ACTION RESEARCH (Block 5 Session 2)

METHODS A-Z ED 4315

Tuesday, September 02, 2008

Douglas Gosse, PhD Associate Professor, Faculty of Education Director of NORCCREA Office H120 Nipissing University 100 College Drive, Box 5002 North Bay, Ontario, Canada P1B 8L7 Email: [email protected] TEL: 705-474-3461, x. 4810 FAX: 705-474-1947

HOMEPAGE: http://www.nipissingu.ca/faculty/douglasg/Publications/jackytar.htm

Northern Canadian Centre for Research in Education & the Arts (NORCCREA): http://www.nipissingu.ca/NORCCREA/index.htm

1 TABLE OF CONTENTS

Action Research

Adolescent Development

Assessment and Recording Devices

Backward Design

Bloom’s Taxonomy

Common Areas for Consideration in Lesson Planning

Communication Practices

Comparison of Planning Formats

Conferences

Constructivism

Content

Cooperative Discipline

Cooperative Learning

Curriculum

Debates

Differentiating Instruction

Drama Methods in Education

Expectations

Historica Fairs

Holism

Interviews

Long and Short Term Planning

2 Males and Schooling

Metacognition (representational imagery, elaborative interrogation, acronyms, keyword method, and summarizing)

Methods

Multiple Intelligences

Portfolios

Pygmalion Theory

Questioning

Resumes and Cover Letters

Sage on the Stage vs. Guide on the Side

Visual, Auditory, Kinesthetic & Tactile Learners (VAK) Learners

Visual Organizers/Visual Tools/ Concept Maps/Thinking Maps

DIRECTIONS:

 Take comprehensive observations and interpretations whenever topics arise in Methods. Show independence and initiative every class in this endeavor.  Organize your Contents alphabetically and place your observations and interpretations in the body of this document, as you would in any (text) book.  Some entries will be adapted for inclusion in your portfolio including samples of visual organizers, cooperative learning activities, drama, debate, metacognition, etc., and will therefore be evaluated.  You may use Methods A-Z as a resource during the final in-class evaluation for Methods.  You are also allowed to print out the final product for reference in your future career in education, or continue to keep and build a digital copy.

3 ACTION RESEARCH

Retrieved September 2, 2008 from: http://www.scu.edu.au/schools/gcm/ar/whatisar.html

“Action research can be described as a family of research methodologies which pursue action (or change) and research (or understanding) at the same time.”

Action Research as a Series of Steps:

1. What is my research question? 2. What sort of sources may I contact, such as human resources and search engines, to better know my subject? 3. Once I have more knowledge, how can I implement what I have learned and measure the effect? 4. How may I then share results with others, e.g. students and colleagues?

Recommended Reading:

4 ADOLESCENT DEVELOPMENT

At the Turning Point: The Young Adolescent Learner. Retrieved July 16, 2007 from http://www.turningpts.org/pdf/YALGuide2.pdf

1) ADOLESCENT INTELLECTUAL DEVELOPMENT

(a) Characteristics of adolescent intellectual development include:

· Moving from concrete to abstract thinking · An intense curiosity and wide range of intellectual pursuits, few of which are sustained over the long term · High achievement when challenged and engaged · Preferences for active over passive learning experiences · Interest with interacting with peers during learning activities · An ability to be self-reflective

(b) How can teachers support the intellectual development of adolescent learners?

· Differentiate instruction · Focus on complex thinking skills that ask students to apply their knowledge and skill to worthwhile tasks · Ask students to make choices and pursue their own interests · Provide cooperative learning opportunities, one-on-one feedback, and time for personal reflection · Have regular student-teacher conferences · Provide opportunities for individual projects · Project based learning

2) ADOLESCENT SOCIAL DEVELOPMENT

(a) Characteristics of adolescent social development include:

· Modeling behavior after that of older students, not necessarily that of parents and other adults · Immature behavior when social skills lag behind mental and physical maturity · Experimenting with ways of talking and acting as part of searching for a social position with peers · Exploring questions of racial and ethnic identity and seeking peers who share the same background · Exploring questions of sexual identity in visible or invisible ways · Feeling intimidated or frightened by the initial middle school experience · Liking fads and being interested in popular culture · Overreacting to ridicule, embarrassment and rejection · Seeking approval of peers and others with attention-getting behaviors

(b) How can teachers support the social development of adolescent learners?

5 · Provide cooperative learning opportunities as well as time for large-group and one-on-one discussions · Require students to apply their knowledge and skills to social issues and topics of concern to young people · Provide positive examples from history and literature and positive role models from different groups · Maintain clear expectations for social interactions · Create learning experiences in which students practice democracy, governance and conflict resolution · Foster classroom and team identity and provide time for regular student-led meetings to discuss issues, plan events and make important decisions regarding the team · Foster opportunities for personal reflection and for students to share their concerns and feelings with teachers

3) ADOLESCENT PHYSICAL DEVELOPMENT

(a) Characteristics of adolescent physical development include:

· Restlessness and fatigue due to hormonal changes · A need for physical activity because of increased energy · Developing sexual awareness and often touching and bumping into others · A concern with changes in body size and shape · Physical vulnerability resulting from poor health habits or engaging in risky behavior

(b) How can teachers support the physical development of adolescent learners?

· Respect and understand the physical changes that students are going through · Vary instructional methods to allow for physical activity and movement · Allow for open and honest discussion about issues of development, puberty and sexuality · Allow ample time in the school schedule for developing physical fitness · Structures, Think-Pair-Share, Magic Boards, Sculpture Garden, “Mirror” · Hands on activities, help students with personal appearance and hygiene

4) ADOLESCENT EMOTIONAL AND PSYCHOLOGICAL DEVELOPMENT

(a) Characteristics of adolescent emotional and psychological development include:

· Mood swings marked by peaks of intensity and by unpredictability · Needing to release energy, with sudden outbursts of activity · A desire to become independent and to search for adult identity and acceptance · Concern about physical growth and maturity · A belief that their personal problems, feelings and experiences are unique to themselves

(b) How can teachers support the emotional and psychological development of adolescent learners?

· Create opportunities for small-group discussions · Give frequent compliments/ praise

6 · Teach deep breathing techniques · Set routines that are imaginative but consistent, start and finish classes with “unique” funnies · Listen to the students · Give the students responsibilities

5) ADOLESCENT MORAL DEVELOPMENT

(a) Characteristics of adolescent moral development include:

· Understanding the complexity of moral issues and not seeing everything in “black and white” · Being capable of and interested in participating in democracy · Impatience with the pace of change and understanding how difficult it is to make social changes · Needing and being influenced by adult role models who will listen and be trustworthy · Relying on parents and important adults for advice but wanting to make their own decisions · Judging others quickly but acknowledging one’s own faults slowly

(b) How can teachers support the moral development of adolescent learners?

· Create learning experiences that are focused on complex and real problems (case studies or short stories) · Allow students to facilitate text-based discussions on topics of interest · Involve community leaders and other adults in authentic projects · Engage students in the community · Provide equitable access to learning opportunities for all students · Encourage students to identify and pursue their own interests, passions and strengths

7 ASSESSMENT & RECORDING DEVICES

1. Anecdotal Record It is descriptive language used to explain student achievement of curriculum expectations. These comments are determined through observation of students’ actions while they are completing tasks designed to assist them with the attainment of curriculum expectations.

Methods to Collect Assessment Data Using Anecdotal Records  Using a class list with criteria across the top to check off and with space to include written comments  Using Post-Its to write on and then posting them in individual student folders  Using a notebook with the students’ names on top of pages to record  Using a specifically designed page to suit the propose of the activity

Note: anecdotal records should be dated so that progress can be monitored over time

2. Checklists It is the collection of data that contain lists of behaviours, traits, or characteristics, that can be scored as either present or absent, related to the students’ attainment of curriculum expectations.

Methods to Collect Assessment Data Using Checklists  They are scored on a yes/no, present or absent basis on a class list

3. Rating Scales Rating scales address if the student has achieved a high/low degree of correctness in attaining the curriculum expectation.

Methods to Collect Assessment Data Using Rating Scales  It is a list of the curriculum expectations statements accompanied by a Likert scale or another scale that would reflect the correctness or incorrectness of a response.

4. Rubrics Rubrics incorporate a set of performance descriptors into specific levels of achievement of curriculum expectations. It assists in minimizing the arbitrariness of judgments while holding learners to a high standard of achievement

Ch.11: Assessing, Evaluating, and Reporting (pp. 169-188) in Creating the Dynamic Classroom, A Handbook for Teachers

Stiggins, R. (2002). Assessment for Learning: Classroom Assessment for High-Stakes Success [videocassette]. Portland, OR: Assessment Training Institute.

OCUP has detailed definition and samples of these.

8 © Nancy Maynes, Nipissing University, 2008

9 BACKWARD DESIGN/DESIGN DOWN

Wiggins and McTighe encourage teachers to think like an assessor by beginning with the question “What will students know and be able to do at the end of the learning time?” and “What is the evidence of the understanding?”

Three distinct stages for curriculum design:

 identifying the desired results Key question: What should students know and be able to do?  determining acceptable evidence Key Questions: How will we know if the students have achieved the desired results? What will we accept as evidence of student understanding?  planning the learning experiences and instruction Key Question: How will we teach them?

Table retrieved August 14, 2007 from: http://www.ascd.org/ASCD/images/publications/books/wiggins1998_fig1.1.gif

Carol Ann Tomlinson and Jay McTighe. (2006). Chapter 9. Bringing It All Together: Curriculum and Instruction Through the Lens of UbD and DI in Integrating Differentiated Instruction & Understanding by Design: Connecting Content and Kids: 1. Identify desired learning results for the subject and topics they teach.  Determine what students should know, understand, and be able to do as a result of the study.  Specify big ideas worthy of understanding.  Delineate enduring understandings on which the teacher and students will focus.

10  State provocative, essential questions that will guide students' exploration of the big ideas.  Articulate specific knowledge and skill that students will need for effective performance on the goals. 2. Determine acceptable evidence of student learning.  Decide what evidence will indicate that students understand the big ideas.  Consider what performances will indicate that the learners understand and can apply what they have learned, and by what criteria those performances will be judged.  Determine what will constitute evidence of student proficiency with the essential knowledge, understanding, and skill. 3. Plan learning experiences and instruction based on the first two principles.  Decide what essential knowledge, understanding, and skill needs to be taught and coached.  Determine how that should best be taught in light of the content goals.  Plan to ensure that learning is engaging and effective in the context of specified goals and needed evidence.

Consult;

11 BLOOM’S TAXONOMY

Bloom’s Taxonomy is a six-category conceptual framework which teachers use to write expectations and questions. The benefits of using Bloom’s Taxonomy are: greater student engagement, better ability to use new knowledge to connect to previous experiences, better critical thinkers, more creativity, independent thinkers, life-long learners

KNOWLEDGE  tests student’s memory  simple recall of information through recognition and rote  Who, What, When, When, Define, Recall, Recognize, Remember  i.e. Who invented the telephone?

COMPREHENSION/UNDERSTANDING  demonstrate sufficient understanding to organize and arrange material mentally  a personal grasp of the material  Describe, Rephrase, Compare, Put in your own words, Explain the main idea, What is the meaning of this cartoon?  i.e. Describe the effect of light and shadow in the water colour.

APPLICATION  able to apply information previously learned to reach an answer  must apply knowledge to determine the single correct answer  Apply, Classify, Use, Choose, Employ, Write an example, Solve, How many, Which  i.e. Classify the three dimensional blocks according to their shape.

