Curration
Education and career/life planning is now a lifelong process
that requires all learners to be flexible and able to adapt to changes in
themselves and in the world around them. Therefore this policy document
recognizes the need to place a greater emphasis on helping all students develop
knowledge and skills in this area from an early age and throughout their school
experience.
Post-Secondary Pathway Options
Using art as a tool to learn how to express our feelings.
Consolidation: They can see how feelings can get turned into art, and they can see how they might want to make pictures when they’re angry — even pictures that show "reality" like battle scenes or monsters or big explosions — rather than do something else.
Creating Pathways to Success involves the
implementation of a comprehensive Kindergarten to Grade 12 education and
career/life planning program designed to help students achieve their personal
goals and become competent, successful, and contributing members of society.
This is a whole-school program delivered through classroom instruction linked
to the curriculum and through broader school programs and activities. To
promote success in school and life, it is essential for Ontario schools to
provide opportunities and support for all students to plan their individual
pathways through school and for each to make a successful transition to his or
her initial postsecondary destination.
The Vision Creating Pathways to Success
is founded on a vision in which all students leave secondary school with a
clear plan for their initial postsecondary destination, whether in
apprenticeship training, college, community living, university, or the
workplace, and with confidence in their ability to implement, and revise or adapt,
their plan throughout their lives as they and the world around them change.
This vision sees students as the architects of their own lives.
http://www.edu.gov.on.ca/eng/document/policy/cps/CreatingPathwaysSuccess.pdf
Schools that adopt “pathways thinking”
enhance every student’s outlook for success by: • supporting students in
identifying their personal interests, strengths, needs, and aspirations and in
using this knowledge of themselves to inform their choices of programs and
learning opportunities; • providing a range of diverse and engaging learning
opportunities, courses, and programs, both in and outside the classroom, that
meet the interests, strengths, needs, and aspirations of the students and
honour all postsecondary destinations – apprenticeship training, college,
community living, university, and the workplace.
Students from Kindergarten to Grade 6
will reflect on and capture evidence of their developing knowledge and skills
in the four areas of learning in a portfolio called “All About Me” (see section
3.4.1). In Grades 7 to 12, students will document evidence of their learning in
an Individual Pathways Plan (IPP) (see section 3.4.2)
In secondary schools, guidance staff
plays a strategic role in the development and implementation of the program, as
part of the delivery of the school’s guidance and career education program.
Students believe about themselves and
their opportunities, and what their peers and the adults in their lives believe
about them, significantly influence the choices students make and the degree to
which they achieve their goals. Thus as educators we must guide students to
find their passions by providing opportunities to lead them in finding their
interests and strengths and helping them building the required skills.
Post-Secondary Pathway Options
§ Community Living
§ Workplace
§ Apprenticeship
§ College
§ University
Examples:
Provides students with an opportunity to earn secondary
school credit(s) while completing a work placement in the community that is
related to the learning expectations of a secondary school course in the
Ontario curriculum.
Students in secondary school can take college or
apprenticeship courses that count towards both the Ontario Secondary School
Diploma (OSSD) and a postsecondary certificate, diploma, degree, or
apprenticeship certification.
Specialized program that enables students who are 16
years of age or older to meet diploma requirements while participating in a
cooperative education program in an apprenticeship occupation.
Specialized program that allows students to acquire
technical knowledge and skills related to a specific economic sector while
meeting the requirements of the Ontario Secondary School Diploma (OSSD).
How Are the Types of Student
Inquiry Helpful? Inquiry is most successful when strongly scaffolded. The
Types of Student Inquiry act as a scope and sequence to support learners in
their journey toward Free Inquiry. This structure allows us to successfully address
the curriculum and the “must know” content and skills of each discipline, grade
level, and course. In the Structured, Controlled, and Guided units, I plan to
achieve specific learning objectives and unpack particular resources in order
to best prepare my learners for whatever summative assessment they will see at
the end of our time together.
