Sandbox workshop
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Sandbox 101 describes how using sandboxes in the classroom can engage students in history lessons. Students work in groups to build models in sandboxes that demonstrate their understanding of historical topics like trench warfare from World War 1. This hands-on activity allows students to directly apply their knowledge and receive feedback. It also serves as both a formative and summative assessment. The document provides examples of sandbox activities and assessments that align with the Ontario history curriculum, and discusses the benefits of using this strategy for differentiated instruction and student engagement.
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This document provides resources for teachers preparing students for a field trip to the Cooper Hewitt, Smithsonian Design Museum. It includes a table of contents listing pre-visit and post-visit activities focused on different design processes. The pre-visit activities introduce concepts like design vocabulary, testing products for different users, and ergonomics. The post-visit activities extend learning with tasks like identifying design problems, brainstorming ideas to meet user needs, and evaluating object modifications. Guidelines are provided for the field trip to ensure a safe and educational experience exploring the museum's Beautiful Users exhibition.
Modeling 30% online & 70% face-to-face learning
This document provides guidance on implementing a blended learning model that combines 30% online learning and 70% face-to-face learning. It discusses planning at both the macro level of course organization and the micro level of pedagogy. At the macro level, it involves identifying learning units and defining ratios for online and face-to-face sessions. At the micro level, it recommends using active pedagogies like flipped classrooms that engage learners both online through preparatory work and in face-to-face sessions through activities and discussions. The document also provides examples of specific techniques to use in virtual and face-to-face sessions, such as collaborative activities, feedback techniques, and active learning methods.
Differentiating instruction
The document discusses trends in differentiating instruction for math and science. It describes flexibility grouping, learning stations, role play, orbital studies, use of manipulatives, and increased technology use. Challenges of implementing these trends are also outlined, such as planning time required and ensuring activities are appropriately leveled. The document provides an example lesson plan using math manipulatives for a 1st grade class.
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Jigsaw, learning centers, and experiments are learner-centered instructional strategies. Jigsaw involves assigning students to "expert groups" to learn about different parts of a topic and then return to "home groups" to teach their topic to peers. Learning centers allow independent and self-directed learning through materials in designated classroom spaces. Experiments involve students collecting data or making observations through guided inquiry questions in groups. These strategies aim to make learning more interactive, collaborative, and student-driven.
Understanding stakeholders sapna sankhla
The document discusses effective tools for formative assessment that teachers can use to evaluate student learning and provide feedback. It provides examples of various assessment tools including observations, questioning, exit/admit slips, visual representations, graphic organizers, peer and self-assessments, kinesthetic assessments, and laundry day. The tools are meant to give teachers insights into students' understanding beyond typical tests and provide opportunities for students to reflect on their own learning.
Transition
The document discusses issues around transitioning students from primary to secondary school science classes. It provides an overview of transition phases and examines student expectations and potential disappointments. It also discusses best practices for primary science education and effective consolidation strategies for secondary teachers to help students adjust.
Performance based assessment
The document discusses performance-based assessments and outlines several types including role plays, concept maps, and student projects. It provides steps for teachers to create performance-based assessments, including identifying goals and standards, designing scenarios, and developing rubrics. Several examples of performance-based assessments used in classrooms are also presented.
Cilassapplearningandteachingphilosophy
The document outlines Dr. Nadine Wills' teaching philosophy for a Film Studies professor position. It discusses her approach to effective teaching which includes reflecting on her own practice, understanding student diversity, and stimulating student interest and participation. It also covers treating students as professionals, incorporating different learning styles, emphasizing clarity and making real-world connections, and using varied assessment methods to achieve learning outcomes.
Flipping the Classroom-Daniel Downs
This document provides an overview of flipping the classroom and strategies for implementing a flipped model. It defines flipping as having students learn content outside of class through videos or other online materials, then using class time for applying knowledge and discussion. It emphasizes setting goals, choosing appropriate technology, creating short concise videos and assessments, and providing a simple organized web presence for students to access materials. The document also shares examples of tools and additional resources for flipping classrooms.
Tools_Extending Our Reach Exhibition Teacher Resource Packet
This document provides resources for teachers taking students on a field trip to the Cooper Hewitt Design Museum focused on the exhibition "Tools: Extending Our Reach". It includes pre-visit activities to prepare students, such as introducing design vocabulary and having students analyze everyday objects. During the visit, students will tour the exhibition and do a hands-on workshop designing survival tools. Post-visit activities are suggested to reinforce concepts learned, like having younger students design paper backpacks and older students design clothing and tools for different climates. The packet also includes vocabulary words and standards alignments.
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This document provides guidelines for clothing care, including how to treat stains, methods for pressing or ironing clothes, proper storage, and understanding fabric care labels. It advises treating stains quickly to prevent setting them and lists options for stain removal like rinsing, soaking, or using bleach or pre-treaters. Pressing is described as a light touch-up with the iron while ironing involves treating the whole garment. Clothes should be stored on hangers or shelves to avoid wrinkles, with pockets emptied and closures fastened. Care labels are regulated and include standardized care code symbols to define washing and drying temperatures.
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The document discusses several traditional symbols of Canadian Aboriginal peoples including:
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Canadian aboriginal symbols
The document discusses several traditional symbols of Canadian Aboriginal peoples:
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David Brownlee Robertson
David Brownlee Robertson was born in 1920 in Ottawa, Canada. He grew up on a farm and worked there for a year before attending Glebe Collegiate. In 1942, he enlisted in the Royal Canadian Air Force without having completed college. He underwent flight training in Canada and the UK. By late 1944, Robertson had received further training and assignments at various bases across Europe as he worked his way through the ranks of the air force. In December 1944, he was presumed dead while serving in World War II.
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Jeffrey George Wilbert was born on April 26th, 1917 in Carleton Place, Ontario. He attended local schools until 1937 and then enlisted in the Royal Canadian Air Force in 1940 at age 22. As an air observer, his role was to observe airspace around aircraft and assist pilots. On August 8th, 1941, Jeffrey died during air operations in Germany at age 24 while fighting in World War 2. He is buried at the Uden War Cemetery in the Netherlands.
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Orienteering involves navigating between points using a map and compass. It can be enjoyed leisurely or competitively. An orienteering course consists of a start, controls to visit in order, and a finish. Controls are marked on the map and terrain with a flag and punch. Orienteers choose their own route between controls and verify visits by punching their control card. Orienteering provides mental and physical challenges in nature for people of all ages and skill levels. Basic orienteering skills include orienting the map, map reading, and relocating when lost. The Ottawa Orienteering Club hosts various event types for beginners to advanced participants.
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Sandbox workshop
- 3. Benefits; how it serves both students and teachers
- 4. How it works
- 7. How to get set upโฆ.(Materials and sourcing)
- 20. CHW3M
- 21. As well as CGC2P/D, CGF3M
- 22. Probably more
- 24. Are engaged and participating because it is fun!
- 26. Students can circulate and see other groups models โ learning from one another and providing feedback
- 28. Students learn from each other
- 31. Mistakes made during the modeling activity are learned from corrected for summative assessments
- 32. Incorporated differentiated teaching strategies to our toolbox (as educators)
- 35. the ESL student
- 37. Lends to differentiated assessment and evaluation
- 39. Students make inferences and apply knowledge
- 40. Can be formative or summative
- 42. ย
- 43. ย
- 44. ย
- 45. ย
- 50. String, trowels, tape, baggies, labels,etc.