SPEAQ CONVENTION 2018
IntenSIG’s Collaborative Note-Taking Document
Pre session: Growing a Learning Culture in the Classroom | |
Date and Time: | Thursday Nov. 29, 4:00 pm |
Presenter(s): | Marius Bourgeoys |
Resource links: | -The Highly Engaged Classroom, Marzano -YouTube michaeljrcomedy -You can’t get wet from the word, water -Black and Wiliam, Inside the Black Box bit.ly/mariusspeaq for comments goo.gl/cYqAoz for presentation |
Notes by Liz: Engagement (students ask themselves these questions)
Learning (teachers ask)
Leadership How do you establish yourself as a leader in your class? Ss ask these questions before they allow you to be the boss
Our goal: high engagement and high learning Are we there to rank or develop students??? video, BREAKTIME michaeljrcomedy YouTube Know your why. Once you know why, you become more impactful Feedback Assessment strategies that will highly engage ss
My drawing respects:
Did this engage students? 2. Draw a butterfly 3. Feedback Written feedback-more formal -need to be more specific -more thought involved Oral feedback-more informal -easier to forget -how do you make sure everyone gets their feedback? Inside the Black Box
Not What are we doing today, but What are we learning today? Assessment FOR learning and AS learning: 7 Practices (see presentation slides) ALL 7 STRATEGIES HAPPEN BEFORE THE GRADE!!! (Formative Assessment before Summative Assessment) | |
2. Workshop Name: Reach for Greatness:Personalizable Education for All | |
Date and Time: | Friday Nov 30, 8:30 am |
Presenter(s): | Dr Yong Zhao |
References/Resource links: | Martin Seligman, Authentic Happiness |
Notes by Liz but I arrived late so please add more!
Jagged profile -people have different strengths and weaknesses No 2 human beings have the same profile but in school we do an average profile (100 in math 0 in english vs 0 in math and 100 in english but these ss are treated the same) Traditional Education Paradigm-sausage maker, diversity reduction Education caters to a certain realm of education (limited jobs) As technology shifts, needs are different in society Many traditional jobs have been replaced by technology What kind of education do we need to give our kids? 4th Industrial Revolution-technology redefines the needs of society. Rudolf the Red-Nosed Reindeer example The useless become useful. What is it to be successful? Financial and psychological independence (Kim Kardashian example) How does she become valuable to someone? The industrial revolution has changed the value of talent. Psychological products create choice. Shampoo example. Why do we have so much choice? Kim K is like the bottle of shampoo.
2. Tech replaces new opportunities Become uniquely great and globally competent You need talent, time and good teaching. How do you deal with not being good at something? Run away from your weakness but you must be great at something. Success=the right mix of something. No one type of ability will make you successful Why are our children depressed? Many times because their talent has not been fulfilled. If suppress a talent, they don’t have an opportunity Hierarchy of needs In developed countries it is about self-actualization Our schools are not providing the opportunity to do this Martin Seligman-Use your signature strengths and virtues in the service of something larger than you are. Nuvu school in Boston -Where students Design and create an authentic product Australia TC Peter Hutton principal asked students what they were interested in How do you produce children that are not homogeneous workers? Do you ask ss what they are interested in? How broad is the curriculum? Do you support individual ss (see the child, not the curriculum Are they creating authentic things and helping them get better? Are the classrooms global, connected? Potential ability, don’t do this if there’s no hope Talented but hate doing it Interested but no talent-just a hobby Discover what you are good at and passionate about Reach for Greatness!!! Personalize education for all children | |
3. Workshop Name: Introducing the ESL-FSL Tandem Canadian Project | |
Date and Time: | Friday Nov 30, 10:05 am |
Presenter(s): | Susan Parks |
References/Resource links: | Youtube videos |
Notes by Liz: Students have a chance to interact with native speaker. Canada-wide platform available for free. Intensive level and up. Challenges
Platform where students can participate-Big Blue Button Synchronously asynchronously -videoconferencing -wiki -chat -forum Students can give linguistic feedback during exchanges. Not expected to correct all mistakes. | |
4. Workshop Name: Short Film to Develop Competencies in Secondary | |
Date and Time: | Friday, November 30th, 2018- 10:05 |
Presenter(s): | José Pinard |
