§B Implementation of Curricular Aims

System Wide Teaching Strategies (STS)

1. Visual Exemplars
2. Scaffolding Lessons
3. Think-Pair-Share (or Partner Talk)
4. Vocabulary Enhancement
5. Clear Lesson Goal-setting
6. Frequent Quick Checks for Understanding
7. Transitional content (Translated Traditional Chinese Literature, History or
Examples)
8. Response Journaling
9. Active Learning
10. Student Tracking of Achievement Records
11. Consolidation Events
12. Integration of Technology

Suggested STS #1 Visual Exemplars

Description

Visual Exemplars are STS which seek to provide students with clear expectations regarding their
work. Exemplars should be provided upfront at the introduction of a project or assignment so
that students may match the performance standards to real examples.

Visual Exemplars work best when meeting the following criteria:

Exemplars are used in conjunction with assessment details
Exemplars are visual, organized, and uncluttered
Multiple Exemplars are used

Exemplars are best used to create a common understanding of performance expectations

between instructors and students so that the student may dedicate an appropriate amount of
time to the project in order to meet their goals. A secondary benefit is to provide a strong basis
for evaluating student work according to subjective criteria.
Rationale

Visual Exemplars are an important teaching strategy because they promote learning through:
Demonstrating different ways in which standards may be met
Demonstrating different levels of student achievement
Creating clear expectations between instructors and students
Creating opportunities for discussions on standards

Exemplars are best used in conjunction with an assessment document which outlines the
standards of the assignment.

*As a caution, it should be noted that extensive use of visual exemplars is likely to reduce the
opportunity for other candidates to produce an original body of work and therefore this
teaching strategy should not be used excessively*

Links

Visual Exemplars (STS) work well alongside Clear Lesson-Goal Setting (STS) by providing a start
of lesson visual goal for students to work towards. Visual Exemplars also work well with Student
Achievement Records (STS) by providing examples of performance standards for student self-
evaluation

Sample 1: Visual Exemplar of a Laboratory Procedure

Sample 1 provides students with the standards for performance at a high level:
Procedure is divided into two major parts, reflecting the goals of the lab
Steps involving the recording of data are clearly denoted
The sequence of steps is logical and clearly labelled
Visual aids are used in addition to written work

Teachers may wish to contrast the high level visual exemplar with a second exemplar which
would demonstrate performance at a much lower standard.
Suggested STS #2: Scaffolding

Description

Scaffolding lessons is truly vital to the principles of teaching. Scaffolding is a technique used to
break concepts or skills, into manageable chunks. Each chunk should provide a tool or
structure, to guide students throughout the learning process. Scaffolding can be utilized in a
short simple task, or it can be used over the duration the lesson or even the course.

Immediacy Strategy Execution

Structured Write verbal instructions on the board in steps. Only
INSTRUCTION add the next step after students have completed the
(students off-task) instruction.
Think-Pair-Share Give students a defined amount of time to interact
(interact with with concept in however they choose.
concept)
Teachable Moment Cultural reference to the vocabulary word or use a
(identified a synonymous word.
Immediate vocabulary problem)
Supplement verbal instruction with acting or
comedy.
Hand gestures and movement can be used to create
PPT (Enhancement kinesthetic connections with the content. Students
Strategies) will subconsciously remember the concept through
your actions.
Adding personal stories can add comedy to the
lesson, which makes it memorable.
Darker colors represent core concepts. Colors
become progressively lighter as more information is
added to explain the concept. This strategy reduces
Color-coding (link
the intimidation of acquiring massive amounts of
ideas)
knowledge.

This table is a demonstration of this strategy.

Lesson
Do not be afraid of blank space on your handout.
Blank space is less intimidating for an ESL student.
Formatting Hand-outs
If you notice your handout has numerous pages,
then you may be expecting too much content
acquisition.
Content Importance When students continue to struggle with a
 (content is not the concept/content, dedicate a lesson to vocabulary
obstacle, it’s development, through games with minimal teacher-
language) talk.
Minimal Text and lots of visuals.
PPT shouldn’t exceed 14 slides. Select the concepts
which are foundational to other concepts that are
required.
PPT (Content
Strategies) If you feel like the content can not be reduced to 14
slides, post the PPT in full onto Moodle or related
technology for students who can exceed
expectations.