I wonder is an activity that stimulate students’
curiosity, encourage them to think. Teachers can build an I wonder and I think
wall activity so students can record what they wonder about and what things
they think about and then have them choose something that they are really curious
about and research about it and share the results. Genius hour can be used
for this activity...> Explore by clicking
How to implant it:
At the beginning of a new
unit to motivate student interest
During the unit to connect
with the topic
At the end of the unit to
encourage further thinking and ideas
At any given moment with any
theme or project
Skills: Observing, developing
metaphoric thinking, making predictions, writing, speaking, listening to other
students’ ideas
Students should feel
connected to their learning, certain about how to plan their inquiry, and
comfortable with its responsibility. The Types of Student Inquiry structure our
coursework and learning in a gradual release of control model, one where
students learn essential inquiry skills throughout the year rather than being
thrown into the deep end of the inquiry pool right away.
Student engagement
Voice
Students should have a role in their learning environments,
learn from others and then share their learning. Some examples that are used in
my practicum are the: Author's chair, students work on creating stories during
writer's workshop after editing their own work (self assessment) and finishing
illustration they can choose to share their book to the class.
Choice
Students should have a choice based on Strength and
intrest. Students should have different learning tools available to them. An
example is a website teachers and parents can use to help students write
stories by providing different pictures to help build creativity is storybird an
example of digital story telling.
Time For Reflection
Students must have opportunities to reflect on their
learnings. Self-assessment is part of Ontario curriculum,
which helps students to learn by following success criteria.
Activities for student engagement: Explore
In cohort we talked about the modes of thinking: Lateral,
Divergent and Convergent thought. How to teach by taking these modes of
thinking into consideration. A convergent thinker uses logics, critical
thinking when learning and focuses on coming up with the single,
well-established answer to a problem by focusing on standards
or probabilities. This type of thinking was used mostly in traditional teaching
where as in modern teaching creativity and exploration is encouraged. Divergent
learners accept any possibilities because they don't focus on standards.
Convergent thinking is a term coined by Joy Paul Guilford’ (who also
coined the term for the ‘opposite’ way of thinking, ‘Divergent Thinking’).
‘It generally means the ability to give the “correct” answer
to standard questions that do not require significant creativity, for instance
in most tasks in school and on standardized multiple-choice
tests for intelligence.
‘Divergent thinking is a thought process or method used to generate creative ideas
by exploring many possible solutions. It is often used in conjunction with
its cognitive colleague, convergent thinking, which follows a
particular set of logical steps to arrive at one solution, which in some cases
is a ‘correct’ solution. By contrast, divergent thinking typically occurs in a
spontaneous, free-flowing,
Lateral thinking last but not least which
involves solving problems through an indirect
and creative approach, using reasoning that is not
immediately obvious and involving ideas that may not be obtainable by using
only traditional step-by-step logic.
Teaching for Creativity
The arts curriculum is based on four central ideas:
Developing Creativity
Developing aesthetic awareness • using the creative process •
using problem-solving skills • taking an innovative approach to a challenge
Communicating
Manipulating elements and forms to convey or express thoughts,
feelings, messages, or ideas through the arts • using the critical analysis
process • constructing and analyzing art works, with a focus on analyzing and
communicating the meaning of the work • using new media and technology to
produce art works and to convey thoughts, feelings, and ideas about art.
Understanding Culture
Understanding cultural traditions and innovations •
constructing personal and cultural identity (developing a
sense of self and a sense of the relationship between the self and others
locally, nationally, and globally) • making a commitment to social justice and
dealing with environmental issues
Making Connections
Making connections between the cognitive and affective domains
(expressing thoughts and feelings when creating and responding to art works) •
collaborating to create works with others, and performing in ensembles • making
connections between the arts and other subjects (e.g., transferring knowledge,
skills, and understanding to other subject areas)
Teaching for creativity:
1. Embrace
creativity as part of learning. Create a classroom that recognizes
creativity. You may want to design awards or bulletin boards to showcase
different ways of solving a problem, or creative solutions to a real-world
scenario.
