Session 4 2020
- 1. What Does It Mean To Be A Teacher
- 2. SESSION 4 LESSON PLAN • ATTENDANCE/QUESTIONS/CONCERNS • REVIEW OF SCHWAB • INTRODUCTION TO OCT PROFESSIONAL STANDARDS OF PRACTICE • CONNECT STANDARDS TO SCHWAB FOUR COMMONPLACES • CHRONICLE PRESENTATIONS • TRIAD WORK SESSION • LOOKING AHEAD TO WEEK 5
- 3. SCHWAB COMMONPLACES • QUICK REVIEW TEACHER LEARNER MILIEU SUBJECT MATTER/CURRICULUM
- 4. SCHWAB LESSON PLAN • TAKE THE NEXT 10 MINUTES TO DESIGN YOUR LESSON AND BE READY TO PRESENT TO THE CLASS
- 5. SCHWAB COMMONPLACES TEACHER: CONSIDER THE LONG- AND SHORT-TERM IMPACT TEACHERS CAN HAVE ON STUDENTS. LEARNER: UNDERSTANDING LEARNERS AND THEIR INVISIBLE BACKPACKS IS PARAMOUNT TO WHAT IT MEANS TO BE A TEACHER. UNDERSTANDING (AND STRIVING TO MEET) THE DEVELOPMENTAL, PSYCHOLOGICAL, EMOTIONAL, AND PHYSICAL NEEDS OF YOUR STUDENTS IS YOUR FIRST GOAL, AS AN EDUCATOR. ONCE THESE NEEDS HAVE BEEN MET, LEARNING CAN BEGIN. • MILIEU: INVOLVES OTHER WORLDVIEWS/REQUIREMENTS VIS A VIS – MINISTRY, SCHOOL BOARD (LOCAL INITIATIVES), PARENTS, SOCIETY AND MEDIA • CONSIDER OTHER SETTINGS OTHER THAN CLASSROOMS WHERE STUDENTS AND TEACHERS LEARN • SCHOOL IS A COMMUNITY! • IMPACT OF GENDER, ETHNICITY, RACE, SOCIAL ECONOMICS, MEDIA • STUDENTS NEED TO FEEL SAFE – ASK QUESTIONS, TAKE RISKS, TO BE CRITICAL THINKERS SUBJECT MATTER/CURRICULUM: CURRICULUM: WHAT A STUDENT LEARNS IN SCHOOL (HIDDEN AND FORMAL )
- 6. CONTINUITY
- 8. SILENT REFLECTION – 1 MIN • THINK OF AN EXPERIENCE THAT HAS HELPED TO SHAPE YOU. • HOW HAS THAT EXPERIENCE COLOURED HOW YOU SEE THINGS TODAY? • HOW WILL THE INFLUENCE OF THAT EXPERIENCE COLOUR THE WAY YOU SEE THINGS, GOING FORWARD?
