Pedagogy Perspectives

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

Workshop Handouts:
Cooperative Learning Tips and Strategies

Getting Groups to Work: Creative Problem Solving in the Classroom:
MI Inventory
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. ”

Fred Schaub

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

The Show Not Tell Approach to Learning


Kyla Williams &

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I attended the Teacher Modeling the “show” not “tell” approach to Student Learning seminar presented by Lorraine Hoodicoff.
Oct 24- PITA Fall Conference- Kelowna

She used power point in her seminar and we were given handouts of the power point slides. Unfortunately the handouts were not in the same order as the power point so there was considerable flipping and looking needed. Teacher modeling is a recommended method for teaching Language Arts as per the IRP. It is important to show the students what is going on in our heads, how we process what we are reading and what connections we are making as we read. After that we then scaffold the students and then they do independent work. This is called GRR or Gradual Release of Responsibility. Reading happens in your head, this is comprehension, and not just saying the words with no meaning attached. In grades 7 and 8 the IRP requirement for oral language is 25%. Meta-cognition is thinking about thinking. Students need to pay attention to what is going on in their minds. Once they know what is going on in their head they can gain comprehension and articulate their strategies. Strategies for before a read aloud, during a read aloud and after a read aloud were given. They included (before) establishing focus, providing background information and remind students about appropriate behavior. (During) Teacher reads the text modeling good phrasing, intonation and volume and stops at strategic points to think aloud (make connections). (after) take talk time to discuss the strategies and behaviors and to share insights and clarify thinking. Other points mentioned: technical words such as inferring need to be used repeatedly to get the students used to it and so they understand the meaning. Illustrate when you are thinking and when you are reading. Ensure you leave time to discuss what was read. We do not realize all we do when we read and we need to teach the students about this. We all make connections in a different way. What we have experienced in the past influences the connections we make with new material. The connections must be meaningful, not I am wearing a blue shirt like the girl in the story. Before beginning to read aloud predictions should be made about the story from the title and cover. An activity to practice inferring is to take an idea like nervous and write a paragraph about being nervous without using the word nervous. Another inference activity is to mime emotions and have the students guess the emotion. Inferences can be made from pictures.



Primary Home Page:
We offered our first primary workshop in August 2015, and hope to grow our resources for primary.
Help us build this page and link to your favourite resource pages.
Use this page as a ‘Table of Contents’Metro North and South Start UP! Series.
For now, go to the startupyourclass Primary Discussion group to see power points etc. We will transfer them here later.

Start UP! Series 2015: Primary – led by Fiona Morrison
Workshop leader Fiona Morrison strongly recommended , for some great literacy resources for K/1-
Day 1
With Tamara Sengotta

Day 2
Supporting Social and Emotional Learning within Classrooms (AM Session)
With Harpreet Esmail and Shannon Bain
Start up literacy presentation19SeptPM.pptx
Sept 19 K-3 AMPresentation.pptx

Day 3
Series15K-3Day3Learning_Through_Play_surrey 1.pptx
Series15K-3Day3AMPlay Log.doc
Series15K-3Day3Math Games and Invitations.pptx
Series15K-3Math Log.doc