This document provides an agenda and information for a junior/intermediate language arts professional development session. The agenda includes discussing social justice picture books, the Ontario curriculum, the Truth and Reconciliation Commission, inquiry questions like KWL and KWHLAQ, and questioning in 21st century classrooms. Housekeeping items are also addressed like name cards and sign-up sheets. Resources on social justice issues covered in the ETFO Voice publication and an resource on social justice lessons are shared. Expectations for professional learning conversations and literacy leaders are reviewed.
AASL13 presentation - Despite the crowded room and the fact that we ran out of handouts, I am pleased that everyone benefited from this material! It is hard to convey in 1.25 hours the depth of change that needs to occur in "repackaging research" for the CC. Please contact me if your state association or district would like training on this topic. I have delivered to schools, districts, and state-wide organizations before. We are all in this reformation together and collectively need to transform our instruction for higher level thought!
How Does Reading & Learning Change on the Internet: Responding to New LiteraciesJulie Coiro
This slide show provides an overview of the ways in which reading comprehension looks different relative to how we locate, critical evaluate, synthesize, and communicate information on the Internet.
AASL13 presentation - Despite the crowded room and the fact that we ran out of handouts, I am pleased that everyone benefited from this material! It is hard to convey in 1.25 hours the depth of change that needs to occur in "repackaging research" for the CC. Please contact me if your state association or district would like training on this topic. I have delivered to schools, districts, and state-wide organizations before. We are all in this reformation together and collectively need to transform our instruction for higher level thought!
How Does Reading & Learning Change on the Internet: Responding to New LiteraciesJulie Coiro
This slide show provides an overview of the ways in which reading comprehension looks different relative to how we locate, critical evaluate, synthesize, and communicate information on the Internet.
WLMA 14 Conference Keynote PPT - Paige Jaeger: Connecting Creatively with the CCPaige Jaeger
Washington Library Media Association Conference Keynote - It was my pleasure to share ways to challenge, reach and teach the Millennials at your conference! Carpe Diem! Let us think!
What the 4 C's: Communication, Collaboration, Creativity and Critical Thinkin...barryrbarber
Presentation by Barry Richard Barber at the 2012 Collaborative Conference for Student Achievement: Engaging North Carolina in Transforming 21st Century Teaching and Learning.
Learning Curve: How College Graduates Solve Information Problems in the Workp...Michele Van Hoeck
Findings and recommendations from 2012 Project Information Literacy national study of workplace information literacy. Presented at the 2013 California Conference on Library Instruction.
Un-Common Core Considerations for Christian Schoolsmuden
This presentation was originally shared at the Lutheran Education Association's (LEA) National Administrators' Conference on February 15, 2014, in St. Louis, MO.
Essential questions provide a rich, meaningful way to frame global learning experiences for students. They open doors to inquiry and invite students to truly grapple with the complex issues of the global curriculum. In this session, we will explore what makes a question essential and how to transform a good essential question into a great one. We will closely examine the ISSN Essential Question Matrix – a menu of high quality essential questions addressing 15 globally significant issues across all grade levels and content areas – and explore a variety of specific ways to use them to enhance global learning in our classrooms and schools.
WLMA 14 Conference Keynote PPT - Paige Jaeger: Connecting Creatively with the CCPaige Jaeger
Washington Library Media Association Conference Keynote - It was my pleasure to share ways to challenge, reach and teach the Millennials at your conference! Carpe Diem! Let us think!
What the 4 C's: Communication, Collaboration, Creativity and Critical Thinkin...barryrbarber
Presentation by Barry Richard Barber at the 2012 Collaborative Conference for Student Achievement: Engaging North Carolina in Transforming 21st Century Teaching and Learning.
Learning Curve: How College Graduates Solve Information Problems in the Workp...Michele Van Hoeck
Findings and recommendations from 2012 Project Information Literacy national study of workplace information literacy. Presented at the 2013 California Conference on Library Instruction.
