This document summarizes a presentation on formative assessment and quality teaching in inclusive classrooms. The presentation focused on collaboration improving student learning, identifying aspects of quality teaching, and embedding formative assessment. It discussed research showing the top-performing school systems focus on instructional quality and improving teacher-student interactions. Examples of formative assessment strategies were provided, including learning intentions, criteria, descriptive feedback, questioning, and self/peer assessment. The importance of engagement, critical thinking, documenting learning, and learning stories was also covered.
Qualicum. Engaging All Learners.April.2011Faye Brownlie
This document summarizes a workshop on engaging all learners. It discusses using learning stories to document student learning, sharing experiences, and reflecting. Learning stories focus on a student's initiative, engagement, relationships, and dispositions. They represent the ordinary as significant and are initiated and supported by students. The workshop modeled collaborating in small groups to create and share learning stories.
The document discusses tools and strategies for documenting student learning and thinking. It provides examples of how teachers at various grade levels have collaborated with the teacher-librarian to document student projects and make their learning visible. This includes creating books, displays, videos and other artifacts to tell the story of the learning process. The document emphasizes that the purpose and audience should determine the methods used for documentation. A variety of tools are listed, from traditional methods like photos and notes to digital tools like VoiceThread and mobile apps. Overall, the document promotes documentation as a way to engage students and others in reflection on the learning experience.
This document summarizes Tina Donnell's observations from a visit to Summerland School in West Auckland. Some highlights she saw included:
- "Thinking Hats" scrapbooks for children to independently write about books they've read using different perspectives.
- A display showing how one class used Kid Pix publishing to set goals and track progress.
- Most classes sharing learning intentions and success criteria to frame lessons.
- Examples of independent and cooperative learning, including using a math problem and organizing ideas with post-it notes.
- Displays of current work, goals, reading progress and reflection tools to involve parents in the learning process.
- Integrated use of ICT as another
The document discusses documentation in early childhood education. It explains that documentation is an important part of implementing an emergent curriculum as it allows educators to observe how children are learning and developing. The newsletter provides examples of documentation from different classrooms, showing how children are exploring concepts like colors, numbers, and letters through play-based learning activities. It emphasizes that documentation is used to follow each child's individual interests and progress rather than for souvenirs or assessments.
Salomon Unit Fair Presentation La Dor V Doramsalomon
This document provides an overview of a 16-lesson unit on relationships between children and elders that integrated social studies, language arts, and Judaic subjects. The unit explored how elders pass down objects, ideas, experiences, and wisdom to younger generations. Students compared their lives to their elders' childhoods, interviewed an elder, discussed words of wisdom from grandparents, and shared family heirlooms. The unit assessments included an advice book where students offered advice based on what they learned.
This document discusses reimagining research through engaging and creative processes using The Collectory approach. Some key elements of The Collectory include I-Search research, multigenre writing, autoethnography, and pentangulation. Themes of fun in learning include choice, relevance, engagement, active learning, teacher attitude, and camaraderie. The Collectory focuses on teaching lifelong learning skills through interest-driven topics and reflection. Effective Collectory research involves self as a source, observation, discussion, and formal/informal inquiry from multiple perspectives.
Enabling creativity and inquiry in early years, Fani StylianidouBrussels, Belgium
This document summarizes a project aimed at fostering creativity and inquiry in early science and mathematics education. It provides an outline of the project background, methodology, conceptual framework, and findings from fieldwork in schools. The fieldwork findings show that while opportunities for creativity were observed, such as in generating ideas and problem solving, the aims did not explicitly focus on creativity and potential existed to further promote inquiry approaches, play, and use of outdoor spaces in learning. The implications for teacher education highlighted including focusing on perspectives of science and math education and characteristics of creativity in teaching and learning these subjects in early years.
The presentation of John C. Yiannoudis in IPSEF Dubai 2016. The magic behind setting up a play-based preschool as per the example of Dorothy Snot preschool & kindergarten in Athens, Greeece.
Qualicum. Engaging All Learners.April.2011Faye Brownlie
This document summarizes a workshop on engaging all learners. It discusses using learning stories to document student learning, sharing experiences, and reflecting. Learning stories focus on a student's initiative, engagement, relationships, and dispositions. They represent the ordinary as significant and are initiated and supported by students. The workshop modeled collaborating in small groups to create and share learning stories.
The document discusses tools and strategies for documenting student learning and thinking. It provides examples of how teachers at various grade levels have collaborated with the teacher-librarian to document student projects and make their learning visible. This includes creating books, displays, videos and other artifacts to tell the story of the learning process. The document emphasizes that the purpose and audience should determine the methods used for documentation. A variety of tools are listed, from traditional methods like photos and notes to digital tools like VoiceThread and mobile apps. Overall, the document promotes documentation as a way to engage students and others in reflection on the learning experience.
This document summarizes Tina Donnell's observations from a visit to Summerland School in West Auckland. Some highlights she saw included:
- "Thinking Hats" scrapbooks for children to independently write about books they've read using different perspectives.
- A display showing how one class used Kid Pix publishing to set goals and track progress.
- Most classes sharing learning intentions and success criteria to frame lessons.
- Examples of independent and cooperative learning, including using a math problem and organizing ideas with post-it notes.
- Displays of current work, goals, reading progress and reflection tools to involve parents in the learning process.
- Integrated use of ICT as another
The document discusses documentation in early childhood education. It explains that documentation is an important part of implementing an emergent curriculum as it allows educators to observe how children are learning and developing. The newsletter provides examples of documentation from different classrooms, showing how children are exploring concepts like colors, numbers, and letters through play-based learning activities. It emphasizes that documentation is used to follow each child's individual interests and progress rather than for souvenirs or assessments.
Salomon Unit Fair Presentation La Dor V Doramsalomon
This document provides an overview of a 16-lesson unit on relationships between children and elders that integrated social studies, language arts, and Judaic subjects. The unit explored how elders pass down objects, ideas, experiences, and wisdom to younger generations. Students compared their lives to their elders' childhoods, interviewed an elder, discussed words of wisdom from grandparents, and shared family heirlooms. The unit assessments included an advice book where students offered advice based on what they learned.
This document discusses reimagining research through engaging and creative processes using The Collectory approach. Some key elements of The Collectory include I-Search research, multigenre writing, autoethnography, and pentangulation. Themes of fun in learning include choice, relevance, engagement, active learning, teacher attitude, and camaraderie. The Collectory focuses on teaching lifelong learning skills through interest-driven topics and reflection. Effective Collectory research involves self as a source, observation, discussion, and formal/informal inquiry from multiple perspectives.
