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Peer Consultation……………..1 Workshop Preparations…….2 Field Trip Organization……...5 Awareness of Resources……8 Involvement in my fields: History and …………….12 Music………………………13 Explanation of Items…………14 Plan a Think-Tank Numeracy Workshop outline Exploration in the Community Curriculum Unit Planner
OHASSTA opportunities Active Musician Rationale
Planned Purpose After Peer Reflection (Think-tank) Groups:
Leadership for the upcoming school-year: I plan to implement and host a semi-monthly meeting with fellow educators at our school, upon realizing a need for greater direction and consultation in the following areas: o ESL learners o Balanced approach to homework assignments, aware of one another’s habits o Evaluation of all literacy types being addressed adequately in each course, including consultation on strategic implementation and resources o Consideration and development of cross-curricular units and approaches o Scheduling, considering the above, for inter-school musical production o Scheduling of multi-class field days, considering the difficulty in funding small class sizes for unique trips o Implementation of leadership, self-development, career-development, and community resource awareness education to students before grade 12 o Effective scheduling around and within courses for Action Schools fitness and diet program recently adopted by the school o Formal facilitation and encouragement of staff peer buddies (senior-junior staff pairings) for an efficient exchange of resources/familiarity with library system, etc. 1
Notes of Explanation to Update Fellow Teachers on the Online Workshop: Big Ideas in Mathematics – Fractions [Big Ideas Mathematics Workshop] [August 28, 2012] [9:00 A.M.] Presenter: David MacLean Event: Facilitator: Note taker: Timekeeper: Attendees: [Welcome] [Time allotted] Discussion Script Professional Development CLS Orientation and Professional Development Workshops To switch up amongst participant group members
[Initial Reading of Site]
This site, http://www.eworkshop.on.ca/edu/core.cfm?L=1 offers Ontario Junior Panel teachers a community launching pad by which to digest and begin planning your courses according to the curriculum documents. Specifically in regards to the Numeracy section, the site works through each subject division within each grade of the curriculum, K-6. It includes explanations of central concepts by topic with accessible references to the curriculum expectations. Sites such as this are extremely valuable, and I encourage you to become equally as familiar with this site as you are with the curriculum documents. We need grounding and solid examples of working through and modeling the skills and concepts which are only referred to by the curriculum documents.
Activity Laptops to be used In partners, have one person log on and report what they are seeing to the partner who will provide the pair with some annotated reference notes, and a recorded summary of where/how they might likely utilize this information in the near future. After 6-7 minutes, call ‘Time’ and have the users switch places. Photocopies of notes can be taken after the workshop, and forwarded if electronic. The idea is that they verbalize it, and take to heart the value of the information. Future Action Items Annotated Reference summary of the site aspects to be consulted in course set-up the following week. Person Responsible Deadline
[Welcome] [Time allotted]
[Initial Reading of Site] 2
Discussion As teachers, we need to increase numeracy in our students to a point that it becomes commonplace and as valued as traditional literacy by students and parents alike. We know well that `literacy` as a concept and skill is much broader a term today, including familiarity with software, technical devices, propaganda and media techniques, implied meaning, opinion, supported arguments, statistical data, and a thorough knowledge of numbers and their relationships. It is a big task. It is more than achievable when we emphasize routine handling of the content by teaching skills first. We need to introduce the big picture and purpose of such skills before addressing the fine details or hypothetical concepts. Some of our priorities in addressing this big-picture approach while teaching need to be: problem solving, visual representations, positive and varied experiences, nurtured reasoning skills, and reflection time.
Activity Have partnered participants join to form groups of 4, and supply them with both a physical and electronic copy of a note-page divided into three columns. (For paper or laptop users) Instruct them to compile a list on the left which outlines the various kinds of “literacy” which our students need to have honed by the end of their high school career. Next, have them compile a list of Numeracy-based “skills” which students should be familiar with by the end on the centre column Instruct participants now to draw lines from each literacy type to the skills which could possibly have something to do with one another. Person Future Action third column, have them write brief descriptions of HOW they can Deadline In the Items practically Responsible see the rehearsal of this skill implemented through the lens of the associated literacy type. Have them note that of their conclusions, the most practical should be recorded and an attempt made to consider how this might be implemented in reality this coming school year. The next step would be at that point to cross-reference with the curriculum
[Welcome] [Time allotted] Discussion
[Initial Reading of Site]
Big Ideas help teachers communicate the main concepts while remaining cognitive of what the focus must be for students if they are to grasp the significance and relevance of a given subject or theme. Big ideas “focus on meaning, rather than on abstract rules,” and advises that meaning is conveyed and adequately understood by all learners first before those rules. The module helps greatly as a model of how one might address this practically in the classroom. Topics include: Counting, Quantity, Relationships, Operational Sense, and Representation.
