Nipissing University



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EDUC 4736 Introduction to Curriculum Design and Teaching

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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.

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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

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)

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 -

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

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Cyber – Resources



Education in Canada



Ontario Federation of Teaching Parents



The FNSSP program provides services to assist First Nation Educators to plan and make improvements in the three priority areas of literacy, numeracy and student retention. 



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



In education, a curriculum (curricula) is broadly defined as the totality of student experiments that occur in the educational process



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

•  [pic]BACKWARDS DESIGN INSTRUCTIONAL MODEL.pdf

• [pic]LESSON PLAN TEMPLATE.pdf

• [pic]LESSON PLAN TEMPLATE (WORD)

• [pic]LESSON PLAN GUIDELINES.pdf

• [pic]LESSON PLAN CHECKLIST.pdf

• [pic]DAYBOOK PLAN TEMPLATE.pdf

• [pic]DAYBOOK PLAN TEMPLATE (WORD)

•



Policy & Resource Documents

Here you'll find curriculum documents spanning Kindergarten to Grade 12. 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.

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.





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

K

– full day Kindergarten – Marathon

– Avon Maitland

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

• Plain Text Format (608 KB)

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 (668 KB)

• Plain Text Format (408 KB)

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

• PDF Format (PDF, 834 KB)

• Plain Text Format (296 KB)

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

• PDF Format (PDF, 398 KB)

• Plain Text Format (101 KB)

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 (3.53 MB)

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



Aboriginal Lesson Plans/ Activities – Wilfred Laurier University



Lesson Plans – OISE/UT

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



Government of Canada -

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.



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.



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.



Education Minister Liz Sandals unveiled the new curriculum at 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.



Parent Guides



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).



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





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.



Welcome to OTF’s Teacher Resources

The OTF Teacher Resources

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 OISE Teacher Candidates and faculty. Adapt to your own use.

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



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.



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.



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.

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.



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



Lesson Plans and Teacher Resources through the Green Classroom

Science and Technology Lesson Plans



The Ontario Edible Education Network



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



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.



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.







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 | | |Comments |

| |Weight |My Grade | |

|Writing Style – usage/ |2 marks | | |

|organization | | | |

|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

Success Coordinator will work with our Summer Student Council in organizing activities and

events to make your learning experience more enjoyable!

Elder-in-Residence: Our Elder is available for any student who requires one-on-one

guidance and support. In addition, our Elder will conduct weekly sharing circles for students

during the program.

Academic Tutors: Academic Tutors are available during class, evenings and weekends to

assist any student with assignments and other course requirements.

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Education

ATCP (Part1) Summer Session 2016

SCHEDULE - DAY 1

1. Overview of Course – Q & A

“Be truthful and respectful in our speech, which in itself is a miracle and a gift from the Creator, that we might use it only to speak good of each other and pass on the good things of life.” Cree Proverb

Culture – The customs, history, values, and languages that make up the heritage of a person or people and contribute to that person’s or people’s identity is considered to be their cultural heritage. From (p. 25)

Activity 1 – First Hour - My Story – Your Story – We are what we are today because of the decisions of yesterday. Tell your story to a partner who records this story (Personal Narratives). How does your story influence what you do as a teacher?

First Person vs. Third Person Narratives are a mode of writing in which writers often use first person perspective (“I saw”, “I did”). *Verb Tense: Reporting vs. Reflecting - the events of most narratives are told in past tense: “As I hiked, I felt the warm sun on my back.” Use present tense when reflecting on the events: “Now I know how unprepared I was”. Notice the change in tense in this sentence as the writer reflects on the past event, from the present.

2. Curriculum Defined - Egan, K. (1980). John Dewey and the Social Studies Curriculum. Theory & Research in Social Education, 8(2), 37-55.

3. Activity 2 – Second Hour - Article search online via Nipissing Library - Curriculum Theory - Tyler, R. W. (1976). Two New Emphases in Curriculum Development. Educational Leadership, 34(1), 61.

Bring your key points to class to exchange observations and thoughts.

4. Activity 3 – for Homework - Curriculum Evaluation - Francis, N. R., & Lathrop, A. H. (2014). “Here We Go ’Round the Mulberry Bush”: Problematizing “Progress” in Ontario's Elementary School Dance Curriculum: 1900 to 2000. Journal of Dance Education, 14(1), 27-34.

5. Activity 4 - Philosophical Orientation + Discussion - Ryan, T. G. (2008). Philosophical homogeneity in pre-service education: A longitudinal survey. Issues in Educational Research, 18(1), 73-89.

