2. Curation Tool Chart
• Sakai – Class 3: Curation Tools Chart
• Experiment with at least one of these tools
• You will be introduced to a great many online
resources this term – these curation tools will
help you to select, organize, and retrieve sites
when you need them in the future
3. Jacobs, H.H. (Ed.). 2014. Mastering Global Literacy. Bloomington, IN:
Solution Tree Press.
4. Global Literacy
• “The globally literate individual possesses
current knowledge about the world, has the
ability to connect people to places, and can
develop informed opinions regarding
contemporary issues.”
– Jacobs, 2014
5.
6.
7.
8.
9.
10.
11. Amplification
• In 21st century classrooms, amplification brings
learning from beyond the local. The world is at
our fingertips.
• Amplification happens when students no longer
work in collaborative teams with peers who are
sitting next to them in the same classroom. Their
peers are citizens of the world, at home in
different continents, in different time zones, and
with different mother tongues.”
– Tolisano, 2014
12. Examples of Amplification
• The Global Read Aloud
• https://theglobalreadaloud.com/
• Student Blogging Challenge
http://studentchallenge.edublogs.org
• Global Partnership Hub
www.c21hub.com/globalpartnership
• Discovery Learning Alliance
http://www.discoverylearningalliance.org/
• Around the World With 80 Schools
http://aroundtheworldwith80schools.net/
13. Language Arts Scenarios
• Each table group will receive a different scenario
involving amplification of Language Arts to a
global context
• Connect the activities described in your scenario
to the Expectations (Overall and Specific) in the
Ontario Curriculum: Language
• Also note which other disciplines are integrated
into this activity
• Be prepared to report your findings to the rest of
the class
14. Social Justice Issues
• Poverty
• Bullying
• Indigenous Issues
• Environmental Education
• Gender Issues
• LGBTQ
• Refugees and immigration
• Black History
15. NFB Campus
• National Film Board of Canada
https://www.nfb.ca/transaction/institutional-
subscription/token/1960082810418498/
– Select institution: Brock (first choice given)
– Continue
– Create my account (Brock email + choice of PW)
– Can create Chapters (clips) or Playlists
– Phenomenal resource!!
16. Social Justice Resources
(links on Lesson page Class 3)
• Awareness, Engagement, Activism – A Social
Justice Approach
• Popular Topics: Ontario Ministry of Education
• ETFO Voice: back issues
• Learn 360
• National Film Board: Campus
17. Interview Question
• Children from four refugee families have
recently enrolled in your school. One child will
be in your class a week from now. What will
you do to make this a welcoming, safe place
for the child?
• How will you prepare for the child’s academic
needs?
• Myoffice.brocku.ca / Sign in/ Select One Drive
/ Shared with Me / Edit / Edit in Browser
18. LEARNING OBJECTS
• Time to explore some tools and think about
how your Inquiry Group could link tools with
Inquiry focus.
• This is just a preliminary brainstorming. Your
group time is still for your monograph.
• For Learning Object Support go to the folder
of this name in Sakai Resources:
– Resources/Learning Object Support/Samples of
Learning Objects 2016-17
Editor's Notes
Jacobs (ed.), 2014. The following slides use materials and scenarios from this book.
Kim Jong Un
These links are on the Sakai page for week 2, class 2. Set up so that each TC in a table group can go online and view each initiative. They will explain it to the group and explain why it represents “amplification.”
In this activity each table group receives a different amplification scenario involving Language Arts. They will make specific connections to the LA curriculum. I want them to see that several important expectations can be addressed through these engaging activities. Also bring in curriculum integration, as some will also involve other subject areas. I will make the point that when we are talking about curriculum integration we need to think about the Language skills that can be addressed (e.g. developing a logical argument) rather than just superficial coverage (e.g. They will be writing something each day).
There are many resources available that provide lessons or units of study addressing important social issues. I will provide on Sakai page links to approximately 5 sources. For the most part, these sites deal with several social justice issues and TCs are to find a teaching tool in each that addresses the social issue they have chosen to explore. Could be done in various ways, depending on the time available: 1. Each table given a different issue and they post their resources (with brief explanation) to a forum; 2. Each person posts one resource separately; 3. Each table chooses one issue, divides up the sources of information, and reports to the table group what each person finds.
I will show them the Sakai page in Week 2, class 1 (thought we would cover it then) with many resources to support their creation of Learning Objects.