Enabling creativity and inquiry in early years, Fani StylianidouBrussels, Belgium
This document summarizes a project aimed at fostering creativity and inquiry in early science and mathematics education. It provides an outline of the project background, methodology, conceptual framework, and findings from fieldwork in schools. The fieldwork findings show that while opportunities for creativity were observed, such as in generating ideas and problem solving, the aims did not explicitly focus on creativity and potential existed to further promote inquiry approaches, play, and use of outdoor spaces in learning. The implications for teacher education highlighted including focusing on perspectives of science and math education and characteristics of creativity in teaching and learning these subjects in early years.
The presentation of John C. Yiannoudis in IPSEF Dubai 2016. The magic behind setting up a play-based preschool as per the example of Dorothy Snot preschool & kindergarten in Athens, Greeece.
Using Visual Arts in Early Childhood ProgrammingALATechSource
This document provides guidance for using visual arts in early childhood programming. It discusses the benefits of art for young children, including developing motor skills, cognitive abilities, and social-emotional skills. Four art projects are described in detail with supply lists, instructions, video demonstrations, and book connections. The projects allow for open-ended creative expression and include silly face paintings, crumpled flower collages, twirling sculptures, and action painting. Resources for further planning arts activities for toddlers and preschoolers are also provided.
Balanced literacy is an approach to teaching reading and writing that emphasizes the connection between the two. It incorporates teacher modeling, guided practice, and independent practice. The approach provides differentiated instruction through flexible grouping and tiered interventions. A balanced literacy block includes time for learning skills and strategies, application of skills, and independent reading and writing. It aims to create independent, lifelong learners through research-based best practices.
Core77 1HDC: Reading Ahead Research HighlightsSteve Portigal
The document outlines research on the future of digital reading. It discusses how reading is more than just consuming content and includes social and sensory aspects. The research found that people read in various contexts (work, fun, bedtime) and books provide memories, identity expression and a way to unplug. While digital reading increases access, it lacks the social and sensory experiences of print. The research aims to enhance digital reading by replicating these additional aspects of the traditional reading experience.
This document provides an overview of the Reggio Emilia approach used by the Junior team. It discusses that the team is inspired by Reggio Emilia principles but must adapt them to the New Zealand context. It outlines key Reggio Emilia principles like viewing children as capable learners who construct their own understanding through interactions. It emphasizes the environment as a teacher and the teacher's role as observer and mentor. It also discusses the importance of parental involvement and documenting children's learning.
This document provides an overview of Dr. Z's Collectory research approach for making learning fun and engaging for students. Some key points:
1) The Collectory focuses on choice, relevance, engagement, active learning, and positive teacher attitude to inspire curiosity and lifelong learning. Students choose research topics and methods to make the work personally meaningful.
2) Collectory research incorporates attitudes, skills, and knowledge through personalized, multigenre projects involving reflection, collection, connection-making, and sharing. Students develop discovery skills like associating, questioning, observing, experimenting, and networking.
3) Quality is emphasized through ongoing reflection, input from others, and care in tracking sources. The end is just the
The document describes the vision, motto, and learning approach of Hingaia Peninsula School. The school aims to create "inspired learners collaboratively creating sustainable futures" through an approach called "Tikaranga" which emphasizes weaving together knowledge on the right path. Learning is organized into studios designed for collaboration, with an emphasis on personalized, creative, collaborative, and agile learning influenced by thinkers like Sir Ken Robinson, Ewan Macintosh, and Prof Stephen Heppell. Physical and digital learning spaces are customized to support different styles, along with furniture that encourages flexibility and movement.
This document outlines a teaching sequence for early stage 1 students on the topic of family photos and memorabilia. The sequence has the following stages:
1. Initiate - Students brainstorm what a family is and read a book on different family structures. This helps students understand that families can be formed in various ways.
2. Gather information - Students bring in a family photo and special item from their past. They answer questions about these items to learn more about their own family history and heritage.
3. Analyze and organize - Students make a treasure box for a special family member containing their item and others. This allows them to organize what is meaningful to their family.
The goal is for students
This document outlines the stages and activities of a teaching sequence exploring family photos and memorabilia. The sequence includes:
1. Initiating discussion by brainstorming what a family is and reading a book on different family structures.
2. Gathering information by having students bring in a family photo and treasured item, and answering questions about them.
3. Analyzing the data by having students create treasure boxes for special family members containing their photos and items.
4. Synthesizing the information by students presenting their boxes to the class and completing a worksheet on their special family member.
5. Applying their knowledge by comparing their families to different poster families and reflecting on the importance of
Structuring Student Book Clubs to Encourage CollaborationLauren Zucker
Demo lesson presented at Fordham University's Developing Digital Literacies Institute on July 29, 2014.
Using a variety of digital tools (e.g., goodreads.com, Google forms, Google docs) allows students to make responsible choices, take ownership of their learning, and demonstrate their understanding in multiple modes.
This session will focus on reinventing independent reading to encourage more collaboration, both online and face-to-face.
This document provides guidance for a classroom activity where children create Winnie the Pooh masks. It outlines materials needed, instructions for making the masks with pictures, as well as learning objectives like developing creativity and social skills. Variations are suggested such as role playing or drawing instead of making masks. Extensions are also described to incorporate other areas like language and environmental studies.
This document provides guidance for a classroom activity where children create Winnie the Pooh masks. It outlines materials needed, instructions for making the masks using pictures, as well as learning objectives like developing creativity and social skills. Variations are suggested such as roleplaying or drawing instead of making masks. Extensions are also described to incorporate other areas like language and environment studies.
Picture books can introduce infants to reading and help develop early literacy skills. Parents can engage infants with picture books by identifying pictures of familiar people and objects, using board books with high contrast images, and following the infant's lead with a responsive back-and-forth interaction during book sharing. Introducing new books when infants are alert and involving them by pointing, naming pictures, and describing what they see in short sentences helps develop their language and early literacy.
Third in the Performance Network Series, building on the theme of quality teaching and AFL. The Grade 12 circulatory system slides are filed separately due to size limits. K-12 session.
This document provides information about an upcoming presentation on dealing with attention difficulties in young children. It includes the presenters' contact information and credentials. It also lists some characteristics of ADD/ADHD, ways to measure a child's attention span, and signs that may indicate attention issues in young children. Management tips are provided, as well as offers for training, consultation, and classroom resources.
The documentation panel summarizes the children's learning experiences with leaves over several weeks. The panel includes photos of the children sorting and counting leaves, exploring leaves' textures by putting them in water and sand, using leaves as paintbrushes to make art, pretending to be squirrels collecting leaves for winter, making play dough leaves of different colors, and dancing wearing leaf headgear and waistbands. The panel also includes the rationale, KWHL chart, initial concept map, anticipatory concept map, and final concept map to show the children's developing understanding of leaves and their properties.