References/Resource links: | Short Videos: -Can I help you with Anything? (YouTube) -I Forgot my Phone (YouTube) Video clips of individuals being ignored during an activity (bowling, birthday because of technology) -Stand Up! Don’t stand for Homophobic Bullying. (YouTube) -Student booklet on Kindness -Link : http://bit.ly/speaq2018 -Speech given by Collin Farrell about Bullying |
Notes by Kellylee: Kindness: -Short videos about acts of kindness. -Show videos and then have students talk, share together to complete sections in their booklet. -There is also an exercise to teach vocabulary to the students. -A short C3 is included for the student to write and perhaps reinvest concepts/ideas from the video into their text. -An idea of how to present the video: For some videos blocking the screen and having students guess what is happening or where the individuals are in the video. Ask the students ``Where is she?`` -Always easier to supply vocabulary to save time for oral interaction. When this is needed (some classes may need this extra support-he mentioned secondary 1). -Have students share about what they see and ask them to share as a class. As students share you can ask extra questions to encourage them to elaborate and add detail to the oral process. This may get other students to react and comment. -The students are predicting and inferring as this process is being done during the period. -Idioms (another method to help students learn vocabulary). -Stop video to ask simple questions. -The Videos can be adapted (for lower grades-ones about autism, clothes, etc.) -If you do not feel comfortable with the topic it is up to you to decide to show it or not. -It is sad for the student to feel invisible. Know your students and try to find videos that can help develop the class. -Different ways to use short films in class. -None of the videos were longer than 4 minutes. -Consider the following elements when showing short videos. *Select film no longer than 6 min *No text select strategies to develop *Try to target all competencies *Have fun -Will send an email to get short videos for elementary. | |
5. Workshop Name: Getting the Best of Graphic Texts | |
Date and Time: | Friday, November 30th, 2018-11 :30 |
Presenter(s): | Stéphanie Drouin and Manon Hamel |
References/Resource links: | Frank Serafini –quote QRC : https://quebecreadingconnection.ca/ Scott McCloud-famous cartoonist
goo.gl/G9akD2 -for survey |
Notes by Kellylee: -There is no such thing as a child who hates to read; there is only…. -Get acquainted with language and components of graphic texts. -Explore how GT can be used in the classroom to help ss develop the 3 competencies. -The focus is on cycle 2 and 3. -QRC : Site for book suggestions. Bookson QRC are quality books. Virtual library -Definition :Graphic text = Graphic Novel (GT) -GT is a story that is presented in comic strip format published as book Merriam-Webster. *It has a beginning and end and a storyline in the frames. -Used menti.com to interact with the audience during the presentation. -3 types Graphic novels : Longer, self-contained stories, around 1800’s Origin Comic books : A little shorter, serialized stories (do not carry complete storyline), around 1938 with the appearance of action comics Origin Mangas :Japanese, Asian Style characters (2D, large eyes), they use a style of symbols to show emotions, 1800’s Origin -GT : Is it a genre or a type? Examples : Adventure, Biography, Science Fiction There are more on QRC.
-Why use them in the classroom? *They appear less threatening than novels. *They are authentic multi texts. *They can engage ss in reach discussions. *They can help ss develop their reading skills.
-Ss will understand the story better and will want to engage more. It will make sense to the ss and they will see what the images and words carry because they will understand more.
-Explains the components of a comic :
The caption/Narration Box (where info is given or emotion of character. Panel-Where the image is. Bubble-Where the characters words are written, the dialogue. There are 4 different types. Gutter-Empty spaces between the panels. It allows the reader to let their imagination take over. Frame-Helps the separate each panel. Make a scene clearer. Some GT do not have them.
-Balloons or Bubbles –
*Thinking bubble(example 1) looks likes a cloud. Used to express inner thoughts or sometimes a dream. *Example 2 – Used for a whisper *Example 3-Speech bubble (can be rectangular, round) the tal is called speech tail and points to the character speaking *Example 4-Explode bubble (used sounds and audio cues) If capital/bold font leaves the reader thinking it is louder.
-Uses posters as an interaction activity during the presentation. We walk around the room and observe the posters on the wall.
