About Being a Teacher
Cooperative Learning tips and strategies
The show not tell approach to learning
Planning for instruction
Diversity and Differentiation Resources
Kids in my class-Delta.pdf
Students with diverse needs in regular classrooms- from Delta School District.
A listing of characteristics of students with diverse needs and suggestions for support.
For Reading and Behaviour support. books by Dawn Reighaug.
Ask for her books from your LAC or resource person. All districts will have at least some of her books somewhere.
If necessary as your principal to check with other schools or buy it. $80 ea. Here is the order form so you will have the titles and her contact info. Order_Form_for_Books_by_Dawn_Reithaug_-_2012_02_01.pdf
Her materials are encyclopedic and practical with many blackline masters. You will use the reading one regularly even if you are a classroom teacher.-Ray
2008 Fall Conference notes:
F25 Teacher Modeling-The Show Not Tell Approach to Learning
Cooperative Learning Tips and Strategies
Getting Groups to Work: Creative Problem Solving in the Classroom:
Broken Squares activity
Real Estate pictures for problem in handout
The TC2 Consortium– which focuses on creating supports for teachers in the area of critical thinking.
One of the things they are creating are ‘strategies’ that can be used in many situations.
These materials include graphic organizers and other charts to help students organize their thinking and rubrics for assessing student achievement.
Support Materials can be used as-is, or saved and manipulated to suit individual needs.
You can access some of the activities on the Alberta Learning website:
Ideas and information about assessment:
A quick assessment for use in the first week of school
“Formative assessment is all about ongoing feedback on student ability and mastery. If done well, it shows us how the students are learning so we can adjust our teaching, and it shows students what to work on to achieve mastery or get close to it. In formative assessment homework is used to show students where they are at that moment and what they need to work on to move towards mastery while it shows us where to focus our teaching. However, if we give marks for homework and include those in their final mark, we punish the ones who worked hardest to get towards mastery – the ones who struggled to start with and then slowly got there through hard work, while the ones for whom things come easy can float through with little effort and get rewarded with excellent marks. A recipe for mediocrity?
We need to remember that some students do not need homework, since they get it anyway, some cannot do homework due to life circumstances, and in other cases we cannot be sure if our homework mark was given to the student or the parent “helping”.
Our final goal is student mastery of curriculum which then is reflected as a mark in their report cards. If we assign marks for homework completion and quality and include them in their report cards then we measure something we are not supposed to measure. ”
From the BC Math Listserve, Aug 28/09
I found this poem on the wall of a classroom at RL Clemitson Elem. Just thought I’d pass it along – I like how it explains the reasoning behind each of the rubric points. ~ Ann-Marie Hunter
FOUR POINT RUBRIC POEM.doc