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Nancy teaches a Grade 3 classroom. The document provides context about Nancy's classroom. It does not provide any other details about the students, curriculum, or activities in the classroom.
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Course syllabus 8 p20 14 15
This document provides information about the Junior/Intermediate Language Arts course EDUC8P20 taught by Ruth McQuirter Scott in the Fall 2014/2015 term. The course examines principles of language learning and their application to teaching listening, speaking, reading and writing. Students will explore using language in various contexts and develop a blended learning unit. The course has assignments including weekly postings, a novel study, infographic, and collaborative inquiry unit. Policies around attendance, academic integrity and accommodation are also outlined.
Week 15 media literacy - 2014-15
This document outlines the agenda for a professional learning session on media literacy. It divides participants into two groups - one focused on reviewing infographics about media literacy, the other reviewing resources in the media literacy folder. The infographic group will agree on key points to share, while the resource group will each highlight one resource to share. Examples of media texts are provided, including a Super Bowl commercial and critique of a Taco Bell ad. The document also lists the expectations for media literacy from the curriculum document and reviews support materials for collaborative inquiry groups projects. It concludes with a sign-up sheet for presentation dates.
Week 3 ruth - 2014-15
This document outlines the agenda for a professional learning session. It includes discussions on writing forms and purposes, as well as an assignment where teacher candidates will create an infographic about oral communication or media literacy strands. The document provides examples of existing infographics and lists possible tools that can be used to create infographics. It also describes sources candidates can use to research the topics, including curriculum documents, course readings, and websites. Finally, it includes an activity where candidates will review examples of reviews and then write their own review using the established features of the format.
Week 12 ruth - 2014-15
This document provides guidance for an inquiry assignment involving planning an integrated unit. It outlines the steps to take which include choosing a theme, developing an inquiry question, collaborating with others, creating a unit plan, and presenting it. It emphasizes addressing curriculum expectations, blended learning, and answering an inquiry question related to a problem of practice. It also summarizes information from a webcast on planning authentic integrated learning using backward design with three stages: identifying desired results, determining acceptable evidence, and planning learning experiences and instruction.
EDUC 8P20 Syllabus 2014-15
This document provides information about the Education 8P20 Junior/Intermediate Language course for the 2013-2014 year. It includes the course description, objectives, instructors, topics, assignments and schedule. The course is designed to have teacher candidates examine principles of language learning and teaching across different contexts, purposes and audiences. Key assignments include participating in weekly professional learning conversations, developing artifacts that explore reading and writing processes, creating an infographic on language program goals, and collaborating on an inquiry unit plan. The schedule outlines weekly topics such as writing, reading, literature circles and collaborative planning sessions.
Week 7 ruth - 2014-15
This document provides information for an education course. It outlines several assignments for teacher candidates, including creating an infographic about curriculum strands and presenting a novel promotion. It also discusses instructional strategies like comprehension, using text structures in guided reading, and the gradual release of responsibility model. Key messages and implications for literacy instruction are to be included in the infographic. Novel promotions should last 5-10 minutes and use a multi-modal approach to provide genre and plot information for recommended grade levels.
Week 1 introd - 2014-15
This document outlines the agenda and evaluation components for an education course. It discusses evaluating students based on their professionalism, participation in weekly online postings, serving as a literacy leader twice, a novel study and coding activity, promoting a novel as a group, an infographic, and a collaborative inquiry unit. It also describes professional learning conversations, readings, posting responses, literacy leader responsibilities, questioning skills, and signing up for schedules. Additional sections cover analyzing a video on Lego man's balloon voyage, a poem about being alive, writing genres, and selecting a novel from the Forest of Reading lists.
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This document presents a 3D graphic database system that supports content-based retrieval of 3D graphic data. It introduces a 3D data model called 3DGML (3-Dimensional Graphical Markup Language) that separates the semantic roles of 3D objects from their low-level geometric properties. 3DGML allows scenes to be modeled as compositions of 3D objects. The system enables users to perform content-based searches of 3D scenes using shapes, descriptions or textual queries of the 3D objects contained within them.
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Course syllabus 8 p20 14 15
This document provides information about the Junior/Intermediate Language Arts course EDUC8P20 taught by Ruth McQuirter Scott in the Fall 2014/2015 term. The course examines principles of language learning and their application to teaching listening, speaking, reading and writing. Students will explore using language in various contexts and develop a blended learning unit. The course has assignments including weekly postings, a novel study, infographic, and collaborative inquiry unit. Policies around attendance, academic integrity and accommodation are also outlined.