ANALYSIS  requires students to direct reliance on instructional materials to analyze a problem or situation  identify motives or causes, draw conclusions: several answers possible  Identify motive or causes, Support, Analyze, Why, Draw conclusions, Determine evidence, Conclude  i.e. What factors influenced the writings of Robert Frost?

SYNTHEIS  requires students to produce an original communication  to make predictions  to solve problems  allow a variety of creative answers not a single correct answer  Construct, How can we improve, Can you devise, How can we solve, Predict, Produce, Write, Design, Develop, Synthesize  i.e. What conclusions might be draw from the first chapter of the novel about the main character?

EVALUATION  does not have a single correct answer  requires student to judge an idea, to give an opinion on an issue  must use some criteria, some standard must be used

12  Judge, Argue, Decide, Evaluate, Assess, Which is the better solution, Give your opinion, Do you agree, Would it be better  i.e. Defend the criteria you are using to make this judgment.

References

Quick Flip Questions for Critical Thinking (Bloom’s Taxonomy) developed by Linda G. Barton, EDUPRESS.

Bloom’s Taxonomy: http://officeport.com/edu/blooms.htm

Bloom's Taxonomy of Educational Objectives : http://education.calumet.purdue.edu/vockell/edpsybook/Edpsy3/edpsy3_bloom.htm

13 COMMON AREAS FOR CONSIDERATION IN LESSON PLANNING

1. Have you collected and examined (Schwartz & Pollishuke, 2005b): Ministry documents and curriculum learning expectations?

board guidelines and resources? school plans? available published and commercial teachers’ guides or resources? available student materials? media and computer technology resources and links? available human resources? sites for possible out-of-classroom excursions?

2. Refine your Specific Expectation(s) to distinctively& precisely reflect what you are teaching. 3. Have you used an active verb for your expectation (s)? 4. Go to the Assessment section of your lesson plan. Are you indeed clearly assessing the expectation(s)? 5. Under Pre-assessment of Learners, have you detailed the modifications and accommodations for your ‘exceptional’, ‘special needs’, ‘at risk’, and/or ‘behavioural learners’? Have you considered (Schwartz & Pollishuke, 2005a):  Increasing time, space, amount?  Using a scribe  Using manipulatives?  An oral explanation?  Visuals?  Peer tutor/Partner?  An Extension?  Cooperative discipline techniques? 6. Have you organized your Resources so that you have everything ready for your students and there is no last minute scurrying? 7. Know your Content (Nipissing University, 2006-2007)! Research the information that you will be teaching the students. Use one of the visual organizers to help you plan the content, such as a concept web. 8. Make sure your Teaching/Learning Strategies are well detailed:

 Do you have a creative Hook to capture attention & motivate?

9. Ensure that you have a Consolidation of Learning of just a few minutes for all types of lesson plans. Is yours interesting and effective? Perhaps you might draw from drama techniques? Class Discussion? Metacognitive techniques? 10. Does the Application/Reaction/Routine(s) ask the students to use their new knowledge, or to demonstrate their new skill effectively? Does it help them solidify their learning through practice or summarizing?

14  Have you considered Gardener’s Multiple Intelligences to create dynamic activities? Have you incorporated Cooperative Learning when appropriate? Concept mapping? Drama Techniques? Debate?

11. Have you planned your Educative Questions, which must relate strongly to your expectation(s), using Bloom’s Taxonomy? Remember … they must be clear enough for someone else to pick them up and use them to teach the class.

12. Your Assessment must directly relate back to your expectations. You are assessing the expectations that you taught. Remember your repertoire, which includes: 1

 Informal Observation  Formal Observation  Oral questioning  Interview/Conference  Checklists  Quiz/Test  Self Assessment  Learning log/journal  Team Processing  Questionnaire  Presentation/Performance  Technological presentation  Project  Written Assignment  Anecdotal Notes (this one is a favourite)

13. Always fill out your Reflections for each class with thought and reflexion…each lesson will have different reflections.

1 http://www.nipissingu.ca/faculty/douglasg/EDUC4464/Lesson_Plans/TDSB_template.doc

15 COMMUNICATION ANALYSIS

*consult PowerPoint

1. Voice (a) tone – how does your voice sound with respect to attitude? is it pleasant, positive, gruff, angry, calm, etc? (b) clarity – are you speaking in a way so that students can hear you at the back of the class or too loudly in certain situations where a quieter voice would have been more appropriate? (c) modulation – is the variety in your voice with respect to pitch or is it always the same? 2. Spoken Language (a) quality – did you use slang or abbreviations? (b) enunciation – did you speak so that all words could be understood by the students or did you slur? (c) level – was the level of language appropriate for the grade level? 3. Questioning (a) phrasing – were all questions stated so that they were not double-barrelled questions? Names were at the end of the questions, yes/no questions etc (b) level – look at how many lower level questions you used versus higher level questions (c) wait time – did you use wait time I or II? (d) acceptance of student responses – providing positive feedback 4. Pacing (a) rate of delivery – was the whole lesson well timed? (b) rate of speech – how fast or slow was your speech? 5. Interaction with Students (a) quality – engaging the students positively during the lesson (b) degree – how many questions did you ask during the lesson? was it enough to engage them? (c) distribution of attention – did you always ask the same students? which ones were they? 6. Sensitivity to Individual Differences (a) gender – how many boys and girls did you ask questions of? Do preconceptions of the male or female jocks, the male or female studious students, etc., influence you? (b) sexual orientation and/or heterosexism: do you assume everyone is heterosexual? E.g. are you going with your bf to the dance? Can you ask your mother and father to ring me? When you grow up, find a good husband, and have kids, etc. (c) Race/ethnicity: do you attempt to offer resources that reflect the diversity of your students? Do you ask only certain students questions? Do your posters and resources reflect people of various colors, occupations, and social situations? (d) social class: are you privileging the middle class and above students in questioning, tone, proximity, etc.? (e) Do you treat students from a certain geographical location differently, e.g. those from the ‘wrong side of the tracks’ are trouble? those who live around Trout Lake are good? (f) culture – were you inclusive of all students? Did you have certain prejudices against the ‘punk,’ ‘Goths,’ ‘preppies,’ ‘cheerleaders,’ ‘debate team,’ ‘artsy clique,’ or any other group? (g) special needs – did you include questions that all students could answer?

16 COMMUNICATION ANALYSIS

This is meant to be a guideline for this assignment. It includes a series of guiding question to help students analyze their communication practices and provide appropriate supporting evidence.

Name______Section ______Date ______Classroom Setting ______Grade ______Lesson Topic ______

ANALYSIS SPECIFIC SUPPORTING EVIDENCE PROFESSOR’S FEEDBACK FROM TAPED LESSON A) Voice: Provide the specific example; reference number is optional but nice to include. Be sure evidence lines up with analysis. 1. Tone Comment on the tone of your voice. Is it 2:12 Confident tone: “Please take out friendly, upbeat, stern, confident, your textbooks and turn to page 17.” welcoming, sarcastic . professional? Do you 5:07 Stern: “Brandon, turn around and use different tones for different purposes? focus on your own work.” 2. Clarity Make comments about the clarity of your voice. 1:13 “What is the capital of Canada?” Is your voice loud enough to be heard Every hand was up so all students could throughout the classroom? Are you too loud? Do you face the class when you hear. speak, or raise the volume of your voice if you are writing on the board? Does anyone ask you to repeat something because they could not hear you?

3. Modulation 5:34 “That’s a great idea!” Shows Comment generally on the modulation of excitement at student’s suggestion. your voice. 9:23 “What is the difference between Is your voice expressive? Does your voice weather and climate?” Voice pitch rises display emotion and excitement as you speak? Do you raise the pitch at the end of at the end of the question. questions so they sound different than statements? Is your voice free of upspeak?

B) Spoken Language:

Remember this section deals with the language you use, not the voice itself.

1. Quality Comment on the overall quality of your I repeated the word “so” 15 times in 5 language. Were you pleased? Surprised? minutes; I said “okay” 12 times in the Do you use proper grammar and sentence same 5 minutes; I said “um” between structure? Do you avoid slang? Do you every sentence. I used a double avoid fillers? Do you avoid repeating

17 certain words over and over? Do you use negative. “I didn’t never go on ferris words in their proper context. wheel.”

2. Enunciation Did you pronounce each word correctly? Did you enunciate clearly? Did you limit 6:35 Clearly enunciated “articulation use of contractions? Did you clearly agreement” enunciate word ending? Too many contractions: Let’s, we’ll, you’re 3. Level Used gonna and wanna Remember you are talking about your language here, not voice. Did you use language that was age, grade and subject appropriate? Did you model language specific to the subject? Did you introduce Introduced new terminology: glaciation, and explain new vocabulary to help esker, moraine students grow?

C) Questioning: 8:10 Clear wording: What are the 1. Phrasing prevailing winds that affect most of Are questions phrased clearly so students understand what is being asked of them? Canada? Have you phrased questions to elicit the 2:56 Rephrasing: Who was responsible response you really want rather than a for the problem. What person actually Yes/No? Have you avoided multiple caused the situation? questions, rapid fire questions, constant 4:23 Yes/no answer: Can you tell me rephrasing? Do you give clear instructions about how students are to answer? Do you what a low pressure system is? avoid adding more information after you have asked the question?

2. Level According to Bloom’s Taxonomy, what Knowledge level: What is the capital of levels of question have you asked? Do you Canada? use different types of questions…short Evaluation: Which climate zone would answer, discussion, opinion? be the best to live in?

3. Wait time Wait time 1: After you asked a question, how much time did you leave before you 6:28 Explain the causes of precipitation. selected a student to answer? Did the wait (5 second wait) Julia. time change depending on the difficulty of the question? If after 5 seconds or so, did you give prompts or rephrase if there were few students with the answer? Wait time 2: After a student has answered a question, how much long did you wait before you made a response?

4. Acceptance of student responses Did you praise or thank students for their 5:56 Positive: That’s a great answer, answers? Did you use a variety of Derek. encouraging words? Did you ask probing questions to help students find the correct 4:36 Probing:Explain what you mean

18 answer or go deeper? Did you build on the by that, Alex. correct part of an answer/? Did you refrain from repeating student responses? Did you accept answers other than your own or the one you were expecting if they had merit?

ANALYSIS SPECIFIC SUPPORTING EVIDENCE FROM PROFESSOR’S FEEDBACK TAPED LESSON D) Pacing: 1. Rate of delivery Comment on how well the lesson is paced. Are students engaged? Are they understanding the lesson? Are they lost because you are moving too quickly? Are they bored because you are moving too slowly? Is there time for consolidation and application? Are you flexible enough to spend more time if students need it or move along if they grasping content? Is the amount of time for activities reasonable? Is presentation of information spread out so students are not overwhelmed with a lot at once?

2. Rate of speech Comment here on how quickly or slowly you speak. Do you speak at a normal conversational rate? When you are excited or nervous, do you speed up the rate of your speech? Do you speak at a rate that allows students to do what they need to do? Eg If students are taking notes, you might speak more slowly than if you are in a discussion. E) Interaction with students: 1. Quality Comment here on the professional quality of your interaction with the students. How do you show your students that they are important to you? Are you professional? Are you encouraging and professional? Do you show and expect respect? Do you try to make materials relevant to lives of students? Do you know and use the names of your students? Do you answer questions sensitively? Do you treat students as individuals? Do you know their likes and dislikes and special interests? ? Do you maintain your professional distance ie you avoid getting too chummy or personal.

2. Degree of Interaction Comment here on the amount and degree of interaction there is between you and the

19 students. How much of the lesson in teacher-centred? Are you a guide or a crutch? Do you provide answers or do you prompt and probe so students come to the answers themselves? How much teacher talk is there? Are student responses more than yes/no or short answer? Is there opportunity for students to contribute fully in the lesson?

