EHE-310 SEPTEMBER Please turn in any RAP money. Getting to Know You Cards

AGENDA Cue Card Activity Framework Templates Lesson Templates Group planning time – 30 minutes Instructional Strategies/Evaluation for the Decision Making Process (DMP)  STOP THINK DO Circle of Courage Incorporating Aboriginal content Resources and websites (RPS)

FRAMEWORK AND LESSON PLAN TEMPLATES In your group, talk about the differences in the templates provided. (10 minutes) Written Framework options: - unit format (as examples) - chart format Framework presentations – be creative (15 minutes) Written Lesson plans: - refer to the rubrics for marks Lesson presentations – 5-7 minutes each - use the individual presentation questions as a guideline for what you share

PRESENTATION DAY Group Presentation on Framework - marked by me Individual Presentations – marked by peers and me *Hand in unit in tack with framework at beginning and lessons in correct order with individual lessons marked with your name * me an electronic copy to post on the WIKI.

COMPONENTS OF THE FRAMEWORK Use the curriculum as a guide to address specific questions or ideas that will stimulate thought about what you will include in your unit. I will help you think about what to include in sections of the framework each week. Tonight: Questions for Deep Understanding: Broad Areas of Learning: Cross Curricular Competencies:

QUESTIONS FOR DEEP UNDERSTANDING -Not only should you be asking yourself questions to guide you in your unit planning, but you can center your unit for students around some key questions? -Guiding questions help students grasp the key ideas and concepts. -They provide a framework, purpose and direction for learning. -If we want students to develop a deeper understanding, we don’t teach topics in isolation. We teach students how things relate to each other and invite students to think again about ideas and topics in sequential lessons. -Example for grade 1: -What makes me healthy? -What do I want to know about being healthy? -How am I the same and different from other people?

BROAD AREAS OF LEARNING: THREE AREAS LIFELONG LEARNERS - How does my unit engage students? - What am I using in my lessons that helps students explore, develop, construct or apply their knowledge? - How am I helping my students use a variety of ways to learn about health and well-being? - Where in the unit do I make reference to an indigenous way of knowing about other people? - How do I use inquiry to bring about a passion for learning and application of skills?

SENSE OF SELF, COMMUNITY AND PLACE -Where in my unit do I address interactions/relationships with others? -How do I help my students develop an understanding of who they are? -How do I introduce worldviews and the way other people live their lives? -How do I help my students learn about their community? -How do I help my students understand the balance of mental, emotional, physical and spiritual wellness?

ENGAGED CITIZENS -Where in my unit do I help students develop confidence and courage? -How can I help my students build a capacity for healthy relationships? -How do I help my students make connections to the community? -Where in my lessons do I teach about making healthy and informed decisions? -How do I help my students become learn and develop responsibility?

CROSS-CURRICULAR COMPETENCIES -Four interrelated areas: 1.Developing thinking How people know the world around them Builds on what is known – inquiry approach Recognizes children already possess knowledge and teaches them to self-reflect

2. DEVELOPING IDENTITY AND INTERDEPENDENCE The ability to make choices Valuing self and others Being aware of environment Social and cultural norm awareness Developing a healthy self concept

DEVELOPING LITERACIES Using words, images, numbers, sounds and movements, children are provided with opportunities to interpret the world Using a variety of literacies to communicate with others – reading, writing, drawing, listening

DEVELOPING SOCIAL RESPONSIBILITY How do children become aware of their physical, social and cultural environment? Helps students identify unique gifts they have and others around them might possess Applying decisions for self, family and community wellness Developing common or shared goals together.

CHOOSING GROUPS AND DATES - REMAINDER OF CLASS Find your group partners and choose an outcome from the curriculum. Come up and write outcome and group names on the sign up sheet. Also sign up for one of the dates. We have 6 classes for ( max. 2 per date) Nov. 13, 15, 20, 22, 27, 29 Take time to get together with your groups to assign indicators, brainstorm ideas and consider framework components

QUICK BRAIN BREAK ‘CROSSING OVER’

PREINTERNSHIP SEMINAR HIGHLIGHTS? QUESTIONS? INFORMATION IN THE MANUAL?

CLIP – LANDON RULES FINDING GIFTS IN CHILDREN

INCORPORATING ABORIGINAL CONTENT Useful links: Weaving into unit plans: - content - understanding cultural differences - practices such as weaving, braiding, etc. - multi cultural perspective Units taught separately - treaty unit

CIRCLE OF COURAGE Circle of Courage Powerpoint

CLASSROOM MANAGEMENT TIPS -Make sure you are organized and well planned. -Reflect on lessons about time allotment, student choices and student movement. -Establish procedures at the beginning of the year. *Ask your co-op what they use. -Coming in and what to do. -Leaving -Attention -Where to hand in work -How to treat each other -Practice, practice, practice -Attend to student needs – self regulation/ Intervention strategies

ESTABLISH BELIEFS -See Circle of Courage Values handout -Talk about ‘ what we believe’. -Talk about ‘here, this is what we do’ -Practice doing things over and getting better -Make a point that it’s okay to make mistakes -Appeal to inner child - “You should feel proud of yourself.” “How does that make you feel?” - Encouraging - “You are better than this.” “I know you have it in you.” “I know this is not who you want to be.”