Category Archives: Lesson Updates

Inquiry Project Presentations, Day 1: Update for 20 February 2012

Thank you to all of today’s presenters.  I look forward to seeing what’s on offer in Wednesday’s session.

Speaking of Wednesday, here’s the Inquiry Project elements that are to be emailed to your FA on or before that day:

  • Final Inquiry Project Paper (approximately 1500 words)
  • 3-2-1 Synthesis of Your Inquiry Project Paper

Speaking of inquiry, check out how Will Ferrell inquires into the effective use of cowbells in this classic SNL clip:

[youtube]https://www.youtube.com/watch?v=yRzds1HHkas[/youtube]

– Lawrence

LLED 320 – Group Presentations, Day 2: Update for Tuesday, 14 February 2012

Group Presentations

Thanks to all those who presented this afternoon’s engaging presentations.  Here are the titles along with the supporting files.  The handouts should provide a valuable resource during practicum, as you look for ways to engage the learners in your classes:

Building From Clues – Natalia, Ashley, & Alyssa

Quadrants (of a Thought) – Melissa, Ali, & Paisley

Listen – Sketch – Draft – Pooja & Lovey

Sort and Predict – Mirela & Sukhdeep

Story Map – Heather & Anne

Energizers

Today, the following Energizers were presented in class:

  • Jess – Concentration
  • Tim – Alphabet Relay
  • Eric M. – Team Pictionary

Thanks to those three for getting us up and moving.

Administrivia

Student Diversity Reading for Tuesday, 21 February

Please read Chapter 8 – Poetry: Three Invitations and – in keeping with my desire to problematize the curriculum for you – answer this question in writing:

Which of the three invitations:

  • Involving students in thoughtful discussions
  • Three-dimensional poetry
  • Architectural tours

might work best with the students in your practicum class(es)?

Be prepared to defend your selection in class.

3 Polished & Published Haikus and Rough Drafts for Tuesday, 21 February 2012

In preparation for our Poetry Playoffs extravaganza  make sure you have your 3 “best copy” haikus and rough drafts in class on Tuesday.

Unit Planning Conferences on Thursday, 16 February 2012

If we have a Integrated Unit Plan Conference on Thursday, I’ll see you then.  If not, enjoy your long, long weekend.

Now that I think of it, you couldn’t find a better way to spend all your free time than watching my favourite movie of all time, This Is Spinal Tap.  Here’s a compilation of some of the funny bits to whet your appetite:

[youtube]https://www.youtube.com/watch?v=NeGteg74mjw[/youtube]

Check out the whole film to see the 120 minutes of funny bits that they couldn’t fit into this compilation 🙂

– Lawrence

Inquiry Project Paper Rough Draft Feedback Session: Update for Monday, 13 February 2012

The I.P. Presentation Component

Shep and I spent some time in today’s session reminding you of what’s expected for the Multimedia Presentation Aspect of this task.  In essence, there are two key parts to it:

  • The 3-2-1 Synthesis One-Pager
  • The Puppet Show Presentation

Please see last week’s blog entry – Round 2 of the Inquiry Project Small Group Meetings: Update for Monday, 6 February 2012 – for all the details on these two items in addition to information on how we’ll structure the concurrent presentations.

The I.P. Written Component Feedback

Thanks to everyone for their thoughtful feedback on the writing of your group mates.  Please remember that the final draft of your piece is due to your FA on Wednesday, 22 February 2012 in a hard copy or via email.

That’s all for today.

