The respondent had several positive experiences with the math coach this year, including enjoying activities and new ideas shared, appreciating resources and planning support provided, and finding the hands-on classroom coaching more beneficial than workshops. Working with the math coach helped the teacher improve and expand their skills and strategies for teaching math concepts. The teacher hopes to work with the math coach again next year.
1. The coach reflects on their first year in the new role of math coach, highlighting both successes and areas for growth.
2. They appreciate the support of teachers, staff, and students who made them feel welcome during this transition.
3. Looking ahead, the coach aims to focus their coaching time on quality support and collaborative teaching models in the new school year.
The student teacher poses thoughtful questions to her mentor teacher after observing his lessons. Though the questions catch him off guard at times, he sees them as opportunities to reflect more deeply on his teaching practices. In this instance, the student teacher asks why he chooses group work over individual assignments in a given lesson, prompting a rambling response from the mentor teacher. Rather than apologize, he views it as a chance to consider how different class dynamics and student abilities influence that decision. Their discussions help him continue learning and improving after many years of experience.
Questioning: Assessing how students think. (An interview with John Yeo)John Yeo
1) The document discusses the importance of using questions to help students think beyond just finding correct answers. It explains how asking good questions can enhance student thinking and help teachers assess learning.
2) It provides examples of how teachers can anticipate student responses to questions to better understand their thinking and scaffold their learning. Teachers should also use questioning purposefully and create contexts to harness group learning and deepen inquiry.
3) Effective questioning allows students to think more deeply, not just within the lesson but afterwards as well. Questions can motivate learning by getting students interested in finding answers rather than just remembering facts.
The document summarizes the discussions from a Teacher Inquiry PLC meeting focused on integrating Te Reo Maori language into classroom instruction. Key points discussed included understanding cultural protocols like mihi and pepeha, modeling language use, assessing student learning over time, and strategies teachers were using like creating number posters and books. Teachers shared challenges like balancing different focuses and ensuring all students get reinforcement. They provided feedback and suggestions to each other, including focusing instruction and taking time to reinforce concepts before moving on. Plans were made for the next meeting.
Coaching is about improving employee performance through continuous development by helping staff achieve goals. Coaching involves delegating more tasks, supervising less, bringing out potential in employees, developing a positive attitude, and increasing productivity. There are many reasons to coach, such as freeing up manager time, improving performance, enhancing organizational productivity, building skills, progressing projects, solving problems, developing careers, overcoming conflicts, and re-motivating staff. Effective coaching requires setting targets, providing feedback, and selecting coaching styles appropriate for each situation from directive to non-directive approaches. Emotional intelligence is important for coaching, as it allows focusing on tasks, analyzing reactions, and maintaining composure.
The document discusses mentoring and coaching. It describes coaching as a one-on-one teaching method where the trainer identifies strengths and weaknesses to develop skills. Coaching is effective as it saves time, money and benefits both the trainer and trainee. Mentoring is an advanced form of coaching for potential managers to develop conceptual skills. A mentor advises and shapes the trainee into a future leader by teaching interpersonal skills, decision making, and managing change.
The business coaching process - how to PILOT yourself to business successRob Hook
Success in business is akin to flying a plane. Our PILOT programme ensures you think through what needs to happen and why.
Be thorough in looking at where the business is now and where you want it to be. If there is a gap in your knowledge, think through how to close that gap. Hire in expert help or a consultant who understands how it works.
1. The coach reflects on their first year in the new role of math coach, highlighting both successes and areas for growth.
2. They appreciate the support of teachers, staff, and students who made them feel welcome during this transition.
3. Looking ahead, the coach aims to focus their coaching time on quality support and collaborative teaching models in the new school year.
The student teacher poses thoughtful questions to her mentor teacher after observing his lessons. Though the questions catch him off guard at times, he sees them as opportunities to reflect more deeply on his teaching practices. In this instance, the student teacher asks why he chooses group work over individual assignments in a given lesson, prompting a rambling response from the mentor teacher. Rather than apologize, he views it as a chance to consider how different class dynamics and student abilities influence that decision. Their discussions help him continue learning and improving after many years of experience.
Questioning: Assessing how students think. (An interview with John Yeo)John Yeo
1) The document discusses the importance of using questions to help students think beyond just finding correct answers. It explains how asking good questions can enhance student thinking and help teachers assess learning.
2) It provides examples of how teachers can anticipate student responses to questions to better understand their thinking and scaffold their learning. Teachers should also use questioning purposefully and create contexts to harness group learning and deepen inquiry.
3) Effective questioning allows students to think more deeply, not just within the lesson but afterwards as well. Questions can motivate learning by getting students interested in finding answers rather than just remembering facts.
The document summarizes the discussions from a Teacher Inquiry PLC meeting focused on integrating Te Reo Maori language into classroom instruction. Key points discussed included understanding cultural protocols like mihi and pepeha, modeling language use, assessing student learning over time, and strategies teachers were using like creating number posters and books. Teachers shared challenges like balancing different focuses and ensuring all students get reinforcement. They provided feedback and suggestions to each other, including focusing instruction and taking time to reinforce concepts before moving on. Plans were made for the next meeting.