- 9. HOW WE WORK TOGETHER Challenge 1 Untangle Challenge 2 Untangle in silence
- 10. REFLECTION • WHAT WAS CHALLENGING ABOUT THAT ACTIVITY? • WHAT MADE IT EASIER? • COLLABORATING TO REACH A COMMON GOAL AND EFFECTIVE PROBLEM SOLVING ARE VALUABLE LIFE SKILLS TO FOSTER IN YOUR STUDENTS • INCORPORATING COOPERATIVE GAMES INTO YOUR CLASSROOM WILL HELP TO FACILITATE THE CONNECTIONS ON WHICH FRIENDSHIPS CAN BE BUILT – CULTIVATING AN INCLUSIVE CLASSROOM ENVIRONMENT
- 11. STANDARDS OF PRACTICE PROFESSIONAL EXPECTATIONS OF THE ONTARIO COLLEGE OF TEACHERS• COMMITMENT TO STUDENTS AND STUDENT LEARNING • PROFESSIONAL KNOWLEDGE • PROFESSIONAL PRACTICE • LEADERSHIP IN LEARNING COMMUNITIES • ONGOING PROFESSIONAL LEARNING
- 12. COMMITMENT TO STUDENTS AND STUDENT LEARNING MEMBERS ARE DEDICATED IN THEIR CARE AND COMMITMENT TO STUDENTS. THEY TREAT STUDENTS EQUITABLY AND WITH RESPECT AND ARE SENSITIVE TO FACTORS THAT INFLUENCE INDIVIDUAL STUDENT LEARNING. MEMBERS FACILITATE THE DEVELOPMENT OF STUDENTS AS CONTRIBUTING CITIZENS OF CANADIAN SOCIETY
- 13. PROFESSIONAL KNOWLEDGE MEMBERS STRIVE TO BE CURRENT IN THEIR PROFESSIONAL KNOWLEDGE AND RECOGNIZE ITS RELATIONSHIP TO PRACTICE. THEY UNDERSTAND AND REFLECT ON STUDENT DEVELOPMENT, LEARNING THEORY, PEDAGOGY, CURRICULUM, ETHICS, EDUCATIONAL RESEARCH AND RELATED POLICIES AND LEGISLATION TO INFORM PROFESSIONAL JUDGMENT IN PRACTICE.
- 14. PROFESSIONAL PRACTICE MEMBERS APPLY PROFESSIONAL KNOWLEDGE AND EXPERIENCE TO PROMOTE STUDENT LEARNING. THEY USE APPROPRIATE PEDAGOGY, ASSESSMENT AND EVALUATION, RESOURCES AND TECHNOLOGY IN PLANNING FOR AND RESPONDING TO THE NEEDS OF INDIVIDUAL STUDENTS AND LEARNING COMMUNITIES. MEMBERS REFINE THEIR PROFESSIONAL PRACTICE THROUGH ONGOING INQUIRY, DIALOGUE AND REFLECTION.
- 15. LEADERSHIP AND LEARNING COMMUNITIES MEMBERS PROMOTE AND PARTICIPATE IN THE CREATION OF COLLABORATIVE, SAFE AND SUPPORTIVE LEARNING COMMUNITIES. THEY RECOGNIZE THEIR SHARED RESPONSIBILITIES AND THEIR LEADERSHIP ROLES IN ORDER TO FACILITATE STUDENT SUCCESS. MEMBERS MAINTAIN AND UPHOLD THE PRINCIPLES OF THE ETHICAL STANDARDS IN THESE LEARNING COMMUNITIES.
- 16. ONGOING PROFESSIONAL LEARNING MEMBERS RECOGNIZE THAT A COMMITMENT TO ONGOING PROFESSIONAL LEARNING IS INTEGRAL TO EFFECTIVE PRACTICE AND TO STUDENT LEARNING. PROFESSIONAL PRACTICE AND SELF-DIRECTED LEARNING ARE INFORMED BY EXPERIENCE, RESEARCH, COLLABORATION AND KNOWLEDGE.
- 17. CONNECTING THE DOTS • SCHWAB’S COMMONPLACES OF LEARNING INCLUDE: • TEACHER LEARNER SUBJECT MATTER MILIEU • OCT’S STANDARDS OF PROFESSIONAL PRACTICE FOCUS ON: • COMMITMENT TO STUDENTS AND STUDENT LEARNING • PROFESSIONAL KNOWLEDGE • PROFESSIONAL PRACTICE • LEADERSHIP IN LEARNING COMMUNITIES • ONGOING PROFESSIONAL LEARNING
- 18. WHAT’S YOUR TRIC FOR FOSTERING SUCCESS IN LITERACY LEADERSHIP? • DCP – RELATIONSHIP AS MORAL AGENCY FROM WITHIN, THROUGH THE STANDARDS OF: • TRUST INTEGRITY • RESPECT CARE • WHAT IS MEANT BY MORAL AGENCY, AND WHY IS IT IMPORTANT?