This document summarizes a review of Scotland's Consolarium Initiative, which used console games in primary and secondary school classrooms. Interviews with school leaders, teachers, and students found that game-based learning approaches can engage students, enhance learning, and produce educational benefits when well-planned. Teachers saw benefits for teamwork, communication, and life skills, while increasing their own motivation. Students found it more interactive and fun than traditional classes, and perceived improvements in collaboration, focus, creativity, and confidence. Overall, the review found that games can effectively be used for learning when integrated into curricula and supported by teachers.
The document discusses the importance of incorporating various art forms - including music, dance, drama, visual art, and media arts - in early childhood education. It describes key elements, practices, and learning benefits of each art form. For example, it states that music can help with literacy development while enhancing creativity. The document also provides examples of learning experiences the educator would implement for each art form, such as creating homemade instruments in music or acting out character voices in drama. Overall, the summary emphasizes that the arts allow young children to express themselves and support development across multiple domains.
Paul Collard - What value do Cultural Institutions and Cultural Educators add...EDUCULT
Keynote of Paul Collard/CCE at the conference: Cultural Educators in Europe - Development of a new profession, organized by EDUCULT for the AEMS project "Arts Education Monitoring System" in Vienna 15 February 2013
This document summarizes research on collaboration between teachers and discusses various co-teaching models. It begins by outlining findings from McKinsey reports that collaborative teaching practices improve student outcomes by making instruction more focused on student learning. The document then describes five common co-teaching models: one teach, one support; parallel groups; station teaching; one large group, one small group; and teaming. Each model is defined and examples are provided. Overall, the document advocates for co-planning and co-teaching to better meet student needs through differentiated instruction.
Using Visual Arts in Early Childhood ProgrammingALATechSource
This document provides guidance for using visual arts in early childhood programming. It discusses the benefits of art for young children, including developing motor skills, cognitive abilities, and social-emotional skills. Four art projects are described in detail with supply lists, instructions, video demonstrations, and book connections. The projects allow for open-ended creative expression and include silly face paintings, crumpled flower collages, twirling sculptures, and action painting. Resources for further planning arts activities for toddlers and preschoolers are also provided.
Balanced literacy is an approach to teaching reading and writing that emphasizes the connection between the two. It incorporates teacher modeling, guided practice, and independent practice. The approach provides differentiated instruction through flexible grouping and tiered interventions. A balanced literacy block includes time for learning skills and strategies, application of skills, and independent reading and writing. It aims to create independent, lifelong learners through research-based best practices.
Core77 1HDC: Reading Ahead Research HighlightsSteve Portigal
The document outlines research on the future of digital reading. It discusses how reading is more than just consuming content and includes social and sensory aspects. The research found that people read in various contexts (work, fun, bedtime) and books provide memories, identity expression and a way to unplug. While digital reading increases access, it lacks the social and sensory experiences of print. The research aims to enhance digital reading by replicating these additional aspects of the traditional reading experience.
This document provides an overview of the Reggio Emilia approach used by the Junior team. It discusses that the team is inspired by Reggio Emilia principles but must adapt them to the New Zealand context. It outlines key Reggio Emilia principles like viewing children as capable learners who construct their own understanding through interactions. It emphasizes the environment as a teacher and the teacher's role as observer and mentor. It also discusses the importance of parental involvement and documenting children's learning.
This document provides an overview of Dr. Z's Collectory research approach for making learning fun and engaging for students. Some key points:
1) The Collectory focuses on choice, relevance, engagement, active learning, and positive teacher attitude to inspire curiosity and lifelong learning. Students choose research topics and methods to make the work personally meaningful.
2) Collectory research incorporates attitudes, skills, and knowledge through personalized, multigenre projects involving reflection, collection, connection-making, and sharing. Students develop discovery skills like associating, questioning, observing, experimenting, and networking.
3) Quality is emphasized through ongoing reflection, input from others, and care in tracking sources. The end is just the
The document describes the vision, motto, and learning approach of Hingaia Peninsula School. The school aims to create "inspired learners collaboratively creating sustainable futures" through an approach called "Tikaranga" which emphasizes weaving together knowledge on the right path. Learning is organized into studios designed for collaboration, with an emphasis on personalized, creative, collaborative, and agile learning influenced by thinkers like Sir Ken Robinson, Ewan Macintosh, and Prof Stephen Heppell. Physical and digital learning spaces are customized to support different styles, along with furniture that encourages flexibility and movement.
This document outlines a teaching sequence for early stage 1 students on the topic of family photos and memorabilia. The sequence has the following stages:
1. Initiate - Students brainstorm what a family is and read a book on different family structures. This helps students understand that families can be formed in various ways.
2. Gather information - Students bring in a family photo and special item from their past. They answer questions about these items to learn more about their own family history and heritage.
3. Analyze and organize - Students make a treasure box for a special family member containing their item and others. This allows them to organize what is meaningful to their family.
The goal is for students
This document outlines the stages and activities of a teaching sequence exploring family photos and memorabilia. The sequence includes:
1. Initiating discussion by brainstorming what a family is and reading a book on different family structures.
2. Gathering information by having students bring in a family photo and treasured item, and answering questions about them.
3. Analyzing the data by having students create treasure boxes for special family members containing their photos and items.
4. Synthesizing the information by students presenting their boxes to the class and completing a worksheet on their special family member.
5. Applying their knowledge by comparing their families to different poster families and reflecting on the importance of
Structuring Student Book Clubs to Encourage CollaborationLauren Zucker
Demo lesson presented at Fordham University's Developing Digital Literacies Institute on July 29, 2014.
Using a variety of digital tools (e.g., goodreads.com, Google forms, Google docs) allows students to make responsible choices, take ownership of their learning, and demonstrate their understanding in multiple modes.
This session will focus on reinventing independent reading to encourage more collaboration, both online and face-to-face.
This document provides guidance for a classroom activity where children create Winnie the Pooh masks. It outlines materials needed, instructions for making the masks with pictures, as well as learning objectives like developing creativity and social skills. Variations are suggested such as role playing or drawing instead of making masks. Extensions are also described to incorporate other areas like language and environmental studies.
This document provides guidance for a classroom activity where children create Winnie the Pooh masks. It outlines materials needed, instructions for making the masks using pictures, as well as learning objectives like developing creativity and social skills. Variations are suggested such as roleplaying or drawing instead of making masks. Extensions are also described to incorporate other areas like language and environment studies.
Picture books can introduce infants to reading and help develop early literacy skills. Parents can engage infants with picture books by identifying pictures of familiar people and objects, using board books with high contrast images, and following the infant's lead with a responsive back-and-forth interaction during book sharing. Introducing new books when infants are alert and involving them by pointing, naming pictures, and describing what they see in short sentences helps develop their language and early literacy.