Coaching is about improving employee performance through continuous development by helping staff achieve goals. Coaching involves delegating more tasks, supervising less, bringing out potential in employees, developing a positive attitude, and increasing productivity. There are many reasons to coach, such as freeing up manager time, improving performance, enhancing organizational productivity, building skills, progressing projects, solving problems, developing careers, overcoming conflicts, and re-motivating staff. Effective coaching requires setting targets, providing feedback, and selecting coaching styles appropriate for each situation from directive to non-directive approaches. Emotional intelligence is important for coaching, as it allows focusing on tasks, analyzing reactions, and maintaining composure.
The document discusses mentoring and coaching. It describes coaching as a one-on-one teaching method where the trainer identifies strengths and weaknesses to develop skills. Coaching is effective as it saves time, money and benefits both the trainer and trainee. Mentoring is an advanced form of coaching for potential managers to develop conceptual skills. A mentor advises and shapes the trainee into a future leader by teaching interpersonal skills, decision making, and managing change.
The business coaching process - how to PILOT yourself to business successRob Hook
Success in business is akin to flying a plane. Our PILOT programme ensures you think through what needs to happen and why.
Be thorough in looking at where the business is now and where you want it to be. If there is a gap in your knowledge, think through how to close that gap. Hire in expert help or a consultant who understands how it works.
Charlotte worked with four fifth grade students who were struggling with multiplication. She designed pre- and post-tests to assess their skills. Over four lessons, she taught different methods for solving multiplication problems using pictures, boxes, breaking numbers apart, and algorithms. Based on analyzing the pre- and post-test results, the students' skills generally improved, though some still needed work on specific methods like estimation. Charlotte identified ways she can strengthen her teaching, such as using technology more effectively and improving assessment questions. She also noted challenges like limited time and student focus. Overall, the experience helped improve both the students' math skills and Charlotte's teaching abilities.
Sharon Bowman, author. How to Design Great Training: Begin with the End in Mind. For trainers, teachers, instructors, learning facilitators, and educators.
Sara is having trouble balancing her lesson plan ideas with those of her teacher. She wants to incorporate both of their ideas but is still working on classroom management. Her students are getting used to her and she wants to build a cooperative team environment for real learning. Sara's students encouraged her at lunch by saying she listens well and doesn't do boring activities. This made her reflect on using wait time, blurting out, and questions to help students develop their thinking. She wants to keep students on task using critical thinking assignments while avoiding too much leniency.
How to Design Great Training: Begin with the End in MindSharon Bowman
Sharon Bowman, author. How to Design Great Training: Begin with the End in Mind. For trainers, teachers, instructors, learning facilitators, and educators.
This document contains a teacher's reflections on three English lessons taught to primary school students. For the first lesson, the teacher found that using real objects and miming helped motivate students to learn new vocabulary. Students responded well to the activities but some materials could be improved. The second lesson introduced possessive 's' using The Simpsons characters, which engaged students initially but activities became weak. The third lesson on social media motivated students through images and a game, though the game needed clearer rules. Overall, the teacher found that visuals like images and objects, as well as games, helped engage students and will inform future lesson planning.
1) The document summarizes various teaching strategies and assignments the teacher has implemented in their classroom, including inquiry learning, problem-based learning, and authentic assessment.
2) Inquiry learning has been used for science labs and will now be applied to vocabulary learning, engaging students through discovery.
3) Problem-based learning introduces real-world math problems to make calendar routines more meaningful. Students present solutions to the class.
4) Authentic assessment evaluates group work processes rather than individual answers, which is better suited to cooperative assignments.
This document contains a student teacher's reflections on their practicum experience teaching English at a primary school. Some of the key challenges they faced included establishing their authority as a teacher rather than a family member, and dealing with a situation where another teacher filled the board during their class time. Areas for improvement included confidence at the front of the class. They enjoyed a lesson on abilities where the students were engaged and motivated. Instances of student learning and motivation were observed regularly. Working with a teaching partner was found to be very helpful. While nervous at first, they felt more prepared and accompanied through the support of teacher trainers and the school.
This document outlines the agenda for a Lead Teacher workshop focusing on introducing action research. The agenda includes activities like tuning in to discuss facilitator concerns, finding out barriers to action research, and sorting concerns into categories. It also provides resources for independent research and reflection on introducing action research to other teachers. The goal is for Lead Teachers to learn skills and strategies to facilitate adopting action research in their schools.
Underlying Issues with Homework document discusses:
- Research has shown homework provides little benefit and can be frustrating for elementary and middle school students. It is more effective for older students.
- The purpose of homework should be to provide practice, not introduce new concepts. If assigned, feedback is important.
- The flipped classroom model moves lectures outside of class time, allowing more class time for discussion, activities, and practice with teacher support. Even partially flipping the classroom can improve homework by making it more purposeful.
Nancy Valley reflects on her lesson plans and teaching experiences during her practicum. She found that more time was spent organizing lessons than executing them, and that her estimations for time usage and activities were often inaccurate. However, she showed improvement over time in areas like choosing appropriate content, providing clear instructions, engaging different learning styles, and balancing practice time. Overall, she identified many skills that she needs to continue developing but felt she made progress in self-reflecting on her teaching and identifying deficiencies compared to best practices.
The document discusses an individual's reflection on a micro-teaching session where they taught a writing lesson plan using the process approach. Some key points made include:
1) The individual found it challenging to plan activities for each stage of the writing process but received feedback from peers on their lesson plan about "Pet's World".
2) During the lesson induction, an activity to form groups did not go as planned but the individual was able to engage teachers through a charades game using vocabulary words.
3) During the planning stage, the individual realized brainstorming needed a smaller scope but was a good way to engage students and get their background knowledge.
