LRTS Webinar, orginally aired Thursday, October 17 / 2012.
Presenters:
Stephen Jamieson, Literacy/Technology Mentor
Barry Wilson, English Language Arts Consultant
Peter Oldreive, ICT Consultant
Stephen Jamieson, developer of the Integrating Technology to Support P–3 professional learning Moodle, will showcase how to use the P–3 mobile technology centres in your classroom effectively to support student achievement in literacy. Stephen will be joined at this session by DOE Consultants: Barry Wilson, and Peter Oldrieve.
Using the P–3 Mobile Technology Centres to Support Student Literacy
Eric Therrien, consultant TIC vous accompagnera à travers le développement de votre site pour votre salle de classe tout en utilisant ll’interface Drupal.
Learning Journals/ Math Journals explains how students at Lockview High School use journals in mathematics to think critically, problem-solve, reason, communicate, and to reflect upon their learning. Teachers Susan Wilkie and Sherri Miles comment on the multiple uses of the math journal; ways to establish math journal routines; their purposes and functionality; as well as classroom instructional and assessment applications. While this segment focuses on the journal as a tool for learning mathematics, the strategy and the underlying pedagogy are applicable across subjects, disciplines and grade levels.
Project-based Learning in O2 & Co-op Education explores how teachers at Forest Heights Community School structure and facilitate project-based learning in Co-operative Education and Options and Opportunities classrooms. Like inquiry-based learning, PBL is rooted in authentic real-world problems requiring students to apply skills and their understanding of content to complete projects that are meaningful and significant. In this segment, we see students working at school and in the community on a wide range of projects arising from curriculum outcomes. Although O2 and Co-operative Education classes are highlighted, project-based learning has wide application across subject areas and grade levels.
Inquiry-based Learning showcases how teachers structure and facilitate inquiry-based learning, in which students confront real-world challenges that encourage them to acquire and apply new knowledge that transcends mere rote recall. Teachers in this segment guide students as they frame open questions; help them structure meaningful tasks, and coach both knowledge development and social skills. This segment also provides insight into how teachers carefully assess what students are learning and the outcomes they are achieving from their experiences.
Assessment demonstrates teacher-led, self, and peer assessment strategies which effective teachers use to determine what students know already and what they need next on the way to meeting learning outcomes. The segment showcases a range of classrooms, subject areas, and grade levels in which teachers have planned and implemented assessment for learning in a variety of responsive ways. It also shows how teachers use the evidence they collect to shape instruction and to determine next steps.
Gradual Release of Responsibility showcases a number of classrooms where teachers have incorporated the stages of the Gradual Release of Responsibility instructional model, which provides a continuum of support for students as they learn new concepts & skills. Footage from several different classrooms demonstrates the respective roles of direct and explicit instruction, shared and guided practice, and independent student work. Throughout these stages, teachers embed active and responsive assessment for learning.
This first in a series of four short videos explains how to respond to an invitation to join a video conference system using the Nova Scotia Virtual School's Talk.EDnet, VIA video conference system.
This second in the series explains conventions for communication when attending a video conference so that the participant participates fully in the discourse.
