Aboriginal Teacher Certification Program (ATCP)

EDUC 4736 Introduction to Curriculum Design and Teaching

Aboriginal Teacher Certification Program (ATCP)

Summer Session

2016

Course Instructor: Dr. Thomas G. Ryan Office (A326) EXT: 4403

Professor of Education

“In our culture, we believe that every child is born with gifts. What will our schools do to uncover and develop the gifts of our children?” Aboriginal consultation participant

COURSE DESCRIPTION

1.  Teacher candidates develop a critical understanding of the elements of the teaching and learning experiences of the 21st century learners. (Primary K-3/Junior 4-6)

2.  Candidates explore progressive concepts and practical applications related to various forms of short range curriculum planning. (Primary K-3/Junior 4-6)

3.  Teacher candidates prepare for early practicum experiences by critically examining research-based strategies that support learners’ success. (Primary K-3/Junior 4-6)

Vision Statement

To celebrate and deliver culture, heritage and language

through curricula that reflects and respects the worldview of Ontario’s Aboriginal peoples.

Figure 1. Five constituent elements of culture (Mac Rory, 2009, p. 1).

Curriculum

Curriculum is a field of professional study.

Curriculum (theory) encompass philosophical, psychological, and sociological approaches to learning.

We ask three basic curriculum questions:What knowledge should we learn?

Why?How should we learn it? Controversy https://www.youtube.com/watch?v=n1cE3nfIsLg

We could also ask: When, Where and Who?

Rapid change in society and education calls for proactive and reactive institutions. The world is undergoing massive restructuring, politically, economically, and philosophically, as it becomes a global community. Communication capabilities and the information processing age are profoundly affecting direction and accelerating the rate of change. Concern for the status of this nation in the new world order has focused attention on educational institutions and brought them under attack for not meeting society’s changing needs and heightened educational expectations.

Elementary Catholic Schools – Family Life (26 minutes) https://www.youtube.com/watch?v=mNFi95gJh_g

In response to these pressures, strong thoughtful leadership is essential to ensure that curriculum decisions are responsive to the needs of students and promote the common good. Educators need a broad base of knowledge in curriculum theory, inquiry, and curriculum development, as well as change processes in order to meet high expectations. Public education - https://www.youtube.com/watch?v=B7IQvHyo6P8

This course is designed to build the foundation for decision-making that is rooted in an understanding of the origins of education and curriculum.

Overall Expectations

1. Students will explore the writings of curriculum scholars and theorists in order to examine philosophical, historical, sociological, psychological, and political curriculum perspectives.

2. Students will explore curriculum and its development as a field of study and will participate in curriculum inquiry through professional discourse.

3. Students will refine their knowledge and analytical understanding of the relationship among the four main components of instruction – curriculum, teacher, students, and context.

4. Students’ thinking, teaching and decision-making regarding curriculum will be shaped by the concepts of the teacher as a curriculum doer and the educator as a curriculum leader.

5. Students will adopt a curriculum perspective and will apply an array of corresponding curriculum tools and processes when developing a project consistent with their professional aspirations.

Intentions

1. Develop an overview of the field of curriculum

2. Develop an understanding of how different curricular conceptions affect the policies and practices of schooling

3. Develop the ability to critically analyze curriculum discourses

4. Explore new ways of understanding curriculum

5. Explore their own educational experiences and perspectives towards curriculum and how these affect their practice – (Dr. Diane Conrad, 2007, p. 1)

No REQUIRED TEXT: N/A

From http://hespindastems2.blogspot.ca/

Cyber – Resources

https://en.wikipedia.org/wiki/Education_in_Canada

Education in Canada

http://ontariohomeschool.org/curriculum/

Ontario Federation of Teaching Parents

http://fnssp.knet.ca/about_fnssp

The FNSSP program provides services to assistFirst Nation Educatorsto plan and make improvements in the three priority areas ofliteracy, numeracy and student retention.

http://www.international.gc.ca/education/abroad-etranger.aspx?lang=eng

There are many elementary and secondary schools around the world that offer the curriculum of one of Canada's provinces. These schools offer an excellent quality of education with Canadian teachers, administrative staff and learning materials.

Curriculum theory and practice

http://infed.org/mobi/curriculum-theory-and-practice/

Ineducation, acurriculum(curricula) is broadly defined as the totality of student experiments that occur in the educational process

https://en.wikipedia.org/wiki/Curriculum

Marsh, C. and Willis. G. (2007). Curriculum: Alternative approaches, ongoing issues (4th Edition), Upper Saddle River, NJ: Merrill.

