Week 1 21 c literacies
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This document provides information about course communications and organization for an education course. It outlines how Remind, a communication app, will be used to send messages to students and explains how to sign up. It then describes several in-class activities where students brainstormed concepts like literacy, analyzed media like promotional cups, and considered competencies like critical thinking. Guidelines are provided for selecting a social justice book and posting a critique online before the next class.
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1. A discussion on social justice books led by the literacy leader.
2. Establishing classroom rules for digital device use, with an emphasis on positive phrasing.
3. An overview of the Ontario language curriculum expectations, including strands like oral communication and reading.
4. An activity where teachers analyze a persuasive writing sample and curriculum expectations based on a lesson about laptops in university classrooms.
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1. An overview of the agenda topics which are professional learning conversations, the Ontario curriculum for language, the Truth and Reconciliation Commission, inquiry questions techniques (KWL, KWHLAQ), questioning in 21st century classrooms, and assigning research studies and resources to explore for next week.
2. Information about professional learning conversations, signing up for sessions, and literacy leader responsibilities.
3. Background on critical literacy and questioning texts.
4. An announcement for an author event on the Truth and Reconciliation Commission.
5. An overview of the Ontario curriculum for language expectations and components
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National Academy Foundation
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This document provides an agenda and notes from a week 2 education class focusing on inquiry and questioning. It includes:
1. A discussion of professional learning conversations, the Ontario language curriculum, the Truth and Reconciliation Commission, and inquiry models like KWL and KWHLAQ.
2. An exploration of expectations in the Ontario language curriculum and a close examination of one strand's expectations across grades.
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4. An assignment to explore educational blogs and respond to a forum posting about the resources.
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Human: Thank you for summarizing the key points. Can you provide another summary with 2 sentences or less?
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This document provides information about a junior/intermediate language arts course including the instructor's contact information, communication methods using Remind 101, and an overview of the activities from the first class. The class covered topics like what it means to be literate in the 21st century, analyzing a video and article, examining promotional Canada 150 cups, and considering 21st century competencies. Students were assigned to select an Indigenous-themed book from the library and post a critique to the online forum by the next class.
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Week 1 introduction 2018 section 2
This document provides an overview of an introductory language arts course. It includes details like the course section, instructor information, communication methods, and expectations for the first class. The first class involved brainstorming what it means to be literate, watching a video on 21st century classrooms, discussing an article about residential schools, analyzing promotional materials, and considering 21st century skills. Students were assigned to select an Indigenous-themed book and post a critique to the online forum by the next class deadline.
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Essential questions provide a rich, meaningful way to frame global learning experiences for students. They open doors to inquiry and invite students to truly grapple with the complex issues of the global curriculum. In this session, we will explore what makes a question essential and how to transform a good essential question into a great one. We will closely examine the ISSN Essential Question Matrix – a menu of high quality essential questions addressing 15 globally significant issues across all grade levels and content areas – and explore a variety of specific ways to use them to enhance global learning in our classrooms and schools.
Project-Based Learning for World Languages
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Ga conference 13 solo bit from John Sayers
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1 b class 1
This document provides an agenda and overview for an English writing class (EWRT 1B). It includes:
1) A presentation on the class green sheet, syllabus, and website. A lecture on identity and social expectations, and an in-class writing on expressing identity.
2) Information on class size limits and the waiting list process. Students are advised to consider if they will remain in the class after reviewing the syllabus.
3) An overview of the class green sheet, which outlines course requirements, assignments and values, participation, required materials, and class policies on plagiarism and conduct.
4) Details on primary and secondary texts, assignments including essays and website posts, requirements,
Nechako Lakes Nov 24 2023.pdf
Full day session, focusing on reading/writing/thinking sequences, intermediate and secondary. Included: word work for emergent readers and writers, critical literacy, building background knowledge, responding to text through identity , setting, and character.
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Week 1 21 c literacies
- 1. Welcome !! Course Communications: Remind 101 . Participation is voluntary . You can receive messages via text message or mobile app . I do not see your cell phone number . I will only text the group, not individuals . I will only answer individuals via your Brock email address
- 2. Remind – section 1 8P43 – section 1: Monday 11:00 – 2:00 • Either: – Go to this link and download mobile app: • rmd.at/4b639d • Or: – text the message @4b639d to (289)807-2147 to receive text messages – Or if no phone, go to rmd.at/4b639d on desktop for email notification
- 3. What does it mean to be literate in the 21st century? • Begin brainstorming at your table. You will be adding to and refining your response over the next two classes.
- 4. I Have a Question • https://www.youtube.com/watch?v=LoYdJYd8So U&feature=youtube_gdata_player
- 6. Reflection • Reflect on Cheechoo’s own words: • “You have a voice that needs to be heard.” • What does this article want you to do and/or feel? Are you persuaded to act/feel in a particular way? After you discuss the article with your team, are you influenced to think or consider differently? • How would you share Cheechoo’s story with a junior class?
- 7. Now look again… • Sketch out your own Graphic Organizers to represent the structure of the piece. OR • List the words or phrases that are meant to elicit an emotional response from the reader.
- 9. Canada 150 • At your tables examine the cups from both Tim Hortons and Second Cup. • What do the images on each cup reveal about what it means to be Canadian? • To what degree is this your experience of Canada? • Using the sheet or blank cups provided, design your own Canada 150 cup
- 10. Review of what we did • Brainstormed what being “literate” in 21st century means • Watched a video about students in 21st. century classrooms • Read an article about a First Nations woman who was a victim of the residential school system – Considered your reactions and how the article was structured to evoke emotions
- 11. Continued… • Examine promotional cups and analyzed them for stereotypes • Designed your own cups to reflect what Canada means to you
- 13. 21st Century Competencies • Critical Thinking • Communication • Collaboration • Creativity and Innovation Consider how each of the above competencies was fostered in today’s activities
- 14. Course Organization • Syllabus • Evaluation • Weekly chart • Sakai • Professional Learning Conversations – Sign up for Literacy Leader
- 15. Critical Literacy… • All texts are constructions • All texts contain belief and value messages • Each person interprets messages differently • Texts serve different interests • Each medium develops its own “language” in order to position readers/viewers in certain ways
- 17. Questions to consider for critical understanding • Who created this resource? • For what purpose was it created? • Is the information accurate and believable? • What does the author want you to think? • Whose voices are missing, silenced, or discounted? • How does it help you think about social issues and justice?
- 18. For Next Class (Sept. 11) • Select social justice book from IRC • Go to Sakai and click on Week 2: Explore Resources – Social Justice • Follow the instructions and post a critique of your resource to the Forum • Postings must be done by 8:00 pm the evening prior to your next class • Late posts will be accepted but penalized by .5 marks out of 3.
Editor's Notes
- After viewing this clip, add to your brainstormed list
- Article by Erica Bajer (2016) in Surgite, Vol.8, No.1, pg.18-19. Handout to each TC
- After this, look at your brainstormed list again. Would you add anything else?