poems. It addresses stages of writing like prewriting, drafting, revising, and publishing. Learners are asked to select a Chris Hadfield tweet from space, research it, and rewrite it as a haiku poem in a PicCollage with relevant images. The activity connects to expectations in the Ontario language curriculum around media studies, writing, and reading. Additional supports may be needed for a similar activity in a junior classroom.
Class 11 ell 2018
A large chicken wandered into traffic, causing delays for drivers. Police responded and tweeted about the "turkey or large chicken" that was causing issues. They later tweeted that the chicken had been arrested for "fowl play" and was now in custody, allowing traffic to resume its regular flow.
Class 10 ell slides 2018
Here are some key resources on teaching English language learners:
- Goldenberg, C. (2008). Teaching English language learners: What the research doesโand does notโsay. American
Educator, 32(2), 8-23, 42-44.
- Harper, C., & de Jong, E. (2009). English language teacher expertise: The elephant in the room. Language and
Education, 23(2), 137-151.
- Lucas, T., & Villegas, A. M. (2013). Preparing linguistically responsive teachers: Laying the foundation in preservice
teacher education. Theory Into Practice, 52(2), 98-109.
More from rmcquirter (20)
Recently uploaded
How to Fix [Errno 98] address already in use
This slide will represent the cause of the error โ[Errno 98] address already in useโ and the troubleshooting steps to resolve this error in Odoo.
How to Setup Default Value for a Field in Odoo 17
In Odoo, we can set a default value for a field during the creation of a record for a model. We have many methods in odoo for setting a default value to the field.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง ๐)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐๐๐ ๐๐ฎ๐ซ๐ซ๐ข๐๐ฎ๐ฅ๐ฎ๐ฆ ๐ข๐ง ๐ญ๐ก๐ ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐๐ฌ:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ญ๐ฎ๐ซ๐ ๐๐ง๐ ๐๐๐จ๐ฉ๐ ๐จ๐ ๐๐ง ๐๐ง๐ญ๐ซ๐๐ฉ๐ซ๐๐ง๐๐ฎ๐ซ:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
ู
ุตุญู ุงููุฑุงุกุงุช ุงูุนุดุฑ ุฃุนุฏ ุฃุญุฑู ุงูุฎูุงู ุณู
ูุฑ ุจุณูููู.pdf
ู
ุตุญู ุงููุฑุงุกุงุช ุงูุนุดุฑ ุฃุนุฏ ุฃุญุฑู ุงูุฎูุงู ุณู
ูุฑ ุจุณูููู.pdfุณู
ูุฑ ุจุณูููู
ู
ุตุญู ุฃุญุฑู ุงูุฎูุงู ูููุฑุงุก ุงูุนุดุฑุฉุฃุนุฏ ุฃุญุฑู ุงูุฎูุงู ุจุงูุชูููู ูุตูุง ุณู
ูุฑ ุจุณูููู ุบูุฑ ุงููู ููย
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
NIPER 2024 MEMORY BASED QUESTIONS.ANSWERS TO NIPER 2024 QUESTIONS.NIPER JEE 2...
NIPER JEE PYQ
NIPER JEE QUESTIONS
MOST FREQUENTLY ASK QUESTIONS
NIPER MEMORY BASED QUWSTIONS
How to Download & Install Module From the Odoo App Store in Odoo 17
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
Temple of Asclepius in Thrace. Excavation results
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!ย
A Free 200-Page eBook ~ Brain and Mind Exercise.pptx
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin ๐๐ค๐ค๐ฅฐ
Contiguity Of Various Message Forms - Rupam Chandra.pptx
Contiguity Of Various Message Forms - Rupam Chandra.pptx
Accounting for Restricted Grants When and How To Record Properly
In this webinar, member learned how to stay in compliance with generally accepted accounting principles (GAAP) for restricted grants.
Recently uploaded (20)
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
ย
ู
ุตุญู ุงููุฑุงุกุงุช ุงูุนุดุฑ ุฃุนุฏ ุฃุญุฑู ุงูุฎูุงู ุณู
ูุฑ ุจุณูููู.pdf
ู
ุตุญู ุงููุฑุงุกุงุช ุงูุนุดุฑ ุฃุนุฏ ุฃุญุฑู ุงูุฎูุงู ุณู
ูุฑ ุจุณูููู.pdf
ย
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
ย
NIPER 2024 MEMORY BASED QUESTIONS.ANSWERS TO NIPER 2024 QUESTIONS.NIPER JEE 2...
