1. ECS 311 April 2 nd, 2013

2. TODAY’S AGENDA  Reflection of Pre-internship experience  Remaining class expectations  Building Unit Frameworks  **Please do an evaluation on me.

3. How was your experience in schools?  Take time to talk in your groups about your experiences. What were the highlights? What were the challenges?  Stories?  Things that brought up questions….

4. RAP  April 26 and May 17 OR April 18, 19  Funding reimbursement from student society or education society  Must register with me by April 4 th.  Ashley, Denine, Kayla, Jenna, Shandra  Caring Hearts Camp Session:  Wednesday, April 3 – 12:00 TPC

5. Remaining Expectations  Hand in Evaluations to me.  Reflections:  Due Thursday.  Refer to the 5 areas.  Email me reflections from the Ministry Presentation if you have not done so.

6. Classes Remaining  Today:  Unit Plan Framework  Thursday, April 4 th :  Bullying  Circle of Courage Follow up  Tuesday:  Colours  Working with EA’s  Legal Issues  **Wednesday, April 10 th : Internship Seminar  Thursday, April 11 th : pot luck breakfast, receive all your marks, Fun! Last class

7. Unit Framework  The objective is to make sure your unit includes the components found in the curriculum.  Several ways to do this.  You can work from your unit outline backwards.  Start with the end assessment – what you want your students to accomplish.  Make the outline of your lessons  Go through your framework headings and decide how they fit in.  Begin designing your lessons.  Add PDP goals and target sheets.  Make sure you understand the components – refer to the curriculum and KEEP this and other powerpoints.

8. Unit Table of Contents  Abstract and/or Rationale  Essential Question  Big Ideas  Curriculum Outcomes and Indicators  Interdisciplinary Connections  Cross Curricular Competencies  Aboriginal Content and Perspective  Adaptive Dimension  Assessment  Instructional Strategies  PDP plans  Lessons

9. Examples  Have a look at the two unit samples THEN… We will go through the components.

10. Music and Life  Stand up and stretch

11. Components of the framework  Questions for Deeper Understanding  Broad Areas of Learning  Cross Curricular Competencies  Incorporating Aboriginal Content

12. 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?

13. 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 this topic?  - 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?

14. 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?

15. 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?

16. 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

17. 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

18. 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

19. 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.

20. Incorporating aboriginal content  Useful links:  http://www.diigo.com/user/carolpreece http://www.diigo.com/user/carolpreece  Weaving into unit plans:  - content  - understanding cultural differences  - practices such as weaving, braiding, etc.  - multi cultural perspective  Units taught separately  - treaty unit

21. Take this with you each day