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This document outlines the agenda for a professional learning session on media literacy. It divides participants into two groups - one focused on reviewing infographics about media literacy, the other reviewing resources in the media literacy folder. The infographic group will agree on key points to share, while the resource group will each highlight one resource to share. Examples of media texts are provided, including a Super Bowl commercial and critique of a Taco Bell ad. The document also lists the expectations for media literacy from the curriculum document and reviews support materials for collaborative inquiry groups projects. It concludes with a sign-up sheet for presentation dates.
Week 3 ruth - 2014-15
This document outlines the agenda for a professional learning session. It includes discussions on writing forms and purposes, as well as an assignment where teacher candidates will create an infographic about oral communication or media literacy strands. The document provides examples of existing infographics and lists possible tools that can be used to create infographics. It also describes sources candidates can use to research the topics, including curriculum documents, course readings, and websites. Finally, it includes an activity where candidates will review examples of reviews and then write their own review using the established features of the format.
Week 12 ruth - 2014-15
This document provides guidance for an inquiry assignment involving planning an integrated unit. It outlines the steps to take which include choosing a theme, developing an inquiry question, collaborating with others, creating a unit plan, and presenting it. It emphasizes addressing curriculum expectations, blended learning, and answering an inquiry question related to a problem of practice. It also summarizes information from a webcast on planning authentic integrated learning using backward design with three stages: identifying desired results, determining acceptable evidence, and planning learning experiences and instruction.
EDUC 8P20 Syllabus 2014-15
This document provides information about the Education 8P20 Junior/Intermediate Language course for the 2013-2014 year. It includes the course description, objectives, instructors, topics, assignments and schedule. The course is designed to have teacher candidates examine principles of language learning and teaching across different contexts, purposes and audiences. Key assignments include participating in weekly professional learning conversations, developing artifacts that explore reading and writing processes, creating an infographic on language program goals, and collaborating on an inquiry unit plan. The schedule outlines weekly topics such as writing, reading, literature circles and collaborative planning sessions.
Week 7 ruth - 2014-15
This document provides information for an education course. It outlines several assignments for teacher candidates, including creating an infographic about curriculum strands and presenting a novel promotion. It also discusses instructional strategies like comprehension, using text structures in guided reading, and the gradual release of responsibility model. Key messages and implications for literacy instruction are to be included in the infographic. Novel promotions should last 5-10 minutes and use a multi-modal approach to provide genre and plot information for recommended grade levels.
Week 1 introd - 2014-15
This document outlines the agenda and evaluation components for an education course. It discusses evaluating students based on their professionalism, participation in weekly online postings, serving as a literacy leader twice, a novel study and coding activity, promoting a novel as a group, an infographic, and a collaborative inquiry unit. It also describes professional learning conversations, readings, posting responses, literacy leader responsibilities, questioning skills, and signing up for schedules. Additional sections cover analyzing a video on Lego man's balloon voyage, a poem about being alive, writing genres, and selecting a novel from the Forest of Reading lists.
A 3 d graphic database system for content based retrival
This document presents a 3D graphic database system that supports content-based retrieval of 3D graphic data. It introduces a 3D data model called 3DGML (3-Dimensional Graphical Markup Language) that separates the semantic roles of 3D objects from their low-level geometric properties. 3DGML allows scenes to be modeled as compositions of 3D objects. The system enables users to perform content-based searches of 3D scenes using shapes, descriptions or textual queries of the 3D objects contained within them.
Week 3 writing 2, 2013-14
This document provides an agenda and summary for a writing instruction class. It discusses activities from the previous class, including professional learning conversations, writing formats, and using a novel app. The current class agenda focuses on effective writing principles and an infographic assignment. It also reviews a gradual release of responsibility model for scaffolding writing instruction and provides narrative writing prompts.
Week 2 ruth - 2014-15
This document discusses literacy and the Ontario language curriculum. It explores how literacy has evolved beyond traditional reading and writing to include digital literacy, media literacy, and global literacy. The curriculum emphasizes oral communication, media studies, reading, and writing across grades 1-8. Expectations include generating and organizing ideas, revising writing, analyzing media, and reflecting on strengths and areas for growth. Teachers are to create an infographic representing key aspects of oral language or media studies standards in the curriculum.
Week 1 introd - 2014-15
This document outlines the course organization, evaluation, and activities for an education course. It will include weekly online discussions, two presentations as literacy leader, a novel coding activity, a group novel promotion, and a large collaborative teaching unit worth 35% of the grade. Students will engage in Professional Learning Conversations online and analyze the reading using techniques like Q-charts. They will also explore questioning skills and genres of writing. The course will involve studying a novel selected from the Forest of Reading lists on Sakai.
