My goal was for students to be able to co-create criteria for …
My goal was for students to be able to co-create criteria for self-assessment in a variety of subject areas.
My grade five students were asked to recall what they had learned about co-constructing criteria this year, and then develop a lesson plan for interns. This is their plan, with links to criteria and assessments developed and used this year
Practice using the viewing guide with one or two videos first, following …
Practice using the viewing guide with one or two videos first, following the lesson steps below. This may be done every second or third day. Once students feel comfortable with the viewing process, a summative viewing guide can be completed by the students for grading.eng
Grade 5 students completed the choice board after learning about three topics …
Grade 5 students completed the choice board after learning about three topics in social studies. Students had to complete one activity from each column of the choice board to demonstrate their understanding of the topic while using creative thinking to complete each activity. Students’ completed work was then assessed using the rubric found below.
Students used Educreations to create a short mini lesson on how to …
Students used Educreations to create a short mini lesson on how to divide 3 digit by 1 digit numbers. Educreations is a recordable whiteboard app. It records voice, handwriting and also allows the user to insert pictures to produce personal video lessons that students can share online. Their lessons are stored online and can be accessed by students on any computer or Ipad. Students began independently to work out a plan deciding what the script would be and what “props” and/or pictures would be used in the mini lesson. They then recorded their mini lesson using the Educreations app.
Part One: Students are tasked with using factual information learned about an …
Part One: Students are tasked with using factual information learned about an animal species of their choice (Life Science – Diversity of Living Things). Students read and conduct research using a variety of resources, including online, textbook, and non-fiction materials.
Part Two: Students are tasked with using the writing process to prepare and present a scientific report (ELA – Compose and Create).
Part Three: Students are tasked with designing, constructing and displaying a mask of their animal species (Arts Ed – Creative/ Productive) along with a written title and caption for their display piece.
Life offers us much opportunity for adventure and suspense. We can climb …
Life offers us much opportunity for adventure and suspense. We can climb mountains, sail around the world, journey to faraway places, or travel through space. We can become explorers and adventurers. We can enjoy the challenge and overcome our fears and, with courage and determination, try something new. Sometimes we succeed and conquer. Other times we may fail to live up to the challenge but learn an unexpected lesson. The victories and the lessons remind us that all of life’s adventures must be kept in perspective. The unit is organized around three focus questions with sample lessons and suggested resources included. Time allocations given are approximations only. Teachers can choose to spend more or less time on each lesson depending on the needs and interests of their students.
Summary of Plan for Communication and Computer and Digital Technologies: I wanted …
Summary of Plan for Communication and Computer and Digital Technologies:
I wanted the students to have a realistic scenario in which they would have to display and use data to persuade an audience of a particular point of view. I thought of a sales pitch by a travel agent. I created 13 different scenarios for my 13 students. Each scenario detailed the names of each individual travelling, the reason for the trip, the group’s budget, the duration of the trip, and preferred location of travel. Student blindly selected a scenario. The student would assume the role of the travel agent and their sales pitch to the class using a Power Point presentation. They would use the rubric to guide the development of their presentations.
Using a teacher made wikispace; each student was given a God to …
Using a teacher made wikispace; each student was given a God to first research and become an expert in order to take on that God’s role on Mount Olympus. After the research was completed, students were given a scenario where all of their God’s have been kicked off of Mount Olympus by Zeus and they must now defeat him by use of the wiki. They will need to complete twelve “labours” in order to reach the top, and Zeus. Students completed a variety of assignments in order to learn about Greece and Mythology in an interactive style; allowing for student discovery, utilization of all learning styles, and giving students the opportunity to take learning into their own hands.
In summary, the purpose of this artifact was to increase the amount …
In summary, the purpose of this artifact was to increase the amount of group collaboration and critical thinking in my PAA classes. Typically in my PAA class, students pick a project and follow strict plans that will lead to their resulting projects. This group activity will require students to collaborate and think critically in order to come up with their own way to accomplish a simple task.
Includes resources on: -Using Guided Reading Strategies to Improve Students’ Critical Thinking …
Includes resources on: -Using Guided Reading Strategies to Improve Students’ Critical Thinking - Apresentation on guided reading. It breaks down the process, grouping students and provides a sample lesson plan.
Create and implement, with guidance, as a class, health-related fitness plan targeting …
Create and implement, with guidance, as a class, health-related fitness plan targeting the health-related fitness component of cardiovascular endurance that includes setting a personal goal form improvement, applies the F.I.T.T. principle, and incorporates daily moderate to vigorous movement activity
This is part of the Heritage Saskatchewan Heritage Fairs initiative. “The Heritage …
This is part of the Heritage Saskatchewan Heritage Fairs initiative. “The Heritage Fairs program is an opportunity for students in grades 4-8 all over Saskatchewan to research, present, and explore Living Heritage topics of their choice.” https://heritagesask.ca/ We had local judges assess the projects. 3 Went on to the Regional fair and 1 is going on to the Provincial Fair. Connection to critical thinking: Historical Thinking is a competency which is designed around 6 concepts that “help students explore the forest of historical data.” Ken Osborne. Better put, it is a way to critically think about and engage in history rather than have students simply address history at the knowledge and comprehension level of thinking. This is all based on the book The Big Six Historical Thinking Concepts by Peter Sexias and Tom Morton.
In Social Studies 8, students worked over a 6-week period to create …
In Social Studies 8, students worked over a 6-week period to create Heritage Fair projects on a topic of their choice connected to Canadian history. Throughout the process, I taught a series of mini-lessons that covered the Big Six Historical Thinking Concepts, as well as research methods and techniques. The flexibility of the project allowed students to cover a wide variety of topics within the Social Studies 8 curriculum.
This artifact encompasses creativity, collaboration, and critical thinking as it presents the …
This artifact encompasses creativity, collaboration, and critical thinking as it presents the process of creating heritage fair projects with grades 4 and 5 students. The heritage fair project was completed through a co-teaching and focused on student-centered learning and project-based learning.
During the development of this Unit I wanted to give students a …
During the development of this Unit I wanted to give students a say in how they were going to be assessed or how they would like to show me their learning in the form of an ongoing project. We focused on the curriculum outcomes as well as criteria called “The Big Six” in History 20. “The Big Six” criteria helped us to develop the leading question as well as all subsequent project items to follow. The project focuses on the significance of events, items, or persons during the First World War and their lasting impact on society. Our Big Six focus was Historical Significance and Evidence.
Students have been hired to write a chapter on the Great War …
Students have been hired to write a chapter on the Great War for the years covering 1914 to 1919 for a high school history book. The publisher, however, has put them on a tight budget for the number of pages and illustrations. Students, taking the roles of historians and authors, must choose only the three most important events of the time. They are responsible for researching the events of the First World War and writing a letter to the textbook publisher outlining and defending their choice of events. Students must use the criteria of historical significance when making their argument.
A dialectical essay presents a controversial problem and develops two opposing arguments …
A dialectical essay presents a controversial problem and develops two opposing arguments or sides of the issue, citing evidence for both. At the end of a dialectical essay, a thesis or conclusion must be reached and adequately explained. This essay topic is: Should Canadian Military Battles in WWI be Credited With Helping to Create a "Canadian Identity"?
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