Valuing Numeracy as Literacy
Have participants discuss in partners what some of the typical expectations are from their most involved parents in the math classroom Next, have them discuss the main obstacles (which might concern the big picture – the parents and home life, career expectations, etc) to student success Bring the group together and form a group list of items discussed, taking a mini consensus as each main topic is brought up to ensure that it is a uniform experience.
Concluding items should probably include such goals as: Enable students to make sense of mathematics, and prepare them to use these skills commonly in real-life situations. Equip students with techniques and tools for measurement Familiarize students with a relevant set of computational skills and habits by which to apply their understanding of numbers and their relationships. Present students regularly with geometric shapes and figures to expand their sense of space, location, and motion, and to equip them with relevant communication techniques. Form in students a decisive skill set to classify, represent, and decipher data in meaningful ways. Ensure that all students are literate in all facets of numeracy, and appreciate the relevance of numeracy in their lives.
Future Action Items In general, this site may prove to be of great benefit as you plan out your course. Recommendations about parentinvolvement strategies through video models of conferences, as well as printable documents are practical, and easily accessible. When implemented they will likely represent a strengthened teacher-student-parent triangle and an increased performance level by the learner. The site also includes a long list of additional web-resources per subject area. Please set this site to your Favourites.
Riding the Heritage Rails of South-Western Ontario: Grade 5 Science (or Grade 3 Social Science)
This trip is designed to give students a tangible experience of the railway system which was the catalyst to the area’s growth and development in the late 1800s. Experiences such as these help students grasp the process of historical change from the “olden days” of non-motorized vehicles to the more modern era of the late 20th Century. The early 1900s often is a very fuzzy time in a child’s mind. This heritage railway runs from Waterloo to Elmira, with some stops, including the St Jacob’s Market. Subjects to highlight in regards to curriculum include: Mennonite Life, Agriculture, Steam Engines and early technologies, historical highlights along the way. The central website is: http://waterloocentralrailway.com/
Note: This historical train trip could be taken on Thursdays in late May/June or within the first month of school. (May 17-oct 11). It could also be done in December, making use of the Santa Train Cost: The train ride is $7 for children, and $10 for adults (roughly 30% more for a return trip). Bussing to and from drop-off/pick-up locations (which may differ) roughly $250. Location: Kitchener-Waterloo area. Duration: All day outing, though coordination with 8:30 / 3:00 busses is certainly possible. Minimum Number of Students: Groups of more than 20 passengers receive a 20% discount. Group leaders and bus drivers receive complementary tickets.
There are links via this website: http://waterloocentralrailway.com/schedule to do a version of this field trip along the other South-Western Ontario train lines. (Lake Huron and Lake Erie areas). One might also consider riding the streetcar in Guelph: http://www.hcry.org/ab_us.html The activity might be offered to a grade ¾ class, focussing on the settlements, in keeping with Grade 3 learning outcomes.
Curriculum Expectations: Grade 5 Science and Technology – Structures and Motion
Students are expected to engage in several concepts of structure and motion within the Science and Technology strands. Understanding the genius and practical application of trains, with their gears, incredible momentum, and the relative lack of resistance via a track, will represent critical points of enlightenment as they consider the potential energy harnessed through mass rail transportation as opposed to independent drivers and animal power.
Understanding Basic Concepts By the end of Grade 5, students will: – identify and measure forces acting on a structure (e.g., mass, air pressure), and describe the effects of their application; – identify the parts of a structure that are under tension and those that are under compression when subjected to a load (e.g., the wires in a suspension bridge are under tension; a ladder bearing a mass is under compression); – compare the force needed to lift a load manually with the force required to lift the load with a simple machine (e.g., lever, pulley system, gear system); – describe, using their observations, the advantages and disadvantages of using different types of mechanical systems (e.g., a single-pulley system has no mechanical advantage; a pulley system with two or more pulleys has a mechanical advantage);
Developing Skills in Inquiry, Design, and Communication By the end of Grade 5, students will: – formulate questions about and identify needs and problems related to structures and mechanisms in the outdoor environment, and explore possible answers and solutions (e.g., construct a bridge that must support a given load across a given distance; determine which surface of a cantilever bridge or beam is under tension and which is under compression); Relating Science and Technology to the World Outside the School By the end of Grade 5, students will: -recognize the advantages and disadvantages of using various mechanisms (e.g., levers,wheels and axles, pulleys, gears) with respect to the amount of energy they require to move or lift a given load; – describe the change in energy transfer that occurs when the number and the size of gears in a gear system are modified.
