Week 2 Powerpoint

1. WELCOME
JUNIOR/INTERMEDIATE LANGUAGE ARTS
WEEK 2
PLEASE SIT IN YOUR PLC GROUPS.

2. AGENDA
• Housekeeping
• Professional Learning Conversations – Social Justice Picture Books
• Ontario Curriculum: Language
• Break
• TRC – What is it? Why does it matter?
• Inquiry Questions:
• KWL
• KWHLAQ
• Questioning/ Inquiry in 21C classrooms
• For next week: Explore Resources

3. HOUSEKEEPING
• Name cards- pick up as you enter and sit in your PLC group
• Review sign up sheets and dates
• PLC Literacy Leaders
• Social Justice book presentation dates
• Questions or clarifications?
• Up-coming Professional Learning Opportunity

4. ETFO VOICE – SOCIAL JUSTICE COVERAGE
HTTP://ETFOVOICE.CA/BACK-ISSUE-SEARCH/
VOLUME ARTICLE PAGES SOCIAL ISSUE
Summer 2015
17(4)
Walking with our Sisters 20-25 Indigenous
peoples
Fall 2014
17(1)
Creating Spaces: LGBTQ
Conversations in Middle
School
30-35 Gender issues
Summer 2014
16(4)
Faceless Doll Project
Teaching for Social Justice:
Using an Activist Approach
24-31
32-39
Indigenous
peoples
Critical Literacy -
action
Spring 2014
16(3)
First Nations, Metis, & Inuit
Education 101
Black Canadian Women: A
Legacy of Strength
12-14
41-43
Indigenous
peoples
Black History
Fall, 2013
16(1)
It’s the Small Things That
Matter Most
26-31 Gender issues
Spring, 2013
15(3)
Rebuilding Through
Education: A Conversation
with First Nations Educator
Troy Hill
36-38 Indigenous
peoples
Winter, 2012
15(2)
On the Blanket of Mother
Earth: First Nations
Environmental Education
Breaking New Ground: The
First Middle School Gay-
Straight Alliance (GSA) in the
TDSB
Preventing Bullying by
Promoting Healthy
Relationships
16-23
24-29
38-40
Environment
Gender issues
Bullying

5. •Week 2: Critical Literacy
•Professional Learning Conversation:
•Social Justice in the Classroom
SOCIAL JUSTICE COVERAGE - ETFO VOICE.docx
Chart outlining social issues covered in specific issues of ETFO Voice.
•
http://etfovoice.ca/
Back issues of ETFO Voice. Use Search function or click on Archives to search for Social justice coverage.
•
Awareness, Engagement, Activism - A Social Justice Approach.pdf
Excellent resource providing lessons related to social justice for Grades 1-8. Each based on children's literature.

6. LITERACY LEADER
• Each week one person in each group will be the designated Literacy Leader. Your role is to be
the facilitator for the online discussion that week and to explore the reading further with your
group during the 15-minute Professional Learning Conversation in class.
• You will post your individual response to the reading on Sakai early in the week. You will then
be able to see the postings of your colleagues as they are uploaded. Before class begins,
survey the postings to determine areas of confusion about the reading, common points of
agreement, themes that have arisen. Use any of these as a basis for further discussion within
your group. Pose at least two probing questions that will deepen the conversation. Use the
following form and submit it electronically to your instructor using Assignments on Sakai. This
must be done the day of the PLC

7. PLC LITERACY LEADER EXPECTATIONS REVIEW
• Each week one person in each group will be the designated Literacy Leader.
• Your role is to be the facilitator for the online discussion that week (forum
posts) and to explore the reading or resources further with your group during
the 15-minute Professional Learning Conversation in class.
• You will post your individual response to the reading on Sakai early in the week.
• You will then be able to see the postings of your colleagues as they are
uploaded.
• Before class begins, survey the postings to determine areas of confusion
about the reading, common points of agreement, themes that have arisen.
Use any of these as a basis for further discussion within your group.
• Pose at least two probing questions that will deepen the conversation.
• Use the planning form and submit it to your instructor the day of the PLC.

8. IN YOUR PLC…
• Share Your IRC Resource
• Describe the following about your resource:
• Title, author, age group and book format
• What social justice issues were addressed and how did the author present them?
• From whose perspective is the story told and was it effective in getting their
message across?
• What critical literacy questions could be addressed from this resource if used in
your classroom?