Initial task is focused and simple. Once students

have mastered the previous task, the task becomes
progressively more difficult by adding additional
expectations.
Recurring Tasks
Note: Do not expect a fully essay before they can
write a well-written introduction. Do not progress in
Long Term the task until the introduction has been mastered.
Backwards Design Begin constructing your unit plan by firstly
(Unit plans) considering the end goal (major assessment).
Every two units provide a test, which consolidates
the content. Students are able to bring a cheat
Cheat Sheets sheet. This strategy is intended for students to
create notes for their final exam before its on the
horizon.

Rationale

Scaffolding lessons is an instructional strategy that is closely related to the Zone of Proximal
Development, developed by Lev Vygotsky. A core concept to the theory is that children learn
new knowledge and skills when they have assistance. Take a look at the image below. For a
student to access new knowledge that is positioned higher than they can currently reach, the
teacher has to provide a framework to support the student in accessing the new knowledge.
This “framework” is termed scaffolding.
Scaffolding is a vital teaching strategy because it:
Breaks a large concept into manageable segments, in order to coherently guide students
to greater understanding
Models the teacher’s train of thought

Links
Scaffolding is very versatile. It can be used in conjunction with almost any teaching strategy.
Usually it is at the root of most teaching strategies.
Suggested STS #3: Think-Pair- Share (Partner Talk)

Description

Think-Pair-Share, or commonly referred to as Partner-Talk, seeks to promote student

engagement by breaking from teacher-driven lessons to allow student interaction with the
content. Think-pair-share is a teaching strategy that poses either specific questions to students
or asks students to summarize to their partner, what they have just learned. Students are given
about 5 minutes to think and share their ideas before sharing ideas with the entire class.

Rationale

Think-Pair-Share is useful teaching strategy because it:

Gives time for students to pause the lesson to allow students to think and process the
lesson
Gives opportunity for the weak students to develop there idea so that they can join any
class discussions
Gives opportunity for ESL students to locate their vocabulary to express their ideas, so
that they can join any class discussions

Links
Think-Pair-Share is also a very versatile teaching strategy. It can used with many different goals.
Think-Pair-Share can also be considered a Vocabulary Enhancement (STS) strategy or a
Scaffolding (STS) strategy or a Frequent Quick Understanding Checks strategy (STS)
Suggested STS #4: Vocabulary Enhancement

Description

Vocabulary Enhancement is a necessary element to literacy development. The relationship

between vocabulary and comprehension in literacy is vital. Development of vocabulary can be
direct or indirect methods of instruction where key vocabulary may be taught explicitly through
dictionaries, word lists, and prefixes/suffixes or it may be taught implicitly through context
clues, deciphering for meaning, and connotation.

Rationale

Vocabulary Enhancement is a useful teaching strategy because it:

Allows students to communicate with clearer and precise language
Provides students with a stronger foundation when understanding the content of
specific courses
Develop skills for context clues and decoding
Gain a better understanding while reading, listening, writing, and viewing
Improve skills to use and decipher a dictionary

Links

Vocabulary Enhancement is a number of strategies incorporated into this one. It can be used
with several other strategies. It is necessary when understanding the content of a lesson, and
concepts of a unit. In order for success to be measured, the core vocabulary must be
understood
Suggested STS #5 Clear Lesson-Goal Setting

Description

Clear Lesson-Goal Setting is a start of lesson STS intended to provide direction for students.
Instructors are expected to communicate lesson goals to students prior to covering content for
the day.

Lesson-Goal Setting is best used when meeting the following criteria:

Quantifiable goals are used whenever possible
Qualitative goals are accompanied by visual exemplars
Goals are presented in a clear and concise manner
Goals use appropriate level vocabulary
Goals are as specific as possible

Clear Lesson-Goal Setting is not specific to lesson structure. It may also be used to preview
student learning at the unit level through sharing unit plans with students, or at the course level
through sharing course overviews with students.

