In Rick Wormeli’s article Redos and Retakes Done Right, he states “allowing …
In Rick Wormeli’s article Redos and Retakes Done Right, he states “allowing students to redo assignments and assessments is the best way to prepare them for adult life.” According to Wormeli, many teachers feel that denying students opportunities to show their full potential after providing substantial results builds ‘moral fibre’. These teachers have the mindset that there should be rigid deadlines for assignments and that marks should be taken off for late submissions, and even give zeroes in some situations. Wormeli counters by claiming that “these practices have the opposite effect: They retard student achievement and maturation.” In Kenaston School, specifically in math and the senior sciences, students have the opportunity to redo assessments in 2011-2012. Teachers have taken Wormeli’s guidelines into consideration, applying some of his recommendations. Kenaston teachers advise that by incorporating Wormeli’s ideas into practice, teachers can make redos fair for both the student and teacher.
Students worked in collaborative learning groups to ask questions and research on …
Students worked in collaborative learning groups to ask questions and research on the above outcomes. Next, students had to build their own musical instrument and manipulate its sound in a presentation format of their choice, to show their learning.
We were learning about the importance of First Nations peoples to Canada …
We were learning about the importance of First Nations peoples to Canada in Social Studies 5. Students learned about the Medicine Wheel, the importance of the Circle to FN history, and how the FN structures their government, among other concepts. After researching, students compared FN peoples` way of structuring their government with Hutterians` government structure, and found them to be quite similar, which was an eye opener for them. Using a retelling strategy, students worked in small groups to find out certain information, and then as a whole group to share their findings. Students then took the information and as a whole group, collaborated to design a poster that could be hung in any classroom in Canada, showing the structure of government of First Nations people.
Subject: Cross-curricular Competencies of Thinking, Identity and Interdependence, Literacies, and Social Responsibility …
Subject: Cross-curricular Competencies of Thinking, Identity and Interdependence, Literacies, and Social Responsibility that will “strengthen and enrich students’ present learning and future lives.” Saskatchewan Education, 1988
Grade: Not applicable (special needs student)
Theme: Social Interactions
Competency Focus: Strategies that can help a student with ASD manage stress levels, and as a result, social interactions
The students were given one period each week for 5 weeks to …
The students were given one period each week for 5 weeks to explore their interests and plan, implement and produce a Genius Hour Presentation in a format of their choosing. They began with a few worksheets to identify their interest areas and various ideas in which they may present their information and also various formats both electronically and paper-based which they could use to showcase their learning. The students used books, ipads and computers to access information. Various showcases included working replicas of battery-operated cars and helicopters, working volcanoes, a hockey rink, baking, painting and posters. Students were so engaged that most students completed the majority of their projects outside of school on their own time.
This year my professional Development SMART Goal was to use cross-curricular instruction …
This year my professional Development SMART Goal was to use cross-curricular instruction strategies in the classroom when pertaining to English Language Arts activities. Consequently, I have merged the Grade ¾ Social Studies Curricular outcomes with the ELA curricular outcomes. This is a Unit plan that I have created to teach the students about the province of Saskatchewan. Some highlights include the following; 1. Using graffiti Charts as a pre-assessor. 2. Discovering research techniques about their own formulated questions. Utilizing ABC Brainstorm 3. Making a Destination Road Map and Puzzle of Saskatchewan 4. Reading Saskatchewan based Literature and creating Pop-up books 5. Creating Mind-Maps of Saskatchewan topics of Study 6. Designing a Life-size Plastecine 3-D Collaborative Saskatchewan Map Game with their own question based upon the mind-map 7. Presenting their Game and own Social Studies examination.
Students are introduced to the properties of acids and bases, as well …
Students are introduced to the properties of acids and bases, as well as how to name them. This lesson takes place over two class periods usually. We begin by discussing what students know about acids and bases. We try to create a student generated list of features. This has ranged from a very small list to large list in the past, depending on student experiences. Next, I give a lesson on the definition of acids and bases, followed by some properties. Next, students use a lab to experience and determine which is an acid or a base (and the relevant strengths) using a stations lab. Following the lab, students may choose to work in groups or with me in a smaller group on naming and writing formula for acids and bases. They then practice naming and correct as a group.
Background Student assessment is a deliberate process used to provide feedback and …
Background Student assessment is a deliberate process used to provide feedback and evidence for making judgments about students’ learning in relation to identified learning outcomes. Teachers guide the evaluation and reporting of student progress to parents/guardians.
Science Background: An object in flight is constantly engaging in a tug …
Science Background: An object in flight is constantly engaging in a tug of war between the opposing forces of lift, weight (gravity), thrust and drag. Flight depends on these forces – whether the lift force is greater than the weight force and whether thrust is greater than drag (friction) forces. Lift and drag are considered aerodynamic forces because they exist due to the movement of an object (such as a plane) through the air. The weight pulls down on the plane opposing the lift created by air flowing over the wing. Thrust is generated by the propeller (engine) and opposes drag caused by air resistance. During take-off, thrust must counteract drag and lift must counteract the weight before the plane can become airborne. If a plane or bird flies straight at a constant speed: • lift force upwards = weight force downwards (so the plane/bird stays at a constant height) • thrust force forwards = opposing force of drag (so the plane/bird stays at a constant speed).