2. Use the most effective strategies. Torrance
performed an extensive meta-analysis that
considered the most effective ways to teach creativity. He found that the
most successful approaches used creative arts, media-oriented programs, or
relied on the Osborn-Parnes training program. Programs that incorporated
cognitive and emotional functioning were the most successful
- Consider how classroom assignments use divergent
and convergent thinking. Standardized tests do a great job of
measuring convergent thinking that includes analytical thinking or logical
answers with one correct response. Divergent thinking considers how a
learner can use different ways to approach a problem. It requires
using association and multiplicity of thought. We should design
assignments that consider both types of thinking models.
4. Creativity flourishes in a “congenial
environment”. Creative thinking needs to be shared and validated by
others in a socially supportive atmosphere. Researcher Csikszentmihalyi
(1996) coined this term, to explain the importance of reception from
others. Others consider how to create communities that foster social creativity to solve problems
5. N
Flaherty's model, people vary in terms of their level of creative drive
according to the activity of the dopamine pathways of the limbic system.
Dopamine mediates reward-seeking behavior and appreciation for music and
beautiful faces--Flaherty suggests that creative motivation also
originates in these dopaminergic pathways. The evidence for the involvement in
dopamine in creativity comes primarily from drug studies: dopamine agonists
(such as cocaine and
levodopa) heighten arousal and goal-seeking behaviors while dopamine
antagonists (such as antipsychotics)
can shut down the free associations that may be necessary for creativity.
6. Expansion
of the innovation, creativity and entrepreneurship (ICE) training in Specialist
High Skills Major (SHSM) programs and
Dual Credit programs to help more high school students turn their passions into
career opportunities
Using songs in the classroom, for example, is very motivating
for learners and can help them process the language and improve
pronunciation Including drama techniques and integrating them into your
syllabus is another great way of allowing a hobby to enrich your
teaching. Carefully examine what it is you want your class to learn in
the lesson? Is this going to be a lesson focusing on vocabulary,
grammar, pronunciation, or a particular topic? Focus on a particular
verb tense or aspect of grammar. Focus on vocabulary, idioms and
expressions.
You can use ‘You’re so vain’ by Carly Simon to introduce a
text that looked at vain people. In another lesson, ‘In the air tonight’ as it
uses the present perfect continuous tense. Whatever your focus, remember that
this doesn’t necessarily place a limit on what you can do with the song.
For instance, you might wish to use the song in question to exemplify a
particular verb tense, and structure your lesson accordingly, but you might at
the same time wish to take the opportunity to look at those interesting idioms
in the lyrics! If you’re a teacher of young learners, you will probably want to
use songs that are repetitive and very easy to understand. For teenagers,
however, use contemporary or fairly recent pop and rock songs. My advice: it’s
often best to ask them ‘what’s cool’. Alternatively, for adult learners, who
will probably have a more open approach to classes, use songs that are
interesting to their age group.
Here are a couple of examples of
the types of questions you can ask:
For John Lennon’s
wonderful ‘Jealous Guy’:
· ‘What
is a ‘jealous guy’?’
· ‘What
are three things a jealous guy might do?’
· ‘What
kinds of jealousy are there?’
For Queen’s classic ‘We are the
champions’:
· ‘What
is a champion?’
· ‘What
kinds of champions are there in the world?’
· ‘What
activities have champions?’
· Alternatively,
prior to having listened to the song you can teach a couple of words and give a
simple task for the first listening. My favorite strategy is to give three or
four words from the song and ask to them to listen out for the words that
rhyme with them. You could also brainstorm possible rhymes before listening.
Finishing things off with an activity that stimulates creative
thought.
· Write
another verse of lyrics, maintaining the same mood and style as the original.
This can be done individually or in groups. These new lyrics can be presented
to the rest of the class. Perhaps several groups can work on this to come up
with a completely new set of lyrics for the whole song.