Grade 5 Social Studies – Heritage and Citizenship
Overall: -identify and compare the ways in which people in various early civilizations met their physical and social needs, including how they interacted with and used the natural environment; Specific: – identify some scientific and technological advances made by two or more early civilizations (e.g., written language, calendar, time-keeping methods, invention of the wheel, medicine, sculpture, irrigation, building methods, architecture, embalming, aqueducts, metalwork); *Connection to the modern world and more recent history are important when bringing
the relevance of the content (ancient civilization) to a learner’s mind; meeting physical needs in the 20th Century represents a practical connection opportunity for the above learning outcome.
Additionally, Grade 6: – demonstrate awareness that a moving mass has kinetic energy that can be transferred to a stationary object (e.g., a car hitting a wheelbarrow will cause the wheelbarrow to move);
Grade 3 Social Studies – Early Settlements in Upper Canada
Though grade 3 does not fall under the junior panel, grades are often split, 3-4. This represents a sidenote, but the grade 3 curriculum for Social Studies is addressed very well here. One might make use of the trip by inviting the grade 3 (possibly 4) students to fill out the numbers and provide a more full experience for all students who may have opportunity to listen in on the instruction being provided by either teacher along the way.
By the end of Grade 3, students will: • describe the communities of early settlers and First Nation peoples in Upper Canada around 1800; • use a variety of resources and tools to gather, process, and communicate information about interactions between new settlers and existing communities, including First Nation peoples, and the impact of factors such as heritage, natural resources, and climate on the development of early settler communities; • compare aspects of life in early settler communities and present-day communities. – identify the countries of origin of the people who settled in Upper Canada around 1800 (e.g., United States, United Kingdom, France,Germany); – identify the areas of early settlement in Upper Canada (e.g., English/Niagara; Francophone/Penetanguishene; African-
American/Chatham; Mennonite/ Kitchener; Mohawk/Brantford); – identify factors that helped shape the development of early settlements (e.g., lakes and rivers for trade and transportation; origins of early settlers; climate; natural resources); – make and read a wide variety of graphs, charts, diagrams, maps, and models to understand and share their findings about early settlements in Upper Canada (e.g., a research organizer showing trades and tools; illustrations of period clothing; maps of settlements, including First Nation communities); – compare and contrast tools and technologies used by early settlers and/or First Nation peoples with present-day tools and technologies (e.g., quill/word processor; sickle/combine harvester; methods of processing lumber, grain, and other products);
Unit Plan Evaluation: Ancient Civilizations: An Integrated Unit for Grade 5 Written by: the Curriculum Review Team, 2005 Queen’s University Library, Online resources Permanent URL: https://qcat.library.queensu.ca/vwebv/holdingsInfo?bibId=2387675 Accessed: July 16, 2012 The former website entitled OCUP (Ontario Curriculum Unit Planner) now includes files, which are housed at http://www.edu.gov.on.ca/eng/policyfunding/ocup/, but which is itself discontinued. The unit plan examined had to do with preparing a final museum display wherein students act as specialists in their field, having done considerable research in a variety of topics and honed in on an area of interest. This particular plan was accessed from Queen’s Education Library OCUP files. The unit plan is a 90 page pdf document with an excellent table of contents, though familiarity with the terms may be first required. The central goal may have been defined a little bit more thoroughly at the beginning. Ensuing are a dozen or more lesson plans which focus on a specific skill in historical thinking. Advantages to the approach and layout are many: Step-by-step prompts which do not simply get students busy; rather, real concepts are taught and the knowledge which many students already have is “squeezed” out, so to speak, getting students to think outside the box. Student activities often include simply working together from what they already know or believe, and examining this further. Text book work is surprisingly limited, yet studentengagement high. Sub-lesson plans often do not prescribe specific videos to view, but instead assume teachers will want to use what is at their disposal and which they are familiar with. Questions to be developed are not video specific. Alternative, varied, and modified course activities are suggested for each lesson, relevant to learners who may struggle to excel in these busy, interactive activity contexts. Though many lesson plans are included, the unit could easily be modified and the performance task thoroughly executed without covering every aspect. Essentially all of the learning outcomes are addressed within the Heritage section of the new curriculum. There is a specific focus on Inquiry/Research and Communication and Application skills. Making connections amongst the civilizations being discussed, and extending knowledge gained to other fields and practical modern life is addressed well through the teacher prompts. Key learning outcomes addressed include:
