week 2 ontario curriculum
TRANSCRIPT
EDBE 8P242015-2016
Week 2Ontario Curriculum: Language
Professional Learning ConversationSocial Justice Books
• Literacy Leader has read your posts and will be leading a discussion of your library selections
• Ruth will circulate to each group • A brief recap as a whole group will follow the
PLC
Digital Citizenship
• What ground rules should we establish for the use of digital devices (laptops, cell phones, tablets) in this class?
• Must be reasonable, something that we can reach a consensus on
• State in positive terms:– E.g. “Leave phones on silent/vibrating mode”vs.“Don’t answer calls”
CO-CREATED ANCHOR CHART
SELF-REGULATION
Invitation to Participate in Research Study
The Ontario Curriculum: Grades 1-8 - Language
• Sakai: Resources/Curriculum Documents/Elementary – Language 1-8.
• http://www.edu.gov.on.ca/eng/curriculum/elementary/language18currb.pdf
• Launched in 2006
Your Task
• Read carefully p. 8 to p.9 (to Oral Communication) of the Ontario Curriculum: Language
• Briefly flip through the remainder of the document to determine how you would find the language requirements for a specific grade level.
• Be ready for a fun quiz in 15 minutes!! Tables will compete against one another
Kahoot
Persuasive Writing
• Examine the hard copy of the Opinion piece “Don’t ban laptops in university classrooms.”
• Now look at the Graphic Organizers provided• Do any of these fit the structure of the Opinion
piece? • Sketch out your own Graphic Organizers to
represent the structure of the piece. Make notes on it to show how it matches the structure
• Post your chart for others to see
Ontario Curriculum – Language 1-8
• Oral Communication• 1.• 2.
• Media Studies• 1.• 2.
• Reading• 1.• 2.
• Writing• 1.• 2.
Curriculum expectations are mandatory.
Overall expectations
• Describe in general terms the knowledge and skills students are expected to achieve by the end of each grade
Specific expectations
• Describe the expected knowledge and skills in greater detail often with specific examples
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Strands
• Overall expectations– Specific expectations (related to each overall)• Sub-categories within each specific expectation
– Examples– Teaching prompts
Expectations
• Your group will be assigned a specific strand of the Language curriculum and a copy of the document
• Focusing on your strand only, and addressing only the activities you have engaged in with the topic of laptops in university classrooms, answer this question:
If you were a grade 7 teacher who had planned this lesson, what overall and specific expectations would you have addressed?
Recap of Lesson“Laptops in university classroooms”
• Think/pair/share about your opinion on this topic
• Creation of Agree/Disagree chart• Opinion piece and online comments – did they
alter your opinion?• Analyze the structure of this persuasive
writing piece – creation of a Graphic Organizer to show its structure
“What does it mean to be literate in the 21st. Century?”
• Re-examine the list of features your group brainstormed last week
• Revise based on any further learning or experiences
The 4 Cs of 21st century learning
• Critical thinking and problem solving• Communication• Collaboration• Creativity and innovation
NEA (National Education Association)Partnership for 21st Century Learning, 2002
The New Literacies
• Digital Literacy• Media Literacy• Global Literacy
– Heidi Hayes Jacobs (2014)
Digital Literacies
• 4 proficiency sets:– Access capability: finding resources via keyboarding,
voice, and touch technologies– Selection capabilities: strategically locating the
appropriate application, tool, or website to match problems at hand
– Curation capability: tagging and organizing source material for efficient reference
– Creation capability: rendering new solutions and forms as seen in an original app design or new software platform
Media Literacy
• Critical analyses of information and storytelling media modalities– Receptive media literacy• Students become astute critics of the media to which
they are exposed– Generative media literacy• Students use media to express informational and
narrative perspectives
Global Literacy
• Ability to connect people, places, problems, and possibilities
• Global competenct framework:– Investigate the world– Recognize perspectives– Communicate ideas– Take action
Curation Resources
• Web-based resources for storing and organizing your digital treasures:– Diigo– AppoLearning– Cube for Teachers
www.diigo.com
Next week
• Explore Resources: Educational Blogs• Find resource for teaching Media Studies • Post to Sakai– Follow directions on Lesson 3: Exploring Resources
carefully