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Lecture

CURS 4200U Lecture Notes - Brainstorming, Blackboard, Microsoft Powerpoint


School
UOIT
Department
Education
Course Code
CURS 4200U
Professor
Diana Petrarcha

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Welcome to PJ Core Curriculum Methods!
Week 1: August 27th and 29th, 2012
Agenda, Resources and Teaching Strategies:
This Week's
Learning Goals:
Teacher Candidates
will:
1. consider and
experience
elements
required for
establishing a
classroom
environment
2. begin to explore
what it means to
be a teacher and
how to evolve
and grow as a
teacher
3. become familiar
with Core
Blackboard
Course, the
course syllabus,
and other
administrative
course items
4. analyze modelled
questioning
strategies
5. experience a
variety of
teaching
strategies
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

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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 _____________________
____________by
?????
?????
?????
?????
Time
Agenda Item
Teaching and
Learning Strategy
Requir
ed
Readin
g
and/or
Prepar
ation
Assessment
1:10 - 1:20pm
3:10 - 3:20pm
10 min
First Day Jitters -
(hook)
Read Aloud - story -
First Day Jitters by
Julie Danneberg
Description - Read
aloud is the practice of
the teacher or students
reading aloud texts,
stories, or poems for a
variety of learning
purposes. This strategy
provides ideas and
information through
listening, and it builds
the student’s repertoire
of stories, language
patterns, ideas, and
genres. Read aloud
demonstrates how texts
work and how they
signal particular kinds
of ideas and information
that enrich the
language experience of
students.
Read aloud promotes
NA
Observation
(for
understanding,
ensure
students can
see pictures,
hear me
clearly)
Is this
assessment
FOR, OF, or AS
learning?

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appreciation, reflection
and love of reading,
introduces new forms (a
poetry anthology on a
theme, for example),
and provides a shared
context for discussions
and further learning. It
can be used to
generate interest and
enrich content areas
such as history
(anecdotes about well-
known historical
figures) or science
(stories about well-
known scientific
discoveries). The
reader may pre-read
and prepare or
rehearse to ensure
effective reading.
Method - The teacher:
involves students
through
prediction;
models reading
techniques and
fluency;
provides
opportunities for
students to
prepare and
rehearse
selections;
selects texts that
enrich student
thinking.
Considerations - Read
aloud:
requires a skilful
presentation to
ensure student
engagement
throughout the
reading;
provides
opportunities for
students to read
aloud texts that
are within their
level of fluency;
should include
topics, issues,
and language
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