Foundations III Week 3 Lecture Video
For the week of September 25-29, 2023
*correction: the Kagan Structure activity is cooperative, not collaborative
OTU Land Acknowledgement
Ontario Tech University acknowledges the lands and people of the Mississaugas of Scugog Island First Nation. We are thankful to be welcomed on these lands in friendship. The lands we are situated on are covered under the Williams Treaties and the traditional territory of the Mississaugas, a branch of the greater Anishinaabeg Nation, including Algonquin, Ojibway, Odawa and Pottawatomi. These lands remain home to a number of Indigenous nations and people.
We acknowledge this land out of respect for the Indigenous nations who have cared for Turtle Island, also called North America, from before the arrival of settler peoples until this day. Most importantly, we remember the history of these lands has been tainted by poor treatment and a lack of friendship with the First Nations who call them home.
This history is something we are all affected by as we are all treaty people in Canada. We all have a shared history to reflect on, and each of us is affected by this history in different ways. Our past defines our present, but if we move forward as friends and allies, then it does not have to define our future.
Register your class for daily online educational programming to expand knowledge and create conversations on residential schools and the impacts on Indigenous Peoples and their communities. Tune in for age-appropriate stories around song, dance, language, culture and so much more! Join us for this 5-day series, Sept. 25 - 29, where you will hear and learn from Survivors and their experiences from all across Canada. And don’t forget to share with your fellow teachers! So, don’t wait! Learn more or register your class now: https://buff.ly/3KQsN7q
+info
Learning for ALL
Learning for ALL- Differentiated INstruction
Learning for ALL
Click in image above download the Learning for All PDF
Make yourself a copy of this page for reference
Let's talk about group work....
Group work....
Ahhhh... groupwork with students... where you discover that the real test of teamwork isn't the project itself, but trying to get everyone to agree on a group chat platform... WhatsApp, no, Insta, no, Slack... It's more challenging than herding cats 😸😂
From your Readings....
"Research indicates that 'social buffering' provided by supportive group members can reduce a student's skyrocketing stress hormone levels when they encounter new and difficult tasks. Supportive team mates, in other words, can keep stress hormones in the 'happy middle' that allows for learning." (Oakley, Rogowsky & Sejnowski, 2021, p. 184)
"When students are asked about fairness, group work— especially group grades—are often at the top of their list of unfair practices." (Rasooli & Brookhart, 2021, P. 49)
"Productive group work encourages students to hold one another accountable in an authentic way, thereby removing some of the burden from the teacher without allowing the class to descend into chaos. When implemented consistently, these strategies give students an opportunity to build not only better projects, but stronger working relationships with their peers and a more nuanced understanding of their own strengths and weaknesses." (Pahomov, 2018, p. 38)
What is the Difference between Collaboration & Cooperation?
Collaboration: -more intensive and interactive form of working together. -individuals actively engage with each other, share ideas, expertise, and resources, and jointly create something that couldn't have been achieved individually. -requires a high degree of interdependence, communication, and trust among participants. -It emphasizes the collective generation of new ideas, problem-solving, and innovation. -shared authorship
Cooperation: -working together to achieve a common goal with a focus on task completion -can be temporary ad-hoc groups formed to achieve common goals/objectives -often involves students supporting each other to achieve their individual goals
Both cooperation and collaboration have their places in different contexts and can be valuable in various teamwork situations.
more on cooperative learning (Johnson & Johnson)
LRP Case Study
Now let's try a case study. IS students, click on Ms. Davis' class. PJs, go to Mr. Ramos' class. Feel free to use the document: Long-range Planning Considerations, Steps and Resources (from the LRP assignment).
Ms. Davis Gr. 10 English
IS
Mr. Ramos Grade 2
PJ
Ms. Davis: Gr. 10 English
It’s nearing the middle of the summer and Ms. Davis, a dedicated Grade 10 Applied English teacher, wants to get some planning done to avoid last minute work and panic at the end of the summer. Plus, it gives her time to mull over ideas before school begins. She’s read some excellent books by two Indigenous writers that she’d like to use in the class. She’s learned from the Grade 9 English teacher that her incoming students struggled with the English course, and in particular, oral communication skills. Ms. Davis is the only one teaching this course, so she sets out to develop a long-range plan for her class on her own.
Ms. Davis' Gr. 10 English What Are Students Expected to Learn?
This is Ms. Davis’ second year teaching, but her first year teaching Grade 10 English. She knows the curriculum expectations relatively well from her B.Ed. Program, but she needs to dig in and carefully review the overall and specific expectations for the course. She will plan the course with the ‘end in mind’.