6. Activity 5 - Values Survey + Discussion - Ryan, T. G., Schruder, C. R., & Robinson, S. (2013). Concurrent pre-service teachers: An analysis of values. Issues in Educational Research, 23(3), 394-414.

All children come to school with values, beliefs, and knowledge that reflect their personal, cultural, and social backgrounds. What values did you bring to school? What knowledge did you bring to school?

Oral literature encompasses stories, songs, poems, and personal historic narratives. Each form has a specific societal relevance and preserves a nation’s cultural story. Many stories serve as metaphors for history and simultaneously convey a community’s values and beliefs. Stories tend to centre on the origin of the world and its associated mythical beings. Some anthologies feature “Indian legends” that could be designated “myth”, although neither “legend” nor “myth” adequately defines the nature of these stories. From Note: See page 19 for definitions and decide what you believe is appropriate.

7. Activity 6 - Curriculum Leadership - Donsky, D., & Witherow, K. (2015). A SENSE of BALANCE. Journal of Staff Development, 36(2), 36-37.

SCHEDULE - DAY 2

1. Lesson Planning – Expectations - Policy & Practice – Lesson Plan Guidelines

Lesson Plan Template

Lesson Plan Samples

2. Instruction Modes - Wright, R., Younker, B. A., Beynon, C., Hutchison, J., Linton, L., Beynon, S., & ... Duarte, N. (2012). Tuning into the Future: Sharing Initial Insights about the 2012 Musical Futures Pilot Project in Ontario. Canadian Music Educator, 53(4), 14-18.

Instructional Approaches – The approaches teachers may take to support student achievement of curriculum outcomes include direct instruction, indirect instruction, experiential learning, interactive instruction, and independent study

3. Assessment & Evaluation – Self/Peer/Teacher - Growing Success: Reporting in Ontario - Volante, L., & Beckett, D. (2011). Formative assessment and the contemporary classroom: Synergies and tensions between research and practice. Canadian Journal Of Education, 34(2), 239-255.

4. Teacher Behaviour - In Class/In Schools/ In the community - Ellaway, R. H., Coral, J., Topps, D., & Topps, M. (2015). Exploring digital professionalism. Medical Teacher, 37(9), 844-849. doi:10.3109/0142159X.2015.1044956

5. Accommodations/Modifications -

Adapting Curriculum

Ontario Arts Curriculum

6. MI - Complete the Inventories







SCHEDULE - DAY 3

1. Differentiation -

Kizas, A. (2016). Differentiated Instruction and Student Engagement: Effective Strategies for Teaching Combined-Grade Classes at the Secondary Level. Canadian Music Educator, 57(2), 33- 37.

Resource -

2. Ontario Schools Code of Conduct - Winton, S. (2011). Managing conduct: a comparative policy analysis of safe schools policies in Toronto, Canada and Buffalo, USA. Comparative Education, 47(2), 247-263.

3. Report Card Templates - Grades 1-8

4. Parent Guides - Visit your Board or Educational Authority

5. Daybook Planning

6. Backward Design -





7. Bus duty, Yard duty, Lunch supervision, intramurals

SCHEDULE - DAY 4

1. Bias – The attitudes of one segment of the population toward another group, individual, or idea can contribute to different forms of bias including: • invisibility – some groups may be rarely seen, or not seen at all • stereotyping – use of pared down, simplified images, and attributes • imbalance – one-sided interpretation of issues or situations • unreality – avoidance of in-depth analyses of situations and circumstances in life • fragmentation/isolation – treatment of gender, age, and cultural differences as separate, addon information • linguistic bias – language that is patronizing or ignores disability, age, and gender differences and cultural diversity. From (p. 25)

Reflections – Written and Oral on the above.

2. Sick Days, LTD, Transitions – Making supply teacher plans

3. Edugains Web - Present positive Aboriginal role models – Athletics, Dance, Song, Business, etc.

4. Indoor Recess – Planning & Preparation

5. Fun & Games in class

6. School clubs & Activities -

7. Field Trips

Week 2 - SCHEDULE - DAY 1

1. Professional Development - Lieberman, A., Campbell, C., & Yashkina, A. (2015). Teachers at the Center: Learning and Leading. New Educator, 11(2), 121-129.

