This document provides an agenda for a professional learning session on language curriculum and digital citizenship. It includes: 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.

1. EDBE 8P24
2015-2016
Week 2
Ontario Curriculum: Language

2. Professional Learning Conversation
Social Justice Books
• Literacy Leader has read your posts and will be
leading a discussion of your library selections
• Ruth will circulate to each group
• A brief recap as a whole group will follow the
PLC

3. Digital Citizenship
• What ground rules should we establish for the
use of digital devices (laptops, cell phones,
tablets) in this class?
• Must be reasonable, something that we can
reach a consensus on
• State in positive terms:
– E.g. “Leave phones on silent/vibrating mode”
vs.
“Don’t answer calls”

5. CO-CREATED
ANCHOR CHART
SELF-REGULATION

7. Digital Citizenship Posters
• Pinterest
• https://goo.gl/TygTes

8. Invitation to Participate in Research
Study

9. The Ontario Curriculum: Grades 1-8 -
Language
• Sakai: Resources/Curriculum
Documents/Elementary – Language 1-8.
• http://www.edu.gov.on.ca/eng/curriculum/el
ementary/language18currb.pdf
• Launched in 2006

10. Your Task
• Read carefully p. 8 to p.9 (to Oral
Communication) of the Ontario Curriculum:
Language
• Briefly flip through the remainder of the
document to determine how you would find
the language requirements for a specific grade
level.
• Be ready for a fun quiz in 15 minutes!! Tables
will compete against one another

12. Persuasive Writing
• Examine the hard copy of the Opinion piece
“Don’t ban laptops in university classrooms.”
• Now look at the Graphic Organizers provided
• Do any of these fit the structure of the Opinion
piece?
• Sketch out your own Graphic Organizers to
represent the structure of the piece. Make notes
on it to show how it matches the structure
• Post your chart for others to see

13. Ontario Curriculum – Language 1-8
• Oral Communication
• 1.
• 2.
• Media Studies
• 1.
• 2.
• Reading
• 1.
• 2.
• Writing
• 1.
• 2.

14. Curriculum expectations are
mandatory.
Overall expectations
• Describe in general
terms the knowledge
and skills students are
expected to achieve
by the end of each
grade
Specific expectations
• Describe the expected
knowledge and skills in
greater detail often
with specific examples
14

15. Strands
• Overall expectations
– Specific expectations (related to each overall)
• Sub-categories within each specific expectation
– Examples
– Teaching prompts

16. Expectations
• Your group will be assigned a specific strand of
the Language curriculum and a copy of the
document
• Focusing on your strand only, and addressing
only the activities you have engaged in with
the topic of laptops in university classrooms,
answer this question:
If you were a grade 7 teacher who had planned this
lesson, what overall and specific expectations would
you have addressed?

17. Recap of Lesson
“Laptops in university classroooms”
• Think/pair/share about your opinion on this
topic
• Creation of Agree/Disagree chart
• Opinion piece and online comments – did they
alter your opinion?
• Analyze the structure of this persuasive
writing piece – creation of a Graphic Organizer
to show its structure

18. “What does it mean to be literate in
the 21st. Century?”
• Re-examine the list of features your group
brainstormed last week
• Revise based on any further learning or
experiences

19. The 4 Cs of 21st century learning
• Critical thinking and problem solving
• Communication
• Collaboration
• Creativity and innovation
NEA (National Education Association)
Partnership for 21st Century Learning, 2002

20. The New Literacies
• Digital Literacy
• Media Literacy
• Global Literacy
– Heidi Hayes Jacobs (2014)

21. Digital Literacies
• 4 proficiency sets:
– Access capability: finding resources via keyboarding,
voice, and touch technologies
– Selection capabilities: strategically locating the
appropriate application, tool, or website to match
problems at hand
– Curation capability: tagging and organizing source
material for efficient reference
– Creation capability: rendering new solutions and
forms as seen in an original app design or new
software platform

22. Media Literacy
• Critical analyses of information and
storytelling media modalities
– Receptive media literacy
• Students become astute critics of the media to which
they are exposed
– Generative media literacy
• Students use media to express informational and
narrative perspectives

23. Global Literacy
• Ability to connect people, places, problems,
and possibilities
• Global competenct framework:
– Investigate the world
– Recognize perspectives
– Communicate ideas
– Take action

24. Curation Resources
• Web-based resources for storing and
organizing your digital treasures:
– Diigo
– AppoLearning
– Cube for Teachers

25. www.diigo.com

26. Next week
• Explore Resources: Educational Blogs
• Find resource for teaching Media Studies
• Post to Sakai
– Follow directions on Lesson 3: Exploring Resources
carefully