-The 6 panels : *Action to Action *Moment to Moment *Scene to Scene *Subject to Subject *Aspect to Aspect *Non-Sequential
-M to M : Emphasis on the scene and little change between the panels. -A to A : Focus on different aspects happening within the same scene. In the poster the emphasis is on the face (Louis Cyr). -Action to Action : There is an action taking place, there is a beginning and an end. Sweater Weather-cat making food and feeding birds. -S to S : Authors used to use is to transport audience to different times and place. No connections between panels but still a lot of information. -Subject to Subject : Always in the same scene. A subject with an evolution but within the same scene. -Non-Sequitur : Have a panel but there is no link/connection between panels. (Smile poster). The visual elements are powerful. The speech bubbles point to the people in the car and the sound bubbles add to it.
*All these elements allow to the ss to look and discuss them.
LINK to the program :
-Have ss observe and find a transition of each type or some of the types. -ELA video (at the secondary level) but gives a good idea at how the panel to panel are discussed.
-You can use GT that relate to the reality they are living. Example wearing braces in SMILE.
-C2 : They can use GT to add a panel or draw a new book cover to add to the book. Suggestion : Seeking Refuge : We can discuss tolerance.
-C3 :Can create their own from scratch. They could write a GT for Cycle 1 for their parents, they can choose an audience. Suggestion : Space Cadet by Kid Koala (comes with a CD)
-They can listen to the sound track.
Progression of Learning : Essential knowledge :GT can be great to tackle word order, idiomatic expressions, punctuation,
-GT : Have all of these (Most novels tell a story through chapters, Picture books use pictures to support understanding, in movies, the story unfolds through motion and dialogue, poems play with language in a way no story telling can…
But GT combines all of this. | |
6. Workshop Name: What Works May Hurt: Side Effects of Education | |
Date/Time: | Friday Nov. 30, 11:30 am |
Presenter(s): | Dr Yong Zhao |
Resource links: | -What Works May Hurt, Yong Zhao -Why Preschool Shouldn’t Be Like school Alison Gopnik -TIMMS 2011 Math Scores vs Confidence of Select Countries -Max Tegmark, Life 3.0 Being Human in the Age of Artificial AI |
Notes by Liz Blames current local problems on education. Over time, we are offered many different innovations that don’t seem to be changing education. Medicine has changed. We look at side-effects. In education, we only talk about how great it is, but never of the side-effects. “This may bring your students scores up but they may hate it and become disengaged.” Short-term and long-term problems. Early learning: When you push learning too early, you block out other possibilities. Discover Learning vs Instruction Direct instruction helps you lose creativity. But schools make children less creative. Children need:
PISA Scores American Education is not in decline. It has always been bad if you look at test scores. So why is America still here? Data that is not reported: happiness scores Us always score worse than Asian students but they are always confident. DIversity of talents is important for success. This is why America survives because of the diversity of education. Look at PISA scores outcomes and side effects. We should think of education as a nature reserve instead of a cultivated garden. Children should not be defined by a test score. | |
7. Introducing RTI in the English Classroom | |
Date and Time: | Friday Nov. 30 3:30 pm |
Presenter(s): | Karine Lindsay, Melany Provencher, Dina Isber, Christine Baida |
References/Resource links: | -Modeling Interaction Cues video -C1 Support Tool: Interaction Cues & functional Language Examples Poster |
Notes by Liz Response to Intervention: framework (a box to put things in), tools to maximize participation. Tier 3 Ss who need extra help (psychoeducator) Tier 2 Remedial time, smaller groups 10-25 Tier 1: A way to receive instruction 75-90 ss respond to this level. What you do on a daily basis. Use best possible practices to reach all students. What are the best practices supported by research that will enable the teacher to reach the max number of students?
*Whole class Brainstorm-participation becomes optional Strategies in English Class
d.Questions in a Mason Jar e. daily chit-chat (daily question) f. would you rather (secondary) g. chat stations h. speaking prompts | |
8. Workshop Name: | Special needs |
Date and Time: | Friday, November 30th, 2018-2:00 |
Presenter(s): | Michelle and Alexandra |
References/Resource links: | Powerpoint put on SPEAQ website |
Notes by Kellylee: -SLD : Specific Learning Disabilities
-We are calling it SLD. It is an umbrella term. -DSM IV classified them diff. now together. -SS recognize question words
-SS with learning disabilities feel insecure, and will not participate and will not know they do not understand until they hand in the work. -Strategies : is what you need to teach them, so that they can practise it until it becomes a skill
-Skill :final product you want ss to be able to do
Steps for teaching strategy :
Step 1 : always name it so they know what it is and why we are doing it. Example it is to help you read more with vocab
Step 2 : explicitly teach t show
Step3 : model it once
Step 4 : do it once with the ss
Step 5 : have them do it once on their own Step6; check their work! Quick so they make no mistakes if they do not have it go over strategy again Step 7 : ????
