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CURS 4200U (10)

Lecture 2

12 Pages

Course Code
CURS 4200U
Diana Petrarcha

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Week 2: September 10th and 12th, 2012 Agenda, Resources and Teaching Strategies: This Week's Learning Goals: By the end of this week, TCs will 1) Identify and analyze elements required for establishing and planning the learning environment 2) Explore “big picture planning” 3) Explore and participate in a variety of teaching/learning strategies 4) Begin to formally engage in reflective practice Success Criteria ( describes in very specific terms, what successful attainment of the learning goals look like/sound like; how will students specifically provide evidence of their learning to demonstrate their knowledge and skills, also refer to achievement charts for the subject; co- constructed with students?) Teacher Candidates will demonstrate their understanding of the goals by... 1) providing sufficient and appropriate evidence linking theory to practice for categorizing an activity during the first week as effective or ineffective in establishing the learning environment in a written reflection. 2) accurately responding to a scenario by applying knowledge of backwards design to a particular problem. 3) identifying and comparing at least two teaching/learning strategies implemented during the class. 4) TCs will apply knowledge of one of the teaching strategies to their own experience from the first week. Time Agenda Teaching and Learning Required Assessment Item/Topic Strategy Reading and/or Preparation 1:10 - 1:25pm So...How did NA Observation 3:10 - 3:25pm it go?! Whiteboards - for 15 min understanding Description - - participation This can be used as a hook to access/review - appropriate useof boards prior learning OR it can be used as a Written consolidation activity at responses on the end of a class. Using white boards: the whiteboards, students - to learn about are asked several TCs' FE questions related to a experiences particular topic. Students can use words and/or symbols as responses. Method - The teacher:  establishes and reviews rules of use  involves all students;  models appropriate use;  includes open and closed ended questions Considerations - Whiteboards:  What are some “rules of use”?  Establish appropriate vs. inappropriate use  Establish how and when white board answers are revealed  Establish appropriate responses of others in room when classmates reveal response  Symbols?  Words?  Spelling doesn't count--ideas are more important here!  classroom management issues--consider how you will distribute materials  Whiteboard link for purchasing information  another alternative is to use "dollar store" plastic plates (hint- purchase only one to test if it works) Reflection Strategy: Think Pair Read Auger Observation 1:25 - 1:50pm Share text pages - for 3:25 - 3:50pm pages 353 - understanding of 25 min Description Think/pair/share is a 363 task strategy whereby - participationwith students think alone for partner a specified amount of time (wait time) in Q & A response to a question - accuracy of posed by the teacher. responses Students form pairs to - misconceptions discuss their ideas, and about reflection then share responses - look for with the class. hesitations, Think/pair/share is used questions to help students check their understanding Written reflection during a learning - retelling of experience and provide opportunities for event? - providing practice or rehearsal. It sufficient provides a simple evidence to structure within a short support time frame for all retelling? students in the class to - next steps - in alignment with think and talk (to pose topic; provides questions, to respond to explanation an issue, to summarize or synthesize ideas). Method The teacher: • plans composition of pairs, carefully selecting them to encourage the comfort level of students; • sets clear expectations regarding the focus of thinking and sharing; • gives appropriate time lines; • monitors student activity and understanding by moving about and listening; • elicits response from volunteers or by random selection at the end of the think/pair/share; • uses information gained throughout the activity to make informed teaching decisions. Considerations Think/pair/share: • requires “wait time” to allow students to develop more thoughtful and more complete answers; • requires the structure of the strategy to be taught and reinforced until students can use it efficiently; • is the basis for „think/pair/square‟ (a pair of pairs) where students think alone, work in pairs, and then in fours before sharing in the whole class. (description is excerpted from Ontario Curriculum Unit Planner: Teaching/Learning Strategies Companion © Queen‟s Printer for Ontario, 2002) Think Pair Share Handout (provides additional information and step-by-step instructions) Strategy: Graphic Organizer Description Debriefing the learning using a graphic organizer Week Two Activit[This opens in a new connect the field experience to reflection. Visual/graphic organizers are the varied types of frames, matrices, grids, webs, and similar forms used to help students structure thinking and present knowledge in a visible format. Visual/graphic organizers assist students in accessing prior knowledge and connecting it to new concepts learned. Organizers help students apply higher-order thinking skills such as comparing and synthesizing information and provide vehicles for the analysis of information such as cause and effect and sequencing. Visual organizers can provide organizational support for independent work, an opportunity to collect thoughts related to a topic before starting a task, and a way to review and consolidate thinking after the completion of a topic or reading. Method The teacher: • models and demonstrates the use of visual organizers on a consistent basis; • introduces a wide variety of visual organizers for various practical applications; • uses visual organizers to access prior knowledge before starting a unit or topic; • uses visual organizers to show connections among concepts in numerous areas (e.g., science and art, classical studies and geography); • uses a variety of organizers to stimulate thinking or consolidate learning. Considerations Visual/graphic organizers: • present essential information, thereby simplifying and structuring the learning task; • make it easier to extrapolate and remember key ideas; • can be a dynamic form of “thinking out loud” and problem solving which changes according to the learning context (description is excerpted from Ontario Curriculum Unit Planner: Teaching/Learning Strategies Companion © Queen’s Printer for Ontario, 2002) Debriefing the Graffiti Bring 1:50 - 2:15pm Practicum - Description -
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