As she begins an outline and sequence for each unit, Ms. Davis understands the significance of collecting evidence of student learning from multiple sources: observations, conversations, and student products. She wants to make sure she has evidence of learning that aligns with curriculum expectations. Yet, she wonders how much depth and scope she must go into when considering assignments and culminating tasks for a long-range plan. She wonders if she should begin writing full lesson plans at this stage.
Ms. David wasts to incorporate the two books she read by Indigenous authors (the school has copies), but feels as though she would like some support to plan this. She wants to make sure she is respectful of the Indigenous authors and their communities AND wants to make meaningful connections.
Mr. Ramos: Gr. 2 teacher
Mr. Ramos, a Grade 2 teacher in a K–6 school, is enjoying his summer, but he can't help thinking about his new class. He knows from their grade 1 teacher that the students have a range of learning needs and interests, especially drawing and painting. While they enjoy reading various types of literary and graphic texts, their reading skills vary greatly. Mr. Ramos wants to being long-range planning and decides to integrate language arts, math and visual arts. Mr. Ramos is a first year teacher and feels somewhat nervous about long-range planning and curricular integration. Can you give him some initial advice on how to begin with curriculum documents?
While Mr. Ramos knows a little bit about his new grade 2 students, he isn't sure about how to incorporate UDL and DI at this stage. Can you advise Mr. Ramos? How much depth about DI is required at this stage of the planning?
Mr. Ramos wants to incorporate Indigenous art appreciation and art-making into the LRP and he wants to make sure he is respectful of the artists they will explore. Who or where should Mr. Ramos consult for support and appropriate practice?
As he begins an outline and sequence for the LRP to include his integrated subject, Mr. Ramos understands the significance of collecting evidence of student learning from multiple sources: observations, conversations, and student products. He wants to make sure he has evidence of learning that aligns with curriculum expectations. Yet, he wonders how much depth and scope he must go into when considering assignments and culminating tasks for a long-range plan. He wonders if he should begin writing full lesson plans at this stage.
Ms. Davis & Mr. Ramos
Ms. Davis and Mr. Ramos know that LRP is not a linear process and that there is no perfect recipe for planning. They both feel good about what they've planned so far and will pick up again in a few days. They know that downtime and teacher wellness is important too! Thanks for helping out.
Have a Great Week!
shameless dog video!
Questions or Comments?
Leave them here!
Music this week: SamuelFrancisJohnson "When sunlight breaks through" (Creative Commons)
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Transcript
Foundations III Week 3 Lecture Video
For the week of September 25-29, 2023
*correction: the Kagan Structure activity is cooperative, not collaborative
OTU Land Acknowledgement
Ontario Tech University acknowledges the lands and people of the Mississaugas of Scugog Island First Nation. We are thankful to be welcomed on these lands in friendship. The lands we are situated on are covered under the Williams Treaties and the traditional territory of the Mississaugas, a branch of the greater Anishinaabeg Nation, including Algonquin, Ojibway, Odawa and Pottawatomi. These lands remain home to a number of Indigenous nations and people. We acknowledge this land out of respect for the Indigenous nations who have cared for Turtle Island, also called North America, from before the arrival of settler peoples until this day. Most importantly, we remember the history of these lands has been tainted by poor treatment and a lack of friendship with the First Nations who call them home. This history is something we are all affected by as we are all treaty people in Canada. We all have a shared history to reflect on, and each of us is affected by this history in different ways. Our past defines our present, but if we move forward as friends and allies, then it does not have to define our future.
Register your class for daily online educational programming to expand knowledge and create conversations on residential schools and the impacts on Indigenous Peoples and their communities. Tune in for age-appropriate stories around song, dance, language, culture and so much more! Join us for this 5-day series, Sept. 25 - 29, where you will hear and learn from Survivors and their experiences from all across Canada. And don’t forget to share with your fellow teachers! So, don’t wait! Learn more or register your class now: https://buff.ly/3KQsN7q
+info
Learning for ALL
Learning for ALL- Differentiated INstruction
Learning for ALL
Click in image above download the Learning for All PDF
Make yourself a copy of this page for reference
Let's talk about group work....
Group work....
Ahhhh... groupwork with students... where you discover that the real test of teamwork isn't the project itself, but trying to get everyone to agree on a group chat platform... WhatsApp, no, Insta, no, Slack... It's more challenging than herding cats 😸😂
From your Readings....
