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UOIT (1,700)
Education (77)
CURS 4200U (10)
Lecture

Lecture 1

14 Pages
74 Views

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

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Description
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 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 Requir Assessment Learning Strategy ed Readin g and/or Prepar ation 1:10 - 1:20pm First Day Jitters -ead Aloud - story - NA Observation 3:10 - 3:20pm (hook) First Day Jitters by (for 10 min Julie Danneberg understanding, Description - Read ensure aloud is the practice of students can the teacher or students see pictures, reading aloud texts, hear me stories, or poems for a clearly) variety of learning Is this purposes. This strategy assessment provides ideas and FOR, OF, or AS learning? 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 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 supportive of all students, taking care to avoid discomfort for any individual. (excerpted from Ontario Curriculum Unit Planner: Teaching/Learning Strategies Companion © Queen’s Printer for Ontario, 2002) 1:20 - 1:25pm Welcome and Thumbs Up / Thumbs NA Q & A (IF THIS 3:20 - 3:25pm Introductions Down - "All About Me" WERE 5 min Description - This is a CONTENT- questioning strategy to BASED, I encourage increased would assess participation from all for accuracy of class members rather responses, than selecting one hestitations, individual per question. independent Method - The teacher: thinking)  Reads OR ask Observation various questions (Are students that require a participating? YES or NO Do they response. understand  After giving instructions? Do students they understand sufficient think how to use this time, all students strategy in their own teaching?) will respond to Assessment the question by FOR, OF, or AS indicating a learning? thumb up for yes OR a thumb down for no.  The teacher then reveals the correct response and can follow up with higher order questions (e.g., Why? How?) Considerations - Thumbs Up / Thumbs Down  can be used as a pre- assessment or c onsolidation typ e of experience 1:25 - 1:45pm What are some Brainstorming and NA Observation(Par 3:25 - 3:45pm problems Categorizing Activity ticipation? Do when learning to via "Chunking" students 20 min understand teaching? Description instructions? Brainstorming is a group process for Confidence generating questions, levels?) Q & ideas, and examples A (Understanding and is used to illustrate, of key problems; expand, or explore a accuracy of central idea or topic. classifications) Brainstorming involves Assessment students sharing FOR, OF, or AS whatever material learning? comes to mind and recording every idea, without making judgments about the material being generated. When introducing a topic, brainstorming can be used for assessing what students already know or wish to learn and for providing direction for learning and reflection. Brainstorming stimulates fluent and flexible thinking and can also extend problem- solving and problem- finding skills. Method - The teacher: asks students to  contribute questions, ideas, or examples spontaneously, emphasizing the importance of quantity over quality of material;  ensures that the material is recorded appropriately (e.g., using blackboard, flip charts, slips of paper, colour coding);  intervenes if ideas are being evaluated;  ensures that a plan for the follow-up use of ideas generated in the brainstorming session is developed; Considerations - Brainstorming:  can be used in whole groups or small groups;  depends on establishing the comfort level of students to take risks and of teachers to trust students’ unevaluated responses;  provides opportunities for teachers to stretch thinking by elaborating on suggested ideas; Description of "Chunking Brainstorming" In groups of three or four, give each student small pads of paper (can be easily made. For a specified period of time, students quickly jot down ideas (one idea per slip of paper), tear the slip off the pad, say the idea out-loud (to stimulate other ideas for students in the group) and toss the slip/idea into the centre of the group. When the teacher says stop, the students must then read through all the slips together, make connections, remove duplicates and categorize accordingly (depends on task and topic). Independent Reading Description In groups of three, teacher candidates will read "Letters to beginning teachers" independently and share findings within small groups. 1:45 - 1:55pm Sketching to Sketching your NA Observation(Par 3:45 - 3:55pm learning - perspective - Arts- ticipation? Do 10 min Perspectives in based students education strategy: Sketching to understand learn instructions? Confidence Description levels?) Sketching to learn is a Q & strategy whereby students visually A (Understanding of concept and of represent the ideas why this activity they hear,read, or think was used and about in how they might use this in their pictorial/graphic form during or immediately own classes) following a Assessment presentation. Sketching FOR, OF, or AS learning? to learn is used as a form of note making during story reading or reading of informational texts. It is often used to help students follow a listening, viewing, or reading experience in order to process new and complex ideas or concepts. Method - The teacher:  models and demonstrates sketching during a reading or listening activity;  invites students to extend the sketches and thereby extend the ideas;  arranges for students to share/explain their sketches in pairs or small groups; provides  opportunities for students to read aloud texts that are within their level of fluency;  helps students relate back to the main ideas/information meaning portrayed Considerations - Sketching to learn:  is unique to the individual student;  uses a diverse range of forms, formats, and symbols;  emphasizes meaning,
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