– Lawrence

 

LLED 320 – Group Presentations, Day 1: Update for Thursday, 9 February 2012

Group Presentations

Thanks to all those who presented this afternoon’s engaging presentations.  Here are the titles along with the supporting files.  The handouts should provide a valuable resource during practicum, as you look for ways to engage the learners in your classes:

1. Talk Show – Tim, Eric A. & Claire

2. Academic Controversy – Carrie, Dave, & Amanda

3. Scavenger Hunt – Jess, Christina, & Amy S.

4. Teams Games Tournament – Julie, Jan, & Will

5. Cause and Effect Chart – Eric M., John, & Liz

6. Concept Formation – Andrea, Amy V., & Nicole

Unit Planning Conferences

The goal of this conference is for you to get a chance to talk one-on-one about any ideas, questions, concerns and what not you have with respect to the unit you’ll be planning for the LLED 320 Integrated Unit Plan task.  To get the most out of our meeting time, please have bring the following to the meeting:

  • Subject and topic of your unit (Science & Water systems, for example)
  • Key PLOs related to your topic
  • Desired Results / KUD (Knowledge, Understanding, and Do/Skills) for your unit
  • Rough ideas on assessment for your unit.
  • Ideas on how you might be able to integrate some aspect of LA – writing, representing, reading, viewing, speaking, or listening – into one of the unit’s lessons

That’s all for today.

– Lawrence

LLED 320 – Information Smarts Workshop in DLC: Update for Tuesday, 7 Feb 2012

Information Smarts Workshop

A huge thank you to Danielle Winn, Librarian at the Education Library, for presenting today’s workshop, Developing Information Smarts: Inquiry in a Digital World.  The Education Library website has a page devoted to the LLED 320 course and that page can be found here.

As an introduction, Danielle showed us a YouTube clip on Digital Citizenship:

[youtube]https://www.youtube.com/watch?v=MX0aycyAAJA[/youtube]

and noted some of the key themes the video presents.

Then she asked us to work with the material found in a document produced by the BCTLA Info Lit Task ForceThe Points of Inquiry: A Framework for Information Literacy and the 21st Century Learner.  The task was to consider how each point of inquiry – connect & wonderinvestigate,constructexpress, and reflect might play out in a lesson.

After the intro we got right down to work on the Developing Information Smarts Guide,  The task addresses the five points of inquiry:

  1. Connect & Wonder
  2. Investigate
  3. Construct
  4. Express
  5. Reflect

In the debrief, it came out the the following tools were of particular interest:

  • Culturegrams – information on countries of the world
  • Passport to the Internet – internet safety site
  • ToonDoo – a make your own cartoon site
  • Bibme – online citing tool

You can find much more information on the Ed Lib’s LLED 320 web page.

The day wrapped up with SMART Bingo and prizes to the winners!

Of course, to be info literate, you need to be able to use the hardware.  For some, that can be a real challenge…

[youtube]https://www.youtube.com/watch?v=pQHX-SjgQvQ&feature=PlayList&p=AD1FFBF34A2FE141&playnext=1&playnext_from=PL&index=15[/youtube]

Choice Literacy Website

If you can get your hardware working, please check out this website recommended to me by Dr. Marlene Asselin, the LLED 320 coordinator – Choice Literacy.  According to Marlene:

“It’s a rich and extensive collection of ideas from people on the ground – literacy leaders, coaches, and teachers.  It includes:

  • Workshop protocols for leading study groups, in-services, and workshops
  • Sample observation forms and needs assessment surveys
  • Professional quality video examples of best literacy practices from classrooms throughout the country
  • The newest writing from top authors in the field
  • Short, focused articles for use in workshop discussions and mentoring meetings
  • Year-long calendars and plans for leading new teacher initiatives
  • Themed booklists for content and genre study

That’s all for now.

– Lawrence

Round 2 of the Inquiry Project Small Group Meetings: Update for Monday, 6 February 2012

Thanks again to all those who attended this morning’s inquiry project check-in meetings.

In addition to talking about what’s new with your paper since we met last, I also outlined the schedule of events for the Inquiry Project.  Here’s what I presented:

Rough Draft Face-to-Face Feedback

The rough draft of your Inquiry Project 1500-word MAXIMUM paper will be discussed in a small group meeting on Monday, 13 Feb.  As arranged in today’s class, please make sure that you’ve emailed the draft of your paper to your fellow group members  so they can read it and prepare some feedback for you to discuss in Monday’s face-to-face meeting.