4) The individual aims to focus more on
The author shares lessons learned from their first two years as a K-4 math coach. They established trust with teachers by visiting all 21 schools and spending time in each teacher's classroom. A key lesson was that teachers wanted to see entire math lessons modeled, not just short demonstrations. To provide ongoing support, the author created a blog where teachers could access lesson plans, assessments, and videos anytime. Going forward, the author plans to have administrators involved to give teachers dedicated time for reflection with the coach.
Final growth mindset lesson plan (april 2015)Sudipta Saha
This document provides materials for a lesson plan to introduce students to the concept of a growth mindset. The lesson plan includes objectives to help students understand that intelligence can be developed, the brain is malleable, and challenging work makes the brain stronger. It outlines parts of the lesson including watching videos on brain plasticity and neuroplasticity, a discussion of personal experiences overcoming struggles, and having students write letters about learning struggles. Additional optional activities include a research project on how the brain grows through learning challenges and creating a poster contrasting growth and fixed mindsets.
This document provides materials for teaching a lesson on growth mindset to students. It includes objectives to help students understand that intelligence can be developed and the brain is malleable. The lesson plan consists of watching videos on neuroplasticity and growth mindset, sharing personal stories, and having students write letters about overcoming struggles. Additional activities include a research project on brain growth and a poster comparing growth and fixed mindsets. Resources for further learning are also listed.
Ayesha Mehar create these slides to train teachers about theirselves and their kinds and habits also. They can develop theirselves with the help of this kind of training session.
These are photographs and testimonials of classroom teachers and school librarians who team taught lessons from Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact by Judi Moreillon (ALA Editions, 2007).
A presentation to EduIgniteRotovegas on April 9 2014.
The presentation focuses on changing the approach to homework which can be a bit 'hit and miss' to developing a Prep for Learning, (Preparation for Learning) focus to engage students to be involved in their learning inside and outside of the classroom.
The aim is to focus their thinking as part of the everyday learning and teaching process.
We both found that exploring our learning preferences and using social technologies for collaboration helped us be more successful students. Nelson preferred using technologies like Google Docs and tablets for notes, while Robin benefited from video chat for verbal explanations. Though we had different preferences, we agreed social networks allowed us to work together remotely. Going forward, we will apply these skills in our careers by collaborating with networks anywhere in the world using video, documents, and other shared platforms for discussions, presentations, and spreading knowledge. While some social tools like Twitter were less effective for in-depth learning, platforms allowing real-time collaboration helped us most.
AERA Presentation: PBL Model for Teacher Researchsnowcity
This document describes a model for supporting collaborative teacher research that was developed and tested over three years. The model includes components like motivation, a learning community, use of data like videos and student work, dedicated time for research, and a structured process using problem-based learning. Teachers found elements like pursuing their own research questions, peer support, facilitator guidance, and extended time to be most useful for improving their practice through inquiry. The model provides an example of effective professional development centered around teacher research.
Progression of outcomes for place value 1 (1)susan70
This document outlines progression of place value outcomes from kindergarten to grade 9. It shows the development of place value understanding over time, with outcomes becoming more advanced each year. Key understandings taught include whole number concepts, place value, counting, comparing, representing, and extending to decimal numbers. Instructional strategies suggested are use of manipulatives, number lines, open questioning, and establishing patterns. Common misconceptions are also listed such as thinking place value is only relevant to whole numbers or misunderstanding the relative magnitude of decimal numbers.
Susan Muir is hosting a come-and-go coffee and muffins event from 10am to 12pm at 203 5th Ave North to celebrate the beginning of her new Partylite hobby business. The event is an opportunity for people to learn more about Susan's Partylite business and support her new hobby venture.
Charlotte worked with four fifth grade students who were struggling with multiplication. She designed pre- and post-tests to assess their skills. Over four lessons, she taught different methods for solving multiplication problems using pictures, boxes, breaking numbers apart, and algorithms. Based on analyzing the pre- and post-test results, the students' skills generally improved, though some still needed work on specific methods like estimation. Charlotte identified ways she can strengthen her teaching, such as using technology more effectively and improving assessment questions. She also noted challenges like limited time and student focus. Overall, the experience helped improve both the students' math skills and Charlotte's teaching abilities.
Sharon Bowman, author. How to Design Great Training: Begin with the End in Mind. For trainers, teachers, instructors, learning facilitators, and educators.
Sara is having trouble balancing her lesson plan ideas with those of her teacher. She wants to incorporate both of their ideas but is still working on classroom management. Her students are getting used to her and she wants to build a cooperative team environment for real learning. Sara's students encouraged her at lunch by saying she listens well and doesn't do boring activities. This made her reflect on using wait time, blurting out, and questions to help students develop their thinking. She wants to keep students on task using critical thinking assignments while avoiding too much leniency.
How to Design Great Training: Begin with the End in MindSharon Bowman
Sharon Bowman, author. How to Design Great Training: Begin with the End in Mind. For trainers, teachers, instructors, learning facilitators, and educators.
This document contains a teacher's reflections on three English lessons taught to primary school students. For the first lesson, the teacher found that using real objects and miming helped motivate students to learn new vocabulary. Students responded well to the activities but some materials could be improved. The second lesson introduced possessive 's' using The Simpsons characters, which engaged students initially but activities became weak. The third lesson on social media motivated students through images and a game, though the game needed clearer rules. Overall, the teacher found that visuals like images and objects, as well as games, helped engage students and will inform future lesson planning.