3. Distribution of attention Do you involve a lot of students in the lesson? How many? Do you involve students from all areas of the classroom? Do you find ways to include all students (even those who are shy or reluctant to get involved)?

F) Sensitivity to individual differences: 1. Gender, sexual orientation

Are students from all genders equally involved in the lesson? Is your class at times heterosexist i.e. the assumption I asked students to take their that everyone is straight? Do you avoid assignments home to be signed by a gender and sexual orientation biased parent or guardian rather than saying language e.g. calling the class guys, referring to mail carriers as mailmen, mom or dad. assuming a student has a mother and father instead of perhaps two moms, asking boys to lift or girls to decorate, etc? Do you choose activities and resources that appeal to all genders and students? Do you avoid stereotypical generalizations?

2. Class, race, geographical location, language and culture

Do you include all students and are conscious of prejudice such as being I read a harvest story rather than a from “the wrong side of the tracks”? Do you try to avoid generalizations Hallowe’en story because 2 of my about any race and culture? Are students do not believe in Hallowe’en. students from all backgrounds involved in the lesson? Are you aware of different customs that might affect the students in your class and their treatment of women, or reaction to certain holidays etc? Are you sensitive to language barriers? Are you aware of religious customs of students in your class? For example, Jehovah Witness students may not stand for the National Anthem or celebrate holidays such as Halloween or Christmas. Are

20 you sensitive to family structures? Are you sensitive to economic situations?

3. Differentiation, special needs & exceptionalities

Are you aware of the special needs students in your class? Have you looked at the IEP’s to see what kinds of accommodations students might Francie is hearing impaired, so I used an require? Do you ask students to FM system. rephrase to ensure they understand the task? Do you take care to avoid singling out students who may have Mary is language impaired so I allowed differing learning styles and needs? her to draw a picture of an important Do you offer alternate learning scene rather than write a description. methods to support students?

G) Summary of Strengths (Minimum of 5): H) Areas for Growth (Minimum of 5):

In this section be sure that you list at least 5 of the strengths In this section be sure that you list at least 5 of the areas for growth that you have. Describe each clearly. that you have. Describe.

1. I asked very clear questions of my students so they did not 1. The quality of my language is terrible. I constantly use fillers like have to ask me to repeat or explain what I meant. The “so” , “okay” and “um”. This must drive students crazy. questions also allowed students to answer with more than a yes or no.

I) A Prioritized Plan of Action: …In this section, decide on which of the three areas for improvement that you have listed above are the most important. Prioritize them, providing a rationale. Be sure to include a very specific strategy to help you make the improvement.

1. The first thing I have to change is the quality of my language. It interferes with the smooth delivery of my lessons and probably bugs students. When I was a student in high school my friends and I used to count the number of times our geography teacher said Okay in a period! In order to change this, I will make an effort to pause before I speak to think about what I want to say and hope that helps me reduce use of these fillers. Specifically, I will ask my AT to keep track of the number of times I use these fillers, and with her help, maybe by the end of my placement I will have reduced this problem.

______15

21 COMPARISON OF PLANNING FORMATS

Direct instruction planning format (DIPF)

CONTENT STRATEGIES Introduction/ Hook & PREASSESSMENT Content for EXPECTATIONS 1) Students’ prior knowledge & new learning ASSESSMENT differentiation  Check for understanding /EVALUATION 2) Learning Environment 3)  Monitor Application Resources

FEEDBACK AND REFLECTION

Activity planning (APF)

PREASSESSMENT 1) Students’ prior knowledge & CONTENT AND differentiation TEACHING/LEARNING 2) Learning Environment 3) STRATEGIES EXPECTATIONS Resources  Introducing the Activity, Routines & ASSESSMENT/EV Procedures ALUATION  Lesson Conclusion

FEEDBACK AND REFLECTION

22 CONFERENCES (STUDENT/PARENT/TEACHER OR GUARDIAN)

Definition of Student led Conference

These conferences take place when parents, their child, and the child’s teacher meet to discuss the student’s learning. The meeting involves all participants equally with the teacher chairing the meeting. The student’s learning strengths and areas needing improvement are discussed. Learning goals for the next term are set with student, parent, and teacher recording how each is going to help the student achieve the goal. These conferences, performances, and demonstrations are opportunities for students to share their learning with parents. Students are prepared to share their learning and parents are asked to interact and respond to their child.

At the end of the conference all stakeholders should have developed a collaborative action plan that delineates each members’ responsibilities.

ACTION PLAN

______’S GOALS FOR NEXT TERM

Actions to be taken by: Description Student

Teacher

Parent

References

Schwartz, S., & Pollishuke, M. (2005a). Chapter 11: Assessing, Evaluating, and Reporting. In K. Revington (Ed.), Creating the Dynamic Classroom, A Handbook for Teachers (pp. 181-188). Toronto: Pearson Education Canada Inc. Schwartz, S., & Pollishuke, M. (2005b). Chapter 12: Partnerships with Parents. In K. Revington (Ed.), Creating the Dynamic Classroom, A Handbook for Teachers (pp. 189-208). Toronto: Pearson Education Canada Inc.

23 CONSTRUCTIVISM

*see ‘Holism’ and ‘Approaches to Teaching and Learning: Transmission, Transaction, Transformation’

Consult:

Dr. Elizabeth Murphy’s website, “Constructivism from Philosophy to Practice”: http://www.stemnet.nf.ca/ %7Eelmurphy/emurphy/cle.html

Essays on constructivism and education. (February 2001). Retrieved July 7, 2006, from http://www.towson.edu/csme/mctp/Essays.html

Epstein (2002) states the following:

“Although constructivism is not a theory of teaching, it suggests taking a radically different approach to instruction from that used in most schools. Instructors need to realize that the best way to learn is not from lectures, but by letting the learners construct knowledge for themselves. People often say that everyone can learn. Yet the reality is that everyone does learn. Every person is born with a brain that functions as an immensely powerful processor. However, traditional schooling inhibits learning by discouraging, ignoring, or punishing the brain’s natural learning processes (Brain-Based Learning, 2001). In order for learners to be able to actively construct their own knowledge, rather than receive preformed information transmitted by others, curriculum emphases, classroom interactions, and classroom dynamics must change in major ways (Green & Gredler, 2002). Changing the traditional ways of schooling is not an easy task though. Just as students do not easily let go of their ideas, neither do school boards, principals, parents, or even teachers.

In the talk of education, Constructivism is a very common word. There is much debate on whether teachers should stick to the traditional way by lecturing, or should they teach in a constructivist way, where the child has to construct the knowledge for themselves. Some may feel that the constructivist theory, that was developed by many psychologists, is the best and most effective way for their child to learn. The students should have a constructivist teacher along with a constructivist classroom to help them discover new things for themselves. Constructivism promotes increased social interaction and discussion in the classroom, both between teachers and students and between students.”

References

24 CONTENT

Check that the content you selected for your unit or lesson plan is:  significant; or necessary knowledge, skills or attitudes for students to be successful in their current and future learning  worthwhile; not too specific or narrow in focus and transferable to a wide variety of contexts and learning situations  realistic; or achievable for the student at this level of learning  clear; so that students, teachers and parents can understand the result that is being expected  equitable; consistently reflects the principles of equity and fairness in meeting the needs of all students with their diverse needs and abilities  aligned; so that the achievement of this expectation would help the student eventually achieve one of the Ontario Curriculum Expectations

CONTENT WEB –FOR APF LESSON PLANS

A content web is one way of brainstorming. The steps are as follows:

 List all the content for the expectation that you already know (if this is a relatively unfamiliar topic to you, you would have to engage in some research on this expectation, go to the text book as your first source, your associate teacher’s background knowledge is also a great source, the school’s library or the Internet.  Cluster the content to begin a classification and/or sorting of the content listed in your list.  Sequence the content so that it will give you a logical and sequential pattern for presenting the material to your class.

25 COOPERATIVE DISCIPLINE

Go to: http://members.tripod.com/tkmoyer/CooperativeDiscipline/index.htm

 We are storytellers—we tell yarns. For thousands or years, this is how we transmit, share, and create knowledge and rapport. Embrace storytelling as a strategy to connect with students, and vice versa… encourage the telling of stories and subjectivity. Use your own personal experience, or stories from pop culture, e.g. movies, TV, novels, non-fiction to create rapport with your students.  Usually kids misbehave because they want something. The first step of Cooperative Discipline is to find out exactly what the student wants. Usually the student had one of four goals: o Attention o Power o Revenge o Avoidance of Failure  Remember the Pygmalion Theory? Review this! o Rosenthal, R., & Jacobson, L. (1980). This Week's Citation Classic: Pygmalion in the classroom; teacher expectation and pupils' intellectual development. Retrieved August 5, 2006, from http://www.garfield.library.upenn.edu/classics1980/A1980JD87300001.pdf o Use praise and anecdotal notes to acknowledge good behaviors

Case Study – Planning and Teaching/Learning Strategies: “Encouraging Student Success” © D. Gosse & Olive Ridler, Final exam, March 27, 2006

As a member of the Student Success Team, Mr. Stenovich believed that if students were provided support and encouragement they would be more likely to graduate from high school. His challenge this term was to help Papa Singh, one of his Grade 11 students, who was at risk of not graduating from high school.

Mr. Stenovich had been teaching for five years as a member of the Student Success Team at Grutter Secondary School in the town of Aristotle. The focus of the Student Success Team this year was to identify students at risk and offer suggestions for programming that would encourage student success. A student name that was presented at the last meeting was Papa Singh, a sixteen year old grade 11 student. Mr. Stenovich had taught Papa in grade 10 where he had excelled in computers. Papa had been a keen student with strong family support. An older brother and sister had recently completed their OSSD. Mr. Stenovich was pleased to see Papa back in his computer engineering class this semester.

Papa started the year off in a variety of college level courses. His ambition was to enter into a computer technician course at the local Community College upon graduation. His midterm report was satisfactory but soon after Mr. Stenovich noticed that Papa‘s attendance was deteriorating, his homework was seldom completed, and he was often distracted in class. Mr. Stenovich asked Papa to stay after class one day to express his concern about Papa’s situation.

During this meeting, Papa indicated that he was working four nights a week in the family store because his mother had been recently hospitalized. He was quite worried that he might have to leave school and that he would not be going to college. He was anxious about his success at school because many of his teachers were pressuring him about his poor work habits. He mentioned that Mr. Stenovich was the first teacher to offer him any guidance or support.

26 Questions for Case Study; you may work in groups, share experience, and use Internet search engines to explore possible answers

1. Papa is just one example of a student at risk due to family obligations.  Identify and explain two other criteria that might put students at risk of not graduating from high school (6 Marks)

2. Now that Mr. Stenovich has some background on Papa’s situation, describe three things Mr. Stenovich can do to provide guidance and support. (6 Marks)

3. Recent research indicates that some young men seem to be lagging in the area of literacy and numeracy. a.What are some current theories accounting for this situation? b. In your opinion, what might be some solutions? (6 Marks)

4. Often times students demonstrate a lack of motivation and interest in the classroom. They claim that the subject matter is boring.  Identify 3 ways that teachers can motivate reluctant learners (3 Marks)

5. Elaborate on the following quote, “Technology is vital to create a dynamic learning environment.” (4 Marks)

References

Albert, L. (1996). Cooperative Discipline. Circle Pines, Minnesota: American Guidance Services, Inc. Gosse, D. & Ridler, O. (March 27, 2006), IS Methods Final Exam: http://www2.nipissingu.ca/exams/2006winter/educ4315.pdf Christensen, C. Cooperative Discipline Overview Site. Retrieved November 26, 2006, from http://members.tripod.com/tkmoyer/CooperativeDiscipline/index.htm Connelly, F. M., & Clandinin, D. J. (1990). Stories of Experience and Narrative Inquiry. Educational Research, 19(5), 2-14.