2. Mental Health -

3. Curriculum Fit, Content, Instructional Design and Technical Design: Learning Resource Evaluation Guidelines. Evaluators examine the resource to determine if it supports the philosophy, rationale and goals of the curriculum, and to determine the degree to which it supports the expectations of the specific curriculum.

Does the resource support the philosophy, pedagogy, rationale and goals of our Ontario curriculum? Does the resource support active learning? Does the resource support a variety of learning styles? Does the resource support the development of critical thinking skills? Is the content accurate? Is the content relevant and does it deal with real world experiences? Are the concepts clearly summarized? Are pre-teaching activities provided? Are follow-up activities provided?

4. Present opportunities for learning activities that reflect Aboriginal values and beliefs, including cooperative learning, experiential learning, the role of family and elders, and the relationship that people have with the natural environment

5. Answer - 1 question below and hand in – From

• What is the role of the Ministry of Education in curriculum development?

• What are curriculum documents?

• What are policy and resource documents?

• What is the review process?

• What is the status of recently revised elementary curricula?

• What elementary curricula are currently in the review cycle?

• What is the Curriculum Council?

ATCP Summer Session 2016

Week 2 - SCHEDULE - DAY 2

1. Cross-Curriculum – Opportunities - appreciate the universal importance of story within and among Aboriginal and other cultures – Narratives of Life and Learning

2. Curriculum – How to integrate Aboriginal worldviews and knowledge.

Social Considerations - We examine the resource for social considerations to identify potentially controversial or offensive elements that may exist in the content or presentation, and to highlight where resources might support prosocial attitudes and promote diversity and human rights.



Treaty Knowledge and Understanding – Sask.

3. Aboriginal peoples’ relationship with the land and use of natural resources

4. Systems of authority and governance in both pre- and post-contact Aboriginal societies

5. Debating - Think-Pair-Share Debate strategy / Tag Team Debate strategy

6. Review: Behavioral and Learning Spectrums

SCHEDULE - DAY 3

1. The current events curriculum - News scavenger hunts/ Local, national, or international? / The five W’s./ Why is it news?

2. Curriculum focus and context in which any resource is intended to be used; • audience, including age and level of maturity of the students for whom the resource is intended; • relevance of and extent to which the historical, social, cultural, political, and/or geographical context is apparent to intended audience; • tone, with regards to subject matter or intended audience; • presentation of alternative points of view, where there is clear purpose for inclusion; and • extent and frequency of occurrence of elements that detract from the suitability of the resource for its intended purpose and audience.

3. Does the resource promote respect for and an understanding of diversity within Canadian society; • promotes awareness, understanding, and respect for differences and similarities within and among groups; • reflects and validates students’ life experiences; • portrays diverse role models and different points of view; • reflects accurate representations and avoids stereotype; • makes clear distinctions between fact and opinion; • promotes positive social attitudes and respect for diversity and human rights; and • provides opportunity for students to develop critical thinking skills.

4. Curriculum content - What to look for: Reflects legal and community/societal standards of safe practice and common sense; provides opportunities for students to understand the importance of safe practices; provides opportunities for students to develop understanding of personal responsibility as it relates to safety of self and others; models safe practice and common sense; includes directions/instructions for safe equipment use and materials handling.

5. New Curriculum Resources: Before considering new resources for acquisition, committees should know what resources are currently available in the district and school. It may be necessary to review these for suitability, considering recent curriculum revisions. It is recommended that committees also consider: • whether existing resources adequately support the particular learning outcomes that teachers are addressing in the classroom • the individual learning styles and abilities of their students • the needs of individual students, some of whom may learn better from one medium than another • the specific advantages of various types of media • how a chosen learning resource facilitates particular teaching styles It is recommended to survey teachers to determine the school’s priorities in terms of pedagogy, format, and so on.

SCHEDULE - DAY 4

1. Learning resource acquisition at the school and district levels requires planning, organization, adequate staffing, technology, and a professional commitment to supporting the principles of resource-based teaching and learning. In order to maximize the initial investment in learning resources, as you may wish to involve as many people as possible in the decision-making process. Key participants into these decisions include: • the district resource centre coordinator or learning resource manager • teacher-librarian or school-based resource coordinator • district or school-based library technicians or clerks • curriculum consultants • representative classroom teachers • administrative officers • a district technology consultant • parents and students (as appropriate, dependent on the types of resources being considered)

2. Individual schools are responsible for developing: • Evaluation criteria • Selection criteria • Evaluation procedures • Selection procedures • Acquisition procedures • An initial stage (school-based) challenge review and resolution process.

