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Minds On, Action, Consolidate TCDSB October 2013
Transcript of Minds On, Action, Consolidate TCDSB October 2013
Explicit Engaging Strategies to Help Students Make Meaning
to assess as learning and reflect on learning (metacognition)
to highlight the BIG ideas
to identify common errors
to assess for learning for next steps
getting students minds focused on the topic of the lesson
Assesses prior knowledge and readiness (assessment for learning)
Activates prior knowledge for the purposes of
- highlighting skills needed to investigate the new material
- make connections between prior knowledge and new knowledge that is to be learned
Clarify the Action! task
Multiple Points of Entry
issue of lateness
dangers of the mini-lesson at the beginning of the period approach
learning happening for the whole period no matter how short a time that is
Student Samples of minds on inferring activities
what the students are doing to make meaning of the topic or skills in the lesson
allows students to explore and investigate (and struggle!) with a new concept prior to ‘being told’
allows students to communicate and discuss with one another often in small groups
allows students to support each other in their learning
allows students to construct new knowledge
allows students to develop concepts using higher order thinking skills
allows teacher the time to interact with students, differentiate and assess for learning
allows teacher to identify and challenge student misconceptions
pull together learning for the day related to the learning goals
Not the same old, same old Exit Slips
twitter fiction -twisters
The Dream Snatcher an excerpt by trey anthony
From Voices in the Hall part of the iLit Series, McGraw-Hill Ryerson
Sometimes I have this burning desire to find her. I have thoughts about looking her up. I want to Google her. I want to invite her to one of my shows, perhaps send her a news clipping. Maybe one day, I will invite her to lunch, so I will finally get the chance to say, “It’s not right, nor is it okay for you to shatter someone’s dreams. And Miss, you were so wrong about me!”
I remember her clearly: my Grade Twelve advanced English teacher. Let’s call her Miss B. She had a reputation for being a strict, no-nonsense, dry, frank, straight-talker. She was feared as much as she was hated. Most kids assigned to her class would immediately head to the guidance office, pleading to switch classes. Yet I was dying to be in her class because she taught the only novella –writing course in the school.
The first day of class, I looked around at the other students. I wasn’t surprised to see that I was the only black girl in a sea of white faces. Many of the students of colour were streamed into the general classes or encouraged to take industrial classes such as woodworking, hairdressing, or mechanics. However, there was a South Asian girl who sat on the other side of the room. Every time I tried to make eye contact or smile, she averted her eyes, and pushed her glasses down to the tip of her nose and became engrossed with picking the red nail polish off her right thumb. I correctly concluded that we would never be friends.
Intertextual Connections & Disconnections
power & racism
nothing is left up to chance
content and processes are taught directly
differentiation is essential so that student needs are met
Rachel Cooke email@example.com
Instructional Leader: English/Literacy 7-12 TDSB
Author for iLit- Remix: A Revolution of Text Forms and iSkills- Constructing Meaning: Skills for Understanding Contemporary Texts
Author of Teacher Guide Material
Thank you and enjoy the rest of the conference!
You can contact me at firstname.lastname@example.org