(2024W) EDUC-4827-Inter C&I Family ABQ (Introduction to ABQ)

 I am embarking on a new academic journey this term, I will be getting specifically qualified for teaching Family Studies in an Ontario high school setting. Join me as we explore what to expect when looking into intermediate qualifications.

I am Carmelo Bono, I have qualifications to teach family studies to a degree, however in light of the growing need for this program and the potential to meet other professionals who are shifting their careers into education from other pathways, I am taking it upon myself to delve more closely into the themes and practices of this particular are of study.

This first post will look at the Assessment and Evaluation Methods of the ABQ I am taking through Lakehead University, 

Course Breakdown:

Evaluation for this course will be composed of three major components.  Each of these has been identified below with its constituent parts, weights and due dates.  Individual assignment sheets and assessment rubrics will be provided for each component. 

COMPONENT	WEIGHT	DUE DATE	Estimated Assignment Hours
A. Reflective Online Journal (6)	15%	Ongoing	5 Hours (Total)
B. Individual Written Work	75%		15 Hours (Total)
Secondary Essential Learning, Grade 9/10	10%	Module 2 See Calendar	2 Hours
Integrated Curriculum: Essential Learning, Grade 7/8	10%	Module 2 See Calendar	2 Hours
Standards of Practice and Ethical Standards	15%	See Calendar	4 Hours
James Banks Continuum	15%	See Calendar	2 Hours
Unit Plan	25%	See Calendar	5 Hours
C. Shared Online Learning	10%		5 Hours (Total)
Discussions	10%	See Calendar --Ongoing

1) Reflective Journals, 

Expectations:

The candidate will:

• Value and practice reflection as a means of professional growth.  
• Make connections between theory and practice  
• Identify and assess the factors that impact on intermediate classrooms and learning communities.  
• Identify and examine best practice in the intermediate classroom. 
• Understand the importance of communicating with, involving and supporting parents/guardians
• Understand and employ a variety of effective communication strategies for collaborating with parents/guardians and others
• Explain expectations, programs, observations and assessments to parents/guardians
• Understand and embody care, trust, respect and integrity
• Demonstrate commitment to students and student learning
• Integrate professional knowledge
• Enrich and develop professional practice
• Support leadership in learning communities
• Engage in ongoing professional learning.

 

 ** The student will complete six reflections on various aspects of the course; these reflections will be shared only with the instructor. Upload the completed reflection journal to the assignment boards for descriptive feedback.

 

Create an electronic file on your computer and label it REFLECTIVE JOURNALS. This is where you will save your reflective journal entries. 

Journal writing has been recognized as a useful learning tool for educators to heighten your professional awareness not only of yourself (Baldwin, 1991), but also of your learning and teaching styles (Holly, 1989). Thus, in your Reflective Journals you will record your thoughts, reactions, feelings, and/or your perceptions of the usefulness of the ideas and concepts you examine in this course, or introspect, reflect and share the significance of the ideas you encounter to becoming an Intermediate division school teacher.  

As you submit your reflections, your instructor will dialogue with you and invite you to clarify, extend, integrate, and synthesize your learning.  

For each of the six journals write a one - two-page reflection. Use some of the following suggestions to help you focus your reflections.  

 

1. Identify and evaluate ideas and concepts of interest to you.  
2. Relate your positive or negative reaction to the content.  
3. Based on your own classroom experience and dialogue with your mentor, explore connections between the theory and practice.  
4. Discuss the connections between provincial policy and the theory.  
5. Identify how the theory, if implemented in the Intermediate division classroom, would impact upon teacher practice.  
6. Discuss emerging trends in instruction in the Intermediate classroom.  
7. Identify and discuss factors that impact on the implementation of the theory.  
8. Identify questions you have about the assigned readings and make suggestions about how you will seek answers to your questions.  

EVALUATION: 15% of final mark.

2) Assignments

Assignment A - Secondary Essential Learning

This assignment allows for further investigation into one of the three secondary courses in the Intermediate Division in Social Sciences and the Humanities. (HIF 1/2O, HFN 1/2O,HNL 2O)

Students are required to develop culminating activities for each of the strands of the course of their choosing, with Strand A (Research and Inquiry) woven throughout the course. A brief explanation as to how this course will benefit the adolescent learner is also required. Students will complete Appendix 2.1 for this assignment. 

EVALUATION: 10% of final mark.

Assignment B - Integrated Curriculum Elementary Essential Learning

This assignment allows for the development of an integrated curriculum using curriculum documents from various subject areas at the grade seven or grade eight level. 

Students are required to address the four strands of Family Studies, choose curriculum expectations that will help to address these strands, and develop culminating activities for these strands. Research and inquiry should be woven throughout the developed curriculum. See Appendix 2.2 for a template and appendix 2.3 for an example of this work.

Upload your completed assignment to the assignment board for assessment of learning.