Week 1 Powerpoint
This document outlines the course organization, evaluation, and activities for an education course. It will include weekly online discussions, two presentations as literacy leader, a novel coding activity, a group novel promotion, and a large collaborative teaching unit worth 35% of the grade. Students will engage in Professional Learning Conversations online and analyze the reading using discussion questions. They will also explore questioning techniques using videos and examples. The course will cover genres of writing and how to select novels for different grade levels.
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This document discusses teaching writing through the gradual release of responsibility model. It provides examples of classroom layouts and assessments that support this model. It also outlines the writing process and describes procedural writing examples that could be used to teach different writing stages.
Week 6 ruth - 2014-15
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This document provides an overview and summary of a lesson plan on teaching empathy. It describes the three-part lesson structure used: Minds On (whole group review), Action (application in small groups), and Consolidation & Connections (whole group sharing). During Minds On, the class reviewed empathy from the previous day. In Action, students viewed a video on empathy, identified techniques, and planned their own videos. They then filmed scenarios in small groups. For Consolidation & Connections, groups shared their videos and the class consolidated what empathy means. The document also discusses writing lessons, the writing process, and potential Remembrance Day writing projects.
Week 8 writing 2
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Week 14 ell - 2014-15
This document provides information for an education week focusing on English Language Learners (ELL). It lists various professional learning resources available, including videos, monographs, and print materials on topics like supporting ELL students in mainstream classrooms. It also defines key terms related to ELL education, explaining that ELL refers to students whose first language is not English, ESL is the program for literate ELL students, and ELD is the program for non-literate ELL students or those with educational gaps.
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Class 12 f inal class 2020
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- Expectations that students learn 3000 new words per year by 3rd grade.
- The "Matthew Effect" where poor reading and vocabulary skills can become cumulative and restrict further learning.
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1. The Ontario Language curriculum does include spelling expectations, contrary to the statement that "Teachers don't have to deal with spelling anymore." It includes expectations around spelling familiar words, unfamiliar words, and proofreading.
2. Effective spelling instruction should follow a developmental continuum and incorporate patterns related to sound, structure, and meaning. Examples of spelling patterns are provided.
3. Suggested spelling strategies for unfamiliar words are visual, auditory, tactile, meaning, memory tricks, and dictionary skills. Specific memory tricks and examples are outlined.
Class 7 differentiated instruction 2 2020
This document outlines assignments and activities for a differentiated instruction course. It includes:
1. Group assignments for a social justice picture book project.
2. Information on visual approaches to differentiated instruction including a link to Flickr photos and guided reading cards.
3. An assignment to develop a guided reading lesson plan in small groups using a provided passage, lesson template, and comprehension strategies.
4. A direction to examine differentiated instruction resources posted online and add any to a curation tool.
5. An individual assignment to read a short story and complete a graphic organizer on character development, comparing how each type of organizer could support differentiated instruction.
Class 6 diiferentiated instruction i 2020
This document outlines the schedule and groups for a social justice picture book project. It also discusses differentiated instruction, universal design for learning principles, and guided reading activities. Students will work in pairs to analyze guided reading cards by complexity, develop a guided reading lesson plan using a sample template, and design a unit plan using a provided blank template and sample. Independent work time is allotted for a learning objects project.
Class 5 assessment ii 2020
This document provides resources and instructions for students in a Class 5 education course. It includes:
1. Instructions for an upcoming social justice picture book presentation and independent work time.
2. Links to resources on writing assessment strategies like revising, editing, and peer editing.
3. A quote from an English teacher arguing that rubrics are not effective for teaching writing.
4. Learning objectives and planning for reading instruction and assessment focusing on comprehension, fluency, text forms and features, and metacognition.
5. Instructions to create reading assessment tools and strategies, guided reading lessons, running records, and assessment tools to record guided reading observations.
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Class 4 assessment 1 2020
This document provides information about language assessment for teachers. It discusses assessing student progress in language in relation to content and performance standards. It emphasizes evaluating student achievement of overall expectations in language rather than every curriculum expectation. The document also addresses assessing student work in a balanced manner across four categories: knowledge and understanding, thinking, communication, and application. It includes examples of assessment tools like exemplars, developmental continua, and teacher moderation. It provides a sample writing assessment task for grade 5 students and describes the process for teacher moderation of student work. Various digital tools for creating learning objects to support writing structures and organization are also listed.
Class 3 integration and assignment support
This document provides an overview of lesson plans and resources for a social justice picture book assignment. It includes curriculum links for a picture book lesson plan, social justice approaches, reading skills like guided reading and expository text, and research skills modules. It outlines a collaborative inquiry project involving group work assessments, personality types, and developing collaboration skills. Time is provided for independent work on the social justice picture book and for group inquiry work, with reminders to upload meeting logs.
