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ECUR 325

Monday, January 8: Lecture#1

Indicator

 #4 was the most correct – students do not need to meet every indicator to reach an outcome

How does a teacher know what to do to meet curricular outcomes?

 Pre-assessment
 Talk aloud (think, pair, and share)
 Gradual release of responsibility (practice)

Monday, January 15: Lecture #2

Topic #2 Reading

Instructional approaches

 Verbal Processing: Lecture and Reading


 Verbal and Visual Processing: Demonstration, audiovisual, discussion group
 Doing: practice by doing, teach others/immediate use of learning (jigsaw activities for example)
 Six effective differentiated instructional approached:
o Project-based
o Problem-based
o Inquiry
o Integrated
o Explicit instruction
o Cooperative learning: positive interdependence, individual accountability, interactive
skills, face-to-face interaction, group processing

Lesson Design

 WHERE TO
o W – make sure the students understand WHERE the unit is headed and WHY
o H – HOOK students in the beginning and HOLD their attention throughout
o E – EQUIP students with necessary experiences, tools, knowledge, and know-how to
meet performance goals
o R – give students multiple opportunities to RETHINK big ideas, REFLECT on progress, and
REVISE their work
o E – provide opportunities for students to EVALUATE progress and self-assess
o T – be TAILORED to reflect individual talents, interest, styles, and needs
o O – Be ORGANIZED to optimize deep understanding as opposed to superficial coverage
 How to hook:
o Set positive climate for the lesson to follow
o Connect new learning to past learning (activate prior knowledge and experiences)
o Focus on what is important about the lesson/unit
o Involve students in active and early participation in the learning

Notes – UbD Unit Planning

Stage 1 – identify desired outcomes

 Do not copy and paste – have to connect it and state how you are planning to connect it in the
unit/lesson
 Learning outcomes – this is okay to copy and paste (indicators are not needed under learning
outcomes
 Essential questions – start the unit with these questions that do not have answers, which is good
for students because it motivates them to constantly look for an answer (keeps them engaged)
o this goes beyond the outcomes
o the answer to the essential question changes as they grow and learn
 knowledge and skills – what students will be able to know and be able to do after the lesson/unit

Stage 2 – assessment evidence

 assessment:
o start from the performance task
o determine prerequisites and how to assess
o chunk like ideas and skills together
o plan smaller and formative assessments
 do not mark students on what they are not being taught

Stage 3 – Learning plan

 Why would students care about this? How can I make it more interesting? What skills do they
have, and what do I need to teach?
 Motivation set – could be a YouTube video or TED talk (DO NOT always make a motivation set a
video)
 Find creative ways to get students motivated and engaged
 The more information in unit plan, the better your unit plan will be and the more successful it
will be
 Resources – all components you will use (textbooks, books, microscopes, guest speakers, library
time, etc.)
 What chunks will make this learning easier? What instruction is best suited to those skills and
understandings? What materials do I have to help me? Where can I get more?
 Instructional strategies: the way in which you instruct the material
 Stage 3 is key

Stage 4 – assess and reflect

 Fine tuning stage


 Assesses your own unit
 Looks at how you can modify it

Today: instructional approach

 I do  we do  with supports  you do


Seminar #2

 Essential questions – never ask a question that can be answered with a yes or no
o “is…” is not a great way to ask an essential question because it follows with a yes or no
o “how” and “can” are good words to start essential questions
 FNIM – how can information be presented in a way that represents Indigenous culture
o Inclusive and procedural ways to support other cultures in a learning environment
 Lesson plan – 4 lessons (?)
 Unit plan – 10 lessons (?)
 **show a variety of teaching strategies (lecture, debate, video, etc.)
 Pick an outcome – create a unit plan on it

No notes for lecture or seminar 3

Monday, January 29: Lecture #4 - Assessment

*the more you put in the lesson plans, the more helpful it will become to you

Understanding assessment and Evaluation

 Assessment – gathers information on an ongoing basis in order to understand individual’s


students learning needs
 Evaluation – culminating act of interpreting the information gathered through relevant and
appropriate assessments for the purpose of making decisions or judgements, often at reporting
time

Type of assessment (3)

 Assessment of learning – assists teachers in using evidence of student learning to assess


achievement against outcomes and standards (summative assessment)
o Project, examine
 Assessment for learning – involves teachers using evidence about students’ knowledge,
understanding and skills to inform their teaching (formative assessment)
o Midterm, drafts, something that is not marked – provides feedback
o Involves the students in dialogue
o Learning and growth takes place here
o Peer-assessment is a form of formative assessment
 Assessment as learning – occurs when students are their own assessors. Students monitor their
own learning. Ask questions and use a range of strategies to decide what they know and can do,
and how to use assessment for new learning
o Self-assessment
o Check-lists – gives student the idea what they did and what they could improve on
o Creates a student identity

What do students want in assessment?