Un-Common Core Considerations for Christian Schoolsmuden
This presentation was originally shared at the Lutheran Education Association's (LEA) National Administrators' Conference on February 15, 2014, in St. Louis, MO.
Essential questions provide a rich, meaningful way to frame global learning experiences for students. They open doors to inquiry and invite students to truly grapple with the complex issues of the global curriculum. In this session, we will explore what makes a question essential and how to transform a good essential question into a great one. We will closely examine the ISSN Essential Question Matrix – a menu of high quality essential questions addressing 15 globally significant issues across all grade levels and content areas – and explore a variety of specific ways to use them to enhance global learning in our classrooms and schools.
UBC LLED 469: RESOURCE BASED TEACHING
Module 1: Presentation moves thinking to alternatives to textbooks, especially using inquiry in classrooms and school libraries
Building an engagement toolkit (Information Online 2019)Kate Davis
Slide deck for workshop at Information Online #infoonline19, presented with Kathleen Smeaton.
Unicorn digital papers and clipart from ClipArtisan on Etsy at https://www.etsy.com/shop/ClipArtisan
A process model of learning
Grounded in a social-constructivist epistemology
Assumes effective learning requires the development of a community of learners that supports meaningful inquiry
Learning occurs because of the interaction of social, cognitive and teaching presence
Although we are over 20 years into the 21st century, we still struggle to teach these skills that students will need to be successful in the real world. This presentation discusses what these skills are and how you can teach them in your classrooms.
The Future of Information Literacy in the Library: An Example of Librarian/Pu...NASIG
The last decade has seen immense growth in information sources and information output, which in turn has changed the way students and researchers find and use information. Following this, we’ve also seen a shift from the traditional “librarian as expert” role to the “librarian as teacher” role, where the imparting of information literacy skills and their embedding into the curriculum is recognized as a primary responsibility of today’s academic librarian.
This session will explore how librarians are becoming more involved with information literacy curriculum and how publishers can assist them, particularly regarding access to information and the scholarly publishing process.
In 2015 and early 2016, Rebecca Donlan, Assistant Director for Collection Management at Florida Gulf Coast University (FGCU), and Stacy Sieck, Library Communications Manager at Taylor & Francis Group, created and implemented an information literacy program for FCGU students and faculty that focuses specifically on navigating the scholarly publishing landscape.This collaborative project includes the creation and launch of webinars and online toolkits that provide tips and information on how to get published in academic journals, understanding the peer review process, navigating Open Access publishing, promoting and resuing your work, and more.
During this session, Rebecca and Stacy will provide an update on the status of their information literacy project, including user feedback, webinar usage statistics, and tips and best practices for recreating a similar program at different universities.
Speakers:
Rebecca Donlan, Assistant Director for Collection Management, Florida Gulf Coast University
Stacy V. Sieck, Library Communications Manager, The Americas, Taylor & Francis Group
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2. AGENDA
• Housekeeping
• Professional Learning Conversations – Social Justice Picture Books
• Ontario Curriculum: Language
• Break
• TRC – What is it? Why does it matter?
• Inquiry Questions:
• KWL
• KWHLAQ
• Questioning/ Inquiry in 21C classrooms
• For next week: Explore Resources
3. HOUSEKEEPING
• Name cards- pick up as you enter and sit in your PLC group
• Review sign up sheets and dates
• PLC Literacy Leaders
• Social Justice book presentation dates
• Questions or clarifications?