For Monday’s meeting, you may wish to bring a hard copy of the piece(s) you read with your notes/suggestions on it (them) or you may prefer to make the suggestions on an electronic copy and then bring in your laptop, iPhone, iPad, or what not  Pick your poison.

Please keep in mind that your feedback should be focused on the criteria that Shep and I – and all EDUC 310 instructors, for that matter – will use to assess your piece.  As per the EDUC 310 Course Outline, your project should reflect an emerging ability to:

  • Engage substantively with a topic as reflected in careful reading of the literature and an understanding of significant issues, perspectives and assumptions
  • Position one self in relation to ideas discussed
  • Consider educational issues critically
  • Relate one’s learning to curriculum and pedagogy

So you can marvel at my chalkboard writing prowess, here’s a photo (courtesy of Devin) of the criteria taken in last year’s class:

Outlining the Presentations

We took some time to go over the shape of the Inquiry Project Oral/Multi-Media Presentation and the One-Minute Inquiry Project Synthesis.  Here are the details:

Presenters

Monday, 20 February 2012 – SCARFE 210 from 10:00 am – Noon

  • Shep’s TCs

Wednesday, 22 February 2012  – SCARFE 1003 rom 10:00 am – Noon

  • Lawrence’s TCs

Presentation Schedule

Each day will follow the same schedule.  During the concurrent presentations, 4 students will be presenting at the same time.  Non-presenters will choose who to see after hearing a short blurb about each project:

  • Concurrent Presentation #1 – 20 minutes
  • Concurrent Presentation #2 – 20 minutes
  • Break – 10 minutes
  • Concurrent Presentation #3 – 20 minutes
  • Yeti vs. Abominable Snowman vs. Invisible Man All Flying in Wonder Woman’s Plane in a Snowstorm Time (A.K.A. Closure) – 20 minutes

Guidelines for the Inquiry Project Oral/Multi-Media Presentation

  • GOAL: Highlight the NEED TO KNOW points from your Inquiry Project for your audience
  • 15 minutes to present + 5 minutes for Q & A
  • Must include a visual component (mind map, puppet show, diorama, puppet show, diagram, puppet show, graph, puppet show, collage, puppet show,…)
  • Suggested Format: What? So What? Now What?
    • What?
      • What’s your question?
      • Where did your question come from? (Purpose)
      • What did you do? (Approach)
    • So What?
      • What did you learn?
      • What must TCs know about your findings?
    • Now What?
      • Where will you go from here?
      • Where to look for more info?
      • Where should TCs go from here?

One-Minute 3*2*1 Synthesis

This one-minute blurb is a quick review of your presentation.  This will serve as a “short blurb” you will give to pique the interest of the audience before they choose which of the concurrent presentations to see each round.  It should include the following information from your Inquiry Project:

  • Your inquiry question
  • 3 – Big Ideas
  • 2 – Points to Ponder
  • 1 – Action for TCs to Take on Prac…or Beyond

Here’s an example of a 3-2-1 synthesis piece from one of last year’s TCs:

Submission of Inquiry Project Papers and 3*2*1 Synthesis Blurbs

Please submit your paper and your 3*2*1 blurb to your FA via email on or before Wednesday, 22 February 2012.

Here’s a photo of the calendar and due dates courtesy of Tim.  (Thanks to John, too, who took a photo that I didn’t end up using):

On a note completely unrelated to inquiry…

Date for Submitting Your the First Unit Plan of Prac to Your SA

As a professional courtesy and to get some useful feedback, we’re asking you to submit the unit plan of the first unit you’ll be teaching on prac to your SA by Monday, 5 March 2012. This will give your SA a week before the start of Spring Break to take a peek and give you their thoughts on your planning before you start the long prac on Monday, 26 March 2012.