27 COOPERATIVE LEARNING

Overview of Co-Operative Learning Strategies by Heli Vail (2005) from http://www.nipissingu.ca/education/heliv/classes/jan/Week_of_Jan_16-20(1).doc

OCUP has detailed definition and samples of cooperative learning.

Co-operative learning strategies help students to become active, responsible and caring citizens by promoting positive and collaborative group interactions, respectful listening behavior and the weighing of both sides of an argument or issue. The focus of cooperative learning is to teach students to interact successfully with each other and to transfer those skills to effective interactions in society.

In order for co-operative learning strategies to be successfully implemented in the classroom, they require a high degree of planning, organization and skill on the part of the teacher who must understand and teach the appropriate strategies for the task.

The key concepts of cooperative learning include: • group collaboration for positive interdependence (i.e. all must work together to achieve success); • individual accountability (i.e., each individual must contribute in order to learn); • interpersonal skills of communication, trust, decision-making and conflict resolution; • face to face interviewing, processing and sharing skills; • final reflection and debriefing to assess the effectiveness of the process

The uses of co-operative learning strategies such as think-pair-share and interview teams provide all students with opportunities to develop thinking, problem solving and information sharing skills along with the cooperative skills required to function in a collaborative manner. Strategies such as numbered heads are efficient, organizational methods to set up sharing groups and idea–generating strategies while in-depth instructional strategies such as jigsaw are research-based and have long lasting effects on learning.

Four Principles of Cooperative Learning –

“P=Positive Interdependence  When all members of a group feel connected to each other in the accomplishment of a common goal. All individuals must succeed for the group to succeed. Each student has to contribute. Students learn from each other.  Positive Interdependence occurs when gains of individuals and teams positive correlate.

I=Individual Accountability  Holding every member of the group responsible to demonstrate accomplishment of the learning.

2 Class Activities that use Cooperative Learning retrieved Sept. 2, 2009 from: http://edtech.kennesaw.edu/intech/cooperativelearning.htm

28  Students are accountable both as an individual and as a group. They must understand their responsibilities within the group.  Requires that all students are actively involved and responsible for their own learning.

E=Equal Participation  In a traditional classroom, only one student out of the entire class will be participating at any one time By working in teams all students are encouraged to contribute allowing all students the chance for growth  Human interaction skills (social skills) that enable groups to function effectively need to be taught, i.e. taking turns, encouraging, listening, giving help, clarifying, understanding) Such skills enhance communication, trust, leadership, decision making and problem solving

S=Simultaneous Interaction  Cooperative learning is fundamentally a simultaneous approach. Discussions and activities both take place all at once.  Students learn and practice co-operative learning skills as they study and explore subject matter together. They need to collaborate and reflect together to successfully accomplish the task.

Teacher’s Role in Cooperative Learning:  Organize subject matter  Organize the groupings  Explain the tasks  Teach social skills  Facilitator and contributor  Observer checking for on-task behavior, time on task, checking for understanding  Design the assessment”

Research the following and any other two cooperative learning strategies or structures: . Jigsaw . Think-Pair-Share . Round Robin Brainstorming

References

Kagan, S., & Kagan, L. (Writer) (1997). Cooperative Learning and multiple intelligences. Elementary Edition [videocassette]. In K. Publishing (Producer). United States. Schwartz, S., & Pollishuke, M. (2005). Chapter 4: Classroom Atmosphere. In K. Revington (Ed.), Creating the Dynamic Classroom, A Handbook for Teachers (pp. 22-43). Toronto: Pearson Education Canada Inc.

29 CURRICULUM

“Curriculum is more than a course of study at school, college, etc., from the Latin word for “run,” as Webster's dictionary would lead us to believe . . . curriculum should address the rapidly changing needs of society to contribute to the development of productive citizens.” - Gosse, D. (1995). What is curriculum? (Master's degree paper). St. John's: Memorial University.

The Webster's New World Dictionary of the American Language (Simon and Schuster, 1984) describes curriculum as derived from Latin currere and includes concepts of "a running, course, race, career." The term applies to studies required for graduation or to all of the courses offered in a school. And even the plural can be "ula" to "ulums." - Helen Zidowecki 1995 (RR1 Box 279, Litchfield, Maine 04350, 207-582-5308, www.hzmre.com)

Two types of curriculum:

1. Explicit curriculum refers to what is consciously and intentionally presented. It is the official curriculum, or written curriculum, which gives the basic lesson plan to be followed, including objectives, sequence, and materials, what is taught by the teacher, and the learning outcomes for the student.

2. Implicit curriculum or hidden curriculum includes the norms and values of the surrounding society, the setting in which the learning occurs (including the decoration and set-up of the area), and the broader environment in which education occurs.

30 DEBATES

Debates are formal, verbal presentations of opposing sides of an issue by two teams/individuals before an audience or judge. A debate follows a clearly defined format – for example, parliamentary conventions, who speaks first and last, how long each team speaks. Debates are used to strengthen and extend students’ understanding of an issue and to help students develop and demonstrate cognitive thinking, research, and public speaking skills. A level of expertise or comfort in a range of oral skills (logical argument, thinking quickly, clear expression of ideas and arguments) is required. Debates promote risk taking and problem solving, and can also be used to examine unfamiliar contexts or to explore a current or historical social issue in depth. Students are likely to analyze information more carefully if they are required to provide proof to substantiate their arguments.

Method

The teacher: • pre-teaches debating skills and structures; • identifies and assigns roles; • ensures students understand the nature of argumentation and varied argumentation structures such as logical syllogisms and fallacies; • emphasizes the difference between challenging ideas and challenging people/personalities.

Considerations

• should not be used until the classroom comfort level has been established; • require a clear understanding of the value of positive versus negative argumentation; • require an awareness of sensitive, shy, or reticent students; • are usually moderated by the teacher.

Specific Expectations Covered by a Debate - describe how computers change the ways in which people live, work, and communicate - identify the social impact of computers and associated technologies

Setting the Stage in a Real Class

The most essential part of a classroom debate is finding a topic that the majority of the class can relate to or find an opinion on in a short period of time. Once this topic or question is presented to the class, giving each student the opportunity to research the topic for themselves is beneficial. Generally, the presentation of the debate topic should be followed by adequate time to research the topic. In this time, a discussion of the proper techniques of debating should be conducted.

Once the topic has been explored by each student, it is time to conduct the debate itself. Asking the students to divide themselves based on their opinions can backfire since, depending on the topic, many of the students will have similar views. A more worthwhile and interesting debate can occur when viewpoints are placed upon groups of students. Students are then asked to speak based on the opinions found from their research, rather

31 than views held by themselves. Dividing the students this way can also ensure that each group has an equal distribution of strong and weak students.

For our particular debate we identified five major stakeholders in our topic and divided the class accordingly.

Several students are selected to fulfill different roles. One student is asked to perform the job of the Moderator of the debate. Sometimes this task can fall to the teacher/instructor. The role of the moderator is to ensure that the rules of the debating, discussed in earlier classes, are being followed. The moderator also chooses who will speak and makes sure each person waits their turn and speaks in the allotted time.

Other students could be asked to fill the role of judges. These students evaluate all the points of opinion that have been expressed in the debate and ultimately decide which ‘side’ presented the most convincing argument. It may be more useful to find teachers to fill this role, since students may choose to play favorites or start fights based on the outcome of the debate. This is a choice that could be made based on the strength or dynamics of the class.

The formal debate should allow each group time for a brief opening statement. This statement should take the form of an outline of that groups’ opinion concerning the topic. Once each group has presented their opinion the moderator should open the floor for rebuttals and discussion. This may continue until useful discussion ends or a predefined time limit passes. Once this is complete the floor is opened for brief closing arguments. Finally, the judges determine which group presented the most convincing set of opinions.

Debate Scenario

A new state of the art video game, Mafia Hit-Man 2005, is about to hit the market. This game asks the user to take on the role of a professional hit man. The user will take on ‘contracts’ of various difficulty and perform the assigned tasks for money and reputation points. These contracts involve the simple task of eliminating a mob- snitch, the moderate tasks of wiping out a cops’ family the difficult task of the assignation of the president or other high ranking government officials. This game uses the new ‘Gore-Extreme’ game engine. It incorporates realistic blood spattering and rag-doll physics. Word of this game has reached the media and several groups are expressing outrage that the game has only received a ‘Teen’ rating. Parental groups are angered over the explicit violence and disrespect for the law portrayed in the game. Politicians, eager for reelection, are joining parental groups in voicing their concerns. Many are promising stricter laws and regulations on video game companies. Some go as far as to suggest that children, playing these violent games develop anti-social behavior and even model their actions on the actions seen in these games. Game companies and retailers disagree with these points and view their products as ‘just games’. Many view themselves as scapegoats for deeper societal problems. Game companies suggest that if parents took a stronger interest in their children’s hobbies and habits there would be no need for regulation within the video game community.

Work with your group to expand upon your position and point of view. Keep in mind that you must stick to the point of view of the stakeholder group you have been assigned.

The following will be handed out to each specific group to help guide them in forming an opinion based on their stakeholder group.

32 Stakeholder Group: Parents

Points to Consider - Concerned wit the mental safety of there children - Worried over the lack of morals within today’s’ youth - Have heard many ‘reports’ that link violent video games to violent crimes and behavior - Able to pressure the government into following their point of view (since the government wants to stay in power) - Is a large stakeholder group, so it wields a large amount of power of opinion

Stakeholder Group: Government

Points to Consider - wants to make and keep voters happy - Parents vote, traditionally children do not - If the ‘reports’ are to be believed, violent games will lead to a rise in crime, which in turn leads to an increased cost to be borne by the government - Regulating the video game industry could cost the government more money, since a new regulatory body will need to be created

Stakeholder Group: Kids

Points to Consider - want to have the freedom to do whatever they please - don’t feel that a game will impact their behavior - don’t want their parents telling them what to do - want to be cool by having access to the latest game - lack any real ability to influence the government (lack a voice)

Stakeholder Group: Game Companies

Points to Consider - don’t want to see a loss of income due to stricter ratings - want to sell what their consumers are interested in - have creative freedom much like the movie industry - don’t feel there is a proven link between playing video games and violence - have no desire to submit their games to an even stricter rating system

Stakeholder group: Retailers

Points to Consider - don’t want the hassle of having to ID every customer - violent games are some of the top sellers - expect a loss of revenue if a stricter rating system is implemented - have the freedom to sell whichever products they want, under their business license - tired of being hassled by parents over the content of the games they sell

33 - tired of seeing parents buying ‘violent’ games for their kids and then complaining to them over the content of the game

Classroom Discussion Model

This is a model for designing class discussions based on: Class Discussions for Teachers & Counselors in Elementary School by John A.B. Allan & Judith Nairve (1984). University of Toronto Press.

*applicable in all grades and in individual and group counseling sessions

Goal: learning new, adaptive, positive behaviors

1. Introduction and Warm-up · closed questions (yes/no; no discussion) · positive focus/narrow scope

2. Exploration - What …? · Open questions >> general to specific · encourage verbalize thoughts/feelings on a topic · “I” statements; avoid “we” · dispel 2 myths – (identity formation)

3. Understanding - So what? · move frame of reference – self > other · reasons? why act that way? others feel?

4. Action Steps – Now what? · now what? · activate a sense of responsibility · What can you do to ….?

5. Closure (Termination) · what have you learned from today? · feel? do?

Example: Racism

1. Introduction How many of you would like to have the respect of others? How many of you would like to feel safe in your school? How many of you would like to stop racism? ------2. Exploration Have you ever witnessed a racist act? What kinds of things could be considered racist acts?

