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
Friday, December 8, 2017
Teaching Styles
The Demonstrator, or coach style
The demonstrator retains the formal authority role by showing students what they need to know. The demonstrator is a lot like the lecturer, but their lessons include multimedia presentations, activities, and demonstrations. (Think: Math. Science. Music.)
- Pros: This style gives teachers opportunities to incorporate a variety of formats including lectures and multimedia presentations.
- Cons: Although it’s well-suited for teaching mathematics, music, physical education, arts and crafts, it is difficult to accommodate students’ individual needs in larger classrooms.
The Facilitator, or activity style
Facilitators promote self-learning and help students develop critical thinking skills and retain knowledge that leads to self-actualization.
- Pros: This style trains students to ask questions and helps develop skills to find answers and solutions through exploration; it is ideal for teaching science and similar subjects.
- Cons: Challenges teacher to interact with students and prompt them toward discovery rather than lecturing facts and testing knowledge through memorization. So it’s a bit harder to measure success in tangible terms.
The Delegator, or group style
The delegator style is best suited for curriculum that requires lab activities, such as chemistry and biology, or subjects that warrant peer feedback, like debate and creative writing.
- Pros: Guided discovery and inquiry-based learning places the teacher in an observer role that inspires students by working in tandem toward common goals.
- Cons: Considered a modern style of teaching, it is sometimes criticized as eroding teacher authority. As a delegator, the teacher acts more as a consultant rather than the traditional authority figure.
The Hybrid, or blended style
Hybrid, or blended style, follows an integrated approach to teaching that blends the teacher’s personality and interests with students’ needs and curriculum-appropriate methods.
- Pros: Inclusive! And enables teachers to tailor their styles to student needs and appropriate subject matter.
- Cons: Hybrid style runs the risk of trying to be too many things to all students, prompting teachers to spread themselves too thin and dilute learning.
Because teachers have styles that reflect their distinct personalities and curriculum—from math and science to English and history—it’s crucial that they remain focused on their teaching objectives and avoid trying to be all things to all students.
What you need to know about your teaching style
Although it is not the teacher’s job to entertain students, it is vital to engage them in the learning process. Selecting a style that addresses the needs of diverse students at different learning levels begins with a personal inventory—a self-evaluation—of the teacher’s strengths and weaknesses. As they develop their teaching styles and integrate them with effective classroom management skills, teachers will learn what works best for their personalities and curriculum.
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Hope you enjoyed the reading and that you now have a better understanding of what kind of teacher you are.
For myself i have discovered that I was a hybrid teacher utilizing the facilitator and delegater styles of teaching.
Sunday, December 3, 2017
Experiences in HFC3M: Fired Up!
Fired Up!
Dec/03/2017 JINSHITAN, Dalian-This weekend sparked the birth of what is to be a sensational biannual event of the future. Maple Leaf’s Food and Nutrition classes from Tianjin and Dalian had participated in an unofficial Iron Chef Competition that proved to be successful in the fields that it needed to be as a first forth coming event. Inclusiveness of campuses and outreach to expertise sharing between professionals are areas that make the Iron Chef competition a must hold event by MLIS.
Two events were held, the first was a voluntary “choice recipe” round followed by a timed and carefully selected “mystery ingredient” round. This first round was held in the Kaifaqu “MLIS Canadian Food Court” whereas the second event was held in the well put together and intimate Fusion Cafe of DMLIS. As a first time event this provided the students, teachers and hosts with a lot of valuable feedback and areas for improvement.
With direction and feedback, the competition is looking quite promising as it develops in the future. This is creating a lot of conversation between campus teachers, students, and now parents. Tianjin had sent over 4 students (two boys and two girls), Snow Wu, Crystal Anderson, Eric Gao, and Kevin Liu. They were led by Nick Roberts (Food and Nutrition 12 teacher) who had worked with the two girls previously and prospecting the two gentlemen as students for a possible “Culinary Arts 12” class.
Dalian MLIS was well represented by Tory Zhang (current Food and Nutrition 12 student of Mr.Bono); Mike Tracer (revered Teacher Assistant to Mr.Bono’s class); and Harry Ni (modest master of noodles from Bono’s class). Saturday’s event was dampened with the overbearing responsibility of classes of other potential representatives but the team that pulled through in the Sunday event was astonishing in their ability to work together and their creations. Harry Ni pulled together a bowl of “Dao Xiao Mian” (Knife Cut Noodles), using hand made noodles! Tory modestly pulled together Fluffy French Toast with a beautiful aroma of Vanilla, while Tracer (although a little late to the competition) garnished and plated accordingly to add beauty to a french toast, apple crumble. Sunday’s event left no room for mistakes as it truly was a race against time.
Saturday however, had proven fantastic for the reason of the time lift on the food as Snow (Robert’s former Food and Nutrition 12 student), Crystal (TA in Food and Nutrition to Roberts), Eric (prospective Food and Nutrition students), and Kevin (also a prospective student) were chewing through their ingredients. Saturday started early with a trip to the Jinshitan Saturday market in which the students were able to purchase and chose the ingredients they wanted to use in their dishes. Yes, that is correct-dishES! Roberts spared no time before the competition in making sure his students were capable of identifying a balanced meal and complimentary flavours. Kevin and Eric were competing in a fun demonstrative cooking activity at the Kaifaqu “MLIS Canadian Food Court”. On the table was first laid out a Scallops dish, beautifully arranged followed by Spicy Tofu and then Sweet and Sour Spareribs. All done to the fullest extent of Chinese Tradition. The two ladies on the other hand, went for a more difficult and western approach, “Gordon Ramsey style Christmas Beef Wellington” along with a mushroom paste coating the bacon layer of the dish. The entree was accompanied by a beautifully fluffy honey Dijon mustard infused yam puree glazed with honey and coupled with boiled chestnuts.
No official winners were deemed at this competition but it is safe to say Tianjin was here to work, and work they did. Mr. Roberts and his students have left an impression on the Dalian boys and Mr.Bono-another group cook off is indeed is in the near future. All said and done, twas a great weekend and hoping to have it followed up with a bigger and with more campuses involved in the future.
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