Cheers,

– Lawrence

 

LLED 320 – Authorfest 2012: A Live Blogging Update for Thursday, 2 February 2012

Today’s 320 class was cancelled to give you the opportunity to attend Authorfest 2012 at Hebb Theatre from 4:30 to 6:00.  Below are the notes I took as I watched the event.  It’s not live tweeting but it’s close, I suppose:

  • Kathie Shoemaker introduces Ellens Schawartz by sharing a kid’s book she wrote about Ellen.  This is a great look into the writing / illustrating process.  You can tell Kathie and Ellen are good friends.
  • Ellen Schwartz takes the mic to “take us back in time” to a family gathering in New Jersey.  I’m guessing “write what you know” is likely to be a theme she touches on.  Or maybe stories are everywhere if you look close enough.
  • Adult and kids table story sounds familiar to my family get togethers, as does the real wine and grape juice story…overeating, too!  The kids performances…not so much.
  • Turns to talk about Mr. Belinsky’s Bagels:

  • She suggests to “write what you FEEL”, a riff on “write what you know”
  • Stealing Home grabs my attention.  A half-white, half-black boy plays ball in the Jackie Robinson era.  Sounds compelling as a baseball fan.  The themes of belonging and love are what motivated her to write the book, not a direct connection to JR.

  • ES’s daughter serves as her editor.  With the daughter’s help, ES’s mystery novel went through 5 drafts before publication.  She hopes to make the Teaspoon Detectives into a series.
  • Authors are not dead, claims ES.  (She’s living proof, I suppose)  She encourages teachers to do all they can to get Ss writing and be brave about their writing.
  • ES ends with “It doesn’t matter how you write, it’s the sitting down and doing it.”
  • Kathie introduces Bob Heidbreder, another author.  She characterizes him as a lover of language and a first-rate teacher.
  • Bob’s wearing an ascot, I think.  He’s the tokin’, er…token poet.
  • BH says poetry can add wildness to the staid classroom.  He advocates for “let’s make a lot of noise poetry readings”.
  • BH taught a Ss who left his underwear in the cloak room.  The perfect grist for his poetic mill, as his poem proves.
  • Bob uses his finger emphatically for his “power point” presentation.  Not hard to see why he was a great teacher.  He oozes energy, enthusiasm, and a love of language and learning.
  • Making a poem smaller is sometimes harder says Bob.
  • Bob has a blast reading Drumheller Dinosaur Dance, a book with only 30 or so words:

  • Poetry stretches the boundary of language and movement and, as such, BH encourages us to embrace poetry.
  • Here’s a YouTube clip of BH in action:

[youtube]https://www.youtube.com/watch?v=vMNWkxZgm_M[/youtube]

  • Linda Bailey is up next.  At the age of 12 LB performed in a girl band that played in a contest against Burton Cumming’s band that later became The Guess Who.
  • Her new book, Toads on Toast, will be out soon.
  • She will talk about writing on different genres, as she’s a genre-hopping author.  She finds trying something new exciting but risky.
  • If I were to write a book, what genre might I choose?  Which genre might be easiest? hardest?  For some reason zombies are coming to mind.  A pretty tired idea in 2012 it seems to me.
  • LB has several unpublished novels on her computer.  They are one offs that aren’t part of a series.  She revisits them to revise them so they’re ready for prime-time.  This is a good model of the need to take time with writing until it is its best before publishing.
  • LB says picture books have levels; they must speak to kids as well as adults.  She re-wrties numerous times to get the balance just right.  She fiddles with her picture books instead of wrestling.
  • Kids love characters who break the rules – Curious George, the Cat in the Hat, Max in his wolf suit in WTWTA, and so on.
  • She starts her Stanley books with “Stanley knew he wasn’t supposed to…”

  • LB writes graphic novels on history topics.  The books look really compelling.  They have a fictional story told in speaking bubbles and factual info in a blurb on each page.  Here’s an example:

  • Modern non-fiction writing uses literary structures and principles.  It requires both the right- and left-brain.
  • LB has more input into the illustrating process of her graphic novels seeing as she’s done the research.  Experts on the topics have to vet each book for accuracy.
  • I think it’d be tough to give your book to someone else to do all the illustrations.  It’d be like letting someone else raise your child without having any input.  Does this analogy work?
  • The sessions ended and the author’s took some questions.
  • We applauded heartily.