• Up-coming Professional Learning Opportunity
4. ETFO VOICE – SOCIAL JUSTICE COVERAGE
HTTP://ETFOVOICE.CA/BACK-ISSUE-SEARCH/
VOLUME ARTICLE PAGES SOCIAL ISSUE
Summer 2015
17(4)
Walking with our Sisters 20-25 Indigenous
peoples
Fall 2014
17(1)
Creating Spaces: LGBTQ
Conversations in Middle
School
30-35 Gender issues
Summer 2014
16(4)
Faceless Doll Project
Teaching for Social Justice:
Using an Activist Approach
24-31
32-39
Indigenous
peoples
Critical Literacy -
action
Spring 2014
16(3)
First Nations, Metis, & Inuit
Education 101
Black Canadian Women: A
Legacy of Strength
12-14
41-43
Indigenous
peoples
Black History
Fall, 2013
16(1)
It’s the Small Things That
Matter Most
26-31 Gender issues
Spring, 2013
15(3)
Rebuilding Through
Education: A Conversation
with First Nations Educator
Troy Hill
36-38 Indigenous
peoples
Winter, 2012
15(2)
On the Blanket of Mother
Earth: First Nations
Environmental Education
Breaking New Ground: The
First Middle School Gay-
Straight Alliance (GSA) in the
TDSB
Preventing Bullying by
Promoting Healthy
Relationships
16-23
24-29
38-40
Environment
Gender issues
Bullying
5. •Week 2: Critical Literacy
•Professional Learning Conversation:
•Social Justice in the Classroom
SOCIAL JUSTICE COVERAGE - ETFO VOICE.docx
Chart outlining social issues covered in specific issues of ETFO Voice.
•
http://etfovoice.ca/
Back issues of ETFO Voice. Use Search function or click on Archives to search for Social justice coverage.
•
Awareness, Engagement, Activism - A Social Justice Approach.pdf
Excellent resource providing lessons related to social justice for Grades 1-8. Each based on children's literature.
6. LITERACY LEADER
• Each week one person in each group will be the designated Literacy Leader. Your role is to be
the facilitator for the online discussion that week and to explore the reading further with your
group during the 15-minute Professional Learning Conversation in class.
• You will post your individual response to the reading on Sakai early in the week. You will then
be able to see the postings of your colleagues as they are uploaded. Before class begins,
survey the postings to determine areas of confusion about the reading, common points of
agreement, themes that have arisen. Use any of these as a basis for further discussion within
your group. Pose at least two probing questions that will deepen the conversation. Use the
following form and submit it electronically to your instructor using Assignments on Sakai. This
must be done the day of the PLC
7. PLC LITERACY LEADER EXPECTATIONS REVIEW
• Each week one person in each group will be the designated Literacy Leader.
• Your role is to be the facilitator for the online discussion that week (forum
posts) and to explore the reading or resources further with your group during
the 15-minute Professional Learning Conversation in class.
• You will post your individual response to the reading on Sakai early in the week.
• You will then be able to see the postings of your colleagues as they are
uploaded.
• Before class begins, survey the postings to determine areas of confusion
about the reading, common points of agreement, themes that have arisen.
Use any of these as a basis for further discussion within your group.
• Pose at least two probing questions that will deepen the conversation.
• Use the planning form and submit it to your instructor the day of the PLC.
8. IN YOUR PLC…
• Share Your IRC Resource
• Describe the following about your resource:
• Title, author, age group and book format
• What social justice issues were addressed and how did the author present them?
• From whose perspective is the story told and was it effective in getting their
message across?
• What critical literacy questions could be addressed from this resource if used in
your classroom?
9. THE ONTARIO CURRICULUM: GRADES 1-8 -
LANGUAGE
• http://www.edu.gov.on.ca/eng/curriculum/elementary/language18currb.pdf
• Launched in 2006
https://youtu.be/V-KpwmyZ-eU
In Resources is annotated version
by Jessica Taylor Charland
10.
11. Let’s test our new knowledge!
On your device, go to www.Kahoot.it
and await instructions
15. EDUCATION GALLERY WALK
• There are several stations around the room for you to learn and explore
• You will need your phone and earphones for some of the stations
• You will need a notepad or your computer to write down your thoughts
• Find a place to start and move through in any way you like
• You will have a ½ hour for the walk
18. (PRESENT)
IS or DID
(PAST)
DID
(POSSIBILITY)
CAN
(PROBABILITY)
WOULD
(PREDICTION)
WILL
(IMAGINATION)
MIGHT
(EVENT)
WHAT
What is? What did? What can? What would? What will? What might?