Sample 1: Lesson Goals for Physics 12 (Kinematics Unit)

By the end of today's lesson, students will be able to:

Differentiate between scalar and vector quantities
Construct vector addition and subtraction diagrams
Perform vector addition and subtraction diagrams

The phrase "students will be able to" may be replaced with other descriptors more appropriate
to a specific course, such as:
o students will be familiar with:
o students will have demonstrated:

Rationale

Student learning is facilitated by the opportunity to preview instructional goals. By using Clear
Lesson-Goal Setting, students are more likely to identify and focus on key learning objectives as
highlighted by the preview. Furthermore, students are more likely to identify gaps in their
learning by the end of the lesson due to clear expectations at the start of the lesson.
Clear Lesson-Goal Setting provides students with the ability to:
Identify key learning objectives at the lesson level
Recognize gaps and difficulties related to specific objectives

The instructor also benefits from Clear Lesson-Goal Setting by providing an upfront checklist to
remind them of the lesson goals.

Links

Clear Lesson-Goal Setting (STS) is works well with Student Achievement Records (STS) which
may constitute a long term summary of individual lesson goals.

Visual Exemplars (STS) work well in conjunction with Lesson Goals that are qualitative in nature.
The visual exemplars serve to flesh out the lesson goal and give the students clear expectations
on how to meet the goal.
Suggested STS #6: Frequent Quick Checks for Understanding

Description

Frequent Quick Checks for Understanding (STS), also known as, Quick Checks, are used to break
up a lesson into chunks, as well as, to provide formative assessment. Quick Checks can take
many forms, but would usually only take-away 5 minutes of a lesson, unless a teacher identifies
a need for further explanation. Most often, they are multiple choice or fill in the blanks
questions, however, they could also be review questions from the previous days content or exit
slips to summarize today’s content. Quick Checks are usually embedded in notes and/or PPT to
allow students time to work through the questions.

Rationale

Frequent Quick Checks for Understanding is a useful teaching strategy because it:
Provides time for students apply what they have learned through-out the lesson instead
of requiring students to retain the information until the end of class to complete a larger
“worksheet”.
Allows for frequent formative assessment to provide information to both the teacher
and the student
Can inform future lessons
Models potential question types of summative assessment

Links

Frequent Quick Checks for Understanding can also be used to aid in vocabulary acquisition
when the Quick Checks assesses the vocabulary, such as fill-in-the-blanks.
Suggested STS #7 Transitional Content

Description

Transitional Content is a broad STS which seeks to facilitate the transition of a student's native
background to a global perspective. This STS aims to either replace or compliment content
outside the student's background with content the student would be familiar with.

Transitional Content STS is best used to:

Replace foreign cultural references with native cultural references
Replace foreign story content with native content
Compliment foreign references with native analogs
Connect native historical figures with lesson content
Connect native inventions or technology with lesson content

* Time permitting, a complimentary approach should be chosen over a replacement approach.

Rationale

Current curricula within the system place a significant emphasis on Canadian history, cultural
references, and prominent history and scientific figures which Chinese native students do not
share a background in. Complimenting or replacing these references with Chinese analogs will
grant Maple Leaf students a level playing field.

Links

Transitional Content (STS) function mostly as a powerful stand-alone strategy.

Suggested STS #8: Reflection Journals

Description

Reflective Journaling is a means for the student to synthesize their knowledge and to determine
the effectiveness of their learning process. Reflection is important for transformative learning
process whereby the student is able to look at and examine their beliefs and orientation of a
topic or idea, critically thinking and analyzing to bring about improved ways to redefine their
beliefs or conceptual learning.

Rationale

Reflection Journals are a useful teaching strategy because it:

Allows students the ability to collect, record, and process concepts, situations,
beliefs
Permits students to be free with their thoughts in writing, assisting in higher-level
thinking and consolidation of ideas
Presents interesting and in-depth insights to the teacher
Demonstrates a students success in learning, and processing concepts and
knowledge

Links

Reflection Journals are a useful strategy for the teacher and the student, demonstrating the
inner thoughts and understandings of concepts and knowledge taught in class. This
strategy can be used with other strategies to demonstrate learning and progress, or as a
lesson in itself. The reflective process is a key developmental strategy that must be
demonstrated in the completion of their high school courses.
Suggested STS #9 Active Learning

Description
Active Learning represents a broad STS which seeks to promote student engagement by
breaking out of a traditional passive learning in favour of more active student participation.

