Today's educators face the difficult task of meeting the needs of diverse classrooms that include children who have been affected by war, violent conflict and trauma. The psychosocial needs of war-affected children who resettle in Canada can be intense, complicated, and can require a sensitive and individualized approach. Trauma can have multiple consequences on children that are not easily understood. Children who have experienced trauma are often labelled as disruptive, defiant, and at high risk of dropping out. When appropriate supports are in place, it is possible for children to recover from trauma. Working from a trauma informed perspective is a valuable approach to teaching that helps to ease the transition of these students into our classrooms, increasing the possibility of a successful Canadian transition. This webinar draws from qualitative research conducted in Canada and oversees that examines best practices in supporting the psychosocial needs of refugee students as a means of supporting successful integration into our schools and communities.
Key takeaways from this webinar will include:
1. Working from a trauma-informed perspective
2. Building capacity in newcomer students - Effects of trauma and interrupted learning and helping newcomer students that have suffered trauma and violence in their lives
3. Building a culturally responsive space and classroom
4. Lesson plans to assist and build capacity in classroom teachers
Bridging two worlds : building teacher capacity in working with refugee children
Presenters:
Wendy Driscoll, Social Studies Project Lead
Matt Murphy, French Immersion Math and Science Consultant
We all know that engaging students in authentic learning experiences is important; that it is crucial to a meaningful education…but what does that look like? (and how do I know it’s working?)
In this webinar teachers can learn some practical strategies for authentic engagement through inquiry. Best practices for gathering evidence of student learning and assessment, and how to report this type of learning will be discussed and shared. Teachers of all subjects are encouraged to join us with an open mind, ready to discuss and experience…and engage!
Culturally responsive teaching can be defined as using the cultural knowledge, prior experiences, frames of reference, and performance styles of ethnically diverse students to make learning encounters more relevant to and effective for them. It teaches to and through the strengths of these students.
In May 2015 the P-3 curriculum was streamlined. This webinar reviewed elements of the renewed curriculum and how this work was designed, developed and reviewed.
Streamlining The P to 3 Curriculum - An Overview and Look at the Process
Presenters:
Sherene Sharpe, Evaluation Services
Robin Harris, Education Program Services
The purpose of this webinar is to support teachers, school administrators, board mathematics leads, mathematics coaches, mathematics mentors, and others in using the 2014-2015 NSA M4 Item Analysis to inform next steps in instruction for the class and for individual students. The session will take participants into the item analysis provided to
•examine the outcome and the item description
•discuss why an item is described as a Knowledge, Application, or Analysis question
•identify patterns of student performance within strands, outcomes, and/or levels of question
•use the curriculum documents to support the next steps in instruction for the class and individual students
Using the M6 Item Analysis for the 2014-2015 NSA 6 (M6) to Support Next Steps in Instruction for the Class and for Individual Students
Presenters:
Sherene Sharpe, Evaluation Services
Robin Harris, Education Program Services
The purpose of this webinar is to introduce teachers, school administrators, board mathematics leads and others to the Lessons Learned document for M6 and how to use it. The document is intended as a support for all elementary teachers, in particular grades 4 – 6 teachers. There are five Lessons Learned in this document. Each lesson is supported by the assessment results, along with pedagogy; next steps in instruction for a class or individual students, and appropriate methods and activities for assessing student learning. The document is a wonderful support for professional development.
Lessons Learned 2014-2015 Nova Scotia Assessment: Mathematics Grade 6
