The content in the New Curriculum is expected to be sharing the information that first nations of Canada and China have experienced and connected to the students as well as the world.
The importance of the integration of First Nations is simply the idea of understanding and respecting the difference in perspective and opinion regarding important national discussions and personal understandings of the way the world/society works.
This offers students an opportunity to develop empathy and sympathy not only for the first peoples of a place but for themselves-this is the epitome of social emotional learning.
Authors I have used in the Past:
1. Pauline E. Johnson
2. Writers of Sandy Lake
3. "Chinese Folktales"
4. "The Hidden One"
Films worth visiting:
1. We Were Children
2. Tragically Hip's Music Video/Short Film "Traintracks"
Notable Resources:
https://www.kairosblanketexercise.org/
Thursday, January 18, 2018
Ex-Planning 10; NEW-Career life Education Learning Activities
Sample/Demo Lesson
--> This is created to help inspire and introduce the ideas of myself and the other teacher who are building the Career Life Education Course and Course Workbook. This is a Demo intended to be used with the context of the New Curriculum Rather than say, "credit cards".
Credit Cards LP (Financial Lit Unit)
Curricular Competencies-”Considering financial implications”
Core Competencies- #2;#4
BIG IDEAS-Global Economy….; Career planning
Content: "Personal Finance"
Implementation/Procedure:
(5 minutes) Hook-->Tally Sheet “Doubling Activity”
Teacher: "You can bribe the teacher with one kuai each day to not do your homework; how long can you do this without running out of money?” (each student is given a different number amount), after the students make their guesses/calculations, the class would be able to share their answers with a partner or group the teacher discloses the secondary piece of information “fine print” “everyday you didn’t do the homework, you will need to make it up later, altogether” *this would be revealed at the end of the class*
Station packages include tally chart, credit card example, keywords, guided notes 5 min (pros and cons; fill in the blank)
--> Key vocabulary- Compound interest; interest rate; balance; balance due; credit; credit card; debt; annual fee; minimum payment; introductory rate; annual percentage rate; finance rates
During the lesson:
STATION SESSION (2 WORKING STATIONS, 1 REFLECTION STATION)
Out the door cost vs. Actual cost “the real cost versus the initial cost with financing”/
Introductory rate activity? What happens when the introductory rate jumps
Benefits of credit cards “why they exist” ex: short term credit, credit score; travel purposes, etc. *Reflection Board Piece*
Credit Card Statement “highlight the vocabulary words and define on the page”
END OF LESSON-Reflection questions for each of the activities (White Board)
-->Tie in the hook/provocation activity “how does the activity at the beginning of the class compare to the habits of credit cards as we discussed afterwards?”
-When might using a credit card be beneficial?
-Why do you think credit card companies only require a “minimal amount”?
-What are the tricks of the credit card companies to get people to sign up for the credit cards?
Completed introduction to the lesson, students are sharing information and discussing the implications of paying the teacher back; “in North America we have credit cards, this is what they sometimes do.”
HOMEWORK- AAL Formative assessment Activity
“What would you purchase with a credit card 1000$ spending limit?”How long would it take you to pay it off if you had “X” amount of RMB
-Video reflection piece (put on my blueprint)
-->Name one danger of using credit? (ELL ACCESS: Why are credit cards dangerous?)
-->where is it that money is made by credit card companies throughout this model? (EEL ACCESS: How do credit card companies make money from people?)
Teacher Note:
ESSENTIAL MUST!
-Formative
-->resources
-->activity building
-Eliminate Marking (Student self assessments)
-video Reflection
-Try to keep activities fun, light, role playing based, verbal based and “Drawing”
-Answer Keys
TEACHER REFLECTION: Does this lesson promote student understanding of oneself and
-we need to remember that this is not making students remember it is not about who is the fastest learner but who understands the text on a deeper or creative level
-core competency development meeting content in class?
We Are all ELL Teachers!
As we are taking part in our second day of training for the coursebook writers and curriculum writers Pro-D, we are looking at the facts and talking about how the New Curriculum of BC requires teachers to accommodate the learning styles and needs of our base clientele.
We are happy to welcome our well known presenter, Wendy Goodall who is going to be representing the special needs and ELL needs area of the education in our system.