 Fair given what was taught


 Fair grade given effort and understanding
 Feedback and comments make sense and help learning
 Useful assessment (not just a hoop)
The most useful assessment = growing learning

 Timelines
 Quality of feedback
 Direct relationship to the outcomes – did students achieve the outcomes? (make outcomes
apparent to students)
 Only assesses outcomes
 Only assesses things that were learned in the class

Seminar #4

 For  For  As  Of
 Put the visual representation of assessment into your portfolio in order to show how you
understand assessment

Monday, February 5: Lecture #5 and Seminar #5 – skipped

Monday, February 12 – Lecture #6

The outside world has a huge impact in the classroom and in your students within your classroom – your
role as an educator is provide a space for students to feel safe and important – you are a role model and
a leader

Lesson planning

 Planning progression – What I will talk about and do


 Instead expand it! – Goal  activity (me and students; aka the lesson)  evidence? This is the
three stages of planning
 Expand even further – goal  pre-assess  evidence  Instructional strategies  Activity
 The fun part is always last – the actual lesson is planned last
 It needs to be specific and detailed enough for a sub to use it

Motivational set

 Exciting opening
 Introduces the topic
 Answers “who cares”
 Hook question
 Founded on student interests
 Provides choice and voice
 Fun and interesting

Evidence

 Assessment for learning (formative) – check to be sure they get it


o Check most important
o Check with everyone
o Check while you can fix it
o No permanent mark
 Assessment of learning (summative) – check their understanding when they are done and give
feedback (grade)

Lesson plan template

 Stage 3 – procedure
o Motivational set
o Main procedures/strategies
o Closing of lesson
 THIS IS INSTRUCTIONAL AND LEARNING STRATEGIES

Instructional strategies

 It is okay to tell the students about the teaching strategy – let them know about it before hand –
then they know the expectations and they know what to expect and mentally prepare

Planning for good instruction

 Learning strategies  instructional strategies  clarity  engagement with specific leaner


 Learning strategies and instructional strategies = assessment

Questions

 Preplan questions of more than one type


 Leave opportunities for them as teachable moments
 Written questions help when things go wrong

Materials

 Include with lesson


 “so sub can teach”
 Easy for students to use
 Great plan to differentiate or adapt

Seminar #6

Goals are for closing gaps, not maintaining them

 5 other ways to help students know goals:


o Co-construct
o Continuums of samples
o Same rubric for multiple assignments
o Self-assessment early and often
o Anchor chart

Monday, February 26: Lecture #7

Plan in advance to obtain good classroom management

 Setting up your classroom environment


o Seating plan
o Prearranged groups
 Ensure you have what you need
o Plan for when you miss something
 Rehearse with new content

Build management into your lesson

 Routine
o Establish them right away
o Instruction
o Group work
o bathroom
 Direct your students
 Write your plan down
o For you
o For your sub
 You should have examples

Monday, March 5: Lecture #8

 Instructional strategy – what you would do as a teacher


 Learning strategy – what is the student doing so that they are able to be successful

Students who are more interested in each other instructional strategies

 Have them explore topics together

Immigrant students and instructional strategies

 Demonstration – learn by seeing then doing


 Indirect instruction
 Viewing for meaning – view images to create meaning

Dealing with students who understand the material well and students who don’t understand the
material at all instructional strategies

 Partnering students together – working together to solves questions


 Show students how to do the problem first as a class – working through the problem together
before instructing students to do questions on their own

Seminar #8

Debates – instructional strategy I want to develop

 Needs:
o Create controversial topics that students can explore
o Understand both sides of the argument
o Understand how to build an argument and count argument
 Portfolio – graphic organizer identified particular teaching strategy – and how to use it
 Growth in planning – learners as a group of individuals with different needs that need to be
addressed to gain success

Choose an outcome you wish your students to learn/master

 What strategy will you use to teach it?


 What skills will your learners need to be successful in the strategy you have chosen?
 How will you teach them these skills?

Outcome CC 20.1 - Create a range of visual, multimedia, oral, and written texts to explore:

 identity (e.g., Relationships with Family and Others);


 social responsibility (e.g., Evolving Roles and Responsibilities); and
 social action (agency) (e.g., The Past and the Present).