1) The document summarizes various teaching strategies and assignments the teacher has implemented in their classroom, including inquiry learning, problem-based learning, and authentic assessment.
2) Inquiry learning has been used for science labs and will now be applied to vocabulary learning, engaging students through discovery.
3) Problem-based learning introduces real-world math problems to make calendar routines more meaningful. Students present solutions to the class.
4) Authentic assessment evaluates group work processes rather than individual answers, which is better suited to cooperative assignments.
This document contains a student teacher's reflections on their practicum experience teaching English at a primary school. Some of the key challenges they faced included establishing their authority as a teacher rather than a family member, and dealing with a situation where another teacher filled the board during their class time. Areas for improvement included confidence at the front of the class. They enjoyed a lesson on abilities where the students were engaged and motivated. Instances of student learning and motivation were observed regularly. Working with a teaching partner was found to be very helpful. While nervous at first, they felt more prepared and accompanied through the support of teacher trainers and the school.
This document outlines the agenda for a Lead Teacher workshop focusing on introducing action research. The agenda includes activities like tuning in to discuss facilitator concerns, finding out barriers to action research, and sorting concerns into categories. It also provides resources for independent research and reflection on introducing action research to other teachers. The goal is for Lead Teachers to learn skills and strategies to facilitate adopting action research in their schools.
Underlying Issues with Homework document discusses:
- Research has shown homework provides little benefit and can be frustrating for elementary and middle school students. It is more effective for older students.
- The purpose of homework should be to provide practice, not introduce new concepts. If assigned, feedback is important.
- The flipped classroom model moves lectures outside of class time, allowing more class time for discussion, activities, and practice with teacher support. Even partially flipping the classroom can improve homework by making it more purposeful.
Nancy Valley reflects on her lesson plans and teaching experiences during her practicum. She found that more time was spent organizing lessons than executing them, and that her estimations for time usage and activities were often inaccurate. However, she showed improvement over time in areas like choosing appropriate content, providing clear instructions, engaging different learning styles, and balancing practice time. Overall, she identified many skills that she needs to continue developing but felt she made progress in self-reflecting on her teaching and identifying deficiencies compared to best practices.
The document discusses an individual's reflection on a micro-teaching session where they taught a writing lesson plan using the process approach. Some key points made include:
1) The individual found it challenging to plan activities for each stage of the writing process but received feedback from peers on their lesson plan about "Pet's World".
2) During the lesson induction, an activity to form groups did not go as planned but the individual was able to engage teachers through a charades game using vocabulary words.
3) During the planning stage, the individual realized brainstorming needed a smaller scope but was a good way to engage students and get their background knowledge.
4) The individual aims to focus more on
The author shares lessons learned from their first two years as a K-4 math coach. They established trust with teachers by visiting all 21 schools and spending time in each teacher's classroom. A key lesson was that teachers wanted to see entire math lessons modeled, not just short demonstrations. To provide ongoing support, the author created a blog where teachers could access lesson plans, assessments, and videos anytime. Going forward, the author plans to have administrators involved to give teachers dedicated time for reflection with the coach.
Final growth mindset lesson plan (april 2015)Sudipta Saha
This document provides materials for a lesson plan to introduce students to the concept of a growth mindset. The lesson plan includes objectives to help students understand that intelligence can be developed, the brain is malleable, and challenging work makes the brain stronger. It outlines parts of the lesson including watching videos on brain plasticity and neuroplasticity, a discussion of personal experiences overcoming struggles, and having students write letters about learning struggles. Additional optional activities include a research project on how the brain grows through learning challenges and creating a poster contrasting growth and fixed mindsets.
This document provides materials for teaching a lesson on growth mindset to students. It includes objectives to help students understand that intelligence can be developed and the brain is malleable. The lesson plan consists of watching videos on neuroplasticity and growth mindset, sharing personal stories, and having students write letters about overcoming struggles. Additional activities include a research project on brain growth and a poster comparing growth and fixed mindsets. Resources for further learning are also listed.
Ayesha Mehar create these slides to train teachers about theirselves and their kinds and habits also. They can develop theirselves with the help of this kind of training session.
These are photographs and testimonials of classroom teachers and school librarians who team taught lessons from Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact by Judi Moreillon (ALA Editions, 2007).
A presentation to EduIgniteRotovegas on April 9 2014.
The presentation focuses on changing the approach to homework which can be a bit 'hit and miss' to developing a Prep for Learning, (Preparation for Learning) focus to engage students to be involved in their learning inside and outside of the classroom.
The aim is to focus their thinking as part of the everyday learning and teaching process.
We both found that exploring our learning preferences and using social technologies for collaboration helped us be more successful students. Nelson preferred using technologies like Google Docs and tablets for notes, while Robin benefited from video chat for verbal explanations. Though we had different preferences, we agreed social networks allowed us to work together remotely. Going forward, we will apply these skills in our careers by collaborating with networks anywhere in the world using video, documents, and other shared platforms for discussions, presentations, and spreading knowledge. While some social tools like Twitter were less effective for in-depth learning, platforms allowing real-time collaboration helped us most.
AERA Presentation: PBL Model for Teacher Researchsnowcity
This document describes a model for supporting collaborative teacher research that was developed and tested over three years. The model includes components like motivation, a learning community, use of data like videos and student work, dedicated time for research, and a structured process using problem-based learning. Teachers found elements like pursuing their own research questions, peer support, facilitator guidance, and extended time to be most useful for improving their practice through inquiry. The model provides an example of effective professional development centered around teacher research.