9. THE ONTARIO CURRICULUM: GRADES 1-8 -
LANGUAGE
• http://www.edu.gov.on.ca/eng/curriculum/elementary/language18currb.pdf
• Launched in 2006
https://youtu.be/V-KpwmyZ-eU
In Resources is annotated version
by Jessica Taylor Charland

11. Let’s test our new knowledge!
On your device, go to www.Kahoot.it
and await instructions

13. WAB KINEW
•https://www.youtube.com/watch?v=L7LY-fXzhZI

15. EDUCATION GALLERY WALK
• There are several stations around the room for you to learn and explore
• You will need your phone and earphones for some of the stations
• You will need a notepad or your computer to write down your thoughts
• Find a place to start and move through in any way you like
• You will have a ½ hour for the walk

16. LOOKING FORWARD…

18. (PRESENT)
IS or DID
(PAST)
DID
(POSSIBILITY)
CAN
(PROBABILITY)
WOULD
(PREDICTION)
WILL
(IMAGINATION)
MIGHT
(EVENT)
WHAT
What is? What did? What can? What would? What will? What might?
(SITUATION)
WHERE or WHEN
Where is?
When is?
Where did?
When did?
Where can?
When can?
Where would?
When would?
Where will?
When will?
Where might?
When might?
(CHOICE)
WHICH
Which did?
Which is?
Which did? Which can? Which would? Which will? Which might?
(PERSON)
WHO
Who is? Who did? Who can? Who would? Who will? Who might?
(REASON)
WHY
Why is? Why did? Why can? Why would? Why will? Why might?
(MEANS)
HOW
How is? How did? How can? How would? How will? How might?
THE QUESTION MATRIX

19. FEATHERS OF HOPE
• https://youtu.be/3SM25SJLWbI

20. IT’S NOT ABOUT KNOWING THE RIGHT ANSWERS,
IT’S ABOUT ASKING THE RIGHT QUESTIONS.

21. …THE 5TH C: CURIOSITY AND QUESTIONING
• http://blogs.edweek.org/edweek/global_learning/2017/05/the_5th_c_curiosity_qu
estions_and_the_4_cs.html

22. THE IMPORTANCE OF CURIOSITY AND QUESTIONS IN
21ST-CENTURY LEARNING (EXCERPT)
• Curiosity and Question Formulation
• It seems that fostering student curiosity can have a direct impact on student
engagement, interest, and assist students in driving their learning. For instance,
neuroscientists from the University of California at Davis found that high curiosity
may improve individual's memory for information they acquire, and they suggest
"stimulating curiosity ahead of knowledge acquisition could enhance learning
success." And a meta-analysis of over 200 studies found that curiosity influences
academic achievement and curiosity with conscientiousness has as much of an
impact on achievement as intelligence.

23. THE IMPORTANCE OF CURIOSITY AND QUESTIONS IN
21ST-CENTURY LEARNING (EXCERPT)
• Creativity
• In a piece for American Psychologist, Todd Kashdan and Frank Fincham suggest
that "high curiosity is necessary, though not sufficient, for creativity." They posit
that curiosity may be a link between an individual's experiences and an
individual's creativity skills. Thinking in questions can help students make
meaningful connections between what they are learning in the classroom with
their interests. Producing questions allows students to make these connections
in an unlimited amount of ways and to think divergently—in many different
directions.

24. INQUIRY-BASED LEARNING WITH Q TASKS 2ND EDITION
CAROL KOECHLIN/SANDI ZWAAN
How to empower
students to ask questions
and care about the
answers.

25. WHAT DOES INQUIRY LEARNING LOOK LIKE?
• Involves collaboration – a sought-after skill in future-oriented learning
• Inquiry-based learning experiences apply:
• Critical thinking
• Creativity and innovation
• Collaboration and communication
• Transliteracies
• Responsible digital behaviours
• Cultural and global citizenship
• Character traits that will empower a growth mindset

26. THE BENEFITS OF CURIOSITY
• Through the exhilaration of learning, enthusiasm, effort and efficacy will be
generated.
• Questions kick-start the process of thinking critically and creatively
• The vast volumes of data available on any given subject can be managed and
analysed only by those who are information literate.
• In order to be critical and creative users of information, students must also be
effective questioners.
• Curiosity is a valued trait for inventors, artists and entrepreneurs.

27. LOOKING AHEAD TO NEXT WEEK
• Media – Exploring Educational Blogs
• Choose one resource or idea that you explored. Consider how it could address a key
principle in teaching media literacy or a specific curriculum expectation for Media
Literacy. Create a Forum post that answers the “3 Ws”:
• What is the resource? Provide a link and basic information about your selection.
• Why? What principles of teaching media literacy or specific expectation(s) could be
addressed though this resource? What features make this resource useful for teachers of
literacy.
• What now? How could you anticipate using this idea in your upcoming literacy
placement?

28. EXIT CARD
• Go to the following link https://goo.gl/39yKqW
• Choose a slide, place your name on the top, and briefly fill out the exit card.
• Today in class,
• I noticed…
• I felt…
• I learned…
• Something I’m planning on incorporating into my teaching is…
• What are you curious about?