34 Describe a racist act you saw/were a part of What were the people involved feeling? ------3. Understanding For what reasons might these acts happen? What makes it hard to stop these actions? ------4. Action Steps What would you like to see others do to stop the actions? What can you do the next time you witness racism? What can you do the next time you experience racism? ------5. Closure What have you learned about racism from today’s discussion? What feelings? What actions?

35 DIFFERENTIATING INSTRUCTION

Consider how you might vary Content, Process or Product. Consult p. 15:

Ontario Ministry of Education. (2005). Education for All, The Report of the Expert Panel on Literacy and Numeracy Instruction for Students With Special Education Needs, Kindergarten to Grade 6.

In groups, brainstorm the following assigned category to generate ideas on how to differentiate instructional methods to meet the needs of all your students:

 Climate: how could you generate a safe, nurturing, challenging, collaborative and stimulating environment for all ‘shareholders’ in your learning environment? How might communication, cooperative discipline and the Pygmalion theory figure into this?

 Knowing the learners: how might you apply knowledge of multiple intelligences, learning styles (Auditory, Kinesthetic, Visual Learners), questioning techniques, team building activities, inventories and journals to better know the learners?

 Assessment: how might you employ formal and informal assessments, pre-assessments, and assessments during and after lesson and activities to reflectively continue to understand the varied needs of learners?

 Adjustable assignments: how might you apply knowledge of cooperative learning activities (small and total group), individual work, homogenous and heterogeneous groups, project groups, random groups, and ability groups to differentiate learning?

 Human Learning Related Instructional Methods: how might you employ classroom management techniques, cooperative discipline, graphic organizers (synonym - concept maps), and also representational imagery, elaborative interrogation, acronyms, keyword method, and summarizing (Seifert, Fall 1993) to meet the needs of your diverse learners?

 Curriculum Approaches: how might you apply a mixture or variation of the Socratic method, an activity-based lesson format (APF), a more teacher directed lesson format (DIPF), or constructivism (Murphy, 1997) in your unit & lesson planning?

36 The Differentiated Classroom Observation Form

Check the appropriate box next to each item. Use the comment box to provide ideas for improvement in specific areas. If the form is completed during multiple observations, use tally marks. Review the results with the teacher as soon as possible to identify specific areas for improvement and to praise strengths.

Teacher: ______Grade Level/Subject Area: ______

Observer:______Date: ______

Evidence of Implementation Often Some- Little or Comments times none PHYSICAL ENVIRONMENT Presents an inviting, relaxed environment for learning. Provides comfortable desks and work areas. Contains individual, designated personal spaces for extra books and other items. Is designed for quick and easy groupings of tables and chairs. Is arranged for teacher and student movement during work sessions. Provides work areas for individual needs, including knowledge/ability levels. Reflects current content or skills through student displays and artifacts. TEACHER BEHAVIORS Works with total groups, individuals, and small groups. Monitors individuals and small groups. Uses a variety of ongoing assessment tools such as checklists, surveys, Applies assessment information to guide instruction. Addresses academic, emotional, social, and physical student needs. Provides time for students to actively process information. Gives specific feedback to individuals and/or small groups. STUDENT ENGAGEMENT Exhibits on-task behaviour while working alone. Works effectively in small groups. Works on their individual knowledge or ability levels. Uses materials/resources on the student's own level of success Feels respected and emotionally safe. Uses self-discipline. MATERIALS/RESOURCES

37 Include a variety of reading levels related to the subject or topic. Are accessible to students. Support the standards and topic. Are age-appropriate. Are up-to-date. Are available in an adequate number for the class size. Include appropriate reference sources and materials. INSTRUCTIONAL STRATEGIES Uses a variety of assessment tools before, during, and after learning. Uses a variety of instructional strategies and activities to teach standards. Meets the diverse needs of learners. Engages students in various flexible grouping designs. Uses centers and/or stations for individual and small group instruction. Engages students with projects and/or problems-solving activities. Presents students with choices in learning activities.

References

Chapman, C. & King, R. (Fall 2005). 11 Practical Ways to Guide Teachers Toward Differentiation (and an evaluation tool). Journal of Staff Development v. 26 no. 4, p. 20-25 available at: http://vnweb.hwwilsonweb.com/hww/results/results_common.jhtml;hwwilsonid=LQAZN20ZKSGHXQA3DIL SFGOADUNGIIV0

38 DRAMA METHODS IN EDUCATION

 Improvisation – a spontaneous response to a dramatic situation that involves verbal and non-verbal activity.  Tableau – a silent group of people frozen in time to represent a scene, abstract idea (e.g., peace, joy), or theme.  Role playing – a technique that involves the adopting of the point of view of a character in an imaginary situation.  Miming – expresses an idea, story or action without using dialogue

Be creative, whichever course you may be teaching. See the following example:

TABLEAU © Douglas Gosse, Nipissing University, 2008

Instructions: 1. Work in groups of 4 2. Your unit title is – Grade 8, Math 3. Your unit theme is ‘Geometry and Spatial Sense’

Specific expectations – choose: – represent transformations using the Cartesian coordinate plane, and make connections between transformations and the real world.

1. Think of an appropriate tableau to allow students to learn the content to fulfill one of the identified expectations 2. One of your team will be a facilitator who will ask the class specific questions to glean their understanding. 3. Time limit: you have 5 minutes to prepare; your role play and questioning; then your performance should take 3-5 minutes in total.

39 EXPECTATIONS

Ministry of Education Definition: Curriculum expectations describe the knowledge and skills that students are expected to develop and demonstrate. These are:

 Listed by grade, strand, subject  Mandated for the grade in which they are listed  Assessed and evaluated using the levels of achievement  Used in program planning, instruction, assessment and reporting.  Are observable and measurable

General Guidelines for Expectations/Opportunities:

 Expectations provide direction and instructional intent  Expectations provide the focus for selecting content, teaching strategies and assessment  Expectations should be clear and concise, and must be observable and measurable  Expectations must take into consideration the student’s level of development cognitively, affectively and with respect to their psychomotor abilities  Expectations describe what the student is expected to know, to do or to value  Opportunities are those outcomes you would not assess but would focus on informally

Find a partner. You and your partner will be given an expectation from one of the curriculum documents. Complete the chart below with your partner.

Expectation What might What might How might you What How might you you want to be the go about Resources Assess the students know about Content of teaching this might you use to find out if they the students the lesson? lesson? in the lesson? learned what was set prior to the (Teaching out for them to learn lesson? Strategies) in the Expectation? (Pre-Assess Ment)

40 Steps to Follow in Writing Instructional Expectations

1. Identify the Learner State each expectation in terms of the learner and their grade level Ex: The grade 4 learners….

2. Selecting The Appropriate Expectation From The Curriculum Documents For Writing Expectations  refine listed expectation, if necessary, to fit lesson context  ensure they are specific to lesson (observable, measurable)  focus on new student learning, not on strategies to use. Specify the knowledge, skill or affect the learners are to demonstrate when they have achieved the expectation.  Begin each intended instructional expectation with a verb that specifies definite observable behaviour. Only one specific expectation behaviour should be included in each instructional expectation statement.  usually limit to one or two expectations

A CHECKLIST FOR WRITING EXPECTATIONS

Look at the expectations in the DIPF section of your Practice Teaching Handbook. Check that the verbs are:

□ active; specifies what students will do in the demonstration of the expectation □ clear; so that students, teachers and parents can understand the performance that is being expected □ demonstrable; a performance that can be shown, made evident or proven and not non-demonstration verbs such as know, believe, value, feel, consider, appreciate, understand, be aware of, think, and learn. □ observable; visible, perceptible, tangible, capable of being heard or seen □ measurable; capable of being assessed and evaluated to determine if the expectation is in fact being achieved

VERBS FOR WRITING EXPECTATIONS AND PERFORMANCE INDICATORS

Following are some verbs that you can select to ensure that your expectations reflect higher levels of cognitive behaviours for your students:

41 COGNITIVE USING BLOOM’S TAXONOMY KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION Refers to the Refers to the ability to Refers to the Refers to the Refers to the Refers to the ability to recall grasp the meaning of, ability to use ability to ability to put ability to judge or memorize make inferences, learned material break down parts together the value of material, from translate from one in new and material into to form a new material for a specific facts to form to another concrete its component whole. This given purpose complete (words to numbers), situations. parts so that may involve using a set of theories to interpret, to Transfer its the pre-established paraphrase and to knowledge; not organizational production of criteria estimate future trends. original. structure may a unique be theme, understood. speech, research proposal, or scheme of classifying information. VERBS VERBS VERBS VERBS VERBS VERBS Define Defend apply categorize construct assess locate describe collect decipher create decide state expand graph explain incorporate judge pick infer prepare relate plan consider describe match survey classify write compare name show display deduce modify appraise memorize change classify generalize manipulate grade recall comment discover solve depict validate identify distinguish modify compare integrate weigh recognize generalize review differentiate predict rank list group use infer compare criticize recite paraphrase dramatize contrast combine evaluate label summarize dramatize distinguish design justify select convert adapt predict invent rate copy draw produce measure reproduce operate role-play critique show compose interpret transfer develop recommend initiate organize conclude compute structure gather formulate produce

42 GENERAL MODEL OF INSTRUCTION

Expectations/Opportunities

 Provide direction and instructional intent  Provide the focus for selecting content, teaching strategies and assessment  Expectations must be observable and measurable  Expectations must take into consideration the student’s level of development cognitively, affectively and with respect to their psychomotor abilities  Expectations describe what the student is expected to know, to do or to value  Opportunities are those outcomes you would not assess but would focus on informally

Pre-assessment

 Learners – pre-assessing their previous knowledge, skill, affective development or psychomotor abilities; specific individual student needs and accommodations/modifications are addressed here  Learning Environment – determining the best physical arrangement for the learning to occur and whether there are adjustments to be made  Resources – determining the appropriate resources in order to meet student needs and the delineated expectations  After pre-assessment, make any necessary changes to expectations and teach any prerequisite knowledge or skills before moving to instructional process (content and strategies)

Content

 Determine the knowledge, skills, and affective elements (the whats) of the lesson  Determine the sequence of presenting that information

Strategies

 Determining the teaching/learning strategies (the hows) that will be used to accomplish the knowledge

Assessment

 The method(s) used to determine if the knowledge, skills or affective elements stated in the expectations have been achieved  Formative or Summative methods (written, oral, observation) or recording devices (checklists, anecdotal, etc) may be used

Feedback and Reflection

 Assessment feedback should indicate the success of the instruction

43  If feedback indicates that expectations have not been met, ask these questions to reflect on what happened:  Were the expectations/opportunities inappropriate? (ie too difficult for the developmental level of the students or their previous experiences)

 Was the pre-assessment inaccurate? Did you assume the students knew more or less than what you had expected? Did you account for special needs learners?

 Was the content not detailed or specific enough? Did I know the content well enough myself? Were the teaching/learning strategies ineffective?

44 HISTORICA FAIRS

“Planning an Effective Historica Fair in Your School!”

What is a Fair?3

“The Historica Fairs are an experience unlike any other!

The Historica Fairs Program encourages students to explore Canadian heritage in a dynamic, hands-on learning environment. Students use the medium of their choice to tell stories about Canadian heroes, legends, milestones, and achievements - and present the results of their research at a public exhibition.

Since its beginning in 1993, the Fairs Program has grown to include more than 200,000 students across Canada each year. In the long term, it is the Historica Foundation’s intention that every eligible student in Canada will have the opportunity to participate in a Fair or an on-line Fair Showcase during his or her years at school.