NIPER 2024 MEMORY BASED QUESTIONS.ANSWERS TO NIPER 2024 QUESTIONS.NIPER JEE 2...
ย
How to Download & Install Module From the Odoo App Store in Odoo 17
How to Download & Install Module From the Odoo App Store in Odoo 17
ย
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Gender and Mental Health - Counselling and Family Therapy Applications and In...
ย
A Free 200-Page eBook ~ Brain and Mind Exercise.pptx
A Free 200-Page eBook ~ Brain and Mind Exercise.pptx
ย
Contiguity Of Various Message Forms - Rupam Chandra.pptx
Contiguity Of Various Message Forms - Rupam Chandra.pptx
ย
Accounting for Restricted Grants When and How To Record Properly
Accounting for Restricted Grants When and How To Record Properly
ย
Class 3 integration and assignment support
- 1. CURRICULUM INTEGRATION & ASSIGNMENT SUPPORT 8P43: CLASS 3 2018
- 2. SOCIAL JUSTICE PICTURE BOOK โข PICTURE BOOK LESSON PLAN โข CURRICULUM INTEGRATION โ SOCIAL STUDIES โ TREATIES โ READING SKILLS โข CLASSROOM LITERACY CONNECTIONS โข READING SKILLS โ TEXT FEATURES โ GUIDED READING โ EXPOSITORY TEXT โ NOTE TAKING
- 3. We Are All Treaty People โข 5 resources for teaching about treaties โ Kayak magazine online: link on Sakai Class 3 โ IRC picture book: We are all Treaty People โ Booklet: Treaties and the Treaty Relationship โ Booklet: Land Rights: A Global Solution for the Six Nations of the Grand River โ Set of cards for Independent/Guided Reading
- 5. Task โข Examine the resource youโve been given โข How can you connect this Social Studies resource with the Ontario Curriculum: Language? How does it connect to the Social Studies Curriculum? โข Which specific reading skills could be developed through targeted lessons based on this resource? (see sheet provided)
- 6. INDEPENDENT WORK TIME Social Justice Picture Book
- 7. MONOGRAPH โข LOCATING ACADEMIC ARTICLES โข BROCK LIBRARY MODULES โข TOP 10 INTERNET SEARCH TIPS โข APA STYLE (SEE SAKAI SITE CLASS 2 FOR LINKS) CLASSROOM LITERACY CONNECTIONS INQUIRY PROJECTS โข TOP 10 INTERNET SEARCH TIPS
- 8. Research Skills for You โข Brock Library: modules on using Brock databases โ See Sakai site, Class 2 โ http://researchguides.library.brocku.ca/gettingsta rted โ http://researchguides.library.brocku.ca/beyondth ebasics
- 9. LEARNING OBJECT/DIGITAL RESOURCE โข CREATING YOUR DIGITAL OBJECT โข 2017 chart of Inquiry Projects โข Sample Digital Resources โข ThingLink Tutorial โข Unsplash.com โข Sakai: Resources/Learning Object Support โข CLASSROOM CONNECTIONS โข MEDIA STUDIES โข OE 3: Create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, & techniques
- 11. COLLABORATIVE TEACHER INQUIRY โข INQUIRY PROJECT โข Collaborative Skills Self- Assessment โข Group Self-Assessment โข CLASSROOM CONNECTIONS โข 21ST CENTURY COMPETENCIES: COLLABORATION โข GROWING SUCCESS: โ LEARNING SKILLS & WORK HABITS
- 12. GROUP-MEMBER PERSONALITY TYPES โข The Type A Micromanager โข The Inspired Creative โข The Worker Bee โข The Empath โ Source: Inventories, Confessionals, and Contracts: Strategies for Effective Group Work. โข Educational Leadership, September 2018 pp. 34-38
Editor's Notes
- Modules (on the Sakai Lesson page for this week) to help TCs navigate the Brock Library databases for scholarly articles.