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This document provides an agenda and summary for a writing instruction class. It discusses activities from the previous class, including professional learning conversations, writing formats, and using a novel app. The current class agenda focuses on effective writing principles and an infographic assignment. It also reviews a gradual release of responsibility model for scaffolding writing instruction and provides narrative writing prompts.
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This document discusses literacy and the Ontario language curriculum. It explores how literacy has evolved beyond traditional reading and writing to include digital literacy, media literacy, and global literacy. The curriculum emphasizes oral communication, media studies, reading, and writing across grades 1-8. Expectations include generating and organizing ideas, revising writing, analyzing media, and reflecting on strengths and areas for growth. Teachers are to create an infographic representing key aspects of oral language or media studies standards in the curriculum.
Week 1 introd - 2014-15
This document outlines the course organization, evaluation, and activities for an education course. It will include weekly online discussions, two presentations as literacy leader, a novel coding activity, a group novel promotion, and a large collaborative teaching unit worth 35% of the grade. Students will engage in Professional Learning Conversations online and analyze the reading using techniques like Q-charts. They will also explore questioning skills and genres of writing. The course will involve studying a novel selected from the Forest of Reading lists on Sakai.
Week 1 Powerpoint
This document outlines the course organization, evaluation, and activities for an education course. It will include weekly online discussions, two presentations as literacy leader, a novel coding activity, a group novel promotion, and a large collaborative teaching unit worth 35% of the grade. Students will engage in Professional Learning Conversations online and analyze the reading using discussion questions. They will also explore questioning techniques using videos and examples. The course will cover genres of writing and how to select novels for different grade levels.
Week 5 ruth - 2014-15
This document discusses teaching writing through the gradual release of responsibility model. It provides examples of classroom layouts and assessments that support this model. It also outlines the writing process and describes procedural writing examples that could be used to teach different writing stages.
Week 6 ruth - 2014-15
The document discusses strategies for reading engagement and comprehension. It describes having students read segments of an article in groups and discuss each segment. It also discusses selecting appropriate texts for students that are challenging but not frustrating. Reading complex texts is likened to weight lifting in that it builds robust reading skills. Comprehension strategies discussed include activating prior knowledge, making connections, predicting, visualizing, questioning, inferring, and evaluating. Students are assigned to choose a strategy, find examples in their novel, and complete an assignment sheet.
Week 7 lesson planning and writing - no photos
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Week 8 writing 2
This document provides an overview of topics and assignments for an upcoming week in a writing course. It includes details on professional learning conversations, faculty workload expectations, teaching components like preparation and marking time. Writing resources like picture books and digital tools are listed, along with stages of the writing process. Students are assigned a draft on a Remembrance Day writing prompt to share next week, and research supports on Remembrance Day are provided. Next week's forum post and blog assignment are also outlined.
Week 14 ell - 2014-15
This document provides information for an education week focusing on English Language Learners (ELL). It lists various professional learning resources available, including videos, monographs, and print materials on topics like supporting ELL students in mainstream classrooms. It also defines key terms related to ELL education, explaining that ELL refers to students whose first language is not English, ESL is the program for literate ELL students, and ELD is the program for non-literate ELL students or those with educational gaps.
Week 10 oral communications 2
This document provides an outline for a lesson plan on professional learning conversations about debate. It includes activities for students to learn about different debate strategies through jigsaw groups and expert sharing. It also includes links to videos about improving listening skills and a children's book to be read aloud. Students will participate in debate games and creating their own "Show Me" presentations. The lesson aims to develop speaking, listening, and debate skills through cooperative learning activities.
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This document outlines assignments and activities for a differentiated instruction course. It includes:
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4. Learning objectives and planning for reading instruction and assessment focusing on comprehension, fluency, text forms and features, and metacognition.
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A Strategic Approach: GenAI in Education
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Editor's Notes
- Notice the
- Plenty of space of movement. Blue mats are easily reconfigured. This is the gathering space for whole group time at beginning and end of Literacy Block.
- Co-constructed anchor charts about features of self-regulation.
- Learning materials are organized here so that students are not bound by their tables. Each student’s books are in a separate space. Scissors etc. easily accessible
- Note the padded chair-back features. Students move their chairs, not the tables.
- Guided reading table positioned so that Nancy can see what is happening at other stations but is occupied with a group – meaning that students have to solve their own problems while she is working with a small group.
- Reading Railroad at front of room for independent reading.