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Week One
Week One
Week Two
Week Two
What model of curriculum integration (as per Drake & Reid's Integrated Curriculum as an effective way to teach 21st-century capabilities article), appeals to you and why? This question is not necessarily a question about what is "doable" based on your division, etc. but what APPEALS to you as an educator and why?
The curriculum integration model that appeals most to me is the multidisciplinary curriculum. This model allows each subject to retain its unique structure and depth while encouraging connections across disciplines. From my perspective as a learner, organizing knowledge in distinct areas helps improve recall, as it allows me to associate information with specific themes or contexts, keeping my mind engaged. I believe my students may benefit from this segmentation, too, as it makes learning more accessible and provides structure within which they can make connections.
Why not choose the "fusion" model, then? While I see the advantages of weaving overarching themes across disciplines, I think it’s essential for students to recognize how knowledge in one area can support skills in another. For instance, students can learn critical reading skills in English that enhance their ability to interpret scientific texts, or they might apply mathematical principles when evaluating visual designs. Additionally, the multidisciplinary model supports real-world applications by showing students how different areas of knowledge interact and support each other, enhancing their critical thinking and curiosity. With the multidisciplinary approach, I can maintain these subject distinctions while still helping students make valuable connections across different fields of study.
Where and how would you apply the strategies of concept formation and/or concept attainment in the long-range planning process? While you might not have nailed down the details for your LRP, simply consider the grade and subject(s). This is about playing with ideas and exploring possibilities.
I view education as a space where concept formation and attainment should occur together, especially in the sciences, where students often learn through discovery. This inquiry-based learning model allows students to build and apply theories simultaneously, thus deepening their understanding as they explore. However, to foster this process effectively, we, as educators, should avoid giving away too much information upfront (this is so hard for me but I am working on it!). If we define learning goals too specifically, we risk limiting students' opportunities to engage in inquiry and construct their own definitions of concepts.
In terms of practical application, this approach fits well with long-range planning, as it emphasizes overarching goals and success criteria rather than highly detailed specifics. To support this, I would design guiding questions for each unit, allowing us to connect each lesson’s content to these broader questions as we progress. This helps students see the big picture while building on each part of the inquiry process.
Additionally, ongoing formative assessment and assessment as learning would play a key role. I would schedule regular "check-in" dates where students reflect on their self-efficacy in the course, and even their general school experience. One check-in would occur about a week before midterm report cards, and another just before the final exam period, giving students regular opportunities to assess their progress and adjust as needed.
Week Three
Week Three
Based on your previous teaching experience and this week's readings, briefly describe what a well-designed group assignment would look like (based on the grades/subjects you teach). Consider factors such as group formation, the number of students in groups, group assessment and accountability.
For one of my teahcable subjects (science), a well-designed group assignment could involve a project like designing and conducting an experiment on plant growth under different light conditions. This project would enable students to apply the scientific method collaboratively and learn critical teamwork skills. Groups would ideally consist of 3-4 students to balance perspectives and allow for individual accountability. To ensure positive interdependence, I’d form diverse groups with a mix of skills, ensuring that each member brings unique strengths, such as research, data analysis, or organizer.
Each group member would have a set of tasks: one student could oversee research, another on setting up the experiment, another on data collection, and another on analysis and presentation. This structure emphasizes individual and group accountability, as each role is essential for completing the project, and students must rely on one another to succeed. Both individual and group performance would be also evaluated. While the final presentation would receive a group grade based on scientific accuracy and clarity, each student would also submit a personal reflection on their contributions, challenges, and collaboration experiences. Scheduled check-ins during class time could also provide opportunities for promotive interaction, ensuring that students share insights, give feedback, and adjust their roles if necessary (Johnson & Johnson, 1989).
Johnson D. W., & Johnson, R. (1989). Cooperation and competition: Theory and research. Edina, MN: interaction Book Company.
For each of Chapters 2, 3, and 4, (in Learning for All), consider how you might apply what you learned in your long-range planning processes as a teacher. You might want to frame the question as "What will be helpful to you and your group when completing the long-range planning assignment (e.g., key checklists, figures, tables, etc.)?" You do not need to read it fully since you read this in previous courses but please ensure you skim the areas that you might not have previously understood or just for review!
I personally like using the Learning for All document as a resource in my practice to consider the use of UDL, DI, and the tiered approach as prevention and intervention in my long range plans.
A good figure which outlines UDL & DI is figure 3 from the Learning for All document (see below)
Something else to consider in one's long range plan is the use of ongoing assessment to inform one's practice. This assessment should not only be summative assessment, but it should be diagnostic and formative assessment for the instructor and assessment "as learning" for the student to reflect on their learning.
Figure 6 below, from the Learning for All document, outlines diagnostic and formative assessment, which are forms of assessment "for learning".
Lastly, developing student profiles can be valuable when creating long-range plans. While some may feel that such detailed information isn’t necessary at this stage, I believe understanding students’ unique needs and circumstances early on can help shape more effective plans. In cases where students have particular needs that may require significant modifications, having this information beforehand allows for proactive adjustments to better support their learning.
The Learning for All document provides a useful framework (see Figure 8) for developing student profiles, offering a structured approach to gather and integrate this information into planning.
Week Four
Week Four
Week Five
Week Five
1. How was Indigenous education addressed in your own personal school experience? How might your own experience influence how you will approach the TRC's Calls to ActionLinks to an external site. (specific to Education for Reconciliation #62-65) as a teacher?
In my personal school experience, Indigenous education was addressed in a limited and often superficial manner. The curriculum primarily focused on treaties, residential schools, and specific historical events, which were often presented from a colonial perspective. This narrow framing failed to capture the richness of Indigenous cultures, knowledge systems, and the philosophies that govern harmonious living with the environment. Regardless of the fact that I grew up in a diverse community, there was also a lack of space and opportunity for meaningful conversations about Indigenous issues, which further limited my understanding.
As a teacher, my personal experience will influence my approach to the Truth and Reconciliation Commission’s (TRC) Calls to Action, specifically in the realm of education for reconciliation (Actions #62-65). I recognize the importance of integrating a more comprehensive and authentic understanding of Indigenous peoples into the curriculum. This means not only addressing historical injustices but also celebrating and teaching about the diverse cultures, languages, and contributions of Indigenous communities today.
I will prioritize creating a classroom environment that values Indigenous perspectives and fosters open dialogue about these topics. This includes collaborating with Indigenous educators and community members to bring their voices and knowledge into my teaching. By incorporating Indigenous ways of knowing and being into lesson plans, I aim to provide students with a more holistic view that acknowledges the past while also respecting and uplifting Indigenous cultures.
Additionally, I will emphasize the importance of fostering empathy and understanding among students. Engaging them in critical discussions about the implications of colonial histories and encouraging them to reflect on their own roles in promoting reconciliation will be essential. Ultimately, I want to ensure that my students leave my classroom not only with knowledge of Indigenous issues but also with a commitment to advocate for justice and equity for Indigenous peoples.
Week Six
Week Six
Week Seven
Week Seven
Upon completing this week’s activities (including viewing the videos, participating in class, etc.) revisit the statements by circling T or F AND explain why in the third column (to the right of the statements).
Then, upload your completed anticipation guide to your Week 7 DLP Guiding Questions. This will serve as your guiding questions for the week AND a great resource for interview questions. Please note: feel free to add as many notes as you need for future reference and upcoming interviews.
Fall 2024-Anticipation Guide (Week 7).docxWeek Eight
Week Eight
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