8 p43 week 1 class 2

EDUC 8P43Ruth McQuirter

Week 1: Class 2(no class 1)2016-2017

Welcome Back !!

Course Communications:

Remind 101. Participation is voluntary

. You can receive messages via text message or mobile app

. I do not see your cell phone number

. I will only text the group, not individuals

. I will only answer individuals via your Brock email address

Remind – section 1

8P43 – section 1: Tues/Fri 11:00-2:00• Either:– Go to this link and download mobile app: • rmd.at/chfgk

• Or: – text the message @chfgk to (289)807-2147 to

receive text messages

Remind: section 2

8P43 - section 2: Mon/Thurs 2:00-5:00

• Either: • Go to this link and download mobile app:

rmd.at/4bbga • Or: – send text message @4bbga to (289)807-2147 to receive text messages

As our roles evolve from Yr. 1 to 2

• From an emphasis on the requirements of Ontario Curriculum to the application of its principles in multiple contexts

• From a tightly-structured blended learning course to greater emphasis on collaboration and independent work

• From preparation for your Block 1 placement to application of what you learned in your placement

Gradual Release of ResponsibilityModelled Shared Guided Independent

READING and WRITING Teaching

Teaching Teaching Teaching

Learning

Learning & Learning Practising Practising & & & Learning Practising Performing Performing

6

Years 1 and 2: Course Content

Year 1: 8P24• Survey of the 4 strands of

language: – Reading – Writing – Media Literacy – Oral Communication

Year 2: 8P43• Going deeper into aspects

of Language Arts e.g.– Inquiry– Integration across subjects– Assessment in LA– Differentiated Instruction– Word Study (spelling,

grammar, vocabulary)– English Language Learners– Text Complexity

Reflecting on Teaching

Problems of Practice• In your practicum placement (I know, it seems

ages ago!!) what were some areas of Language Arts that your students struggled with?

Areas of Interest • What Language Arts topics or skills would you

like to know more about? Is there a topic that caught your attention in your online resource searches last year?

At your table make a list of both Problems of Practice and Interests

I wish I could teach students to: I’d like to know more about:

Major Assignment

Monograph (group)• Conduct an inquiry into a

specific area of language teaching based on an identified need observed during the initial teaching practicum or an area of specific interest

• Collaborate with colleagues to produce a monograph highlighting essential research findings in the inquiry area

Learning Object (independent)

• Independently produce a learning object that can be used in the classroom to address the inquiry focus

J/I Language ArtsYear 2

• From:– RESOURCE CURATORS. Critiques. Blog posts

• To:– RESOURCE CREATORS

• Monograph• Digital Learning Objects

Long-range Planning

• Purposeful long-range planning provides a sequential, “at-a-glance” framework or road map for the entire year.

Unsplash.com

Long-Range Planning

• Sakai: Planning Resources - Instructional Planning Resources - Long-Range Planning

• Long-Range Planning• A Guide to Effective Instruction in Literacy: Grades

4 to 6: Planning and Classroom Management, Volume Three

• Long-range planning p.27, 28, 55, 56• http://www.eworkshop.on.ca/edu/resources/guid

es/Guide_Lit_456_Vol_3_Planning.pdf

Web-based Planning Resources

https://www.chalk.com/

Inquiry

• Go to Sakai Lesson for Week 1 class 2• Each person selects one article to read on

inquiry• Take notes and report to your group

• Guiding questions: What is inquiry? How might inquiry learning look in a JI classroom?

Interview Questions

• If you were to be given a class of your own next fall, how would you begin to plan your Language Arts program?

• What is your understanding of inquiry? How would you go about conducting inquiry in a Junior/Intermediate classroom?

Collaborative Teacher Inquiry Groups

• Circulate around the room to see the various Problems of Practice or Topics of Interest suggested by your class

• Settle on an area of interest to you• Form a group of 4-5 people. These will be the

peers with whom you will meet for an hour each class to conduct a collaborative inquiry.