Progression of outcomes for place value 1 (1)susan70
This document outlines progression of place value outcomes from kindergarten to grade 9. It shows the development of place value understanding over time, with outcomes becoming more advanced each year. Key understandings taught include whole number concepts, place value, counting, comparing, representing, and extending to decimal numbers. Instructional strategies suggested are use of manipulatives, number lines, open questioning, and establishing patterns. Common misconceptions are also listed such as thinking place value is only relevant to whole numbers or misunderstanding the relative magnitude of decimal numbers.
Susan Muir is hosting a come-and-go coffee and muffins event from 10am to 12pm at 203 5th Ave North to celebrate the beginning of her new Partylite hobby business. The event is an opportunity for people to learn more about Susan's Partylite business and support her new hobby venture.
Day 1 of the school year involves organizing student desks and lockers, decorating name tags, and teaching students how to keep their desk organized. In the morning there will also be a scavenger hunt to help students get to know the school. The schedule includes reading groups, assembly, math lessons on data and graphs, a learner questionnaire, and outdoor physical education with balloons.
This document outlines a performance task for students to assess biodiversity by collecting insect samples using Malaise traps. Students will take on roles such as recorders, reporters, bloggers, and statisticians to communicate their findings about the number and types of insect species found in their schoolyard compared to other schools across Canada. They will present their findings through various media to their classmates, community, and all of Canada. The goal is for students to learn about biodiversity and classification of organisms by conducting hands-on research and sharing what they learn about the estimated 140,000 insect species in Canada, half of which remain unidentified.
Susan Muir's 2014-2015 timeline for grade 5 outlines her integrated themes, subjects, and units of study for each month. Throughout the year she focused on themes like weather, personal heroes and identity, Canadian people, and machines. Her subjects included math, English language arts, science, social studies, and arts education. Some of the units she covered were data management, whole numbers, decimals, fractions, geometry, weather, human body systems, force and simple machines, Canadian government, First Nations art, and health topics like self-regulation, puberty, and infectious diseases.
The document advertises a new pizza burger product coming soon to Pizza Hut retail stores, encouraging the reader to feast on this delicious combination of pizza and burger; it also asks the reader if they would prefer this new pizza burger or to continue with traditional pizza options, thanking them for their time.
This document outlines an assignment to research and map the political regions of Canada including the provinces and territories, label them, provide population estimates, confederation dates and reasons for joining Canada. Students are asked to write a 5-6 sentence paragraph summarizing the main idea and details about one province's decision to join Confederation.
This document provides the weekly schedule and assignments for the week of December 1-5. Students are to complete their persuasive paragraph for ELA by Tuesday and work on their 5 paragraph essay about a Canadian hero. In social studies, students will present their confederation projects and study for a test on Canada's confederation. Arts assignments include finishing one side of a POP ART cube and collecting cardboard. Phys. ed. includes Canadian hero research and daily exercises like Just Dance. Mathematics focuses on division skills.
The document provides Jonathon Muir's resume seeking a part-time job for experience. It summarizes his qualifications including being punctual, a quick learner, and easy to work with. It outlines his work experience in various jobs and volunteer roles coaching sports and community service. It lists his accomplishments in karate, leadership positions, and awards for lifesaving, community involvement, and academics. It provides references from teachers and coaches who can recommend him.
This document provides parents with questions to ask their children when reading both fiction and non-fiction books to help improve their reading comprehension. For fiction books, it suggests asking about character traits, point of view, themes, and predictions. For non-fiction, it recommends discussing the main idea, purpose, text features, new information learned, and unknown words. The document concludes by encouraging parents to have children write about what they read to help improve writing skills.
This document provides an overview of the 2014-2015 school year for a Grade 5 student named Susan Muir. It outlines the integrated themes, subjects, and units that will be covered each month from September to June. Themes include weather, personal heroes and identity, Canadian people, and heritage. Core subjects are math, English language arts, science, and social studies. Additional topics in health, arts education, and other subjects are also listed for each month.
Paul owns a small pizza shop that is at risk of closing if he cannot pay $100 in rent by Friday. He comes up with a pricing strategy to sell half, quarter, and eighth slices of pizza - with half slices costing $10, quarter slices $5, and eighth slices $2. Through tracking his daily sales from Tuesday to Friday, the summary shows that Paul is just able to raise the $100 needed to pay rent and save his pizza shop.
Sleep plays a vital role in growth and development for children and teens by helping the brain properly function, learn, and remember information. Getting good quality sleep repairs the body's systems like blood vessels and heart, and regulates hormones controlling hunger and fullness to reduce obesity risk. Sleep is also important for mental and physical health as issues with sleep can be caused by trauma and negatively impact safety, learning, and daily functioning.
Vitamins are nutrients found in foods that are essential for human health. They help the body grow, fight infections, and function properly. Different foods contain different vitamins, and people need varying amounts of vitamins depending on their age, gender and overall health. Vitamins are absorbed from food during digestion and carried throughout the body, where they each perform important roles like supporting vision, healing cuts, strengthening bones and more. While most people get enough vitamins from a balanced diet, supplements can help those with certain dietary restrictions.
Progressive education began in the late 19th century as a protest against standardized textbooks and rote learning methods. It advocated for a more child-centered approach where students could discuss ideas and work on hands-on projects tailored to their interests. Progressive teachers acted as facilitators rather than authorities, emphasizing democratic and cooperative learning over strict memorization. This movement spread in Canada in the early-to-mid 20th century and aimed to make education more relevant to the needs of students and the workforce through experiential learning opportunities.