"Research indicates that 'social buffering' provided by supportive group members can reduce a student's skyrocketing stress hormone levels when they encounter new and difficult tasks. Supportive team mates, in other words, can keep stress hormones in the 'happy middle' that allows for learning." (Oakley, Rogowsky & Sejnowski, 2021, p. 184)
"When students are asked about fairness, group work— especially group grades—are often at the top of their list of unfair practices." (Rasooli & Brookhart, 2021, P. 49)
"Productive group work encourages students to hold one another accountable in an authentic way, thereby removing some of the burden from the teacher without allowing the class to descend into chaos. When implemented consistently, these strategies give students an opportunity to build not only better projects, but stronger working relationships with their peers and a more nuanced understanding of their own strengths and weaknesses." (Pahomov, 2018, p. 38)
What is the Difference between Collaboration & Cooperation?
Collaboration: -more intensive and interactive form of working together. -individuals actively engage with each other, share ideas, expertise, and resources, and jointly create something that couldn't have been achieved individually. -requires a high degree of interdependence, communication, and trust among participants. -It emphasizes the collective generation of new ideas, problem-solving, and innovation. -shared authorship
Cooperation: -working together to achieve a common goal with a focus on task completion -can be temporary ad-hoc groups formed to achieve common goals/objectives -often involves students supporting each other to achieve their individual goals
Both cooperation and collaboration have their places in different contexts and can be valuable in various teamwork situations.
more on cooperative learning (Johnson & Johnson)
LRP Case Study
Now let's try a case study. IS students, click on Ms. Davis' class. PJs, go to Mr. Ramos' class. Feel free to use the document: Long-range Planning Considerations, Steps and Resources (from the LRP assignment).
Ms. Davis Gr. 10 English
IS
Mr. Ramos Grade 2
PJ
Ms. Davis: Gr. 10 English
It’s nearing the middle of the summer and Ms. Davis, a dedicated Grade 10 Applied English teacher, wants to get some planning done to avoid last minute work and panic at the end of the summer. Plus, it gives her time to mull over ideas before school begins. She’s read some excellent books by two Indigenous writers that she’d like to use in the class. She’s learned from the Grade 9 English teacher that her incoming students struggled with the English course, and in particular, oral communication skills. Ms. Davis is the only one teaching this course, so she sets out to develop a long-range plan for her class on her own.
Ms. Davis' Gr. 10 English What Are Students Expected to Learn?
This is Ms. Davis’ second year teaching, but her first year teaching Grade 10 English. She knows the curriculum expectations relatively well from her B.Ed. Program, but she needs to dig in and carefully review the overall and specific expectations for the course. She will plan the course with the ‘end in mind’.
As she begins an outline and sequence for each unit, Ms. Davis understands the significance of collecting evidence of student learning from multiple sources: observations, conversations, and student products. She wants to make sure she has evidence of learning that aligns with curriculum expectations. Yet, she wonders how much depth and scope she must go into when considering assignments and culminating tasks for a long-range plan. She wonders if she should begin writing full lesson plans at this stage.
Ms. David wasts to incorporate the two books she read by Indigenous authors (the school has copies), but feels as though she would like some support to plan this. She wants to make sure she is respectful of the Indigenous authors and their communities AND wants to make meaningful connections.
Mr. Ramos: Gr. 2 teacher
Mr. Ramos, a Grade 2 teacher in a K–6 school, is enjoying his summer, but he can't help thinking about his new class. He knows from their grade 1 teacher that the students have a range of learning needs and interests, especially drawing and painting. While they enjoy reading various types of literary and graphic texts, their reading skills vary greatly. Mr. Ramos wants to being long-range planning and decides to integrate language arts, math and visual arts. Mr. Ramos is a first year teacher and feels somewhat nervous about long-range planning and curricular integration. Can you give him some initial advice on how to begin with curriculum documents?
While Mr. Ramos knows a little bit about his new grade 2 students, he isn't sure about how to incorporate UDL and DI at this stage. Can you advise Mr. Ramos? How much depth about DI is required at this stage of the planning?
Mr. Ramos wants to incorporate Indigenous art appreciation and art-making into the LRP and he wants to make sure he is respectful of the artists they will explore. Who or where should Mr. Ramos consult for support and appropriate practice?
As he begins an outline and sequence for the LRP to include his integrated subject, Mr. Ramos understands the significance of collecting evidence of student learning from multiple sources: observations, conversations, and student products. He wants to make sure he has evidence of learning that aligns with curriculum expectations. Yet, he wonders how much depth and scope he must go into when considering assignments and culminating tasks for a long-range plan. He wonders if he should begin writing full lesson plans at this stage.
Ms. Davis & Mr. Ramos
Ms. Davis and Mr. Ramos know that LRP is not a linear process and that there is no perfect recipe for planning. They both feel good about what they've planned so far and will pick up again in a few days. They know that downtime and teacher wellness is important too! Thanks for helping out.
Have a Great Week!
shameless dog video!
Questions or Comments?
Leave them here!
Music this week: SamuelFrancisJohnson "When sunlight breaks through" (Creative Commons)