EVALUATION: 10% of final mark.

Standards of Practice and Ethical Standards Assignment

As teachers we must always be aware of the Standards of Practice and the Ethical Standards, published by the governing body of Ontario Teachers, the Ontario College of Teachers. Students will be expected to complete a chart over the duration of the course, outlining what they have learned and how they will apply this learning to their classroom. It is recommended that students complete about one third of the chart for each submission. 

DUE DATES:  Module 1, 3, and 5; Please see the calendar   

EVALUATION: 15% of final mark. (5% for each submission) 

James Banks Continuum Assignment

In order to further their awareness of inclusive curriculum students are asked to investigate the work of James Banks and Peggy McIntosh who wrote about Multicultural Curriculum Transformation. Students will be asked three times within the course to self-assess where they are on the Banks continuum and develop strategies to move forward on the continuum in your teaching practice. 

DUE DATES:  Module 1, 2, and 5; Please see the calendar   

EVALUATION: 15% of final mark. (5% for each submission)

Unit Plan Assignment 

The final assignment for the course is a full unit plan, assigned in Module 4, but submitted in module 5. This unit plan is based on the work students completed in Module 2, Assignment A or B. 

The unit plan must be a complete unit, including teaching strategies, assessment tools, student handouts. Student will have an opportunity to submit much of the components of the unit plan for assessment as learning prior to the final submission.

EVALUATION: 25% of final mark.

Expectations

The student will:  

• Demonstrate her/his growth in knowledge of course content through weekly dialogue with other students in the course, a colleague (optional). 
• Value and practice reflection as a means of professional growth. 
• Value and practice collaboration as a means of professional growth. 

• Recognize teachers’ legal obligations and responsibilities according to current provincial legislation
• Promote the safe, ethical and legal use of technology and other resources
• Identify provincial legislation, local policies and procedures and community norms that impact on education
• Recognize legal issues related to adolescents
• Know and understand policies, practices and procedures that will ensure health and personal safety.
• Understand the importance of communicating with, involving and supporting parents/guardians
• Understand and employ a variety of effective communication strategies for collaborating with parents/guardians and others
• Explain expectations, programs, observations and assessments to parents/guardians

 

SHARED LEARNING

This assignment will require the student to read, reflect, and respond. Students will participate in discussions based on the assigned readings. Discussion questions will be provided for each module. However, the discussion should be open-ended and, in addition to the assigned reading, be based upon other readings, and the students’ own personal experience and observations.

In discussion as they respond to others, the student will summarize, clarify, analyze, synthesize, hypothesize, deduce, defend, and evaluate course ideas, concepts, and themes.

This assignment is intended to evaluate the student's demonstrated commitment to his/her own learning and demonstrated responsibility to the learning community involved in this course relative to Family Studies.

DUE DATES: Throughout the course

EVALUATION: 10% of final mark

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Notes on/by Instructor: Laura Featherstone

Your first task in this course is to write an introduction of yourself. This will be posted under the Introduction Forum in the Discussion area. Please feel free to read through some of your colleagues, but if you chose to reply, please reply in  a professional manner. Your second task is to send me a quick email letting me know that you have access to the course and your Lakehead email. This is very important. 

Frequently throughout the course you will be asked to post on a topic in the Discussion area and comment on one or two of your colleagues postings. Please make these postings meaningful and professional. If you choose to engage in personal dialogue, please do so through email.

When you are asked to send something to me, please do so through the assignment tab. I do not accept assignments through email. 

I encourage you to begin files on your computer to keep the sections organized, there are two activities that we will revisit in multiple sections, and add to them. Be careful with your file naming conventions as well, I suggest you include the module and section, as well as the title of the assignment. For example, the first assignment you will post is a journal entry; What is Family Studies. I suggest your file should be M1.P1. What is Family Studies. It is a small item but we will create some files that you will need to revisit. This makes it easier. 

 I will check my Lakehead email on a daily basis, Monday to Friday. I do not promise to check frequently on the weekends.

 OCT requires you to spend 125 hours on AQ courses. I have divided this time by  54 days (the number of days this course runs) and you need to spend about 12.5 hours per week, or 2.5 hours per day on course work. (For a five day week, Family Day  Monday  not included). Our course begins on January 8 and ends on March 22. I encourage you to stay current, the course moves at a very fast pace! The due dates for each of the sections are posted on the discussion board under Questions and Resources, as well as on the course calendar (found under Other Tools).  I will keep track of postings that you make etc. It is important that you develop a routine when taking on-line courses. Also, communication with me is very important. Please notify me if you are having issues with the course, if I don’t know I can’t help. 

Prior to the beginning of each module I will send an overview of the module. 

One other note, Lakehead University requires a pass rate of 70% for this course to be recommended to OCT for your record card.

I hope you enjoy this course as much as I do. The learning is tremendous.