Jonathon seeks part-time employment for experience. He has strong character qualities like confidence, punctuality, and teamwork. His volunteer work includes coaching sports, fundraising, and community cleanups. He has received awards in karate, lifesaving, math, and more. References are provided.
The Western Development Museum in Yorkton, Saskatchewan depicts the story of immigration to western Canada through photographs and artifacts. In the late 1800s and early 1900s, over 2 million immigrants came to Canada from around the world, attracted by brochures promoting the land and educational opportunities. Many settled in Saskatchewan, establishing a diverse cultural landscape. To accommodate the growing population, one-room schoolhouses were constructed every 7-8 miles to educate children from various backgrounds and help integrate different cultures into Canadian society.
The document discusses the history and growth of education in Canada in the early 1900s. It states that in order to understand decisions made about education, one must understand why they were made from the social and political viewpoints of the time. The industrial revolution led to an understanding that education's purpose was inculcation or socialization. Education focused on teaching obedience, morality, and preparing students for future work through rote learning and repetition. Teachers were responsible for instilling societal values and norms in students as well as taking on administrative and janitorial roles.
1. Share one or more
positive
experience you How can the Math Will you be
had in terms of Did you work with Coach improve or wanting support
coaching / math the math coach change to support this next school Questions or
Timestamp Sample Question 1 support. this year? your needs? year Comments?
I did not use the
Did not access Math Coach
6/3/2011 13:01:45 support. support not applicable no
It is great to know
the support is
there. I feel that
as elementary
teachers, our
I enjoyed using the plates are already
resources on the so full, that time
blog. I attended a may be a factor
few math when trying to
workshops last book extra
year that gave me support. I will not
some ideas. I also be teaching math
purchased the next year, as my
Power of 10 this I used resources teaching
year, and found it from GSSD Math assignment is
6/3/2011 14:17:05 useful. Coach Blog slightly different. no
I wish we could
have had more
days to work
together. I think
I really enjoyed the we only worked
activities, new together 3 or 4
ideas, and times in the 3
planning together. week block mainly
I loved being able because I teach
to borrow every other day FYI - I could only
resources and get She worked with and different things choose one option
ideas for resources me in the came up during for your first
6/3/2011 14:18:31 for my classroom. classroom that time. yes question.
2. Share one or more
positive
experience you How can the Math Will you be
had in terms of Did you work with Coach improve or wanting support
coaching / math the math coach change to support this next school Questions or
Timestamp Sample Question 1 support. this year? your needs? year Comments?
It was refreshing
and inspiring to
see Math in action
with so many
manipulatives
being employed.
The learning that
took place as a
result of this was She worked with
clear. I also liked me in the
hearing how classroom, I used
Susan questions resources from
the students as GSSD Math Coach
6/3/2011 16:18:16 they are exploring. Blog Not sure ... I don't know Thanks!
She worked with
me in the
classroom, I
attended one or Things are great
more Math as they are...it's
workshops, I used great to be able to
resources from check on the blog
The great ideas for GSSD Math Coach and receive help
6/3/2011 19:44:17 easy resources! Blog that way. I don't know
I found having a
I found it very math coach
useful to have available to
Susan come into teachers was more
my classroom and beneficial to me
show me many this year than
different ideas of attending a
how to teach math. She worked with workshop because
She was very open me in the it is more hands
to questions and classroom, I Bring more ideas on.
was inspiring to received help to Kindergarten
6/3/2011 20:26:25 teach with. through email workshops no Nicole Olson
3. Share one or more
positive
experience you How can the Math Will you be
had in terms of Did you work with Coach improve or wanting support
coaching / math the math coach change to support this next school Questions or
Timestamp Sample Question 1 support. this year? your needs? year Comments?
I have been getting
help for the past 2
years and I find
that every year I She worked with
am improving on me in the Of course it would
my ability to plan classroom, I used be nice to see the
from the outcomes resources from math coach more
instead of just GSSD Math Coach than once during
6/4/2011 22:20:39 using a program. Blog the year :) yes
Working with
Susan in the
classroom helped
me out of my Increase the
comfort zone and number of math
provided a safe coaches...I am
and supportive She worked with hoping to work
environment which me in the with the math
scaffolded my classroom, I used coach again this
learning in an resources from year and am
subject area that is GSSD Math Coach worried about
6/4/2011 23:08:00 not my strength. Blog availability. yes
4. Share one or more
positive
experience you How can the Math Will you be
had in terms of Did you work with Coach improve or wanting support
coaching / math the math coach change to support this next school Questions or
Timestamp Sample Question 1 support. this year? your needs? year Comments?
Thank you, Susan,
for coming to work
in my kindergarten
classroom. Each
day you spent with
me was a positive
experience. I
especially
appreciated the
math "invitation" I am switching
samples you set grades. I am
out. It gave me a leaving
real understanding kindergarten to
of how invitations teach grade 4 at P.
can work in the J. Gillen School
classroom. I also next year. I am
liked the journaling very excited. I'd
activity you did love to have you in
with the class and once again, but I
how such a thing also feel I may
could be added to have enough to do
my blog. I could simply getting my
see how this really You did a head around each
works. Also, thank marvelous job, new curriculum. If
you for making my Susan. If anything you had a time
"snipping tool" I felt that life at next year that is
accessible. I didn't SCHOOL was so slow for you, I'd
even know I had it! She worked with busy, that I really love to have you in
Have a great me in the didn't spend the my grade 4
summer and best classroom, I time with you that I classroom (but my
wishes for a attended one or would have liked. guess is you'll
wonderful next more Math You are very continue to be
year! workshops, I used thorough and I busy). Let's keep
resources from appreciate your in touch!