Third in the Performance Network Series, building on the theme of quality teaching and AFL. The Grade 12 circulatory system slides are filed separately due to size limits. K-12 session.
This document provides information about an upcoming presentation on dealing with attention difficulties in young children. It includes the presenters' contact information and credentials. It also lists some characteristics of ADD/ADHD, ways to measure a child's attention span, and signs that may indicate attention issues in young children. Management tips are provided, as well as offers for training, consultation, and classroom resources.
The documentation panel summarizes the children's learning experiences with leaves over several weeks. The panel includes photos of the children sorting and counting leaves, exploring leaves' textures by putting them in water and sand, using leaves as paintbrushes to make art, pretending to be squirrels collecting leaves for winter, making play dough leaves of different colors, and dancing wearing leaf headgear and waistbands. The panel also includes the rationale, KWHL chart, initial concept map, anticipatory concept map, and final concept map to show the children's developing understanding of leaves and their properties.
This document summarizes a review of Scotland's Consolarium Initiative, which used console games in primary and secondary school classrooms. Interviews with school leaders, teachers, and students found that game-based learning approaches can engage students, enhance learning, and produce educational benefits when well-planned. Teachers saw benefits for teamwork, communication, and life skills, while increasing their own motivation. Students found it more interactive and fun than traditional classes, and perceived improvements in collaboration, focus, creativity, and confidence. Overall, the review found that games can effectively be used for learning when integrated into curricula and supported by teachers.
The document discusses the importance of incorporating various art forms - including music, dance, drama, visual art, and media arts - in early childhood education. It describes key elements, practices, and learning benefits of each art form. For example, it states that music can help with literacy development while enhancing creativity. The document also provides examples of learning experiences the educator would implement for each art form, such as creating homemade instruments in music or acting out character voices in drama. Overall, the summary emphasizes that the arts allow young children to express themselves and support development across multiple domains.
Paul Collard - What value do Cultural Institutions and Cultural Educators add...EDUCULT
Keynote of Paul Collard/CCE at the conference: Cultural Educators in Europe - Development of a new profession, organized by EDUCULT for the AEMS project "Arts Education Monitoring System" in Vienna 15 February 2013
This document summarizes research on collaboration between teachers and discusses various co-teaching models. It begins by outlining findings from McKinsey reports that collaborative teaching practices improve student outcomes by making instruction more focused on student learning. The document then describes five common co-teaching models: one teach, one support; parallel groups; station teaching; one large group, one small group; and teaming. Each model is defined and examples are provided. Overall, the document advocates for co-planning and co-teaching to better meet student needs through differentiated instruction.
devLink 2013: Beginner's Guide to Mobile Development with XamarinBen Henderson
Slides from my "Beginner's Guide to Xamarin Development" session at Codestock 2013.
Code from the sample app, YodaSays, can be found here: https://github.com/benhenderson/yodasays.
evening session for K-12 teachers - quality teaching and AFL. Fine work by teachers using the people search to examine and share the strategies they have been trying.
A session presented for the SEA of BC conference, Crosscurrents, with additional examples provided by Michelle Hikida. A rationale for co-teaching is provided, along with different ways to work effectively together in the classroom to support all learners.
Covers the top ten most common mistakes project managers make and how to avoid them. Using research and literature from sports psychology, such as James Loehr\'s The Mental Game, you\'ll learn techniques from positive psychology and competitive sports that focus on how to quickly rebound from mistakes. And, how to cultivate and use a strategic system for mitigating them. You will also learn how to manage your own reaction along with the loss of trust or damage to one’s reputation that can happen.
SFU - grad diploma - formative assessment and student diversityFaye Brownlie
This document summarizes a class review meeting for a grade 4/5 class. It identifies the classroom's strengths as being kind, enjoying writing, having high energy, and some students being models of responsibility and willing to take risks in their learning. The needs identified are a lack of self-control, being too dependent on the teacher, easily distracted, and having a wide range of academic abilities. Goals for the year are to help students become more independent, make wise decisions, and choose appropriate reading materials. Individual student needs are also identified relating to medical conditions, language skills, learning difficulties, and social-emotional issues. Decisions made include plans for targeted instruction and student support.
May, 2011
Staff spent the first hour in school groups discussing their reading and writing assessment data, then the remainder of the day as a group, focused on Reading Next, AFL and literacy strategies across the grades and curriculum.
This document summarizes key points from a presentation on teaching all students to read successfully. It discusses research showing that virtually all students can read on grade level by the end of first grade with the right instruction. Struggling readers need to read more text, form a mental model of what readers do, and read for meaning rather than doing more worksheets or isolated skills practice. The presentation advocates for building independence in students by having them help create criteria for good reading and noticing when they apply those criteria. It also discusses ensuring students read accurately, understand what they read, write about meaningful topics, talk about reading, and listen to adults read aloud.
An evening session on effective teaching practices and AFL. Fine reflective conversation in evidence around implementation of new practices and AFL during the adapted people search.
Day 1 of a 2 day conversation about leading the learning in literacy. What counts in assessment? How does assessment reflect your values? Formative and summative.
Reading and Writing with Skill and Passion, grades 2-5. Third day in the series. Focus on primary lit circles, building shared understanding of immigration in social studies with a picture book, 2 writing strategies, graffiti walls.
EPCE school counseling orientation for p1_3Jongpil Cheon
This document provides an orientation for counselor education students regarding the evaluation process for Phase 1, 2, and 3 courses in the school counseling program. It outlines the College of Education theme, Counselor Education mission and majors, CACREP accreditation, trademark outcomes, course phases, assessments and rubrics used for evaluation. Students will be evaluated on their progress in applying counseling techniques, interacting with stakeholders, and implementing the ASCA National Model trademark outcome throughout their coursework and practicum/internship experiences.
This document provides a tour of activities to do in northern Taiwan, including traveling around Taipei via MRT, visiting historic sites like Longshan Temple from 1653 and Beitou Hot Springs, seeing Tamshui Fisherman's Wharf and Valentine's Bridge along the Tamshui River, going to indoor shows, music bars and night markets, seeing views from Taipei 101 and riding an observation wheel, and exploring outdoor areas like Yangming Mountain for hiking and spas, old mining and fishing towns, and the North Coast for hiking, fishing, beaches, and surfing, as well as getting a foot massage.
This watch phone has a 1.4-inch color screen with 128x160 resolution that can play MP3s, MP4s, and videos. It has 2GB of internal memory that can be expanded via microSD card. Additional features include Bluetooth, an MP3 player, photo viewer, SMS, MMS, alarm clock with ringtones, and basic games. The watch phone works on GSM networks at 900/1800MHz frequencies and has a talk time of 180-250 minutes and standby time of 200-280 hours.