· A
song tends to give you the perspective of the singer. Write a response (this
can be a paragraph, i.e., not necessarily in lyric form) from the point of view
of the person the song is being sung about, or any other protagonist.
· Have
the learners plan a music video for the song. In groups they decide the
location, the characters, and what happens. Then each group explains their idea
to the rest of the class and the learner’s vote on the best one. The results
can be surprising, as they frequently come up with an interpretation that
hadn’t even occurred to you!
· Write
a diary entry for a character in the song. Get learners to examine the thoughts
and feelings that inspired the story being played out in the lyrics
Using art as a tool to learn how to express our feelings.
Activity: Children will be
introduced to about abstract paintings that show three very different moods,
for example a Franz Kline painting of thick, straight black strokes against a
stark white background, a Sonia Delaunay painting of curved brightly-colour
stripes with soft edges all interlacing with each other, a Willem de Kooning
painting full of wild slashes of reds, or a Morris Louis canvas of soft blues,
or a Helen Frankenthaler abstract of translucent mysterious shapes. Show the
paintings one by one and ask the children how each picture makes them feel.
As each child answers, ask if they can figure out what it is about the
colors or shapes or how the paint is used that make them feel this way. After
they have looked at them one by one, line up the three pictures in a row and
again ask if they can see a difference in feeling. What is clear is that
different pictures make us feel very different, just because of the shapes and
colors.
Teacher: The teacher will
have children brainstorm as many feelings as they can and write them on the
board. Will have each child silently choose a feeling, but they can’t tell
anybody what it is. Give each child a piece of white paper, and have it write
the feeling very small on the back. Then the teacher will provide painting
tools and will allow students to show their feelings through art and at this
point the teacher will emphasis on the fact that how each child has unique
talents. (Connecting it to the second story)
Ask them what feeling they
think it is, and what about the picture gives that feeling: the colors, the
shapes, the lines, how sharp or curved or irregular they are. After discussing
seven or eight of them — teacher will tell the children they can either continue
to finish the picture they’ve started, or they can change the feeling they’ve
put on the back to make it go better with the picture, or they can begin again
with a new picture but the same feeling. The final parts of the game is for
everybody to put their pictures on the floor and to go one by one having the
class guess the feeling, then turn the picture over and see if they were right.
Consolidation: They can see how feelings can get turned into art, and they can see how they might want to make pictures when they’re angry — even pictures that show "reality" like battle scenes or monsters or big explosions — rather than do something else.
Positive teaching environment
I believe that creating a positive, safe and supportive classroom environment is one of the most important aspects of teaching. All students should be set to strive despite their abilities and weakness. Students success drives from a positive learning environment, students should be able to trust teachers. Teachers and students must respect each other, diverse backgrounds and learning styles, treat all fairly and meet everyone's needs. provide a safe welcoming place to learn about each other. Classroom/behaviour management is one of the most important things to master in your classroom. Having solid behaviour management helps maintain a positive classroom environment while enabling teachers and students to accomplish LEARNING! http://www.edu.gov.on.ca/eng/parents/climate.html
positive-classroom-management-tips
positive-classroom-management-tips
Growth mind set activities Students should not be aware of making mistakes, but they should know that making mistakes are part of learning process. Growth mind set allows students to grow freely without having fear of failure. Teachers can help students build a growth mind set by scaffolding learnings and sharing student's achievements and success. Success criteria helps students to have a growth mind set by knowing where they started and where they need to go. Assessment as and for learnings can also be used to help build a growth mind set, by providing positive feedbacks and help students set learning goals.
Getting to know your students is very important aspect of teaching, by knowing student's need you can provide them success opportunities. Modification and IEP are examples of helps provided to meet different needs. http://www.edu.gov.on.ca/eng/general/elemsec/speced/individu.html
Getting to know your students is very important aspect of teaching, by knowing student's need you can provide them success opportunities. Modification and IEP are examples of helps provided to meet different needs. http://www.edu.gov.on.ca/eng/general/elemsec/speced/individu.html
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