The Active Learning STS seeks to make daily use of as many of the following as possible:
Creation of original content
Visual processes or results
Student movement
Student ownership
Collaborative work

When active learning is employed the focus should be on learning through participation and
collaboration between peers or between groups of peers.

Rationale

Active Learning is an important teaching strategy because it promotes learning through:

Student Engagement
Student Investment
Peer Learning
Additionally, Active Learning provides ESL learning support by increasing the opportunity for
conversations between students and teachers as well as between students and their peers.

Links
The Active Learning (STS) may be used in conjunction with Consolidation Events (STS) and
Student Achievement Records (STS) in order to increase the effectiveness of peer-learning.

Consolidation Events provide immediate end of lesson consolidation and reinforcement

of the day's content

Achievement Records maintain a long term record of the student's learning progress for
later reference.
Suggested STS #10 Student Achievement Records

Description
Student Achievement Records are long term STS designed to provide comprehensive tracking of
student progress. Using whatever means a teacher may desire, students will be tasked with
keeping track of their learning achievements on a daily basis as a form of self-assessment.

A simple Student Achievement Record could take the form of a learning outcome based
checklist which would layout specific skills or accomplishments the student has demonstrated.
This checklist may be designed with a tiered approach like a rubric or with an all or nothing
mastery approach with a simple box to be checked. Students will keep a copy for themselves
and submit photocopies to teachers.

Sample of Mastery-Style Student Achievement Record:

Category Area Demonstrate the Achievement
Ability to... Indicator (Mastery
Style)
Technical Skills Set-Up and Assemble a gas
Maintenance collection apparatus (ρ ☑
< air)
Assemble a gas
collection apparatus (ρ ☑
> air)
Equipment Reading Accurately measure the
volume of a liquid in a ☐
graduated cylinder
Accurately measure the
mass of a standard
weight on a manual ☑
balance

Sample of Rubric-Style Student Achievement Record:

Category Area Demonstrate the Achievement
Ability to... Indicator (Rubric
Style)
Inquiry Generate a Hypothesis Generate a hypothesis
based on data available 4
prior to experimentation
Improve an Existing Modify a procedure to
Procedure reduce experimental 1
error
Modify a procedure to
increase time efficiency
2
 Shaded items include sample rubrics on the next page

In the case of rubric-style Student Achievement Records:

Rubric scores could be specific to each achievement indicator and full descriptions could
be found in supplementary documentation

Sample 1: Customizable Rubric for Student Achievement Record - Supplement

Criteria Criteria Criteria Criteria

Does Not Meet Approaches Fully Meets Exceeds
Competency Expectations Expectations Expectations Expectations
(1) (2) (3) (4)

Modify a procedure to Modifications have Modifications have Modifications have Modifications have
reduce experimental failed to bring brought experimental brought experimental brought experimental
error experimental results results a little closer results closer to results very close to
closer to accepted to accepted values accepted values accepted values
values

Modifications have Modifications have Modifications have Modifications have

not reduced sources slightly reduced significantly reduced completely reduced
of human error sources of human sources of human sources of human
error error error

Sample 2: Customizable Rubric for Student Achievement Record - Supplement

Criteria Criteria Criteria Criteria

Does Not Meet Approaches Fully Meets Exceeds
Competency Expectations Expectations Expectations Expectations
(1) (2) (3) (4)

Generate a Hypothesis Hypothesis submitted Hypothesis submitted Hypothesis submitted with

hypothesis based submitted without with rationale that with rationale that rationale that incorporates
on data available rationale incorporates some of incorporates all of the all of the available pre-
prior to the available pre- available pre- experimental data as well
experimental data experimental data as additional data from
experimentation
third-party sources
Rationale

Student learning may be facilitated through the use of metacognitive practices. These practices
are designed as a record of acquired learning and as a preview of upcoming learning.

Student Achievement Records aim to provide students with the ability to identify:
Where they are coming from
Where they are at
Where they are going

Students armed with a full spectrum of learning self-awareness will be able to:
Preview and prepare for upcoming content
Identify key areas for improvement
Identify gaps in learning
Track their progress

The learning self-awareness promoted by this STS will increase the efficiency of instructor
tutorial time, peer-tutoring sessions, and student self-review.