Evidence based reading practices.cr4 yr,jan18, 2013Faye Brownlie
The document discusses a symposium on evidence-based practices for improving young readers. It provides information from the PIRLS 2011 international reading assessment which found that students in British Columbia performed above average, with more success in literary reading compared to informational reading. The document also discusses challenges in balancing basic reading skills instruction with using texts to build knowledge, as well as the importance of ensuring struggling readers have support to build an efficient reading process.
A 90 minute session 'Finding Self in Story' for grades K-3. Sequences, a few big ideas, and several books that provide access and connection to self for students are mentioned.
Buffy joanna gunter hamilton project 2 read 8100 draft 2Buffy Hamilton
This document describes the author's journey towards taking an inquiry stance in their classroom. Through coursework, they have gained theoretical lenses that have challenged their prior beliefs and transformed their teaching practice. Where they once focused on coverage and lectures, they now prioritize student questions, discussions, and cultivating a learning community. While changes have not been easy, theory provides a foundation for their revolutionary praxis of reflection and action. They regularly question how to make their classroom a space that values student voices and facilitates deep inquiry into issues of social justice.
Using technology can support young children's social-emotional development in several ways. Research has found that technology use in early childhood classrooms does not disrupt play and can facilitate positive social interaction, cooperation, and language development. Some skills that technology can help develop include social relationships, self-awareness, self-regulation, and persistence. When designing technology activities and environments for young children, it is important to consider characteristics like interactivity, child-friendliness, and alignment with developmental skills and standards. Examples of best practices include using drawing software for children to depict emotions, videoconferencing to build relationships, and multi-touch tables to encourage collaboration. Monitoring progress is also essential for social-emotional development.
This presentation discusses strategies for helping students believe they can learn. It emphasizes teaching the whole child using TEACH principles like engaging students in meaningful learning. Presenters believe in assessing students often and supporting them to become independent thinkers. The agenda includes reflecting on best and challenging classroom days, how to get good through diligence and creativity, and reinforcing student effort. Strategies presented are getting to know students, building background, and using the poem "Believe I Can Learn" to convey a message of caring. Resources for further information on reinforcement strategies are also provided.
This document provides an overview of the curriculum and activities for first graders. It discusses the social studies curriculum which covers topics about the Philippines and uses hands-on activities. It also describes the workshops for reading and writing which follow a guided process and celebrate student work. Special subjects like visual arts, music, and PE are covered, as well as Filipino, religion, homeroom, and physical education. Assessment is done through observations, conferences, projects and other methods. The goal is to develop well-rounded students.
1. The student completed their secondary practicum at a public school in Ushuaia, Argentina with 20 teenage students who did not attend private language institutes.
2. The aims of the practicum were to continue working on topics from the course book and provide learners with a communicative approach using authentic materials like videos and songs.
3. The student believes the objectives, activities, and resources used were appropriate and significant for learners, as most students got actively involved. The experience helped the student learn how to establish a warm atmosphere and consider learners' needs.
The document summarizes key lessons the author has learned from 20 years of teaching and research studies. It discusses the importance of engaging students through inquiry-based, hands-on learning that makes connections to their lives. This approach helps students develop literacy, deeper understanding, and wisdom. The author argues teachers must understand students' perspectives and interests to effectively teach for understanding and social impact.
The document discusses the historical influences of early childhood education theorists John Locke and Jean-Jacques Rousseau. Locke believed in modeling, observing, and praise in the classroom. Rousseau stressed the importance of play and that children's curiosity drives learning. The document also outlines the roles and responsibilities of early childhood educators in providing a safe, nurturing learning environment that meets children's developmental needs through hands-on activities and positive interactions with teachers and families.
The document discusses strategies for building classroom community, including involving parents, connecting to the broader community, and promoting children's relationships. It provides examples of welcoming the community into the classroom, such as inviting community members to visit and taking field trips. It also discusses the importance of learning about diversity and gaining exposure to different people and jobs through understanding the concept of community.
K-8, one day session, as a kick-off to establishing effective, inclusive, literacy practices. With 'Every Child, Every Day' as a framework, examples are provided to put this in action.
The student teacher reflects on their experience, noting they gained confidence and strengthened their belief in nurturing the whole child. Their classroom management style evolved to match their cooperating teacher's approach. They appreciated the support of a team of teachers and mentors. The experience reinforced the importance of implementing new standards thoughtfully and providing real-world applications. While more responsibilities await as a full teacher, the student feels prepared to take on tasks like student placement. Overall, the student is grateful for the learning experience and support at their school.
· Promotions· Flyers· Email· Social Media· Advertising· .docxalinainglis
· Promotions
· Flyers
· Email
· Social Media
· Advertising
· Giveaways
· Random chose for :
· Free food
· Free T-shirts
· Discount coupons
· Gift card
· credit for freedom card
information to help
Promotion
Promotion for each sport event at *name of the school * helps to increase attendance , but there are many different way to promote the attendance for example: distribute a flyers, send an email, posts in social media.
Distributing a flyers in and out side of the univerecity should be a clear and concise expression of the event. Also it should include a photos that represent the sports.
Sending a previous email to excitement the students about the games.
Posting in social media some photo about the games and what will be available to giveaway.
Giveaways
There is a joy in receiving free products, so giveaway leave a stronger impression over many and that can help to increase sport attendance.and there are many kind of products to giveaway like RMU caps, can opener, can cooler, key holder, and t-shirts all of these items helps to be remembered.In addition, choosing a random three winer or more in each game give a great impression and interest to come. The winer could win more things like coupons discount, cash, gift card, free food in the cafeteria, and credit for freedom card. All of these giveaways and gift help to increase sports attendance at RMU.
Running Head: MODULE 5 O.D.A.R.
MODULE 5 O.D.A.R. FIELD ASSIGNMENT 2
M. Brown
Module 5 O.D.A.R. Field Based
November 25, 2018
Observe
At a primary school at which I substitute I asked an English teacher if there was a project I could do with an individual or a group. Later in the day she told me there was a 4th grader named Daniel who had joined the school after the start of the year, and also joined a class where the teacher had a leave of absence. I was actually Daniel’s substitute teacher a few days, and I know more about substitute teaching now. I was unaware he was having problems. The teacher told me Daniel was seeing a speech therapist later in the week, but she would let me work with him to test one of the hypotheses they had about him. This was that he was unusually weak in phonics, which is the relation between sounds and letters. She gave me some books and pages of materials to look at. I came back the next day and was introduced to him in an empty classroom. We got a couple of chairs and sat at the corner of a table so that he was next to me but around the corner. Behind us was a row of windows which was nice because some of the classrooms had no windows. The sun was shining in. He seemed shy. He didn’t know me. He didn’t know why this was happening.
Describe
As I understood it, there was a feeling that Daniel had a weakness in understanding basic phonics to some degree or in some situations. They wanted me to spend part of an hour with him to see what I could find .