Strategy: Blog

Skills learners need:

 technological skills
 an understanding about how to reflect

How I will teach these skills:

 ?
 ?
 ?

Portfolio – students are learners not recipients of information – shows my understanding or lack of
understanding of instructional and learning strategies

Monday, March 19, 2018: Lecture #10 – Culturally Responsive Teaching (missed lecture #9)

1, 3, 6 – individual thinking, group thinking, bigger group thinking where there are multiple answers
(teaching strategy)

Assignment #4 – lesson plan, revised unit plan, 2-3 page reflection

6 themes in CRT

 Multicultural awareness
o Teaching students (who bring diverse cultures, language, and identities into the
classroom)
o Consult with reps of culture, language, and identity groups since teacher has limited
knowledge of diversities
o Strategically developing student awareness, acceptance, familiarity, and competence to
interact with multiple languages, cultures, and identities in the classroom
 Language, culture, identity
o Teaching using student’s diverse languages, cultures, identities as resources to engage
learning
o Enculturation – based on the development of linguistic knowledge, social skills, and
belonging, and the acknowledgement and respect of diversity, related history and
experiences
 High expectations
o Teaching so all students gain knowledge and skills that meet curricula outcomes
o Relating learning activities and exercises to student’s context of linguistic and cultural
backgrounds
 Instructional engagement
o Using instructional strategies that draw on student’s prior knowledge, schema, and
home languages, so students can relate these to the assigned learning and to practice
the skills being taught
o Engaging the students to interact with teacher and fellow students to build
understanding, acceptance, and familiarity of diverse ways of being and knowing and
communicating
 Critical thinking
o Teaching students to think for themselves, use reasoning, logic, analysis, make
inferences and solve problems in learning activities that relate to their lived experiences
of culture, language, or identity
 Social justice
o Teaching to develop students’ awareness of and ability to respond to social inequalities
in student’s cultural centre

Building a CRT atmosphere in your classroom

 Language, materials, references, resources?


 Images to create visual interest and CRT support? – anchor charts
 What standards of communication would you set for student-teacher interaction and student-
student interaction?

Building intercultural competence:

 The danger of a single story (TED talk)


o How does the single story of people limit relationships in an intercultural relationships in
an intercultural relationship?
o How does power relate to the stories of people?

Developing intercultural communication

 Cross cultural communication (TEDX talk by Pelligrino Ricardi)

Unit Plan Revision:

 5 elements of culturally responsive teaching:


o Develop a knowledge base about culturally diversity
o Include ethnic and cultural diversity content in curriculum
o Demonstrate caring and building learning communities
o Respond to ethically diversity in the delivery of instruction

Instructional strategies for CRT


 Modelling
 Collaborative teaching
 Instructional scaffolding
 Problem solving inquiry based learning
 Student centred learning
 Responsive feedback

Seminar #10- Culturally Responsive Instruction

Five essential elements of culturally responsive teaching:

 Developing a knowledge base about cultural diversity


 Including ethnic and cultural diversity content in the curriculum
 Demonstrating caring and building learning communities
 Communicating with ethnically diverse students
 Responding to ethnic diversity in the delivery of instruction
o Finding out what is important to students rather than making assumptions
o Different cultures have different teaching practices
o Provide student choice

Growth vs. Fixed mindset

 You can learn


 You can develop
 Learning and ability can progress, improve, and develop

Available resources:

 STF – Stewart Resource Centre

Activity:

 Demonstrate 5 ways you can create/construct a culturally supportive/inclusive learning


environment – write a little paragraph and add it to your portfolio!

SAMR model

SAMR model:

 Substitution: tech acts as a direct tool substitute, with no functional change


o Creative writing – using word processing program to type story
o What will I gain by adding a new technology to replace older technology?
 Augmentation: tech acts as a direct tool substitute, with functional improvement
o Creating reading – word processing program – grammar check and layout designs
o Have I added an improvement to task progress?
 Modification: tech allows for significant task redesign
o Creating writing – google docs to create stories and able to share and get feedback right
away
o Does this modification fundamentally depend on the technology?
 Redefinition: Tech allows for the creation of new tasks, previously inconceivable
o creating stories – turning those stories into multimedia presentations – create scenes,
edit clips, add music and publish video and receive feedback from around the globe
o how is the task made unique by new technology
 Transform (Redefinition and Modification) = Higher order thinking skills
o Creating, evaluating, analyzing – these are the higher order thinking skills
o 21st century learning