Furthermore, with the ubiquitous nature of the cell phone camera, students may be
encouraged to keep a photographic record of any achievement which lends itself to visual
recording. Thus a learning portfolio may be created and linked to the Student Achievement
Record both as part of an accreditation process as well as for later reference when reviewing.

Links

Student Achievement Records (STS) may be used in conjunction with Active Learning (STS) to
provide for a more effective use of discussion time, activity time, or collaborative learning time:

In a peer-tutor dynamic, weaker students may enjoy a more accurate pairing with
stronger students based on specific Student Achievement Records rather than on
general percentage grades alone.

In a collaborative dynamic, different groups within the same class could work on
different tasks and outcomes based on common prior achievement.
Suggested STS #11 Consolidation Events

Description

Consolidation Events are end of lesson or end of unit STS which seek to summarize and
reinforce the achievements which have taken place during class time.

Consolidation Event STS should attempt to include these general characteristics where possible:
Student driven rather than teacher driven
Collaborative processes
Strong visual component
Active component
Inclusive design

Sample 1: A Project-Based Consolidation Event

Lesson Content Active Component Visual Component Collaboration Inclusion

Magnetic - Model - Functional Model - Team project Diverse roles:

induction of construction - Flip board - Class discussion - Project manager
electric current - Presentation summary - Designers
- Builders
- Presenters

This Consolidation Event would follow a lesson on magnetic induction of electric current.
Lesson Component (30 minutes)

Students would be provided with the materials necessary to construct a simple proof-of-
concept generator and an ammeter to verify successful construction.

Students would work in teams to design and build the generator. Following testing with the
ammeter students would be asked to record on the whiteboard their team name as well as the
current produced by their model.
Activity Component (20 minutes)

In closing, teams would share their model design with the rest of the class in a quick
presentation. A flip board provided at the front of the class could keep track of common
characteristics of successful design identified through class discussion.
Consolidation Component (20 minutes)
Sample 2: A Gallery-Walk Consolidation Event

Lesson Content Active Component Visual Component Collaboration Inclusion

Conservation of - Open end design - Concept Map - Team project Diverse roles:
momentum of concept map - Gallery Walk - Class discussion - Project manager
- Designers
- Artists

This Consolidation Event would follow a lesson on conservation of momentum.

Lesson Component (30 minutes)

Students would be tasked with identifying key concepts from the lesson and organising the
concepts into a concept map which would show logical connections between the concepts.
Activity Component (25 minutes)

In closing, teams would post their concept map onto a medium such as a whiteboard or a
bulletin board. A gallery walk would then take place in which students would be encouraged to
walk about and examine the submissions from other teams. Time should be allotted to provide
opportunity for organic conversation between members of different teams. Student use of cell
phone cameras should be encouraged for record keeping purposes.
Consolidation Component (15 minutes)

(Hyperphysics Website - Department of Physics and Astronomy, Georgia State University)

Rationale
Following a lengthy or complex lesson, students must be given the opportunity to consolidate
their learning so as to preserve the learning and place it without a long term framework.

Consolidation Events aim to provide students with the opportunity to:

Place new knowledge into a higher order framework
Form links between new concepts and old concepts
Summarize their learning for easier retention
Reinforce their learning for long term retention

A key aspect of Consolidation Events is that they are constructed by the students rather than by
the teacher. This provides a twofold benefit in that students are granted ownership of their
review material and additionally that teachers are granted the opportunity to identify
misconceptions within the class based on collaborative summary.

Links
Consolidation Events (STS) may be used in conjunction with Active Learning (STS) to provide for
a more effective means of student driven summary.

The creation of original and visual content by students lends itself well to activities that
compare and contrast multiple approaches to learning between groups of students.

The inclusive, collaborative, and student driven components of active learning promote
student ownership of summaries. An increase in ownership allows individual students to
customize their summaries and review of lesson content.
Suggested STS #12: Integration of Technology

Description:
Integration of Technology represents a broad STS which aims to increase the amount of
technology integrated into the daily learning experiences of students.