We need to teach to where our students start, because as we begin our courses with where the students begin-we can scaffold to success. Making sure the material is coherent and relevant to the students we teach, otherwise we have lost them.
We need to remember it takes the average person 7-9 years to acquire academic language levels. Most of the students in our school have only really.
Current challenges in our current model and systems are, students with no content background knowledge; incapable of deducing slang; weak oral and writing skills.
.
What can we do when we have a wide range of students (in regards to abilities) within the classroom?
What can we do to accommodate the different range of learners?
The challenge of trying to encourage the personal usage of English is crucial and approached in many ways outside of the classroom-writers have an opportunity to embed learning of English into the curriculum to emphasize personal usage of English in and outside of the classroom.
A great thing to incorporate into the classroom as supporting activities are the 5 stages of a second language learner. Taking a look at stage 1 and stage 5 there are some connections to Vocabulary induction via "PWIM"; as well as connections to scaffolding for learning.
We are happy to welcome our well known presenter, Wendy Goodall who is going to be representing the special needs and ELL needs area of the education in our system.
We need to teach to where our students start, because as we begin our courses with where the students begin-we can scaffold to success. Making sure the material is coherent and relevant to the students we teach, otherwise we have lost them.
We need to remember it takes the average person 7-9 years to acquire academic language levels. Most of the students in our school have only really.
Current challenges in our current model and systems are, students with no content background knowledge; incapable of deducing slang; weak oral and writing skills.
.
What can we do when we have a wide range of students (in regards to abilities) within the classroom?
What can we do to accommodate the different range of learners?
The challenge of trying to encourage the personal usage of English is crucial and approached in many ways outside of the classroom-writers have an opportunity to embed learning of English into the curriculum to emphasize personal usage of English in and outside of the classroom.
A great thing to incorporate into the classroom as supporting activities are the 5 stages of a second language learner. Taking a look at stage 1 and stage 5 there are some connections to Vocabulary induction via "PWIM"; as well as connections to scaffolding for learning.
Wednesday, January 17, 2018
Let's Talk About the New BC Curriculum...Pt.1
We are having discussions about how to implement the new BC curriculum in our school here in China. I am particularly working on the Career Life Education Course Workbook in cooperation with the course writer.
Our first meeting was an introduction to the core competencies and the purpose of them in BC.
Core Competency-The sets of intellectual, social, emotional, and personal expectations that students are striving to master or utilize to engage in deeper learning.
Core Competencies:
1 . Communication--> The manner in which students can communicate with others and the world in their explorations as learners
2.;3. Thinking; Creative Thinking/Critical Thinking--> An understanding and awareness that a student has about their own cognition; this also encompasses abilities and that can demonstrate intellectual development; most importantly though students need to transfer the skills from area to another area of life or the curriculum.
4.;5.;6. Personal and Social; Positive Personal & Cultural Identity/Personal Awareness and Responsibility/Social Responsibility-->how students relate to society and their understanding of themselves; student's understanding of themselves and society in a way that allows them to devise a plan for or even find their purpose in the world.
This is a brief and summarized understanding of the core competencies. The next bit of discussion to come will be the Goals of the Competencies, etc.
CB
Our first meeting was an introduction to the core competencies and the purpose of them in BC.
Core Competency-The sets of intellectual, social, emotional, and personal expectations that students are striving to master or utilize to engage in deeper learning.
Core Competencies:
1 . Communication--> The manner in which students can communicate with others and the world in their explorations as learners
2.;3. Thinking; Creative Thinking/Critical Thinking--> An understanding and awareness that a student has about their own cognition; this also encompasses abilities and that can demonstrate intellectual development; most importantly though students need to transfer the skills from area to another area of life or the curriculum.
4.;5.;6. Personal and Social; Positive Personal & Cultural Identity/Personal Awareness and Responsibility/Social Responsibility-->how students relate to society and their understanding of themselves; student's understanding of themselves and society in a way that allows them to devise a plan for or even find their purpose in the world.
This is a brief and summarized understanding of the core competencies. The next bit of discussion to come will be the Goals of the Competencies, etc.
CB
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