Heritage and Citizenship: Grade 5 – Early Civilizations
By the end of Grade 5, students will: • identify and compare the ways in which people in various early civilizations met their physical and social needs, including how they interacted with and used the natural environment; • use a variety of resources and tools to investigate characteristics of a number of early civilizations, including their significant innovations and technological advances; • show how innovations made by various early civilizations have influenced the modern world. Specific Expectations Knowledge and Understanding (e.g., world views, including religious By the end of Grade 5, students will: beliefs and practices; government; social – identify major early civilizations (e.g., structure; family structure and roles); Mediterranean, African, Asian, North/ – identify some scientific and technological Central/South American) and locate them advances made by two or more early on a world map; civilizations – describe the physical features and climate of (e.g., written language, calendar, two or more regions where early civilizations time-keeping methods, invention of the developed (e.g., the flood plains of wheel, medicine, sculpture, irrigation, the Tigris and Euphrates Rivers, the Nile building methods, architecture, embalming, River Valley, the inland delta of the upper aqueducts, metalwork); Niger River, the mountainous islands of – identify and compare the distinguishing Greece, the fertile plains of China, the rain features of two or more early civilizations forest of the Amazon, the deserts of the (e.g., class structure, location, governance, United States); beliefs, arts). – explain how two or more early civilizations shaped and used the environment to meet Inquiry/Research and Communication Skills their physical needs for food, homes, clothing, By the end of Grade 5, students will: and health (e.g., use of irrigation in – formulate questions to develop a research agriculture in Egypt, planting of olive focus (e.g.,What farming methods were groves and orchards in Greece, use of bamboo used by the Aztecs? How did trade between for homes in China, pottery making in early African civilizations contribute to Mesopotamia, growing of maize by Mayans, mutual prosperity? How did social organization use of cedar trees by Haida people); differ among various North American – compare how two or more early civilizations First Nation peoples?); were governed (e.g., pharaohs in – use primary and secondary sources to Egypt; early democracy in Greece; locate information about early civilizations emperors in China; republican government (e.g., primary sources: artefacts, field trips; in Rome; nobles, priests, and military secondary sources: atlases, encyclopaedias and in Aztec society; chiefdoms in the other print materials, illustrations, videos, Indus Valley; city states on the Swahili CD-ROMs, Internet sites); Coast; clan mothers and chiefs in the – use graphic organizers and graphs to sort Iroquois Confederacy); information and make connections (e.g., – outline how social needs were met in two Venn diagrams comparing governments, or more early civilizations (e.g., family subject webs illustrating physical needs, roles, recreation, sports, arts, entertainment, year-round calendar to show agricultural sanitation, education, written language); cycles, bar graph for temperature data); – identify important values and beliefs in – compare maps of early civilizations with two or more early civilizations and modern maps of the same area; describe how they affected daily life – use knowledge of map-making techniques
and conventions to map sites of early civilizations (e.g., grids and direction symbols to show locations; colour and shading to show elevations/physical features); – use media works, oral presentations, written notes and descriptions, drawings, tables, charts, maps, and graphs to communicate information about early communities; – use appropriate vocabulary (e.g., culture, myth, legend, civilization, technology, democracy) to describe their inquiries and observations. Application By the end of Grade 5, students will: – make connections between some elements of modern life and similar elements from
early civilizations (e.g., the Olympic ideal, democracy, money as a medium of exchange, citizenship, philosophy, mythology, trade, social structures, legal systems, theatre, architecture); – compare and respond to myths and legends from two or more early civilizations; – report on the relevance to modern society of selected scientific and technological discoveries made by early civilizations (e.g., written language, astronomy, irrigation, mathematics, navigational instruments, medicine, architecture, the mining and smelting of metals).