The Historica Fairs Program:

• creates an environment where students are excited to learn and share • provides recognition for student achievement • Celebrates cultural diversity and multiple perspectives • reveals connections between the past and present • inspires Canadians to celebrate their places in history

The Fairs Program is driven by volunteers: more than 10,000 people contribute their time every year. Volunteer committees involving educators, museums, heritage groups, and community associations work together to organize School, Regional, Provincial, and Territorial Fairs. The result is a community-based celebration of Canadian heritage that has a lasting impact on participants.

Why Participate? 3 From http://www.histori.ca/fairs/default.do?page=.main_ov§ion=programoverview&rinfo=sb_one&cont=about

45  The Fairs Program supports existing curricula in all provinces and territories, and encourages a cross- curricular approach to teaching and learning.  Historica Fairs give students the chance to share their own ideas and voices, thereby building student creativity and initiative. A wide variety of expressive styles are encouraged so that students can tell their own stories in their own ways.  Creating a Fair project will enhance literacy skills. The emphasis on communication skills such as researching, interviewing, writing, editing, and speaking will benefit all students.  The nature of the project topics explored by students often leads to valuable intergenerational dialogue. There are many opportunities for home / school / community interaction.  Participation in a Fair engages citizenship skills. As young people develop stronger roots in their communities, they will have the confidence to become active citizens who shape the future of our country.”

Resources:

Historica website: http://www.histori.ca/default.do?page=.index

Lesson Plans: http://www.histori.ca/prodev/default.do?page=.lp_index

North Bay & Region Historica Fairs: http://www.nipissingu.ca/NORCCREA/events.htm#TheNorthBayRegionalHistoricaFair

46 HOLISM

Grauerholz (2001) claims that “…to achieve deep, lasting learning, students need to be engaged on many levels—emotional, physical, spiritual, and cognitive. Holistic teaching as pedagogical approaches consciously attempts to:  promote student learning and growth on levels beyond the cognitive,  incorporate diverse methods that engage students in personal exploration and help them connect course material to their own lives, and  help students clarify their own values and their sense of responsibility to others and to society.”

Holistic teaching seeks to provide a safe environment for students to express their ideas and feelings openly. The intent also is to acknowledge and legitimate the many different voices and experiences of our students, especially those who have historically been silenced in traditional classroom settings. You may conceptualize three approaches to teaching & learning (Miller, J. P. 1999):

 The first form of learning is transmission, involving a one-way flow of information from the teacher or the textbook to the student. The focus is on accumulating factual information and basic skills.  A second form of learning is transaction, characterized by greater interaction between student and teacher. This form focuses on solving problems and developing cognitive skills. Students examine a broad range of problems and issues.  A third form of learning is transformational. Here, the focus is not just on intellectual development, but also on physical, emotional, aesthetic, moral, and spiritual growth. Significant connections develop between the student and the subject matter. This type of learning often nurtures the student's inner life through such approaches as storytelling and the arts.

Miller, J. P. (1999) says:

“Educators should balance all three approaches depending on student needs. Connections among subjects occur on different levels. For example, the teacher can link a novel to its historical time period. At another level, subjects can be integrated around major themes. For example, students can explore the theme of personal identity by linking literature, history, art, music, and even science …Another way to foster the earth connection is to read indigenous peoples' literature.”

References

Chapman, C., et. al. (Fall 2005), 11 Practical Ways to Guide Teachers Toward Differentiation (and an evaluation tool). Journal of Staff Development, 26(4),p.p.. 20-5, available at: http://vnweb.hwwilsonweb.com/hww/results/results_common.jhtml;hwwilsonid=LQAZN20ZKSGHXQA3DIL SFGOADUNGIIV0 Grauerholz, L. (2001). Teaching Holistically to Achieve Deep Learning. College Teaching, 49(2), 44- 50. Miller, J. P. (1999). Making connections through holistic learning. Educational Leadership, 56(4), 46-48 Miller, J., Karsten, S., Denton, D., Orr, D., & Colalillo Kates, I. (Eds.). (2005). Holistic learning and spirituality in education : breaking new ground. Albany: State University of New York Press.

INTERVIEWS

When they call you to indicate your interview time, it is fair to ask them the following questions:

 How long is the interview?  How many members will be on the interview team?  Will they be mostly comprised of school administrators?  How long are the interviews scheduled for?

1. Tell me about your educational/academic background. 2. Why did you choose to become a teacher? 3. Tell us about your philosophy of education. 4. What would be your entry plan to begin your first year in your new school? How would you create short and long range plans for the year? 5. Describe the physical layout of your classroom to us. Why would you choose to organize it in this way? 6. The Northern Ontario Lakeshore School Board has a very diverse student population and broader community. How would you endeavor to meet the needs of all your students in your classes? 7. Describe a lesson you taught that did not go as well as you would have liked. What could you have done to make it more successful? 8. Describe a unit you created that you are particularly proud of. What made it effective and special? 9. Assessment and evaluation are an important part of teaching and learning. What recording devices have you used? Which assessment and evaluation strategies would you integrate into your teaching? 10. What technology skills would you bring into the classroom? 11. Describe a difficult management situation you encountered and how you handled it. What might you have done differently? 12. Teaching involves a lot of collaborative work that may be challenging. Describe a situation where you have had to work collaboratively with others and the role you played. 13. How would you help contribute to a school’s culture? 14. Why have you chosen to apply for the Northern Ontario Lakeshore School Board? 15. Is there anything else you’d like to add?

Behavioral questions centre on the idea that a scenario is presented to the candidate. They would have to describe what they would do in that situation. Again there would be one in management, curriculum development, differentiation, etc.

48 LONG AND SHORT TERM PLANNING *refer to Backward Design/Design Down Model

Long Term Planning: o Serves as a curriculum road map o Enables teacher to: . See the year as a whole . Focus on overall expectations for the year . Organize the curriculum for balance . Integrate across subjects . Allow for use of and sharing of resources . Consult other teaching partner(s)

Short Term Planning: o Like the stops (itinerary) along the curriculum journey (month…weeks) o Enables teacher to: . Design the delivery of the program content . Incorporate student interests . Help students see connections . Promote the development of autonomy through choice . A series of lessons/activities to help students understand big ideas or key concepts

Lesson plans may be parts of a unit/Backward Design

1.What do you 2. What evidence 3. How will you want students to will you accept of design instruction learn?* that learning?* for effective learning for all?

There are three key questions for planning. * Ralph W. Tyler. Basic Principles of Instructional Design. 1949

49 Key Questions New Ontario Curriculum Classroom Planning*

1.What do you want Identify desired EXPECTATIONS students to learn? results

2. What evidence will Determine acceptable you accept of that ACHIEVEMENT evidence learning? LEVELS

3. How will you TEACHING/LEARNING Plan learning design instruction for STRATEGIES experiences and effective learning for instruction all? RESOURCES

Classroom planning reflects curriculum priorities. * Grant Wiggins and Jay McTighe. Understanding by Design. 1999

50 MALES & SCHOOLING

The School Achievement Indicators Test is a cycle of standardized tests given to students aged 13 and 16 every few years to see how well Canadian Students are mastering key concepts in reading, writing, math and science. Teenage boys across the country fell far behind girls in writing skills. From Ontario to the Yukon, boys lagged behind girls by up to 20 points on a 2.5-hour test of writing skills. Less than half of Canadian students spend one hour per week reading, while they do spend 15 hours per week watching television. The most common writing students do outside school is e-mail and Internet chatting. Only 20-40% write in a journal or to friends outside the Internet. Higher achievement is linked to higher socio-economic status as well as speaking English at home. 3/4 students expect to go to university while only 1/3 will actually continue to post- secondary education. (Brown, 2003) At Toronto French School (TFS), girls dominate academics disproportionately. 9/10 of this years top graduates are female (Wente, 2003). Income is closely associated with educational success. Women dominate medical school. Five years ago, they made up 49% of first-year students. Today, at Hamilton's McMaster University, 69% of students are female, and women make up more than two-thirds of in-coming students in Quebec. At McGill's medical school, men outnumber women slightly. But women dominate men in law school by 3 to 2. In the sciences, it's also 3 to 2 for women at McGill. By academic performance, women excel in medicine and law at McGill. McGill also has 3 female undergraduates for every 2 male undergraduates. In the USA, many Ivy League and elite schools have abandoned gender blindness to keep ratios at 50-50. At Waterloo, where computers and engineering rule, there is a majority of men. Men do not attend community college more, as one might suspect. Some argue that the efforts to fix the gender gap for girls have come at the expense of boys. Others say the school has become a feminized culture in which boys fail. Paul Cappon, director-general of the Council of Ministers of Education Canada, provides many of these stats. He adds that boys are 30% more likely to drop out of school. Educators suggest (a) more boy friendly books, such as cowboys and cars (b) more male role models, such as hockey stars (CP: involved in NB in reading programs) (c) single sex education, or separate schools. Social critics, such as Christine Hoff Summers, author of The War Against Boys (Hoff Summers, 2000) argue that schools pathologize boys - in other words, treat them as defective girls.

References

Brown, L. (2003, Wednesday May 28). Ontario 13-year-old tops in reading test, but 16-year-olds in the middle of Canadian pack. New Curriculum given credit for the difference. Toronto Star, p. A19. Hoff Summers, C. (2000). The War Against Boys, How Misguided Feminism is Harming Young Men. New York: Touchstone. Wente, M. (2003, May 31). Girls rule. The Globe and Mail, p. A19.

51 METACOGNITION

“Knowing how to learn, and knowing which strategies work best, are valuable skills that differentiate expert learners from novice learners. Metacognition, or awareness of the process of learning, is a critical ingredient to successful learning” – Julie Halter, Graduate Student, SDSU Department of Educational Technology retrieved August 14, 2007 from http://coe.sdsu.edu/eet/Articles/metacognition/start.htm Go to: Seifert, T. (Fall 1993). Learning Strategies In The Classroom. Retrieved July 7, 2006, from http://www.mun.ca/educ/faculty/mwatch/vol2/seifert.html Research the following:  representational imagery  elaborative interrogation  acronyms  keyword method  summarizing  Teacher expectations and behavior  Student expectations and behavior

Consult:

Holistic Education Network of Tasmania, Australia: http://members.iinet.net.au/~rstack1/world/rss/files/metacognition.htm

Study Skills edited by Sandra Kerka: http://workforce.ohio.gov/docs/youth/studyskills.pdf

Historical Fiction, Drama, and Journal Infusion in Grade 9, Early French Immersion Social Studies, a curriculum guide using Enfants de la rébellion by Douglas Gosse (1997): http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq23140.pdf

North Central Regional Educational Laboratory: http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1metn.htm

52 MULTIPLE INTELLIGENCES

Multiple intelligences refer to an intelligence theory developed in the mid-1980s by Howard Gardner, education professor, Harvard University. Gardner originally identified seven intelligences, ways of knowing and constructing knowledge, or making sense of the world:  linguistic  logical-mathematical  musical  spatial  bodily-kinesthetic  interpersonal  intrapersonal

Today, there are many more, including existentialist intelligence and naturalist intelligence.