Curriculum

1. Curriculum is such “permanent” subjects as grammar, reading, logic, rhetoric, mathematics, and the greatest books of the Western world that best embody essential knowledge.
2. Curriculum is those subjects that are most useful for living in contemporary society.
3. Curriculum is all planned learning for which the school is responsible.
4. Curriculum is all the experiences learners have under the guidance of the school.
5. Curriculum is the totality of learning experiences provided to students so that they can attain general skills and knowledge at a variety of learning sites.
6. Curriculum is what the student constructs from working with the computer and its various networks, such as the Internet.
7. Curriculum is the questioning of authority and the searching for complex views of human situations.
8. Curriculum is all the experiences that learners have in the course of living.

(Marsh & Willis, 2007, pp. 9-13)

Planning Resources

Lesson Planning

·  Lesson Plan Guidelines

·  Lesson Plan Template

·  Lesson Plan Samples

·  Checklist for Lesson Planning Format

·  Daybook Plan Template

·  Daybook Plan Samples

·  Direct Instruction

·  Backwards Design Instructional Model

·  Lesson Plan Templates and Resources

·  BACKWARDS DESIGN INSTRUCTIONAL MODEL.pdf

·  LESSON PLAN TEMPLATE.pdf

·  LESSON PLAN TEMPLATE (WORD)

·  LESSON PLAN GUIDELINES.pdf

·  LESSON PLAN CHECKLIST.pdf

·  DAYBOOK PLAN TEMPLATE.pdf

·  DAYBOOK PLAN TEMPLATE (WORD)

· 

http://www.nipissingu.ca/academics/faculties/schulich-school-of-education/bed-programs/concurent-babed-for-ece-graduates/Documents/Lesson%20Plan%20sample.pdf

Policy & Resource Documents

Here you'll find curriculum documents spanning Kindergarten to Grade12. The achievement charts provide guidelines for assessing students' work. Under Policy & Resource Documents you'll find the policies and strategies underpinning the curriculum, the Trillium List of approved textbooks and other publications. http://www.edu.gov.on.ca/eng/teachers/curriculum.html

Curriculum policy documents identify what students must know and be able to do at the end of every grade or course in every subject in Ontario publicly funded schools.

Curriculum documents are made up of three components:

·  The front matter provides critical foundational information about the curriculum itself and about how learning connects to Ministry of Education policies, programs, and priorities.

·  The curriculum expectations (overall and specific expectations) are the knowledge and skills that students are expected to demonstrate in each subject at each grade level by the end of the grade.

·  Additional supports, glossaries and overviews are included to provide further guidance and information to support the implementation of the curriculum.

http://www.edu.gov.on.ca/eng/curriculum/elementary/#display

http://www.edu.gov.on.ca/eng/curriculum/secondary/

By the grade (Primary K-3/Junior 4-6)

K http://www.edu.gov.on.ca/eng/curriculum/elementary/kindergarten.html

https://www.youtube.com/watch?v=IvfgbGPENKU – full day Kindergarten – Marathon

https://www.youtube.com/watch?v=7HYNdCK828Y – Avon Maitland

The Ontario Curriculum, Grades 1-8: The Arts, 2009 (revised) - PDF Format (2MB)

·  Plain Text Format (608KB)

The Ontario Curriculum, Grades 1-8: Health and Physical Education, 2015 (revised)

·  PDF Format (2.19 MB)

The Ontario Curriculum, Grades 1-8: Language, 2006 (revised)

·  PDF Format (668KB)

·  Plain Text Format (408KB)

The Ontario Curriculum Grades 1-8: Mathematics, 2005 (revised)

·  PDF Format (PDF, 834KB)

·  Plain Text Format (296KB)

The Ontario Curriculum Grades 1-8: Native Languages, 2001

·  PDF Format (PDF, 398KB)

·  Plain Text Format (101KB)

The Ontario Curriculum Grades 1-8: Science and Technology, 2007

This updated electronic version is the same as the published document.