A full day session for the Brandon Reading Council based on Allington and Gabriel's Every Child Every Day recommendations. Primary and
Elementary examples from BC classrooms were shown throughout the day to put these principles into practice.
The School Council identified that younger students were misbehaving between classes. They proposed introducing reading time to provide structure and encourage reading habits. Books were made available in each classroom from the school library. Students became engaged in reading and misbehavior reduced. Teachers observed the positive impact on discipline and learning.
This document provides an activity plan for a week of psychosocial support lessons for grade 6 students. The daily lessons focus on developing self-awareness, self-expression, problem solving skills and building self-confidence. Each day includes a different activity such as reflecting on feelings, stress release through movement, identifying personal strengths, and creating a "tree of life". Modifications are suggested for students with special needs. Discussion questions at the end of each lesson aim to help students process what they learned about themselves. The teacher notes provide context for implementing the weekly lessons.
The document discusses multiple intelligences theory proposed by Howard Gardner, which posits that intelligence is not a single entity but rather manifests in different ways. It identifies eight types of intelligence - linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic. For each type of intelligence, examples are given of famous individuals who demonstrated strengths in that area, and suggestions are provided for how students with strengths in different intelligences may prefer to learn. The document also discusses four learning styles - mastery, understanding, interpersonal and self-expressive - and includes examples of students who demonstrate characteristics of each style.
This document outlines themes and strategies from a professional development session on meaningful instruction, assessment, and communication with parents. Key topics discussed include the power of feedback, making learning visible through student voice and agency, teaching with "big ideas", and ongoing communication with families. Specific assessment strategies are presented, such as using formative feedback to improve student performance, developing student self-assessment skills, and creating digital portfolios to showcase the learning process. The document encourages teachers to reflect on how to apply these ideas to increase student ownership of learning.
1. Miriam's first teaching practice in kindergarten gave her a lot of material to analyze and evaluate as it was her first time teaching at that level in a new learning environment.
2. The goal was to apply what she learned about teaching techniques, psychology, grammar, phonetics, and pedagogy. It tested her ability to design age-appropriate lesson plans and activities for young learners.
3. She believes the children had fun and learned new vocabulary about moods, colors, shapes, and family through interactive materials and games, though scaffolding learning was challenging and she sees opportunities to improve.
Full day session, focusing on reading/writing/thinking sequences, intermediate and secondary. Included: word work for emergent readers and writers, critical literacy, building background knowledge, responding to text through identity , setting, and character.
This document summarizes literacy strategies for engaging all learners in the classroom. It discusses using a competency-based curriculum focused on students' strengths and needs. Some strategies described include clustering activities where students organize their knowledge on a topic, timed writing exercises, and using pictures to inspire story writing. Feedback is important to help students develop their skills. The document also discusses developing criteria to guide writing assessments.
This document summarizes key points from a professional learning session on effective literacy practices for inclusive classrooms. It discusses strategies like building background knowledge, using visuals, focusing on meaning over isolated skills, and providing choice and relationships. Specific practices that support struggling readers are highlighted, like one-on-one support and conferencing. Questioning round-robin reading and skills in isolation, it advocates for high expectations, comprehensive instruction, and addressing students' individual needs.
Day 2 in series, K-5, focusing on effective literacy practices. Reviewing Every Child, Every Day, building students' ability to identify and use strategies for decoding unknown words in reading, infusing writing into the day, building reflection and goal setting into writing, response writing in lit circles.
Day 1 of 3 day series. What counts in effective literacy instruction? How does this match the BC Ministry Definition of Literacy? What does this look like in the classroom? What do you want to hold on to, what to let go of? 2 keynotes, with breakout sessions.
Evidence Guided Literacy Oct 2019 - without childrenFaye Brownlie
This document summarizes key points from a two-day professional development session on evidence-guided literacy instruction. The session focused on using student assessment data to identify strengths and gaps in literacy skills, and develop targeted instructional plans. Teachers learned about assessing reading through performance tasks, writing samples, and conferences. The document provides examples of instructional approaches like guided reading, literacy centers, and standard reading assessments. It emphasizes using a range of assessment methods to understand students and align instruction to support all learners in developing literacy.
This document provides guidance for principals and literacy coaches on understanding quality literacy instruction. It begins by outlining learning intentions around using data to understand student strengths and areas for growth, and developing plans to support literacy development for all students. It then presents frameworks for assessing students, analyzing data, planning instruction, and implementing and reassessing. The document emphasizes the importance of understanding individual student needs, setting goals, and choosing appropriate strategies. It also discusses elements of effective literacy instruction such as relationship building, choice, and a focus on meaning. Finally, it stresses the importance of coherence across a school system in order to improve literacy outcomes for all students.
Writing across the Curriculum - Middle/Senior Years, MRCLFaye Brownlie
First of three days for MRLC. Establishing a classroom where writing is integral and accessible for all students. Beginning to build criteria with students. Writing with different purposes in mind. Revisiting writing process. Several strategies shared.
Volcano surfing is risky for several reasons. The steep slopes of the volcano make the tough climb to the top dangerous. Once at the top, surfers are exposed to billowing ash and crater eruptions, which can burn and injure them. The degree and angle of the slopes combined with ash and lava flows create hazardous conditions for those surfing down the volcano.
Starting with performance-based reading assessment to determine strengths and areas to strengthen in the class, helps establish a plan of action to guide our teaching. With these curricular competencies in mind, we then choose our to thread these explicit through our lessons. Read aloud and silent reading are boosted with more direct teaching.
The document discusses literacy education. It begins by providing the Ministry of Education's definition of literacy as involving making meaning from text, expressing oneself in various modes and purposes, and including skills like connecting, analyzing critically, comprehending, creating and communicating.
It then discusses recommendations for daily literacy activities in classrooms from authors Allington and Gabriel, including ensuring every child reads something they choose and understand, writes about meaningful topics, and engages in discussions about reading and writing.
The document ends by discussing the importance of read alouds, independent reading, and literacy centers/stations, and ensuring vulnerable students have support and engaging literacy activities throughout the day.
The document discusses strategies for developing literacy skills in students. It defines literacy and outlines six elements of effective literacy instruction for all students, including ensuring every student reads something they choose and understand, writes about something personally meaningful, and talks with peers about reading and writing. The document also discusses providing whole-class, small-group, and one-on-one instruction and feedback to students to help them improve accuracy and comprehension. Effective assessment involves using student observations and conversations to inform teaching.
1. The document discusses various writing strategies used in early and middle years classrooms, including writers' workshop, interview writing, quick writes, power paragraphs, and story necklace writing.
2. Specific examples are provided, such as having students write for 15 seconds about a prompt word, then allowing 3-4 minutes to write, and having them highlight powerful phrases to share.
