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Montreal’s Public Markets

Montreal’s Public Markets. A Curriculum Unit Designed By: Tina Korb David Bowles Melissa Hunter. Montreal Markets - Agenda :. Introduction Theoretical Framework Goals and Objectives Learning Opportunities and Experiences Class Activity Assessment Methods Resources and Conclusion.

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Montreal’s Public Markets

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  1. Montreal’s Public Markets A Curriculum Unit Designed By: • Tina Korb • David Bowles • Melissa Hunter

  2. Montreal Markets - Agenda: • Introduction • Theoretical Framework • Goals and Objectives • Learning Opportunities and Experiences • Class Activity • Assessment Methods • Resources and Conclusion

  3. Jean-Talon Market: The 60’s and 90’s:

  4. Atwater Market:

  5. Essential Questions: • What purposes do the public markets serve in our city? • How is each unique? • How are Montreal markets relevent to the culture and needs of our city’s population?

  6. Participant Profile: • End of Cycle 1 at the Secondary level • Suburban Montreal, upper middle class • Mostly anglophones born in Quebec • Multi-cultural class • Multi-disciplinary unit intended for one term

  7. Theoretical framework: Nel Noddings & Place-Based Education: • Recognize the importance of place as an education tool – transference. • Political/Psychological connection. • Care for one’s surroundings. • Local and global citizenship. • Love of place - Personal relevance.

  8. Theoretical Framework: John Dewey: • Personal experience • Avoid mis-education • Connectedness between experiences.

  9. Theoretical Framework: Dewey Continued… • Learning from experience must be based on a culmination of links. • Transferable • Experiences must have a certain type of character or style, which enables a student to apply it to another experience in the future • Fun!

  10. Theoretical Framework: The Quebec Education Program (QEP) • Success for All! – Differentiated Learning • Competency Based • Cross-curricular • Relevant • Meaningful

  11. Theoretical Framework: QEP Continued… • Develop a sense of identity • Construct a world view • Become empowered • Constructivist approach • Involve all stakeholders • Citizenship

  12. Theoretical Framework: Understanding By Design (UBD): • Begin with the end result in mind. • Plan activities to assess understanding. • Specific criteria and outcomes.

  13. Theoretical Framework: UBD Continued… • Stage 1: The Desired Results • Stage 2: Assessment Evidence • Stage 3: The Learning Plan.

  14. Goals and Objectives: • Students will understand that public markets are social spaces that have specific and unique characteristics. 2. Students will understand the role of the public market in a local and global context. 3. Students will understand that markets are landscapes that evoke emotion.

  15. Goals and Objectives: • Students will understand how landscapes change over time. • Students will illustrate their understanding of public markets through drawings.

  16. Goals and Objectives: 6. Students will demonstrate the ability to communicate ideas through a collaborative research project. 7. Students will demonstrate an ability to work collaboratively with peers.

  17. Goals and Objectives: 8. Students will understand that good eating habits are related to good health. 9. Students will understand that markets reflect the culture and needs of a city’s population.

  18. Learning Opportunities: Timeline: • Learn Basic Skills. • Explore background information on markets around the world. • Form co-operative teams. 4. Prepare for field trip to the Atwater Market. 5. Visit the Atwater Market. 6. Organize information and continue research.

  19. Timeline Continued… 7. Prepare for field trip to a farm. 8. Field trip to a farm. 9. Organize information and continue to build presentation. 10. Prepare for field trip to Jean-Talon Market. 11. Visit Jean-Talon Market. 12. Prepare for field trip to a supermarket. 13. Field trip to a local supermarket. 14. Town Hall Presentation.

  20. Class Activity: Where Does Our Breakfast Come From?

  21. Assessment Methods - UBD: • UBD is progressive in its approach. • UBD forgoes traditional testing methods and promotes performance tasks. • Emphasizes the application of knowledge and skills through balanced assessment styles. • Methods of assessment are strategically designed to maximize learning experiences.

  22. Assessment Methods: UBD Continued: • Tasks should be clear, purposeful and relevant. • Predetermined goal, role, audience, and purpose. • Predetermined standards and criteria for success prior to construction of the assessment - Rubrics.

  23. Assessment Methods: UBD - The Six Facets of Understanding: • Explanation • Interpretation • Application • Perspective • Empathy • Self-knowledge

  24. Resources: • Human • Financial • Material • Time Commitment • Community • Technology

  25. Conclusion: • Unit link to QEP • Consumer Education • Health Education • Cultural Education • Cross-Curricular • Non-traditional Assessment Methods • Fun!

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