october

=October Outline=

Week 5 - October 4
Citizenship - What is an ideal Canadian? Drama in Social Studies Inquiry learning. [|Resources on Inquiry learning from southern Alberta] Inquiry Learning Framework - Ministry of Education Gr. 6 curriculum document
 * Topics**:
 * What did we do? - Problem – challenge
 * Small group interaction and discussion
 * Share ideas
 * Rethink, revise, research
 * Clarifying, expanded, debriefed, reflected
 * What did we do? Issue presented through dramatization
 * Small group interaction (research opportunity) having to assume a position in dramatization
 * Share ideas related to issue
 * Possible further research, debate of issue from varied perspectives, presentation of new knowledge (the "so what?")
 * Debriefing, reflection on learning

1.) “Viewing Communities” - Compare and contrast the teaching artifacts titled “Viewing Communities”. These two lessons are designed to reflect the same curriculum objectives (1995). Come prepared to discuss. a.) What assumptions about the role of the teacher and about student learning have influenced the design of each lesson? b.) What kind of learning will possibly take place in each scenario? 2.) Review the inquiry learning resources in the wiki (video clip, examples and exemplars from Alberta) 3.) Next week - Bring a children’s literature selection to share (non-fiction is the best starting point). Choose a selection that will allow examination of some aspect of the concept of culture in relation to any of the four goals of Social Studies. Think of guiding questions that would help prompt student thinking and promote wondering. Use the RAN inquiry process to guide your process. The Gabriel Dumont Library in College West on the 2nd floor has a wonderful children's section! **Note**: The book will be (although doesn't have to be) the book you use for the lesson you prepare for October 20th. I am breaking this assignment down into "doable" parts since this is your first lesson that you may have prepared. Next week we will examine lessons in more detail so that the Oct 20th assignment is just a series of steps and not a "big" challenge. 4.) Planning for Learning (lesson planning guide) - There are many "templates" and approaches to lesson planning. This is one that we will use. Begin to think about this format in relation to your work in Social Studies.
 * Assignments:**

**Week 6 - October 13**
 * Topics:** Planning for learning; Inquiry learning; Inquiry and Constructivism

1.) **Chapter 4** - Beyond Inert Facts; **Chapter 5** - Beyond Mere Definition: Teaching for Conceptual understanding These readings will help you gain deeper sense of the lesson planning process. Remember that the purpose here is to engage learners in learning. 2.) **Helpful Resources** - Here are some resources I have put together to help you gain a broader understanding of how to approach Inquiry learning - Inquiry Learning Strategies and Sample Mini Unit 3.) **Culture Lesson - 10%** - Due the //**"week of**//" October 20th Examine the concept of culture in relation to any of the four goals of Social Studies and develop an inquiry experience using children’s literature (fiction or non-fiction) as the starting point for inquiry. Consider how you can promote multiple perspectives and a global consciousness. > > > If you are planning for Gr. 2 - 4, I suggested in class that you make a guess - Remember, I have no idea of what the outcomes will be either. That is why I worded the assignment "//Examine the concept of culture in relation to any of the four goals of Social Studies//" as we do know what the 4 goals are. We also know that the main themes (family, community, community comparisons, Saskatchewan and Canada) will remain. I hope this helps clarify. Being in a time of transition is not easy for any of us, but we can the focusing on **inquiry**, **questioning** and **lesson planning for learner engagement**. 4.) **Chapter Presentations** October 28th and November 4th (note adjustment of date) - sign up
 * Assignments**: These readings help to articulate the idea of teaching for understanding and creating purposeful learning experiences that promote long-term learning memories:
 * Chapter 24** - Sample Primary Lesson: Passing Along Kindness; **Chapter 25** - Sample Upper Elementary Lesson: Arctic Survival
 * Use the Planning for Learning template - (guiding questions for template posted above)
 * Here is another way of think about your planning using the 4 - E's - Engage, Explore, Extend, Evaluate
 * Outline your process to make thinking visible. Some suggestions are:
 * "use the language of thinking" and make it visible to students
 * respect "the process of thought and implicitly encourage students to notice problems and opportunities and think them through" (this means more of them and less of you :-)
 * create "opportunities for thinking during subject matter learning"
 * Source:[| Making Thinking Visible by David Perkins]
 * See Jamie MacKenzie's language for questioning
 * Above All...... Be creative, try something new, do not recreate the past! Think ahead. This is NOT about figuring out what Marnie wants, this is about figuring out how to engage learners so that meaningful learning takes place.
 * **NOTE**: As I stated in class, we have a copy of the draft for Gr. 1 & 5 of the curriculum. We do not have Grades 2 - 4. When it comes to identifying outcomes, you can only do this **verbatim** if you are planning for Grade 1 or 5.
 * **Comment** - We are all in an "in-between" space with regards to curriculum. We have a good idea of what 2 of the 5 grades look like. Let this in-between space provide you with some freedom to think about possibilities.

**Week 7 - October 20** Lesson Planning Banks - Levels of Ethicity
 * Topics**: Adjusting our sails for smooth sailing. What about the curriculum? Resulting thoughts

1.) Read Chapters 30 - 32 on Assessment. Come prepared to discuss assessment and what it means for your inquiry based, Social Studies classroom. 2.) Prepare for group presentations beginning next week. 1.) Read the new resources added to the inquiry page called "Approaches to Inquiry" and "Storypath Method". 2.) Read over the outline and options for the global education assignment. Read over the outline for the final project. 3.) Check out the simulations below and think about what learning is going on or is potentially possible. In my own election simulation below, how do you know that learning is taking place? How might this approach help different kinds of learners? [|Election Simulation] (Done with my class of Grade 3 and 4) [|Choosing Our Mascot] - an election simulation from **Elections Canada**: for students in K – Gr. 4 [|Election Simulation] - an election simulation from **Elections Canada** for students in Gr. 5 – 12 [|Moments in Canadian History] Allow time for the movie to load. (Gr. 5 class) What critical questions would you help students explore around the concept of "claiming land"? [|Bet the Farm] (online simulation for Gr. 5) [|World Hunger Simulation] - Geared for older students but can be used with Gr. 3 – 5 if adaptations are made.
 * Assignments:**
 * Week 8 - October 27**
 * Topics:** Chapter presentations; Assessment in Social Studies
 * Assignments:**

[|And a wonderful resource for Instructional Strategies including Cooperatiove Learning mentioned today in the presentation]
 * Extra gifts!**

Marnie's (former) site of [|Educational Technology Resources]