That’s all for Authorfest 2012.

– Lawrence

 

 

 

LLED 320 – Cow Poetry, Writing Instruction Principles, Haiku Revision, and the IUP Task: Update for Tuesday, 31 January 2012

I started today by highlighting my objectives for the session:

  • Outline principles of effective writing instruction in a classroom
  • Experience some of those principles in action
  • Introduce the IUP task
  • Get you started reading our Lit Kit novels
  • Provide time for Group Presentation work

In the end, I think we met all but one of them.  Here’s how we did it…

Daily Write – Cow Poetry

After a reading of Cow Poetry and brainstorming a list of animals, you had a go at writing your own Animal Poetry.  Here’s the handout to support that task:

Here’s another way you could use Cow Poetry as part of an introduction to poetry class.  A former colleague of mine, Liz Orme in the Coquitlam School District, developed this one:

Energizer #1: Newspaper Telephone Death Race 3000 by Jan

12 Guiding Principles for An Effective Writing Program

We used the Ranking Ladder strategy to consider the guiding principles outlined on page 43 & 44 in the Student Diversity text.  After some partner talk, we took a class poll on which principles were ranked at the top or the bottom, analyzed the poll results for patterns, and tried to explain the patterns.

Here’s the handout that supported this activity:

Student Diversity Readings Conversation

In this part of the lesson, we partnered up to compare graphic organizers on the day’s reading – either Chapter 4 or Chapter 5 of the text.  To sum up, we talked about the use of graphic organizers for this task in particular and the efficacy of G.O.s in middle school classrooms in general.

Energizer #2: [I forget the name] by Sukhdeep

Haiku Revision

To get you thinking haiku again, I asked you to watch two video clips – a funny one and a serious one – and to bring the 5 criteria for a powerful haiku we developed in class back to the front of your brain.  Here are the clips:

[youtube]https://www.youtube.com/watch?v=pwnqUmmJ-zE[/youtube]

[vimeo]http://vimeo.com/2268876[/vimeo]

Next, we engaged in Author’s Club – a process for refining writing that I picked up at a writing workshop by Diana Cruchley.  Here’s the PDF I used to structure the Author’s Club work:

Here’s the PPT Slideshow I showed that served as a model mini-lesson on punctuation and line breaks in poetry:

For class on Tuesday, 21 February 2012, please revise and create a good, final copy of your 3 haiku.  Be sure to bring along the original draft versions of all 3 poems to class as well.

On the day the poems are due we will have a Poetry Playoff in which poets will face off in a single-elimination tournament as a showcase for their haiku writing prowess.

Energizer #3: Handshake Murder by Nicole

Integrated Unit Plan Task

I took some time to introduce the Integrated Unit Plan (IUP) task.  It’s due on Tuesday, 6 March 2012 and you can find the handout on the Assignments page of this blog.

To support you in the completion of this task, I’m holding 15-minute conferences at various times over the next few weeks.  Here’s the schedule:

Energizer #4: Mosquito. Salmon. Bear. by Alyssa

Group Presentation Preparation Time

To end class, I set aside some time for work on your group presentation task.  The first set of these 20-25 minute presentations on a teaching strategy or graphic organizer are due on Thursday, 9 February.  Please see an earlier post for the complete schedule.

That’s all for today.

Giddyup!

[youtube]https://www.youtube.com/watch?v=K8rEHbmYEtc[/youtube]

– Lawrence

Inquiry Project Small Group Meetings: Update for Monday, 30 January 2012

Thanks again to all those who attended this morning’s inquiry project check-in meetings.

The rough draft of your Inquiry Project 1500-word paper will be discussed in a small group meeting on Monday, 13 Feb.  In our session on Monday, 6 Feb, we’ll make arrangements so the other members of your group have time to read your piece and prepare some feedback for you to discuss while face-to-face on the 13th.

Also, we’ll set aside a portion of our meeting on Monday, 6 Feb to talk about what the 10-minute multi-media presentation on your project and the one-page synthesis might look like.

Cheers,

– Lawrence