·  PDF Format (724 KB)

·  Plain Text Format (404 KB)

The Ontario Curriculum, Social Studies, Grades 1-6; History and Geography, Grades 7-8, 2013 (revised)

·  PDF Format (3.53MB)

·  2014 - Ontario First Nation, Métis, and Inuit Education Policy Framework – videos, content, resources K-8

http://www.edu.gov.on.ca/eng/curriculum/elementary/elementaryFNMI.pdf

Aboriginal Lesson Plans/ Activities – Wilfred Laurier University https://legacy.wlu.ca/page.php?grp_id=1867&p=21061

http://www.fourdirectionsteachings.com/

Lesson Plans – OISE/UT

Lesson plans can also be found atCurriculum Resources(by subjects) and Curriculum Resources(by grade level)

http://www.oise.utoronto.ca/deepeningknowledge/Teacher_Resources/Lesson_Plans/index.html

Government of Canada - https://www.aadnc-aandc.gc.ca/eng/1302545336268/1302545527136

Public Concern – Protest - Debate

Ontario’s revised sex-education curriculum will teach Grade 1 students about proper names for body parts and how to understand non-verbal signals such as facial expression and tone of voice.

http://news.nationalpost.com/news/canada/canadian-politics/ontarios-new-sex-education-curriculum-to-teach-anatomy-in-grade-1-contraception-in-grade-7

Ontario kids as young as 6 will learn about consent while eight-year-olds will be taught about same-sex relationships under a revamped sex-education curriculum.

http://globalnews.ca/news/1844927/ontario-revises-sex-education-curriculum/

Some parents say the new curriculum introduces material at too young an age — including “sexual pictures”/sexting in Grade 4 and in Grade 7, information about sexually transmitted diseases and oral and anal sex.

https://www.thestar.com/news/queenspark/2015/02/23/ontario-finally-unveils-revamped-sex-education-curriculum.html

Education MinisterLiz Sandals unveiledthe new curriculumat a news conference Monday, saying the government won't back down in the face of criticism as it did in 2010 when religious groups complained about proposed revisions.

http://www.cbc.ca/news/canada/toronto/new-ontario-sex-ed-curriculum-ready-for-september-1.2967315

Parent Guides

http://ddsb.ca/Parents/HelpingYourChildSucceed/OntarioCurr.Expectations/Pages/Default.aspx

Homework is “work that students do at home to practice skills, consolidate knowledge and skills, and/or prepare for the next class” (Growing Success, page 148) “Assignments for evaluation must not include ongoing homework that students do in order to consolidate their knowledge and skills or to prepare for the next class” Growing Success, page 39).

http://www.hdsb.ca/PARENTINFO/Pages/HomeworkGuidelines.aspx

This site provides resources to support educators in the implementation and training of the Ontario Curriculum.

http://www.edugains.ca/newsite/curriculum/index.html

http://www.learninglandscapes.ca/images/documents/ll-no14/ll-no14-cho-tersigni.pdf

This paper explores pre-service elementary teacher candidates’ written reflections

on an assignment for a mandatory Bachelor of Education course in Ontario, Canada.

The assignment required the teacher candidates (TCs) to create and teach one

40-minute anti-oppression lesson (racism, sexism, homophobia, etc.) in a public

elementary school with students in senior kindergarten to grade 6.

Ontario Educational Resource Bank (OERB) provides participants with thousands of resources for teachers and learners, from Kindergarten to Grade 12.

http://www.edu.gov.on.ca/elearning/pdf/5067_OERBhandout_04.pdf

Welcome to OTF’s Teacher Resources http://www.otffeo.on.ca/en/resources/lesson-plans/

The OTF Teacher Resources http://www.otffeo.on.ca/en/learning/teacher-resources/useful-links/

A detailed lesson plan is a key factor in the effective delivery of a lesson and supports greater student success in achieving learning expectations. The variety of lesson plan templates have been generously submitted by OISETeacher Candidates and faculty. Adapt to your own use. http://supo.oise.utoronto.ca/Forms_Resources/Lesson_Plan_Templates/index.html

Lesson plans can also be found atCurriculum Resources(by subjects) and Curriculum Resources(by grade level)

http://www.oise.utoronto.ca/deepeningknowledge/Teacher_Resources/Lesson_Plans/index.html

H.P.E - This resource provides 130 ready-to-use lesson plans per grade, student templates and assessment tools. The resources are organized into two main sections that are consistent with the 2015 H&PE Curriculum: Movement Competence & Active Living, and Healthy Living. As in the curriculum, activities that address living skills are integrated throughout.