GSSD Math Coach great ideas and
6/5/2011 8:36:40 Wanita Lippai Blog patience. I don't know Wanita Lippai
5. Share one or more
positive
experience you How can the Math Will you be
had in terms of Did you work with Coach improve or wanting support
coaching / math the math coach change to support this next school Questions or
Timestamp Sample Question 1 support. this year? your needs? year Comments?
I think you're doing
a great job. Some
of us are very
independent, and
reflect and sort
things through
ourselves - it's
great to watch
others, but in the
end we have to fly
solo. We work at
meeting the out
comes the best we
can as individuals.
The technological
help I need no one
has the time or
patience for. I am
a slow learner and
I have altready met
with "just keep
fiddling away and
I used resources you'll figure it out."
from GSSD Math Not going to
6/5/2011 10:07:03 does not apply Coach Blog happen!!! I don't know
6. Share one or more
positive
experience you How can the Math Will you be
had in terms of Did you work with Coach improve or wanting support
coaching / math the math coach change to support this next school Questions or
Timestamp Sample Question 1 support. this year? your needs? year Comments?
There are too
many to mention. I
changed the way I
teach math
through Susan's
coaching. I
particularly
appreciated
Susan's attention Bernice
to differentiated She worked with McKen/Columbia
instruction and the me in the I will be teaching a
use of technology classroom, I split 1/2 next year.
to take pictures in received help I hope it's not too
class and make through email , I bold of me to ask if
the math personal, used resources we could meet
real, and above all, from GSSD Math over the summer?
6/5/2011 11:05:55 fun and engaging! Coach Blog Clone yourself! I don't know Thanks!
Bernice
As I hit submit on
my survey it
looked like I might
have hit "no" by
mistake on the
wanting support
question. YES of
She worked with course I want
me in the support! Sorry for
classroom, I the confusion. I'm
received help certain there's a
through email , I devil hiding in my
used resources computer some
I liked the use of from GSSD Math You've covered it times.
6/5/2011 11:12:46 games. Coach Blog all! yes Have a great day.
7. Share one or more
positive
experience you How can the Math Will you be
had in terms of Did you work with Coach improve or wanting support
coaching / math the math coach change to support this next school Questions or
Timestamp Sample Question 1 support. this year? your needs? year Comments?
I did not have the
opportunity to work
directly with Susan
this year.
However, I have
found the videos,
photos and
grade/outcome I look forward to
specific lessons I used resources working one to one
very useful from from GSSD Math with Susan in the
6/5/2011 19:22:08 the blog. Coach Blog new school year. yes
I feel that it always
comes down to
I received help time, there just is
through email , I not enough time
The ideas and used resources for Susan to get to
strategies that from GSSD Math everyone who
susan shares with Coach Blog, I wants her
the teacher and wanted coaching knowledge and
students is very support but was ideas. She does a
6/6/2011 8:24:38 useful. unable to get it great job! yes
Highlights: -
learned more
about designing
problems with
multiple solutions If your schedule
(was not only able would permit, my HAVE AN
to have you model needs would be ENJOYABLE
a lesson yet was better supported SUMMER!!
also able by a visit in the fall
to get your and a follow-up (Lynda Savenkoff-
feedback on the She worked with visit in the late Fort Livingstone
lesson I taught) me in the winter/early School)
6/6/2011 9:00:30 - intro to resources classroom spring., yes
8. Share one or more
positive
experience you How can the Math Will you be
had in terms of Did you work with Coach improve or wanting support
coaching / math the math coach change to support this next school Questions or
Timestamp Sample Question 1 support. this year? your needs? year Comments?
Always a pleasure
and learn so much
when you are in
my classroom. I
really liked the
pods you
organized for our
shape and space
unit. Workshops
with you are so
hands on and I
always come away She worked with
with many ideas i me in the
can use in my classroom, I
classroom. Love attended one or
your blog!! I go more Math
there often. I also workshops, I
liked seeing how received help Keep up with what
you focused on through email , I you are doing.
evaluating used resources Would love more
coonections and from GSSD Math time with you - but
6/6/2011 9:21:04 communication. Coach Blog just being greedy. yes
Getting together to
benchmark math I did not feel a
problems with whole day of
other teachers I attended one or benchmarking with
from other schools more Math colleges was
6/6/2011 9:38:57 was good. workshops needed. I don't know
9. Share one or more
positive
experience you How can the Math Will you be
had in terms of Did you work with Coach improve or wanting support
coaching / math the math coach change to support this next school Questions or
Timestamp Sample Question 1 support. this year? your needs? year Comments?
I would like more
lesson for the
Smartboard in
problem solving
and addition and
subtraction
I attended one or ofdecimal and
I enjoyed the time more Math fractions. The Unit
when Susan spend workshops, I on pattern is
with my class wanted coaching always a Claudette Tessier
doing problem support but was concerned for me at MCKnoll Grade
6/6/2011 11:50:53 solving. unable to get it (time factor) yes 4
I attended one or
I needed to know more Math
how to use some workshops, I used
of the new resources from Be able to visit Valda Toffan
methods and GSSD Math Coach more classes to Saltcoats School
6/6/2011 13:57:24 materials. Blog help. yes Grade Two
10. Share one or more
positive
experience you How can the Math Will you be
had in terms of Did you work with Coach improve or wanting support
coaching / math the math coach change to support this next school Questions or
Timestamp Sample Question 1 support. this year? your needs? year Comments?