RECOMMENDED READINGS ON MI (Department of Education, 2004; Gardner, 1983; Goleman, 1995; Information and Inspiration for Innovative Teaching in K-12 Schools, February 22, 2001; Kagan & Kagan, 1997; Thomas Armstrong, April 19, 2004):

53 PORTFOLIOS

Definition of Portfolio: a portfolio is initially a collection of student work, which over time is reduced to a selection of work, which displays student growth. The student is then able to reflect on that growth and determine where improvements could occur. The student establishes goals for him/herself to explain how to make those improvements come about, a plan of action:

“Portfolios are collections of student work that exemplify, through the inclusion of work samples, products, artifacts and reflections, what student shave accomplished and what they have learned during a specific time.” (Schwartz & Pollishuke, 2005c, p. 181)

“Portfolios are a purposeful collection of student work that exhibits students’ efforts, progress, achievements and reflections. It is a comprehensive record of growth and development. It is a process where the student is involved in at all stages.” (Rolheiser & Ross, 2000)

General Observations about Portfolios

 Portfolios provide new perspectives on learning, which are difficult to observe through traditional assessment tools.  Portfolios work for students of all ability levels in virtually all subject areas.  Portfolios are not intended to be a replacement of other assessment systems.  Portfolios encourage self-direct learning and self assessment.  Portfolios foster learning about learning.  Portfolios demonstrate progress towards goals

Two Types of Portfolios

 Growth Portfolios demonstrate how students have grown in their learning process and should contain meaningful artifacts and reflections about what they have done and learned.  Showcase/Best Work Portfolios contain reflections and demonstrations of only the students’ best work.  Combination of Growth and Showcase/Best Work contains some of each of the types.

Teacher Steps in Creating Portfolios 1. Decide on the type, growth, showcase or combination that your students will create. 2. Decide on which subject(s) the portfolio will depict. 3. Determine the timeline for the portfolio. 4. Establish storage for the portfolio. 5. Create an organizational model for the portfolio. Types of organizations could include: chronological, themes, topics, or categories, or according to specific criteria. Students could be involved in deciding the above. A table of contents should always be one of the pieces of the organizational model. 6. Determine the elements of the portfolio. 7. Determine who will choose the materials to be placed in the portfolio.

54 References

Epstein, M. (Fall 2002, Thursday, December 12, 2002). Maureen Epstein's Online Research Portfolio Retrieved August 7, 2006, from http://tiger.towson.edu/~mepste1/researchpaper.htm Rolheiser, C., & Ross, J. (2000). Student Self-Evaluation-What Do We Know? Orbit, 30(4), 33-36. Schwartz, S., & Pollishuke, M. (2005). Creating the Dynamic Classroom, A Handbook for Teachers. Toronto: Pearson Education Canada Inc.

55 PYGMALION THEORY

*also known as self-fulfilling prophesies or teacher expectations

1) “Pygmalion” by Nick Passe (Tuesday, October 16, 2001) in The Badger Herald from http://badgerherald.com/oped/2001/10/16/pygmalion.php:

“The Pygmalion theory, the idea that people tend to live up to others’ expectations, is useful in understanding a wide range of human interactions. When interacting with people, it is rational to examine a subject (the person being interacted with) and build a set of expectations for that person. The better one knows the subject, the more specific and accurate expectations will tend to be. With a set of expectations in mind, you behave toward the subject in certain ways. The subject reads these signals and tries to live up to expectations.”

2) From ACCEL team at http://www.accel-team.com/pygmalion/index.html

“An ancient myth

Magic certainly was involved in the ancient myth from which the idea of the self-fulfilling prophecy takes its other common name. As Ovid told the story in the tenth book of Metamorphoses, the sculptor Pygmalion, a prince of Cyprus, sought to create an ivory statue of the ideal woman.

The result which he named Galatea, was so beautiful that Pygmalion fell desperately in love with his own creation. He prayed to the goddess Venus to bring Galatea to life. Venus granted his prayer and the couple lived happily ever after.

A modern update

That's where the name originated but a better illustration of the "Pygmalion Effect" is George Bernard Shaw's play Pygmalion, in which Professor Henry Higgins insists that he can take a Cockney flower girl and, with some vigorous training, pass her off as a duchess. He succeeds. But a key point lies in a comment by the trainee, Eliza Doolittle, to Higgins' friend Pickering:

"You see, really and truly, apart from the things anyone can pick up (the dressing and the proper way of speaking and so on), the difference between a lady and a flower girl is not how she behaves, but how she's treated. I shall always be a flower girl to Professor Higgins, because he always treats me as a flower girl, and always will, but I know I can be a lady to you because you always treat me as a lady, and always will."

The bottom line?

Consciously or not we tip people off as to what our expectations are. We exhibit thousands of cues, some as subtle as the tilting of heads, the raising of eye brows or the dilation of nostrils, but most are much more obvious. And people pick up on those cues.”

56 3) Labeling Theory Tested: Pygmalion in the Classroom retrieved from http://members.aol.com/svennord/ed/labeling.htm

“Can a label, such as "gifted," have a measurable effect on a person's behavior even when the label is applied randomly? Can it even change what is often assumed to be an inborn characteristic such as intelligence? In what has become a classic in the sociology of education, Robert Rosenthal and Leonore Jacobson gave an intelligence test to all of the students at an elementary school at the beginning of the school year. They then selected 20 percent of the students at random - without any regard to their intelligence test results - and told the teachers that these students could be expected to "bloom" or "spurt" in their academics that year. At the end of the year, they came back and re-tested all the students. Those labeled as "bloomers" gained an average of 12 IQ points compared to a gain of 8 points for the unlabeled group.” - Rosenthal, R., and Jacobson, L. (1968). Pygmalion in the Classroom. New York: Rinehart and Winston.

Consult my PowerPoint on Teacher Expectations: http://www.nipissingu.ca/faculty/douglasg/EDUC4464/Resources/powerpoints/TeacherExpectation.ppt

57 QUESTIONING

Walsh & Sattes (1999b) provide definition of various types of questions:

 EDUCATIVE QUESTIONS: Questions that are planned in advance. Usually at a higher level of thinking.  EVERYDAY QUESTIONS: Questions that are asked without planning. Usually require yes/no responses or one word answers.  DOUBLE BARRELLED QUESTIONS: Questions that are not succinct. They contain two or three questions within the one original question.

When developing key, educative questions for a lesson, creating a unit or final tasks, or engaging in daily, spontaneous questioning and debate, be conscious of Bloom’s Taxonomy. A mixture of lower- and higher-order thinking questions will enhance your teaching and students’ learning.

Characteristics of Good Questions (TYP)

1. A good question is a demonstration of genuine curiosity. 2. A good question has logic, related in some way to the teacher’s focus and the student’s experience. 3. In a good question the words are ordered in such a way that the thinking is clarified, both for the students and the teacher. 4. In a good question the intent must be supported by intonation and non-verbal signals. The pace of the question should match the intent. 5. A good question challenges existing thinking and reflection. 6. A good question is seen as part of an ongoing dialogue which involves relationships between the speakers. 7. A good question can challenge and surprise but it should not be seen as a weapon by which to diminish others. 8. A good question maintains student engagement, stimulates thoughts and evokes feelings.

Copy and paste this in a Word Document. Put them in order of importance. (1 is high)

Teacher Questions: preceded student responses. They are controlled by the content and the teacher’s estimate as to whether or not a particular student will be able to handle the question successfully.

 Avoid “yes/no” questions  Use a signal for “mass/whole class” responses  Put the student name at the end of a question  Use five (5) second Wait Time  Decide on how you will respond to the student answer: Praise/Acceptance/Probes

Wait Time:

 Builds trust in the student/teacher relationship

58  Gives time for student to look at the question from many angles  Frees them to provide answers of substance  Provides time to rehearse answers  Encourages them to organize their thinking  Wait time also applies to the teacher waiting to respond to the student’s answer to allow them to process the information given  Wait time should result in, longer student answers, more students volunteer answers, more questions being asked by students and generally increase two way communication in the classroom.

Probes: follow student responses. They are controlled by the learner’s actual response and are designed to go beyond the initial information given.

Types of Probes:

1. Redirect Probes: to change the direction of interaction by shifting from one student to another. Example: “What is the answer, Doug?” “You don’t appear to agree Sally, can you explain why?” 2. Prompting Probes: use after wrong answers, non responses to help the student get the right answer. This involves rephrasing the question, offering a hint, asking for an example, identifying cues. Example: T. What is the difference between a Teacher Question and a Probe, Sally?” “One precedes the other and the other follows a student response” T. “Good. What are some other differences, Sally?” No response T. :Think about this… Would both of them be controlled by content?” 3. Refocus Probes: use after a student response off topic. Example: How does that relate to Ontario’s position at the Conference of 1976?” 4. Clarification Probes: Recall – What did we say about …earlier? Define – What do you mean by…? Illustration – Give me an example. Expand – What do you mean by…? 5. Critical Awareness Probes: used to help the students to analyse, justify, evaluate. Examples, What are you assuming here? Why do you feel that way? 6. Prediction Probes: What would happen if…?

You can probe right answers, wrong answers, non answers, comments, questions, but you should not probe every student response.

References

Camp, W. Improving Your Teaching Through Effective Questioning Techniques. Retrieved July 7, 2006, from http://www.aged.vt.edu/methods/que-skil.htm (no longer available) Cotton, K. (8/31/01). Classroom Questioning. Retrieved July 7, 2006, from http://www.nwrel.org/scpd/sirs/3/cu5.html Walsh, J., & Sattes, B. (Writer) (1999b). Questioning to stimulate learning and thinking. Secondary edition [videocassette]. In C. Press (Producer)

59 RESUMES AND COVER LETTERS

Go to File New. Click on General Templates. Click on Other Documents. Here you will find 3 resumes templates. Browse each one. Decide on one you would like to use. Go to Resume Wizard. Use either Entry Level or Chronological as your ‘Type’. Begin to enter data. Suggestions:  include both current and home addresses and phone numbers (unless there is someone always at a home number that can take messages in a timely manner for you)  ensure that the email address you have is professional  cap, bold and centre your name on the first page and have it appear other pages in smaller font centred, but still bolded  it is not necessary to repeat your address etc on the other pages of your resume

Suggested headings and order to use:  Objective (go to the board’s website, check out their mission statement, try to include it in your Objective)  Education (include your B ED but state graduation date June 2004)  Summary of Qualifications (change this to Teaching Qualifications, here is where you include the OCT pending and if you are taking ABQs in May/June pending)  Languages  Practice Teaching Experiences  Work Experience(remember when you train others on the job you are teaching, brief description only using a bullet underneath)  Volunteer Experience change to Teaching Related Volunteer Experience  Accreditations change to Certificates and Accreditations (include here CPR, First Aid, Coaching levels, Conference/workshop certificates  Awards Received (going back to high school is not too far back)  Publications or Professional Memberships are optional choices  Interests and Activities and Extracurricular activities change to Personal Interests Related to Extracurricular Activities ( here include those things that can translate into what you can offer your school and students as an extracurricular activity)  Other: A must for IS students to include Technological Skills. Put this heading right after Teaching Qualifications. Include here the knowledge and skills that you have i.e. Ontario Curriculum Planner, Ontario Report Card, Kidpix, Webquests, what Ontario licensed software, Graphing Calculators etc; plus all the programs, Corel, Word etc  References (a minimum of 3, preferably at least 2 of them individuals that have seen you teach, faculty advisors, associates, principals/vps) Note: You can ask these same 3 people for letters of reference if you want to include them or you can ask another 3 for letters, or any combination. Include home phone numbers, and work numbers)  Note: Those with specialized areas of expertise would want to include a specific heading after Education, i.e. Music Accreditation and Awards to reflect performances, awards, etc in your area of expertise)

60  Length. Note if the board wants a two page resume then give them a two page resume exactly, no more, no less. If it does not specify, then do two pages and the third page can be the list of references)

Letters of Reference

Suggestions:  Should be approximately one page  Put your name centered on the page, repeat relevant contact information  First paragraph, first sentence should indicate the position(s) you are applying for  Highlight some of your key qualifications, experiences  Highlight why you want to become a teacher  Research the board you are applying to on their website, include in your letter why you are a good candidate, i.e. because you match their philosophy, have qualifications in the areas they are focusing on in the classroom  Christian philosophy

Sample cover letter

Jane Doe 8 McIntyre St.. North Bay, Ontario P1A 1X9 (h) (705)-555-9458 [email protected]

January 10, 2009

Mr. X Human Resources Near North District School Board 963 Airport Road North Bay, ON P1C 1A5

Dear Mr. X:

Please accept this letter of application for a supply, LTO, or permanent position with the NNDSB. As of June 2008, I will have completed my B. Ed. degree at Nipissing University in the Intermediate/Senior division. My electives include biology and math and I am also bilingual and completing the FSL 1 qualification. In addition, I intend to take Special Education part 1 over the course of the summer. Please allow me to tell you more about my unique qualifications.