Noticeably, the sub-plans became increasingly vague as they progressed later into the third and fourth weeks. These were the research-intensive points, and the assumption is that a teacher will have his or her own techniques and expectations in student-led research. However, this is where some guidance would have been very handy, especially as teaching research to grade 5s is already a challenge. Techniques for carrying out research, whether web-based, print-based, or a strategic mix of both will have to be planned on well in advance. It did seem that the amount of independence being afforded mere grade 5s was a bit of a stretch. The unit plan was, overall, a little bit broad to be of great use, and recommendations for how to crunch the tasks down would have been helpful. It still is definitely worth a thorough examination, potentially offering a teacher an entire course outline by which to address over half the overall curriculum expectations for Social Sciences, Grade 5. Blackline masters and explanations and notes to the teacher are also included regularly. Finally, a direct copy and paste of a selected sub-lesson follows, and viewers of this document are encouraged to consult the original. Overall, this is a solid resource written by teachers of considerable experience, and which values skill over mere content.
Example of Teacher Prompts: Ancient Civilizations Subtask 2 Who are We? An Integrated Unit for Grade 5 ~ 80 ins 1. Write the word beliefs on one piece of chart paper in red. 2. Write the word notebook on another piece of chart paper in blue. 3. Ask the class to look at each word closely and think of a category each word could belong to. Tell the students to keep their ideas to themselves for now. 4. Add the word economy to the red list. Add the word baseball to the blue list. Pause. 5. Add the word language to the red list. Add the word sneakers to the blue list. Pause. 6. Continue in this way, adding the following words to each list and pausing after each addition to allow students time to think about the groups and how they could be categorized. Red List: clothing, religions, music, art, technology, food, celebrations. Blue List: goldfish, light bulb, compact disc, poster, movie, hamburger, cat. 7. Organize students into groups of three or four. 8. Ask student groups to share their individual ideas about the possible categories these lists represent. 9. As a group, students should agree on the most appropriate category headings. 10. Ask one person in each group to tell the rest of the class what the categories they selected are. Also have the student explain the group's reasoning. 11. DO NOT TELL THE STUDENTS IF THEY ARE CORRECT. ALLOW ALL ANSWERS TO BE SHARED, THEN TELL THE STUDENTS TO KEEP THINKING ABOUT THIS AS THEY COMPLETE THE NEXT TASK. Think/Pair/Share: 12. Instruct a different member of each group to draw a circle in the middle of their chart paper big enough to write one or two sentences in. Next, have them divide the remaining space into enough equal-sized parts for each group member to have one to work within. (This activity is called placemats.) 13. Tell the class that they will need to think about what defines a civilization, and to write a definition of civilization in their space on the chart paper ( not the center space). 14. Once students are finished, tell them to circulate around the classroom and read the definitions written by their peers. Allow about five minutes before students return to their groups. 15. Challenge student groups to come to a consensus about the best definition of civilization and to write this definition in the circle in the center of their chart paper. 16. Have students read their group's definition to the class. 17. Discuss the definitions shared and sum up the definitions as a class. Relate the definition back to the concept clarification exercise from earlier in the lesson by saying: "Look at the lists on the two charts. Do your definitions include many of these words? What do you think the categories for these lists are?" Discuss as a summary of the lesson. 11
Planned Professional Contributions:
Special note has been taken of the following website: http://ohassta.org/archives/55 One may participate in the programming and vision of OHASSTA, the Ontario History and Social Studies Association by proposing ideas for the conference. As a young history teacher, I would like to keep possible themes and ideas in mind as submissions. As I become involved in the conference, I would like to learn about how I can work towards presenting ideas and experiences at the conference down the road in my career. One ideas of particular interest includes a presentation on teaching History as a Research Science, given the influx of popular historical falsities which are proposed on Youtube and other popular sources which distort facts and make the study of events, current and past, a seemingly useless pursuit, lacking both credibility and universal relevance.
Musical Artist Profile: David N. Mac Lean
Intern at El Sistema – Alternative Music Education David recently worked first hand with music students of the renowned orchestral sensation Gustavo Dudamel, director of the Los Angeles Philharmonic, protege of Maestro Abreu, who founded Venezuela's fiery public schools orchestra system, El Sistema. While producing incredible talents, this world famous music program focuses on identity and character education by fostering artistic skills. As a community approach, it provides a practical and relevant model for Canadian schools not. David firmly believes that terrific social reform, youth development, and literacy should be fostered through free musical training. Through effective sponsorships and parental involvement, David seeks to develop cost-efficient programs, making music a primary vehicle for student success. Artist in Community Education – B.Ed Specialization This program at Queen's allows candidates crucial networking opportunities through guest or peer collaborations and lecturers who represent the cutting edge in Global Arts Education. It strives to foster the creativity necessary to improve upon today's artistic and social frameworks. Freelance Violinist – Studio, Solo, Orchestral Musician to bring equal opportunity to countless numbers of students, whether musically ambitious or
· The Harmony Project,
Los Angeles, California 2010 High level classical music training for at-risk youth in public schools; Ministry of Health and Ministry of Education collaborative effort to keep students confident, equipped, safe and off the streets.