http://teachingtools.ophea.net/lesson-plans/hpe

Safe@School is a provincial project launched in 2007 led by the Ontario Teachers’ Federation (OTF) and the Centre ontarien de prévention des agressions (COPA). The project is funded by the Ontario Ministry of Education. As we are all aware, real change requires a concerted, long-term multi-pronged approach. Those who work with and provide care for students are more likely to be successful in creating and sustaining a respectful, safe, and healthy environment for students in a visionary and collaborative environment.

http://www.safeatschool.ca/resources/resources-on-equity-and-inclusion/sexism/tool-kits-and-activities

Welcome to the TeachAble Project website. We invite you to view our introduction to the world of Accessibility Awareness and be inspired by the words of his Honour, Ontario's Lieutenant Governor, the Honourable David. C. Onley, O.Ont. http://theteachableproject.org/lesson-plans

Learning from Labour: Lesson Plans for Intermediate Learning based on the Ontario

Curriculum has been written by ETFO members to support student learning about the

agency and actions of workers in Canada.

http://www.etfo.ca/Resources/ForTeachers/Documents/Learning%20from%20Labour%20-%20Lesson%20Plans%20for%20Intermediate%20Learning%20Based%20on%20the%20Ontario%20Curriculum.pdf

These lessons plans are available to teachers and educators to assist with their classroom teaching according to the Ontario curriculum.

http://www.regional.niagara.on.ca/health/schools/curriculum-and-lesson-plans.aspx

Lesson Plans and Teacher Resources through the Green Classroom http://www.abca.on.ca/page.php?page=lesson-plans

Science and Technology Lesson Plans

http://www.linktolearning.com/sciences_plans.htm

The Ontario Edible Education Network

http://sustainontario.com/2015/03/11/25876/blog/edible-resource-school-food-garden-lesson-planning-with-seedlingstories

Subject and Division Associations have developed learning resources to demonstrate connections between financial literacy knowledge and skills and various curriculum expectations.

http://www.edugains.ca/newsite/FinancialLit/subjectdivisionassociations.html

These lesson plans are intended to be used in schools as part of a comprehensive approach to bullying prevention. Experience has shown that the most effective and consistent use of these lessons occurs in schools where the in-class lessons were introduced 6-12 months after the launch of a comprehensive bullying prevention initiative.

https://www.peelregion.ca/health/bullying/howtouse.htm

This website has a variety of resources, as do our schools to assist parents and students. While our district informs regarding these websites, articles and opportunities, there is no endorsement of a particular program or service. The website is regularly updated to reflect the information that staff feel would be of most support to our families.

http://www.ocdsb.ca/com/Pages/MentalHealthResources.aspx

http://www.edu.gov.on.ca/eng/general/elemsec/speced/speced.html

http://snow.idrc.ocad.ca

Assessment & Evaluation

Your FINAL GRADE is comprised of the following,

45% Participation (Daily Activities/Tasks) 9 days x 5%

40% Independent Study: Lesson plan + unit plan

15% Written Performance - Presentation

Assignments:

Assignment #1: What is curriculum? One page written response. 10%

Self-Evaluation + Professor Evaluation

Evaluation Component / Weight
/ My Grade /

Comments

Writing Style – usage/
organization / 2 marks
Presentation - appearance / 2 marks
Spelling and Punctuation / 2 marks
Details - Accuracy / 2 marks
General Comments

Self-Evaluation: /10Prof-Evaluation: /10 = Total /2 = /10

Assignment #2: Lesson Plan – Complete a lesson plan in an area of your choice.

Exemplars provided will guide your work and detail assessment and evaluation scheme. 20%

We will use the lesson plan checklist. Appendix A

Assignment #3: Unit Plan – Subject and Primary-Junior grade of your choice. 20%

Assignment #4 – What are elements within the teaching and learning experiences of the 21st century learners? This one page task will be completed following our video = 15%

You will need to complete all required courses with a minimum of 60% in each course

Printer/Scanner/Copier: For your convenience, a printer/scanner/copier is available for

use in the main residence used during the summer programs. As well, desktop computers

and printers are available in the lounge of the Office of Aboriginal Initiatives (F215).

Student Success Coordinator: Our Student Success Coordinator provides comprehensive

supports for students. This staff member works with students in finding resources, provide

academic counseling, or simply sit and chat with students. During the summer, the Student