3. The importance of modeling writing strategies, providing feedback, and giving students ample time and practice to write is emphasized throughout.
Balanced literacy in intermediate classrooms: deepening response writing with explode the sentence, co-constructing criteria, found poems; writing from questions of a picture, self assessment; purposeful homework.
1. Formative Assessment and
Quality Teaching in Inclusive
Classrooms and Schools: A
Community of Professionals
Coquitlam/Burnaby PNS
April 21, 2011
Presented by Faye Brownlie
2. Learning
Inten+ons
• I
understand
the
power
of
collabora+on
in
improving
student
learning.
• I
can
iden+fy
‘quality
teaching’
and
explain
what
aspects
of
it
make
a
difference
in
inclusive
classes.
• I
can
find
more
ways
to
embed
forma+ve
assessment
into
my
prac+ce.
• I
have
a
plan
to
try
something
new
to
me.
3. How
the
world’
best
performing
school
systems
come
out
on
top
–
Sept.
2007,
McKinsey
&
Co.
1. GeOng
the
right
people
to
become
teachers
2. Developing
them
into
effec+ve
instructors
3. Ensuring
that
the
system
is
able
to
deliver
the
best
possible
instruc+on
for
every
child
4. McKinsey
Report,
2007
• The
top-‐performing
school
systems
recognise
that
the
only
way
to
improve
outcomes
is
to
improve
instruc+on:
learning
occurs
when
students
and
teachers
interact,
and
thus
to
improve
learning
implies
improving
the
quality
of
that
interac+on.
5. How
the
world’s
most
improved
school
systems
keep
geOng
beWer
–
McKinsey,
2010
Three
changes
collabora+ve
prac+ce
brought
about:
1. Teachers
moved
from
being
private
emperors
to
making
their
prac+ce
public
and
the
en+re
teaching
popula+on
sharing
responsibility
for
student
learning.
2. Focus
shiYed
from
what
teachers
teach
to
what
students
learn.
3. Systems
developed
a
model
of
‘good
instruc+on’
and
teachers
became
custodians
of
the
model.
(p.
79-‐81)
6. Good
to
Great
Systems
• Focus
on
the
professionalism
of
teachers
• The
values
and
behaviors
of
the
educators
propel
the
system
forward
(not
centrally
controlled)
• Develop
common
language
about
the
craY
of
teaching
• Teacher
and
administrator
coaches
7. Great
to
Excellent
Systems
• Learning
communi+es:
peer-‐led
support
and
accountability
• Focus
on
student
learning
• Move
to
school
and
teacher
self-‐evalua+on,
away
from
standardized
tests
• Open
up
classroom
prac+ce
–
de-‐priva+ze
• Ac+on
research
• Collabora+ve
prac+ce
among
educators
• Encourage
innova+on
in
teaching
8. Richard
Allington,
U.
of
Tennessee
IRA
Conven+on,
2011
“We
now
have
good
evidence
that
virtually
every
child
who
enters
an
American
kindergarten
can
be
reading
on
level
by
the
end
of
first
grade.”
9. 4
cardinal
principles
• Matching
difficulty
level
of
texts
with
student
development
• Not
was+ng
reading
period
+me
on
set
up,
workbooks,
test
prep.
or
test
taking
• Allowing
children
to
select
what
they
read
• Engaging
children
in
daily
literate
conversa+ons
about
their
reading
15. Critical thinking & Problem-Solving
• How
much
forest
must
be
removed
to
create
a
4-‐lane
highway
15
km
long?
• How
can
you
figure
it
out?
• What
thinking
skills
do
you
use?
It’s
all
about
thinking
in
math
&
science
–
Brownlie,
Fullerton,
Schnellert
16. Critical thinking & Problem-Solving
• How
much
forest
must
be
removed
to
create
a
4-‐lane
highway
15
km
long?
• How
can
you
figure
it
out?
18. Learning
Stories
based
on
the
work
of
Margaret
Carr
&
Wendy
Lee,
New
Zealand
Megan
Fraser
&
Giovanni
Thiessen,
Burnaby
• A
story
• Documenta+on
• Makes
the
ordinary
significant
• Ini+ated
by
the
child
• Only
the
‘good’
reported
• Supported
with
pictures
19.
20. Teacher: Megan Fraser
A Learning Story!
Date: January 15, 2011!
!
Observation Focus
EXPRESSING AN IDEA OR A FEELING: In a range of ways (specify). For example: oral language,
gesture, music, art, writing, using numbers and patterns, telling stories.!
!
!
The story…
Karma, today you were taking the
‘hospital project’ to an entirely
different place… you began to
represent what you were learning
about through play, stories and
conversations with a new medium:
paint.
This idea came to you entirely
independently, rather than in response
to another students’ idea or an
invitation from me.
You were entirely focussed as you
created with black and red paint,
paper and brush.
I asked what you were working on and
you told me, “It’s a heart, but not the
shape kind; it’s the real kind and that
black stuff, it’s disease.”
What’s happening… What’s next…
Karma, you engage with the world through your Karma, I understand that a strength for you is that
senses… you do not always internalize the ideas you have an ability to understand things on a
of others, but rather prefer to touch, taste, smell, deeper level when you have physically engaged
listen, and smell for yourself. with them. I need to remember to provide you
with opportunities to learn things in this way. For
You represent this engagement in an equally example, how can I engage your body and
unique way (through images and movement), senses to help you develop literacy and
and as you do so, you appear to be engaged in numeracy skills? Perhaps painting? Sculpture?
that conversation with ideas using your whole Scented play doh? Water on chalkboards?
body!
!
21. A Learning Story!
Isabel’s Violin Feb. 17, 2011
Isabel’s plan was to make a violin during our Choices time. She seemed to have a very clear
idea of how she wanted to make it and the materials she wanted to use. She asked for a stick
to make the bow and grabbed a large white piece of paper to draw the violin. I thought it
was very interesting that Isabel chose to draw each part of the violin as a separate picture
(e.g. the body, the neck, the pegs, etc.) When I asked her about it, she said she was going to
cut them all out and then put the parts together to make her violin. Just like a puzzle! Isabel
stayed very focused and motivated on her project; she kept working on her violin for our entire
Choices time! Naturally, she was very proud of her creation! Thanks for sharing your learning
with us, Isabel! We love seeing how you think and create.
What it means… What’s next...
Isabel, you are working like a designer, Other children were also very interested in
engineer and artist! I can tell you know a making instruments today and made them
lot about violins! How did you learn so in different ways. I would like to bring in
much about them? You have a clear idea
some real instruments and books to share
about the shape, size and parts of the
instrument, and you know how they piece with the class -- it makes such a difference
together. You really enjoy working with when you get to touch, hear and see how
materials and I have learned that you instruments work! I am curious to find out
always have a plan in your mind! You have how this might influence their drawings,
shown me that you need a lot of time to creations and play.
work and it is important for you to be able
to finish your projects.