· Chiroscuro Quartet,
UWO London, ON 2005 Classical string quartet founding member
Artist in Community Education Queen's University,
David MacLean has had a dynamic career in the musical arts, working and studying as a freelance violinist in Southern Ontario, Canada. He began classical studies at age four, and more recently has studied with German violinist, Annette-Barbara Vogel, Steve Strawley, and Toronto's Symphony principal second violinist, Sonia Visante-Bucsa. David soloed numerous times as he toured Canada with Dr. Glenn Mallory's Hamilton Philharmonic Youth Orchestra, while yet in high school. Upon graduating, David twice won orchestral contracts with the National Academy Orchestra, conducted by Leonard Bernstein's famous pupil, Boris Brott. There he played with international stars, such as Laura St. John and Valerie Tryon. His community activism represents various youth outreaches, diverse churches and synagogues, and countless community projects. His passion is to imbue Canada's struggling young people with a new sense of creative identity personal success. and to propel their educational and
2009/10 B.Ed. Focus Program
The Heartland Son Toronto, 2004 “The Shooting Eye”
studios recording musician for film score
Fiddler on the Roof, Theatre Ancaster, 2003 Musical actor and pit musician
Quest for the Past Band Member, 2001-
2007 Violinist for experimental Folk and Eastern music album
Rationale of Items Included
Plan a Think-Tank
No one enjoys adding work to one another’s schedules by implementing more meetings. However, when noticeable anxiety develops amongst several staff members over their concern about program delivery quality of quantity, time must be invested in order to be gained. Those who have the foresight to recognize a developing problem or even a new challenge will be thanked by everyone when they resist complaining and instead politely insist on working together to identify better strategies. Sometimes, identifying the problem is progress in itself, but this needs to be communicated by effective professional leadership, a practice worthy of all educators.
This exercise provided a good walk-through example of the type of scenario a teacher might find herself in, and it provided me with some opportunity to envision the above consultation series I plan to implement this year. That too, is a type of workshop, requiring a thorough examination and ability to present potentially useful concepts in order to guide a new vision, acceptable by all. Maintaining a sense of where such conferencing is useful is the mark of a professional’s practice in leadership.
Field Trip and Community Networking
Organizing a field trip plan with multiple courses and their expected outcomes was a worthwhile endeavour. It alerted me again to the effort required in planning an excursion, and so reasserted the benefit of working together with colleagues to combine the purpose of trips which meet the needs of more than one class or grade. Being aware of one another’s curriculum expectations will more likely serve a teacher as he or she considers preparing an outing; they will likely be the recipient of one facilitated by a colleague in the near future. Otherwise, neither event may happen, stemming from a lack of feasibility when but one class is participating. This type of leadership carries rich rewards.
OHASSTA Conference Contributions
A teacher can demonstrate his dedication to a field by contributing to the conferences, events, and literature which support its ongoing development. Participating as well as contributing actively to the format, purposes, and exchanges available at a conference, such as OHASSTA (Ontario History and Social Studies Association) is a great way to provide leadership in the field which is represented in school subject areas.
This item, although not a direct part of the course, is an example of my philosophy and practice as an educator. It has been extracted from my professional resume. I believe it is crucial to be active in one’s original field at the same time as being an educator, even if this comes in a drastically reduced form. It bridges the gap between theory and practice, further inspiring ones’ self, but more importantly, the students. Leadership is, in effect, then offered to the student who might otherwise be actually turned off from the subject they love upon realizing her own teacher does not engage in the subject outside the theoretical room of the classroom.
Evaluating a Unit Plan
Though an exercise, this type of leadership should be rehearsed once in a while by every teacher. Curriculum and the associated documents of each course require regular updating, making some obsolete to some degree. Unfortunately, without appropriate abstracts, annotations, or evaluations of a piece’s worth, such as this “out-dated” unit plan, immense amounts of virgin terrain, forged through by laborious hours, would be wasted. A few minutes of evaluation by new teachers who specifically represent the new curriculum can result in the statement, “Wait, this item is still quite useful to us now;
don’t pitch it, owing to its association with the old documents.” Many teachers will be appreciative of your having contributed to an ever-growing compilation of resources.
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