- 19. CULTIVATING AN INCLUSIVE CLASSROOM COMMUNITY • INCLUDE YOUR STUDENTS IN DEVELOPING THE POLICIES AND PRIORITIES THAT WILL AFFECT THEM- PEOPLE WILL SUPPORT THAT WHICH THEY HAVE HELPED TO CREATE • FOSTER A SENSE OF BELONGING, DEFINED BY CITIZENSHIP CANADA (2000) AS BEING CONNECTED TO OTHERS; BEING LOVED, UNCONDITIONALLY; BEING WELCOMED AND ACCEPTED IN A SAFE ENVIRONMENT. • BEING’ LEFT OUT’ OR ‘UNWELCOMED’, AT ANY AGE, INHIBITS OUR GROWTH AND WELL-BEING • BE PRESENT AND RESPONSIVE & UNDERSTAND YOUR STUDENTS’ INTERESTS AND CONCERNS
- 20. CREATING A CARING CLASSROOM • DIALOGUE – LISTENING IS A KEY FACTOR – IF YOU WITH HOLD JUDGEMENT AND ALLOW FOR MORE THAN A SINGLE, CORRECT ANSWER, THOUGHTS AND IDEAS WILL BE ENCOURAGED TO “PLAY FREELY”, ALLOWING FOR DEEPER MEANINGS TO BE DISCOVERED • ‘YOU HAVE 2 EARS AND ONE MOUTH FOR A REASON; USE THEM PROPORTIONATELY.’ • PRACTICE AFFIRMATION – YOU CAN’T MAKE SOMEONE DO BETTER BY MAKING THEM FEEL WORSE. BUILD YOUR STUDENTS UP WITH GENUINE VALIDATIONS AND APPRECIATIONS. • IT’S CRITICALLY IMPORTANT THAT EVERYONE FEEL SAFE IN TAKING LEARNING RISKS AND BEING OPEN TO VULNERABILITY, AS THEY IDENTIFY THEIR OWN AREAS THAT ARE IN NEED OF
- 21. THE TRIC METHOD & THE OCT’S FOUNDATIONS OF PROFESSIONAL PRACTICE • THE ESSENTIAL DETERMINANTS FOR LEADERSHIP AS MORAL AGENCY FROM WITHIN ARE: • TRUST – EMBODIES FAIRNESS, OPENNESS AND HONESTY; INSTRUMENTAL IN BUILDING THE TYPE OF COMMITMENT NEEDED FOR TEACHER DEVELOPMENT AND COLLABORATION • RESPECT – EMBODIES TRUST AND FAIRMINDEDNESS, HONOURING HUMAN DIGNITY, EMOTIONAL WELLNESS AND COGNITIVE DEVELOPMENT; IN PROFESSIONAL PRACTICE, MODEL RESPECT FOR SPIRITUAL AND CULTURAL VALUES, SOCIAL JUSTICE, CONFIDENTIALITY, FREEDOM, DEMOCRACY AND THE ENVIRONMENT
- 22. THE TRIC METHOD & THE OCT’S FOUNDATIONS OF PROFESSIONAL PRACTICE • INTEGRITY – EMBODIES HONESTY, RELIABILITY AND MORAL ACTION; CONTINUED REFLECTION ASSISTS MEMBERS IN EXERCISING THEIR INTEGRITY IN THEIR PROFESSIONAL RESPONSIBILITIES AND COMMITMENTS. • CARE – EMBODIES COMPASSION ACCEPTANCE, INTEREST AND INSIGHT FOR DEVELOPING STUDENTS’ POTENTIAL BY BEING A POSITIVE INFLUENCE, EXERCISING PROFESSIONAL JUDGEMENT AND INCORPORATING EMPATHY INTO YOUR PRACTICE.
- 24. ORAL CHRONICLE TAYLOR CRIPPS ASHLEY SUKHDEO NICOLE LUM
- 25. TRIAD WORK TIME