22. Learning
Story
Evi
Kurina,
Riga,
Latvia
• Chem
9
• Summary
lesson
before
the
test
• Coaching
• New
to
working
in
groups
• New
to
working
with
Learning
Inten+ons
• What’s
the
story?
What
should
we
no+ce
about
you
as
a
learner?
23.
24. What
worked?
• Par+cipa+on
in
the
small
groups
• Inclusion
of
all
members
• Quiet
voices
• Engagement
and
interest
• Learning
inten+ons
25. What
didn’t?
• Task
too
complex
for
the
alloWed
+me
• Students
needed
support
with
how
to
read
the
labels
26. What’s
Next?
• Feedback
on
what
made
the
groups
work
well
• Explicit
lesson
on
how
to
read
labels
27. AFL
–
guiding
the
teaching,
guiding
the
learning
–
Michael
Campsall,
Comox
Valley,
Gr.
5/6
• Backwards
Design:
Heritage
Fair
Projects,
non-‐fic+on
research
wri+ng
• Thinking
skill:
ques+oning
• Gradual
release:
– Viewed
images
– In
groups
generated
ques+ons
– Categorized
ques+ons
28. • Thinking
skill:
wri+ng
• Analyzed
student
wri+ng
– Created
a
drop-‐down
menu
with
coloured
spreadsheet
– Analyzed
data
– 3
areas
of
need
• Voice
• Sentence
transi+ons
• Sentence
beginnings
29. • Gradual
release
– Build
an
essay
together,
with
Michael
modeling
first,
then
working
together
– Introduc+on,
paragraphs
(lead,
support,
conclusion),
conclusion
30. • Chose
Heritage
Fair
topic,
researched,
took
notes
around
juicy
ques+ons,
wrote
• Students
chose
1
paragraph
to
revise
AFTER
1-‐2
mini-‐lessons
on
the
skill
–
i.e.,
voice
• Students
self-‐assessed
and
peer-‐assessed
with
rubric
• Adapta+on:
a
few
kids
wrote
with
partners
– At-‐risk
partnership
scaffold
– Teacher
chooses
a
bullet
from
rubric,
students
read
paragraph
and
search
for
evidence
–
‘which
describes
yours’
39. Structures
Maria
Yioldassis,
gr.
3,
West
Vancouver
• Brainstorm
what
is
known
about
structures
• Categorize
• With
partner,
pose
ques+ons
• Guiding
ques+ons,
1
/chart
paper:
How
do
different
materials,
forces
and
shapes
affect
the
stability
and
strength
of
different
structures?
40. • With
partner,
move
and
pose
3
ques+ons
• Choose
ques+on
• Find
appropriate
informa+on
sheet
• Read
and
highlight
• Answer
ques+on
41.
42.
43.
44. A
Change
Journey
–
Jacob
Martens,
gr.
8
science,
11
physics
• Self-‐regula+on
• Inquiry
and
cri+cal
thinking
• engagement
• Jacob’s
blog:
hWp://martensvsb.wordpress.com
46. Criteria:
Physics
11
Checkpoints
Jacob
Martens,
Vancouver
• Exemplary:
Complete
&
in
depth
understanding
of
concepts.
Answers
are
correct,
with
elegant
solu+on
strategies.
• Accomplished:
Solid
understanding
of
concepts.
Most
answers
are
correct.
Solu+on
strategy
has
few
errors.
• Developing:
Basic
understanding
of
concepts.
Errors
and
inconsistency
reveal
some
missing
elements.
• Beginning:
Does
not
demonstrate
basic
understanding
of
concept.
Substan+al
errors
and/or
omissions.
• Criteria:
Michelle
Wood,
West
Van,
Science
10
IRP
47. Criteria:
Exemplary
Accomplished
Developing
Basic
Concept
#11
Solve
problems
involving
the
law
of
conserva*on
of
energy.
A
50.
kg
girl
slides
down
a
5.0
m
long
playground
slide.
The
top
of
the
slide
is
2.0
m
above
the
ground
and
the
boWom
of
the
slide
is
0.5
m
above
the
ground.
How
fast
would
one
expect
her
to
be
moving
at
the
boGom
of
the
slide?
E
A
B
D
Map
for
improvement:
drawing,
formulas
given,
working
shown,
correct
calcula+on,
sig
figs,
answers
clearly
indicated.
48. Concept
#9
Relate
work
done
to
energy
transforma*on.
In
the
ques+on
above,
the
girl
reaches
the
boWom
of
the
slide
moving
at
1.5
m/s.
How
much
“work”
was
done
on
the
girl
by
the
force
of
fric+on?
E
A
D
B
Map
for
improvement:
drawing,
formulas
given,
working
shown,
correct
calcula+on,
sig
figs,
answers
clearly
indicated.
49. • On
the
back
of
this
sheet
please
use
the
concepts
learned
in
this
unit
to
explain
why
the
girl
is
moving
slower
than
expected.
50. Kinema+cs
• The
future
loca+on
and
mo+on
of
objects
can
be
predicted
based
on
their
past
loca+on
and
mo+on.
51. B
D
A
Learning
Inten*ons
-‐
Knowing
I
can
define
and
relate
the
terms:
clock
reading,
posi*on
and
event.
I
can
differen+ate
between
a
clock
reading
and
a
*me
interval.
I
can
define
and
relate
distance
and
average
speed.
I
can
define
and
relate
displacement
and
average
velocity.
I
can
differen+ate
between
scalars
and
vectors.
I
can
define
instantaneous
velocity
and
instantaneous
speed.
52. B
D
A
Learning
Inten*ons
-‐
Doing
I
can
solve
problems
involving:
displacement,
+me
interval,
and
average
velocity.
I
can
construct
posi+on-‐+me
graphs
based
on
data
from
various
sources.
I
can
use
posi+on-‐+me
graphs
to
determine:
•displacement
&
average
velocity
•distance
travelled
&
average
speed
•instantaneous
velocity
I
can
construct
velocity-‐+me
graphs
based
on
data
from
various
sources.
53. New
Resource!
• An
Integrated
Inquiry
Based
Unit
of
Study
using
Stz’uminus
Legends,
Stories
and
Heroes
as
a
focus
for
our
inquiry
–
Donna
Klockars
• PLOs
from
English
First
Peoples
Pilot
Program
10
• Lesson
sequences
applicable
anywhere
• Core
Learning
Resources
• www.corelearningresources.com
55. Planning
Goals What do we want to develop/
explore/change/ refine to better
meet the diverse needs of diverse
learners?
Rationale Why are we choosing this focus?
Plan How will we do this?