Students will examine and understand the potential of online collective fundraising (e.g. …
Students will examine and understand the potential of online collective fundraising (e.g. Kickstarter, GoFundMe, IdieGoGo) and it’s potential impact on alternative sources of energy (Gravity, Electricity, Wind Energy). The example that I will show them is called the Gravity Light. It uses the principle of conservation of energy to convert gravitational potential energy into kinetic energy and then into electrical energy. Students will then do some research on Kickstarter, Indiegogo, and/or GoFundMe to find an alternative source of energy that is in development and awaiting funding. Students will look at areas including potential impact to the environment, potential impact to the economy, barriers to success, alternative ideas that they have thought of because of doing this research, amount of money that can be made from this project, etc.
Students sat in a circle around a collection of about twenty posters …
Students sat in a circle around a collection of about twenty posters of First Nations art laid on the floor. Students shared thoughts about what they saw in common in many of the pieces of art (ie. Animals, faces, colors, etc.) Students looked at the piece of art nearest them and looked for animals, faces, etc. We listed the ideas that had been shared. The following day, students were given a graphic organizer containing each of the ideas generated the day before. In pairs, they analyzed one piece of art they’d not seen before. They completed the graphic organizer and were asked
Summary: This year my students created a concept map to summarize their …
Summary: This year my students created a concept map to summarize their learning in the science unit of animal adaptations and classification. I created a list of terms and concepts that students must have on their map, and offered opportunities for students to add their own knowledge. Prior to the assignment the students and I created an assessment rubric to evaluate their learning.
We started this project by reading the story “Over & Under the …
We started this project by reading the story “Over & Under the Snow” By Kate Messner. While reading the story, we talked about the different animals that we saw and what they did in the pictures. After reading the book we, we made a chart of animals that lived over the snow and animals that lived under the snow (both from the story and our prior knowledge. We then decided to make a large mural of what animals do over and under the snow with the list that we had made. Students were split into different groups that were in charge of various animals (ex. animals under the snow, animals over the snow, animals in the sky and nature). Using their creativity, they were to create pictures of animals in their certain category through collaboration with one another.
Students working collaboratively on a mini-archaeology dig to locate and identify artifacts, …
Students working collaboratively on a mini-archaeology dig to locate and identify artifacts, create hypotheses about the objects and what information they tell us about a society, and research past artifacts to determine if their hypotheses were correct. Students had to use collaboration when working on the dig, when creating their hypotheses, when measuring the artifacts, and when forming conclusions. Additionally, students had to use critical thinking when formulating theories, researching and reviewing data online, assessing their ideas, analyzing and comparing their hypotheses with archaeology studies online, and when justifying their hypotheses (and proving them) with the artifact data they discovered online, and forming conclusions.
For the 2014/2015 school year at KCS, all the Arts Ed 9 …
For the 2014/2015 school year at KCS, all the Arts Ed 9 outcomes were intergraded into all the grade 9 courses. I was given 4 outcomes to cover in my Science 9 course. My ongoing goal in all my science classes is to relate science to the student’s lives and the real world as much as possible. Having to cover the specific arts outcome gave me the opportunity to teach my students about the science behind ceramics, an art form that relies heavily on chemistry, specifically the properties of the elements from the periodic table. I utilized the expertise of Devon Coles, who runs the local art gallery, the Garden Gallery, in Kindersley where he produces ceramics, to give the students insight into his ceramics process and the chemistry involved. Students then created their own ceramics pieces at the art gallery and used their knowledge of the properties of elements from the periodic table to predict which glaze Devon put on their piece before it was cured in the kiln.
Artifact: From Tracey Uhrich at RCHS for Outcome WA10.1 (Workplace and Apprenticeship …
Artifact: From Tracey Uhrich at RCHS for Outcome WA10.1 (Workplace and Apprenticeship Math 10)
Artifact Description: Students need to gather data from grocery store and make decisions on best to purchase. They must work together to put their findings into a PowerPoint to share with their peers.
Throughout the course of the year students are expected to collect and …
Throughout the course of the year students are expected to collect and write abstracts on 20 Biology and Biotechnology articles. The articles must be up to date and current. Students are asked to write on the connections and possible applications these new technologies and information will have on their lives and people in general. Students can be creative in their presentation of their articles and information. Students can make many connections to other material covered in the course and comment on that as well. Students have become somewhat of an expert on the topic they have done a particular article on. During class students will sometimes volunteer and sometimes be asked for their expertise during a class discussion. This often creates some good discussions that hopefully make students think.
A travel agency is trying to boost travel to different parts of …
A travel agency is trying to boost travel to different parts of the world by increasing the advertising and selling vacation packages. You have been hired to make a presentation to sell a travel package
Working as a group, develop a short presentation to the class to sell your vacation package. Presentations can be in the form of a talk show that will be include a digital powerpoint, website or recorded aided by a green screen. You will present your talk show to the class.
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