3. The school’s learning resources committee should select learning resources based on the needs of the school rather than have individual teachers independently select resources for their classroom. It is recommended that the committee develop a fair process that will assess the resource needs of the school and develop a prioritized list for purchase, considering: • Curriculum fit • Breadth of the resource • Depth of the resource • Canadian content • Frequency of use • Teaching styles • Supported learning styles • Multiple intelligences and other current brain research • Best practice • Cost • Format (consider the potential value of new technologies) • Availability elsewhere in the district The committee may decide if narrower additional resource needs will be included in the prioritized list.

SCHEDULE - DAY 5

1. Oral Storytelling – An ancient tradition is the most personal and intimate form of storytelling. Aboriginal storytellers earn the right to be a storyteller and are important in teaching and preserving the history of the group. The flexibility of oral storytelling allows the tale to be moulded according to the needs of the audience, the location, or environment of the telling. Task – Share a story.

2. Stereotype – A fixed mental picture or image of a group of people, ascribing the same characteristic(s) to all members of the group, regardless of their individual differences is a stereotypical view. Stereotyping may be based upon misconceptions, incomplete information, and/or false generalizations about race, age, ethnic, linguistic, geographical, or natural groups; religions; social, marital, or family status; physical, developmental, or mental attributes; gender; or sexual orientation. Task – discuss what you have found in media and society (lived experiences) – Show and Tell / or Tell

3. Knowledge Keeper – A person designated or acknowledged by other Elders of a cultural community as being knowledgeable about the culture, its perspectives, practices, and products is known as a Knowledge Keeper. Share a story.

4. Curriculum and Historical Accuracy – In the context of this document, historical accuracy reflects information based on First Nations, Métis, and Inuit traditional knowledge, practice, and factual research regarding the past that has the condition or quality of being true and correct.

5. Elder – Any person regarded or chosen by an Aboriginal nation to be the keeper and teacher of its oral tradition and knowledge is an Elder. This person is recognized for his/her wisdom about spirituality, culture, and life. Not all Elders are “old”. An Aboriginal community and/ or individuals will typically seek the advice and assistance of Elders in matters of tradition as well as contemporary issues. Share your thoughts on this. From

Subject Association Links

1. Business OBEA Ontario Business Educators’ Association obea.ca

2. Science STAO Science Teachers Association of Ontario stao.ca

3. Mathematics OAME Ontario Associations for Mathematics Educators oame.on.ca

1. Technology OCTE Ontario Council for Technology Education octe.on.ca

2. Geography OAGEE Ontario Association for Geographic and Environmental Education

6. History OHASSTA Ontario History and Social Science Teachers’ Association

7. Physics OAPT Ontario Association of Physics Teachers oapt.ca

8. Phys Ed OPHEA Ontario Physical and Health Education Association

9. Coaching Coaching Association of Canada NCCP National Coaching Certification Program coach.ca

10. Languages OMLTA Ontario Modern Languages Teachers Association conferences.php

11. Outdoor Educators COEO Council of Outdoor Educators of Ontario

12. Guidance OSCA Ontario School Counsellors’ Association osca.ca

13. Canoeing ORCKA Ontario Recreational Canoeing and Kayaking Association orca.on.ca

14. Family Studies OFSHEEA Ontario Family Studies Home Economics Educators’ Association ofsheea.ca

15. Photography Ontario Photography and Imaging Educators photoeducators.ca

16. Aboriginal Studies Aboriginal Education Services aboriginaleducation.ca

17. Drama/Dance CODE Council of Ontario Drama and Dance Educators code.on.ca

18. Music OMEA Ontario Music Educators Association omea.on.ca

19. Art OSEA Ontario Society for Education Through Art osea.on.ca

20. COOP Ed OCEA Ontario Cooperative Education Association ocea.on.ca

21. Library OLA Ontario Library Association

Models of Teaching – Subject matter based models

Inductive thinking (Taba) Inquiry training (Suchman)

Scientific inquiry (Schwab) Cognitive growth (Piaget)

Advance organizer (Ausubel) Non-directive teaching (Rogers)

Classroom meeting (Glasser)

Social Interaction Models

Group investigation (Dewey) Social inquiry (Massialas and Cox)

Jurisprudential (Oliver and Shaver) Role playing (Shaftel and Shaftel)

Behavioural Models

Contingency management and Self-Control (Skinner)

Assertiveness training (Wolpe and Lazarus)

Direct training (Gagne)

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