Welcome to PED 1140 F Session 1 Wednesday September 7 th 2011

1. Welcome to PED 1140 F Session 1 Wednesday September 7th 2011

2. Jean Hillman 613 868 5540 jean.hillman@ocdsb.ca http://ped1140sectionf.wikispaces.com/

4. Getting to know you – let’s mingle!

5. Find someone who____________ and get them to initial your sheet. Each square must be initialled by a different person. First to get a full sheet wins a prize!

6. Turn and Talk Turn to your partner and share a few of your experiences of learning to read and write, learning another language, your preferences in reading, writing, talking, listening and watching, really you and literacy ! Remembertoshare the time – 5 minutes

7. Let’s write: Take 10 minutes to write down your experiences of literacy.

8. Swap your writing with a table partner • Review what has been written • Select what you consider to be the 2 most important points of their writing • Share with the class

9. You have just practiced some of the key features of literacy.

10. You: • organised your thoughts and articulated them orally for an audience, • listened attentively, making sense of what you heard • synthesized those thoughts, • planned and drafted your ideas in writing • read a passage • determined what was important in that passage • communicated the important ideas to the group

11. Take another look at your writing, add one more statement that you now consider to be important. Teaching strategies, challenges, assumptions – and what it this course about anyway?

12. To be successful personally and professionally, today’s students need to be independent, flexible, creative, critical, and strategic thinkers and communicators. They need to be proficient in many “literacies” – that is, they must be able to understand and communicate with people from diverse backgrounds by means of a wide and constantly expanding range of texts, media, and communication methods. They need to be confident in their learning and motivated to continue to learn throughout their lives. A Guide to Effective Literacy Instruction, vol 1

13. 3 questions: What is learning? Who is the ‘learner’? What is literacy? In groups of 3 or 4 discuss the questions. Record the key points of your discussion on the paper provided. Post to the wall.

14. Gallery Walk Move around the room reading and discussing what other groups have posted. Be prepared to offer your thoughts.

15. In ‘Literacy for Learning’, literacy is defined as: ‘the ability to use language and images in rich and varied forms to read, write, listen, speak, view, represent and think critically about ideas. It enables us to share information, to interact with others and to make meaning.’

16. Literacy is the ability to identify, understand, interpret, create, communicate, compute and use printed and written materials associated with varying contexts. Literacy involves a continuum of learning to enable an individual to achieve his or her goals, to develop his or her knowledge and potential, and to participate fully in the wider society. UNESCO

17. What do we mean by learning? Learning is the acquisition of knowledge by study. (19th century theory) Learning is a permanent change in behaviour brought about by experience. (Behaviourist theory) Learning is the sudden or slow acquisition of insight into the rules governing certain relationships in the environment. (Discovery learning) Learning is the discovery of new facts and relating them to those already known. (Fundamental/active learning; store/retrieval system)

18. You, the learner... “Do you know enough about me to teach me?” Stephen Peters

19. Learning styles: Visual – learn best through seeing Auditory – lean best by listening and talking Kinesthetic – prefer to be actively engaged, doing What style of learner are you?

21. Let’s find out: complete the VAK inventory.

22. Multiple Intelligences: Howard Gardner

23. A Guide to Effective Literacy Instruction, vol 1, p.23

24. What about you? Complete the multiple intelligences inventory and see where your strengths lie.

25. Education in the 21st Century

26. What implications do these results have? Why might this population show these particular results?

28. Developmental stage of learning: Jean Piaget, 9 August 1896 – 16 September 1980 Swiss biologist Studied cognitive development in children using his own children as his study subjects. Believed that children's thinking does not develop smoothly but has distinct transition points ( 18mths, 7 yrs, 11/12 yrs). Current thinking questions some of his assumptions and conclusions, but nonetheless they do form one of the pillars of our understanding of cognitive development.

30. Lev Vygotsky, 1896 – 1934 Russian psychologist Developed Social Development Theory which argues that social interaction precedes development; consciousness and cognition are the end product of socialization and social behavior. He believed that social learning precedes development, this lies counter to the conclusions of Piaget who believed that development precedes learning. He states: “Every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological).” (Vygotsky, 1978). Developed the theory of the Zone of Proximal Development, which represents the gap between what a learner has already mastered (the actual level of development) and what he or she can achieve when provided with educational support (potential development).

31. The Zone of Proximal Development The opportunity for effective learning. Must be assessed by observation and appropriate testing. Learning must be connected to previous experiences and learning that the learner has already experienced. Learning must be broken down in to small steps based on tasks that the learner can already perform but present a challenge just one step ahead of current mastery. Learning must be scaffolded - tasks must be carefully modelled and supported until the learner starts to demonstrate mastery

32. Time to DO something!!!

33. Origami lily

34. Modelled Instruction Shared Practice Guided Practice Independent Practice and Application Effective Instruction High Teacher identifies the specific strategy, explains why students are learning the strategy and when and where they will use it. Teacher shows how to use the strategy and thinks aloud while demonstrating it. Teacher does some thinking aloud, modelling of strategy, leads the discussion, explains information when necessary, and involves students. Students listen and participate. Students identify when and where the strategy could be used. Students attempt new learning. Teacher Support Teacher provides structure and support as needed. Teacher observes, scaffolds, clarifies, gives feedback, and encourages student learning. Students use the strategy, think aloud, talk about the strategy, solve problems, correct their understanding, and critically analyse the achievement. Low Teacher observes and monitors students. Teacher confers with students, assesses, sets goals, provides opportunities for independent practice and application. Teacher plans for additional support and future instruction. Students use the strategy independently. Students apply the learning and direct their own tasks. Students think aloud to demonstrate understanding, assess own work, and reflect.

36. At your table, share ideas of skills you have learned well enough to teach – maybe taking a jump shot in basketball, a free kick in soccer, making a cheese sandwich... Pick one idea. Now try to identify the key steps. Write an instructional sequence for teaching one of those skills, following the gradual release of responsibility model.

37. Dear Mrs. LaRue, Letters from Obedience School Mark Teague Scholastic Press, 2002 Ike, a not very well behaved dog, finds himself attending obedience school, and does not like it. Not one bit! The book is a series of letters between Ike and his long suffering owner, Mrs. LaRue. Ike sets out to plead to be allowed to return home, Mrs. LaRue is determined that he will stay the course. The book demonstrates, with great humour, how each of us has our own unique point of view on events that may be very different to reality. Some of the possible foci are as follows: • Voice – both Ike and Mrs. LaRue have strong, clear voices • Point of view – the way each party sees this experience is clearly displayed through the writing • Inference – there are many clues to be explored that allow us to draw conclusions about the character of Ike and the nature of the obedience school • Text format – the story is told through letters • Presentation and conventions – clever use is made of colour, font etc. to emphasise the differing points of view. Sentence structure and use of descriptive and figurative language could be a focus for a writing class. This is a rich text that can be used for many purposes and with all grades from 1 – 8. At grade 1 a rich discussion on point of view could be stimulated which could lead to the development of simple statements of differing perspectives of single events. At grade 6 an in depth exploration of the author’s use of vocabulary to create distinct voices for the characters might be the focus. Assignment 1 (due Oct 5) Book List - Exemplar

38. The Top Ten Things You Don’t Learn About Teaching in College!

39. "I’ve come to a frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or dehumanized." Haim G. Ginott