(SITUATION)
WHERE or WHEN
Where is?
When is?
Where did?
When did?
Where can?
When can?
Where would?
When would?
Where will?
When will?
Where might?
When might?
(CHOICE)
WHICH
Which did?
Which is?
Which did? Which can? Which would? Which will? Which might?
(PERSON)
WHO
Who is? Who did? Who can? Who would? Who will? Who might?
(REASON)
WHY
Why is? Why did? Why can? Why would? Why will? Why might?
(MEANS)
HOW
How is? How did? How can? How would? How will? How might?
THE QUESTION MATRIX
20. IT’S NOT ABOUT KNOWING THE RIGHT ANSWERS,
IT’S ABOUT ASKING THE RIGHT QUESTIONS.
21. …THE 5TH C: CURIOSITY AND QUESTIONING
• http://blogs.edweek.org/edweek/global_learning/2017/05/the_5th_c_curiosity_qu
estions_and_the_4_cs.html
22. THE IMPORTANCE OF CURIOSITY AND QUESTIONS IN
21ST-CENTURY LEARNING (EXCERPT)
• Curiosity and Question Formulation
• It seems that fostering student curiosity can have a direct impact on student
engagement, interest, and assist students in driving their learning. For instance,
neuroscientists from the University of California at Davis found that high curiosity
may improve individual's memory for information they acquire, and they suggest
"stimulating curiosity ahead of knowledge acquisition could enhance learning
success." And a meta-analysis of over 200 studies found that curiosity influences
academic achievement and curiosity with conscientiousness has as much of an
impact on achievement as intelligence.
23. THE IMPORTANCE OF CURIOSITY AND QUESTIONS IN
21ST-CENTURY LEARNING (EXCERPT)
• Creativity
• In a piece for American Psychologist, Todd Kashdan and Frank Fincham suggest
that "high curiosity is necessary, though not sufficient, for creativity." They posit
that curiosity may be a link between an individual's experiences and an
individual's creativity skills. Thinking in questions can help students make
meaningful connections between what they are learning in the classroom with
their interests. Producing questions allows students to make these connections
in an unlimited amount of ways and to think divergently—in many different
directions.
24. INQUIRY-BASED LEARNING WITH Q TASKS 2ND EDITION
CAROL KOECHLIN/SANDI ZWAAN
How to empower
students to ask questions
and care about the
answers.
25. WHAT DOES INQUIRY LEARNING LOOK LIKE?
• Involves collaboration – a sought-after skill in future-oriented learning
• Inquiry-based learning experiences apply:
• Critical thinking
• Creativity and innovation
• Collaboration and communication
• Transliteracies
• Responsible digital behaviours
• Cultural and global citizenship
• Character traits that will empower a growth mindset
26. THE BENEFITS OF CURIOSITY
• Through the exhilaration of learning, enthusiasm, effort and efficacy will be
generated.
• Questions kick-start the process of thinking critically and creatively
• The vast volumes of data available on any given subject can be managed and
analysed only by those who are information literate.
• In order to be critical and creative users of information, students must also be
effective questioners.
• Curiosity is a valued trait for inventors, artists and entrepreneurs.
27. LOOKING AHEAD TO NEXT WEEK
• Media – Exploring Educational Blogs
• Choose one resource or idea that you explored. Consider how it could address a key
principle in teaching media literacy or a specific curriculum expectation for Media
Literacy. Create a Forum post that answers the “3 Ws”:
• What is the resource? Provide a link and basic information about your selection.
• Why? What principles of teaching media literacy or specific expectation(s) could be
addressed though this resource? What features make this resource useful for teachers of
literacy.
• What now? How could you anticipate using this idea in your upcoming literacy
placement?
28. EXIT CARD
• Go to the following link https://goo.gl/39yKqW
• Choose a slide, place your name on the top, and briefly fill out the exit card.
• Today in class,
• I noticed…
• I felt…
• I learned…
• Something I’m planning on incorporating into my teaching is…
• What are you curious about?