-When teaching it do not ask them what the next one is. This may confuse others who cannot process things properly. Take the time do it yourself
-Frontloading : for ss to be able to understand what they will talk write about tehy need a lot of vocabulary. This is more so with ss with disabilities. This can include papers with words written down.
Tea Party (Example done during presentation) -Go over words (make sure they are an expert of that word) You have a tea party (with older kids it can be a 5à7)
Explain the word to the person in front of you. Do not just say the word. The ss move around, they practice and get to know vocabulary. It is an activity not a strategy.
For a tea party take a text you know ss will struggle with. -If they still struggle they can translate it into French, but the objective is for them in the end to be able to explain it.
-have them use the vocab and in the end you may have them write a written text using the vocabulary you have practiced.
-For primary use a smaller text and adapt it.
Writing Strategy : How to write a sentence.
-Break it down into Subject + verb + rest of the sentence.
You can give them choices of what to put in the subject place.
You can give them a reference sheet to use at the beginning that over the year they do not use.
7 steps for this strategy :
1-how to write a sentence 2-writing a sentence looks like this 3-here is my sentence. I need a subject verb object 4-Now you give me ideas for constructing a sentence 5-now on your comp write a sentence as we have jsut done 6-wal around the class and check 7-now write 5 more
****When the students say I know I know you know you did the job
STRATEGY P.A.L.S : 1-find the verb and circle it 2- find the subject of the verb=who what underline it 3-find the important details about who or what (put a square around it) 4-tell the most important idea in 15 words 5-double check
*This can be difficult for LDS.
-See adapted version of the slide. Adapted version fro LDS SS. -at the top of reading exam will have strategies written at the top for them.
-They need to learn how to put it into context. That is why there is a limit to the number of words.
-Do two readings and have tasks to be done for each reading. -You do not need a huge summary just key words.
With a 8 to 10 paragraph text : -Do two paragraphs with the ss. -The next two done individually. -They continue if they get it.
Activate prior knowledge : -It is imp/crucial because they can make a connection with it. -Take the time to do this. This will help the ss be able to the process. -This helps ss when they have problems pulling things apart. Since it is difficult for them to take concepts and ideas and take them apart. It will help them make and put connections together. (the more you help to prepare them prior to the main task)
*Ideas to activate prior knowledge : -ABC brainstorming -Picture books -Brainstorm web
Speaking STRATEGY : C1 : IRME (There are activities to use with this strategy-Isabelle Giroux) Maintain can be difficult and ss may not know what to say. This may need to be practiced a lot.
7 Steps : 1- 2- 3- 4- 5- 6- 7-
-If you start to use a system and continue to use in other levels this can be good because it will be practice for them. You can highlight what you need to do for level.
-This can be done with the ss and they can write their answers done and it can be a reference to use in future months in the year.
REMEMBER : repetition repetition repetition repetition
The teacher needs to :
1-introduce the strategy 2 3 4 5
-Give ss direct and immediate feedback. If not they will continue to make mistakes.
-It does take work when you introduce IRME. The more the ss know what you want to more likely they are to stay on task.
-Important to create climate where they accept the differences. This does not happen right away, it takes time.
Examples of activities : 1-Tiered activities :
x- x x+
-In these activities the work is being done but a little differently. -The want is the same (what you want them to know, understand) -What differs is what they are doing. Example : Write a few sentences Write a paragraph Write interview questions to ask an athlete.
2-TIC TAC TOE (differentiation by choice) *Gives ss who are weaker can easily figure out how to show what they know.
3- 2-5-8 activity *2- point questions : know and/or understand *5- point questions : apply and/or analyze *8- point questions :
Example : READING MENUS! 2point : Find 2 dishes with pasta. How many types of pizza are there?
5point : Can you name a restaurant that is similar and do you like it? Do you think this restaurant is popular, why?
