Week 3 media 1- 2018
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This document outlines the agenda for a media studies class. It includes discussions on professional learning conversations, storing resources online, characteristics of effective blogs, and assigning students to create blogs. It also discusses curating online content and tools for doing so like Diigo and Pearltrees. Challenges of developing curriculum from online resources are noted. The document provides example resources and videos for students to engage with. It concludes by assigning students to post notes on their readings to Sakai in preparation for next week's class.
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Week 3 media 1- 2018
The document outlines the agenda for a media studies class which includes discussions on professional learning conversations, characteristics of effective blogs, and content curation tools. It notes that assembling good quality online resources takes significant teacher time and expertise. The class will also discuss a research study permission form, reactions to a Nike ad, and questions to ask guests for an interview. Students are assigned to create blogs following a rubric and upload notes on their professional reading modules to Sakai in preparation for next week.
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The document outlines the agenda for a media studies class which includes discussions on professional learning conversations, characteristics of effective blogs, and content curation tools. It notes that assembling good quality online resources takes significant teacher time and expertise. The class will also discuss a research study permission form, reactions to a Nike ad, and questions to ask guests for an interview. Students are assigned to create blogs following a rubric and upload notes on their professional reading modules to Sakai in preparation for next week.
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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.
Class 4 assessment 1 2020 final
This document provides information about language assessment for teachers. It discusses assessing student progress on language content and performance standards. It also addresses how to evaluate student work in categories like knowledge, thinking, communication and application. The document provides examples of language assessment tasks, rubrics and teacher moderation activities. It describes assessing writing through rubrics and comparing student work to achievement levels. Finally, it discusses using resources like exemplars, continuums and webcasts to guide assessment and moderation.
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.
Class 2 student inquiry 2020 final
This document provides an agenda for a class on student and collaborative teacher inquiry. It includes discussions on social justice, asking questions about the Mars One project, developing inquiry projects, and the inquiry process. Students will work on developing essential questions and meeting logs for their inquiry groups. Supporting materials are linked on Sakai and include resources on social justice lessons, the Mars One project, and samples of past student monographs. The document outlines the four steps of inquiry-based learning and emphasizes developing student-driven questions and reflection. Students will have in-class time to work on their inquiry projects and are responsible for completing and submitting their group's first meeting log by the end of class.
Class 1 collaborative teacher inquiry 2020
The document welcomes students back to the Collaborative Teacher Inquiry course and provides information about communicating via Remind, an app for course updates. It outlines the evaluation components, including an inquiry project where students will work collaboratively in groups to research an area of literacy and create a report and lesson plans. Finally, it discusses forming collaborative groups to conduct teacher inquiries into issues related to literacy observed during practicums.
Class 1 collaborative teacher inquiry 2020
The document welcomes students back to the Collaborative Teacher Inquiry course and provides information about communicating via Remind, an app for course updates. It outlines the evaluation components, including an inquiry project where students will work collaboratively in groups to research an area of literacy and create a report and lesson plans. Finally, it discusses forming collaborative groups to conduct teacher inquiries into issues related to literacy observed during practicums.
Week 12 f inal session 2018 - poetry
The document discusses poetry and different poetry activities for a week 12 class. It includes summaries of haiku poems, instructions for students to write and illustrate their own haiku poem, and activities where students share and discuss poems in pairs and groups. Examples of slam poetry, spoken word poetry, and youth poets are provided as additional resources. Students are also instructed to fill in the blanks of a poem about being alive with descriptive phrases.
Week 7 writing 1 - 2018 final
This document provides information about the writing process and using graphic organizers and multimedia tools like PicCollage to rewrite tweets as haiku poems. It discusses the stages of writing (prewriting, drafting, revising, editing, publishing), describes haiku form, and gives an example of rewriting a Chris Hadfield tweet from space as a haiku poem collage using images. It prompts analyzing how this activity addresses expectations in the Ontario language and other subject area curriculums. It suggests considerations for replicating this activity in a junior classroom and reflects on writing decisions around audience, form and purpose.
Week 8 writing 2 and lp - 2018
This document provides an overview of topics and resources for a writing and lesson planning class in Week 8. It includes discussions on collaborative writing, lesson planning templates, modeling writing lessons, and the gradual release of responsibility model. It also shares resources on Native American totems and provides guidance for an activity where students will write poems based on different animals. The document discusses the difference between cultural appreciation and appropriation and considers Indigenous knowledge. It outlines an upcoming lesson plan assignment and previews the next week's topic on oral communication resources.
Week 7 writing 1 - 2018 final
This document discusses the writing process and using graphic organizers and multimedia tools like PicCollage to rewrite tweets as haiku poems. It addresses stages of writing like prewriting, drafting, revising, and publishing. Learners are asked to select a Chris Hadfield tweet from space, research it, and rewrite it as a haiku poem in a PicCollage with relevant images. The activity connects to expectations in the Ontario language curriculum around media studies, writing, and reading. Additional supports may be needed for a similar activity in a junior classroom.
Class 11 ell 2018
A large chicken wandered into traffic, causing delays for drivers. Police responded and tweeted about the "turkey or large chicken" that was causing issues. They later tweeted that the chicken had been arrested for "fowl play" and was now in custody, allowing traffic to resume its regular flow.
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- 1. 8P24 Week 3 Media Studies 1 2018-2019
- 2. Agenda • Professional Learning Conversations • Storing resources: Diigo and Pearltrees • Characteristics of Effective Blogs • Assignment: Blog Creation – Rubric • Asking Questions • Media controversy • Next Sakai posting
- 3. Professional Learning Conversation • Resources to support Media Literacy
- 4. Characteristics of Effective Educational Blog Posts • Consult your notes from this week’s online question • As a table, list features of an educational blog post that should be incorporated into your own blog posts for each strand • List these features on the paper provided
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- 7. It’s not easy!!! To assemble good-quality materials using free online resources makes considerable demands of teachers’ time and expertise – most are not trained to develop curriculum. Report from People for Education, 2014
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- 12. Questions • Brainstorm questions you would ask these young men if they came to our class or we conducted a Skype interview.
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- 16. Next week’s Sakai Posting • See Week 4 Professional Readings (Library tutorial on Media Literacy) • Divide up the work at your table • Complete your module • Upload notes to Sakai – Identify module and the components you are reviewing – What points in your module resonated with you? Why were they meaningful? – What details do you wish to share with your table group? (brief notes)
Editor's Notes
- Could substitute someone from last year. See notes on my desk
- Show other curation tools as well. Point to the Resource section on Sakai and the list of curation tools from Dane. Expectations for last class – 5%
- Use Q chart to ask questions from a number of places on the chart.
- Nike campaign with Colin Kaepernick