I love it when
Susan comes into
the classroom and
demonstrates a
lesson for the
class. The children
are so engaged in
what she is
teaching them. It
gives me great
ideas on how to Last year we had
get the students She worked with Susan at our The math blog is
engaged in math! me in the school in February. great and super
classroom, I It would be great to helpful. Thank you
I appreciate Susan attended one or have her visit at a for all your time
sharing her ideas more Math different time of you put into it to
with us so that we workshops, I year if possible, to make it such a
are able to try received help get ideas for great resource tool
them with our through email , I different outcomes for us!
class after she is used resources than the previous
done with her visit from GSSD Math year. Karlie Holtkamp
6/6/2011 15:31:00 in our school. Coach Blog yes Springside School
Extra resourses She worked with
were made me in the
available to classroom, I
supplement my attended one or
teaching. I also more Math
provided the Math workshops, I I will be teaching a
coach with some received help Grade 5 classroom
resources that she through email , I next fall so I do not
could share with used resources know how a Math
other teachers who from GSSD Math coach K-4 will be
6/7/2011 9:57:13 have grades 4/5. Coach Blog able to assist me. I don't know
11. Share one or more
positive
experience you How can the Math Will you be
had in terms of Did you work with Coach improve or wanting support
coaching / math the math coach change to support this next school Questions or
Timestamp Sample Question 1 support. this year? your needs? year Comments?
It was an excellent
support. I would be
pleased to have
this type of help
anytime. It was
excellent to
observe my
You were a great students with
help to me with another teaching
writing in math. I She worked with them to allow me
also was really me in the to see things that I
pleased with the classroom, I didn't see while I would be more
way you showed attended one or teaching myself. than happy to have
me to use the more Math Your ideas were you back again
rubric and workshops, I excellent and I anytime if your
intergration of received help have gone back to schedule allowed
technology in through email , I your blog many for it.
math. I have been used resources times since for Robyn Effa
using Wordle ever from GSSD Math ideas and help. Columba School
6/7/2011 15:41:05 since!! Coach Blog Thank you. yes Grade One
12. Share one or more
positive
experience you How can the Math Will you be
had in terms of Did you work with Coach improve or wanting support
coaching / math the math coach change to support this next school Questions or
Timestamp Sample Question 1 support. this year? your needs? year Comments?
I was very
fortunate to be part I think what you do
of the Math Mentor is awesome! The
group this year! one thing that I
Attending the Math wish could be
Mentor meetings changed is the
was an invaluable frequency that a
benefit to me; person/school gets
because I learned to take advantage
so many new of your expertise.
things, reaffirmed This is just an
quite a few of the idea, but would it
things I was doing be possible to
already in my have you visit a
teaching of math, school on a set
and was day of the cycle
encouraged to (ie. every second
continue to day 6 you would
develop my go to Davison)?
teaching of That way all Hi Susan! Thanks
mathematics. interested schools so much for all you
Having Susan would get to see have done for me
come to my you throughout the this year. Sorry I
classroom to work year, rather than am late getting this
with me on further just during one back to you. I
developing and month of the year. hope it helps. I
refining my This way too, we would really like to
teaching could all get help work with you
strategies, also She worked with with different again next year. Is
was a huge help to me in the strands rather than it too late to sign
me. Having the classroom, I used just the one we are up? Please let me
PD come to me resources from working on during know.
was awesome! I GSSD Math Coach that month we are Laurie Koval
6/8/2011 18:29:04 learned so much. Blog working with you. yes Davison School
13. Share one or more
positive
experience you How can the Math Will you be
had in terms of Did you work with Coach improve or wanting support
coaching / math the math coach change to support this next school Questions or
Timestamp Sample Question 1 support. this year? your needs? year Comments?
Wonderful I believe Susan is
demonstrations of absolutely 100%
many useful She worked with invested and
strategies! Use of me in the dedicated to doing
technology classroom, I a job well done.
incorportated received help The only advice I
within the lesson. through email , I can give is keep
Learning stories, used resources doing what is
photo stories were from GSSD Math already being
6/9/2011 10:00:02 fantastic. Coach Blog done! yes
Valda Toffan
(Grade 2 ) has
requested a visit. If
it works out that
you could visit me
in the same time
Susan I really frame, end of
enjoy and learn November,
from all your input I attended one or beginning of
at our Grade alike more Math December ,that
meetings and workshops, I used would be great. I
workshops. You resources from Please have more am only available
always have GSSD Math Coach Grade alike mornings. Thanks!
valuable Blog, I did not use meetings where Marilyn Herron
information to the Math Coach can work with you mherron@mail.
6/9/2011 11:51:50 offer. support and our peers. yes gssd.ca
She worked with
me in the
Co-teaching and classroom, I
co-planning were received help There is just not
very beneficial. through email , I enough of you to
The continuing on- used resources go around. I would
6/10/2011 13:55: line resources are from GSSD Math love to work with
51 also very helpful. Coach Blog you every year! yes
Susan models how
she works well She worked with
6/12/2011 17:23: within a split grade me in the I'm just not sure
10 situation. classroom right at this point. I don't know