Possible Applications of the Integration of Technology STS include:

Engaging students with lessons including a variety of multimedia formats, possibly
including: PowerPoint, Prezi, or Smartboard presentations; and online video and photo
resources.
Encouraging interactive activities through the use of laptops or other electronic devices in
the classroom.
Encouraging student-generated content to be created using technology in a variety of
different multimedia formats.
o Eg. Student-generated videos, PowerPoints, Online storybooks, Prezi presentations
The use of online tools, such as “Memrise” for vocabulary enhancement, using pre-designed
courses specific to the curriculum covered in ML courses.
The use of online resources, such as “Lextutor” for the development and modification of a
student program for English Language Acquisition.
The use of “Moodle”, applied in many possible different formats, including providing
teacher-generated resources, allowing student submissions of assessments, or online
content testing.
The use of online library collections, such as “Tumblebooks”, for encouraging reading of
English material in a digital, portable format.
Accessing alternative online texts for students, using electronic databases such as
“Readworks”. Instead of relying on hard-copy library resources, there are many databases
including adapted and modified English text resources.
The use of “ProQuest” or other online databases to provide students with research
opportunities in preparation for post-secondary education.
Utilizing software, such as “Autograph” or “Geogebra” to present mathematics in a dynamic
and interactive format.
Utilizing “Examview” or other test-generation tools to provide authentic assessments
aligned with tables of specifications.
Utilizing online plagiarism checkers, including “Grammarly” or “WCopyFind” to encourage
authentic assessment.

Rationale:
There is a vast amount of research that supports the integration of technology into 21 st Century
classrooms.

Examples of Positive Links between Technology and Learning include:

Students are more active and engaged in their learning process.
 Students gain critical thinking and problem-solving skills through authentic learning
experiences.
Students can improve cooperation skills through collaboration with peers, as the teacher
becomes more of a guide in the learning process.
Students become global citizens when classroom activities connect to the “outside world”.
Students gain valuable experience and skills that will be necessary in their future.
Students can experience a more personalized and diversified learning experience.
Students encounter a more flexible learning environment, in which learning can occur in
many different forms at many different times.

Links:
Depending on the specific application of Integration of Technology (STS), there are many
possible connections to the other System Wide Teaching Strategies (STS).

Possible Examples could include:

Visual Exemplars (STS) of an assessment could be shown in class on a Digital Projector
through PowerPoint, and accessible later on Moodle.
Scaffolding (STS) of a lesson could include a PowerPoint presentation, including multimedia
resources (pictures and videos); an online student activity; and a post-lesson Reflection
Journal (STS) entry on Moodle.
Think-Pair-Share (STS) discussions throughout an interactive online activity.
Frequent Checks for Understanding (STS) could include Classroom Response Systems or
applications that students would access through digital technology.
Authentic assessments could be prepared for students in which a real-world challenge is
presented for students to explore collaboratively online (Active Learning - STS). The
Consolidation Events (STS) could be presented in a variety of multimedia formats.
Suggested STS: A Final Summary

The addition of these three STS will create a learning environment in which sustained student
driven learning may emerge organically as a result of activities facilitated by the teacher rather
than driven by the teacher. The learning environment will facilitate visual and aural comparison
between the ideas and work of students, whose differences in approach will provide the
impetus for student driven discussion. This discussion in turn will drive further learning and
collaboration.

These three additions to the

System Wide Teaching Strategies
(STS) share a central focus in
promoting peer driven learning.

These three STS arose from observations and reflections made during the first residency of the
MAELM program offered by RRU. The program head's approach to instruction included a
significant focus on peer driven learning.

Spontaneous discussion observed during student driven activities included phrases such as:
I think that...
What do you think...
Why did you...
How did you...
Please explain to me...

Note that all discussion took place between students despite having an instructor available. This
was in part due to having the work and ideas generated by the students rather than the
instructor, thus most inquiries about the work were directed toward the students who created
it.

*Samples of student work may be seen on the next page

Sample 1: The Characteristics of a Great Classmate as Produced Through Peer Learning

(MAELM Program, RRU - Residency #1)

Sample 2: The Vision of Maple Leaf as Produced Through Peer Learning

(MAELM Program, RRU - Residency #1)