My teaching philosophy is holistic. I try to respond to students’ physical, spiritual, emotional and intellectual needs. Therefore, I embrace a variety of teaching/learning strategies and approaches. I strive to integrate multiple intelligences into my units, as well as cooperative learning, debate, drama, visual organizers and human learning strategies in order to create a dynamic, interactive classroom atmosphere, and to differentiate instruction. I am adept in technology to enhance

61 student learning, such as XXX. I intend to coach basketball or hockey, and to create a diversity club to explore multiculturalism and non-violence in schools. Most of my previous employment has been related to teaching, from teaching tennis to coaching girls’ hockey semi-professionally, and being a summer camp counselor for several years. I was a peer tutor in my own high school and saw first hand the benefits for all. Therefore, I aim to establish regular, clear communication between students, myself, and home, and offer weekly tutoring classes, as well as creating a peer mentoring program in biology and math. Since I participated in both Science and Historica Fairs as a high school student and as a volunteer over the past several years, I am also excited to contribute to these worthy educational endeavors. I firmly believe that all students deserve to succeed, including those at risk.

Ultimately, I not only wish to make an impact in the classroom, but to develop my leadership in the broader community of the Near North District School Board. I look forward to hearing from you. I would be pleased to answer any additional questions and may be reached at (705)-555-9458

Sincerely,

Jane Doe, B.A (Hon.), B.Ed. (cand.)

62 SAGE ON THE STAGE VS GUIDE ON THE SIDE

Content in DIPF is more teacher-focused whereas the content in the APF is more student oriented. Therefore, the roles of the teacher differ for both. The DIPF teacher may lecture longer during the period, s/he may demonstrates the photosynthesis model/process, French grammar rule, components of a persuasive essay, type of choral arrangement, math equation and application, or Japanese Haiku poem. The DIPF teacher is a Sage on the Stage, whereas in the APF, the facilitator plans the lessons carefully so that when the students enter, activities are ready to go. These entail cooperative learning. The facilitator may do a jigsaw activity to create and share biographies of several Fathers of Confederation or Suffragettes, s/he may assign roles to students in math class so that one student is teaching the other group members contour mapping, the second is then graphing, and the third may be presenting; or in science lab, partners may synthesize creating their own cell model following the DIPF of the previous class where the teacher thoroughly demonstrated how in a lecture fashion with structured questions from the text book

63 VISUAL, AUDITORY, KINESTHETIC & TACTILE LEARNERS (VAK) LEARNERS

*Consult learning Styles PowerPoint (VAK): http://www.nipissingu.ca/faculty/douglasg/EDUC4315/Resources/powerpoints/learning_styles_doug.ppt#256,1, Slide 1

(a) Instructional Strategies for Visual Learners  Highlight and write as you study.  Use different colors to select and organize  Make recall cues as visual as possible with capital letters, colors, and illustrations  Make class notes visual with drawings, spacing, symbols, etc.

(b) Instructional Strategies Auditory Learners  Recite aloud as you study  Talk yourself through the steps of a problem  Recite study cards into a tape recorder and play it back  Recall information during exams by hearing yourself recite in your head

(c) Instructional Strategies for Kinesthetic & Tactile Learners  Move around when you study – put study cards on the floor and recite them as you move around the room  Use a timer to set study periods. Start with short times and work up. Take a break when the timer sounds  When solving problems, move around and manipulate items to represent parts of the problem  Study in small frequent chunks

References

Glover, D. (August 2004). Learning Styles : What Tutors Need to Know. Retrieved February 15, 2006, from http://www.brescia.edu/students/sss/learning_styles.ppt Villems, A.Learning Styles. Retrieved February 20, 2006, from http://www.ceenet.org/workshops/lectures2000/Anne_Villems/1 Yukhina, E.How Designers Think, Cognitive & Learning Styles. Retrieved February 16, 2006, from http://www.arch.usyd.edu.au/~john/DESC9099- CognitiveStyles.ppt

64 VISUAL ORGANIZERS

*also called mind maps, visual tools, concept maps, thinking maps, etc.

Tim Seifert (1993) affirms that “…by creating a concept map, students are organizing the ideas in their minds to create a cognitive representation of the to-be-learned ideas. It makes them mentally active. Second, it creates a visually representation of the ideas. The relationships are represented in a visual display (the map), which may be used to enhance retrieval of ideas in the map …” To create a concept map, students need to do three things:  Read the passage  Identify important concepts contained in the passage and make a list of them. A list of important ideas may also be helpful.  Arrange the concepts on a page according to how related they are to each other  Draw lines between concepts to represent a relationship between the concepts  Label the lines with the relationship (some people do this, some do not - it seems optional)”

For common samples of concept maps check “Introduction to Concept Maps at: http://classes.aces.uiuc.edu/ACES100/Mind/CMap.html

“Definition: Concept maps offer a method to represent information visually. There are a variety of such maps.

Purpose: Concept maps harness the power of our vision to understand complex information "at-a- glance." The primary function of the brain is to interpret incoming information to make meaning. It is easier for the brain to make meaning when information is presented in visual formats. This is why a picture is worth a thousand words. It is essential to your studies and career that you can handle complex information; concept maps offer one method to do this.

Practical applications in your courses:

 Handy way to take notes during lecture.  Excellent aids to group brainstorming.  Planning your studies and career.  Providing graphics for your presentations and term papers  A way to outline your term papers and presentations.  Refine your creative and critical thinking.”

65 Figure 1: Concept Map for Brainstorming

Figure 2: Double Bubble Map for Comparison

66 By Justin Hawn, B.Ed. (cand.), 2007-2008

Flow Chart A flow chart would be an effective way of organizing the stages of mitosis and meiosis. Different events are presented in each stage and students have a difficult time organizing these because they occur within a similar context. If students were given an activity where they used a flow map to sequence important events, they may have a stronger understanding of temporal relationships. The flow chart would help reduce the confusion of ideas and could be an effective method for organizing the sequential steps of the cell division cycle.

67 Multi-Flow Map: In a science environment, diseases are often discussed in relation to the subject material. In a biology class focused on DNA mutations, it would be beneficial to use a flow map to determine the cause and effect of a specific disease or condition. There are often multiple causes and effects to a disease and a multi-flow map will allow students to highlight these and examine a variety of factors attributing to the causes and observe the multitude of effects the disease could have. Often, students can visualize the causes and effects, however it can be difficult to make connections between the two. The multi-flow map with present these ideas as an organized, inclusive visual guide.

68 Bubble Map

When teaching population dynamics in a biology class, a good introduction includes giving a situation in the real world where an animal population saw a dramatic change in number. Students are asked to brainstorm potential reasons for the population change, and an effective way to structure their thoughts would be through the use of a bubble map. Students can list the situation in the center bubble (Population Drop), and can provide potential attributing factors (Disease) in the surrounding bubbles. As they are given more and more information, students can eliminate thoughts that no longer applied.

References/Additional Sources:

Thinking Maps check: http://www.nhcs.k12.nc.us/htree/Curriculum/ThinkingMaps.html

The Concept Mapping Homepage: http://users.edte.utwente.nl/lanzing/cm_home.htm

OCUP-Teaching Companions

SmartIdeas on your laptop

69 Seifert, T. (Fall 1993). Learning Strategies in the Classroom. Retrieved July 7, 2006, from http://www.mun.ca/educ/faculty/mwatch/vol2/seifert.html

Heyerle, D. (Writer) (1999). Visual Tools: From Graphic Organizers to Thinking Maps. Secondary Edition [videocassette]. In The Video Journal of Education (Producer). United States: NAESP.

70 Additional References

Brown, L. (2003, Wednesday May 28). Ontario 13-year-old tops in reading test, but 16-year-olds in the middle of Canadian pack. New Curriculum given credit for the difference. Toronto Star, p. A19. Department of Education. (2004). Use Your Brain - Multiple Intelligences. Retrieved December 4, 2005, from http://depts.gallaudet.edu/TIP/manual/orientation/MI.ppt Epstein, M. (2002). Maureen Epstein's Online Research Portfolio. Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. New York: Basic. Goleman, D. (1995). Emotional Intelligence, Why it can matter more than I.Q. New York: Bantam Books. Gregory, G., & Chapman, C. (Writer) (2002). Differentiating Instruction to Meet the Needs of All Students. Secondary Edition, [videocassette]. In The Video Journal of Education & TeachStream (Producer). United States: Corwin Press. Harker, R., Mahar, & Wilkes, C. (Eds.). (1990). An introduction to the work of Pierre Bourdieu, The practice of theory. London: MacMillan. Hoff Summers, C. (2000). The War against Boys, How Misguided Feminism is Harming Young Men. New York: Touchstone. Information and Inspiration for Innovative Teaching in K-12 Schools. (February 22, 2001). Daniel Goleman on Emotional Intelligence. Retrieved March 10, 2007, from http://www.edutopia.org/php/interview.php? id=Art_699# Kagan, S., & Kagan, L. (Writer) (1997). Cooperative Learning and multiple intelligences. High school Edition [videocassette]. In K. Publishing (Producer). United States. Murphy, E. (1997). Constructivism from Philosophy to Practice. Retrieved Nov. 24, 2006, from http://www.stemnet.nf.ca/%7Eelmurphy/emurphy/cle.html Nipissing University. (2007-2008). Practice Teaching Handbook. North Bay, ON: Faculty of Education. Ontario Ministry of Education. (2005). Education for All, The Report of the Expert Panel on Literacy and Numeracy Instruction for Students With Special Education Needs, Kindergarten to Grade 6. Padak, N., & Padak, G. Research to Practice: Guidelines for Planning Action Research Projects. Retrieved July 18, 2007, from http://literacy.kent.edu/Oasis/Pubs/0200-08.htm Schwartz, S., & Pollishuke, M. (2005a). BLM T-20 Lesson Plan Template #1. In K. Revington (Ed.), Creating the Dynamic Classroom, a Handbook for Teachers (pp. 254). Toronto: Pearson Education Canada Inc. Schwartz, S., & Pollishuke, M. (2005b). BLM T-23 Checklist on the Planning Process. In K. Revington (Ed.), Creating the Dynamic Classroom, A Handbook for Teachers (pp. 254). Toronto: Pearson Education Canada Inc. Seifert, T. (Fall 1993). Learning Strategies In The Classroom. Retrieved July 7, 2006, from http://www.mun.ca/educ/faculty/mwatch/vol2/seifert.html Thomas Armstrong. (April 19, 2004). The Possibilities and Limitations of Multiple Intelligences in the Schools. Retrieved December 4, 2005, from http://www.acu- vejle.dk/mi/laes_mere_1/dokumenter/Handouts_Vejle_190404_formiddag.ppt Wente, M. (2003, May 31). Girls rule. The Globe and Mail, p. A19.