8point : How would you improve this restaurant? Why do you think the owners opened this restaurant?
Anchor activities : Folders available in class minimizes distractions. You can have a contract for those who do not want to continue to work when they are done.
*If ss know what to expect things will run more smoothly. *You can have the schedule on the board. *Set up class in 10 minute increments *Exit tickets : to show if they understood what they did today. (example, talked about menus you can ask them what was their favourite restaurant and what do they like about it? This will allow you to know which ss understood what we did this class.)
*****May not work right away. Do not get discouraged right away!!!! | |
9. Workshop Name: AIM (Accelerative Integrated Methodology) language learning | |
Date and Time: | Friday, November 30th, 2018- 3:00 |
Presenter(s): | Nathalie ?? |
References/Resource links: | Wendy Maxwell-developer -Email to be sent to receive powerpoint -If interested in this you can check it online or contact Nathalie and information will be sent to you. - |
Notes by Kellylee: Notes by Kellylee:
-Challenges that you face in the class *The various levels. *New students and their levels or what was done in the previous years. *Ss not speaking English in the classroom.
-Ss must speak English from Day 1 and use the target language. They are not allowed to speak French.
AIM is innovative, accelerative, comprehensible-input based language. -They use gestures and repetition. -It is literacy and arts based approach. Rapidly develops oral and written language skills.
-It engages ss through storytelling, song, dance. -PDL (Pared down language) scaffled the language and build and build on other vocabulary and sentence structure. -Ss develop an ear for what they need to say and what is said. -AIM is used all over the world in 10, 000 schools.
-Key Components! 1-Gesture approach Teacher sits higher ss sit in front on the floor
2-High frequency vocab
3-stories/plays/music/theatre/creative drama Use songs, plays they act out 4-language manipulation activities(oral and written) Once they know the play they can change and rewrite the story. You can do a what happens next in the story.
5-Transfer to spontaneous-communication (oral and written) When they are put into different situations or when they are in little groups they can talk and share with each other in spontaneous interaction.
-In relation to the Program : In the beginning they act on understanding but may not know what they are saying but put into frequent situations they begin to understand.
AIM GESTURES! (TRIED during presentation) List of frequently used words. (handout)
-Children sit in front hands free sot ha T has their full attention -Have ss repeat after her. -Some ss do not know what they are saying but when they see others say their name they realize they have to say their name. (example they are saying their name.)
-Uses gestures to communicate the vocabulary to be used the class. This encourages the ss to speak English quicker in the classroom setting.
-This is taught in a few lessons to get the ss to know the vocabulary. -The gestures can then be used to explain other activities. Or it can be uses to explain other activities.
-There are many activities to teach this style. -Sandwhich method used once in a while with gesture. Example : work travail work work
-Pared-down language + Gestures : used to increase ss vocabulary. -It is not a thematic approach even if there is a play being used. The frequently used vocabulary is used in a fun dramatic way.
-TARGET Language only! *It is the most meaningful way to learn. -It is very important and ss often will rise to the occasion.
-Why use a story? This is done because ss become engaged and attached to the story and find meaning in the story. -Ss quickly enter the activity, make sense of what is going on, build their own versions, listening, telling, retelling, talking about, reflecting about activities going on.
-Develop oral first. Then reading and finally writing. -They need vocabulary before they can go on to another part of the language.
-What would it look like in your class? What do you want your ss to be doing?
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10. Workshop Name: Get Fit for Teaching- 8 Strategies | |
Date and Time: | Sat dec 1 |
Presenter(s): | Marie-Andree Ouimet |
References/Resource links: | Thoughts Influence Actions, Eat that Frog, Brian Tracy |
Notes by liz: Strategy #1 - BE SELFISH -take care of yourself 1-identify who is in your Circle of Influence (who do you absolutely need to take care of?) 2You probably don’t need to take care of them the way you think you need to (making kids lunches) 3-Automate stuff-outsourcing to help (cleaning crew) 4-Quality time vs Quantity (Are you there 100%) 5-Be clear about what you want to do in your free time. Strategy #2 - BE INTENTIONAL The Law of Intentionality -podcasts, audiobooks, sketchnotes, wake up earlier, reading, working on your mind, exercise, practice… Growth Gap Tracks
There is no elevator to success. You have to take the stairs. Strategy #3 - BREAK THE CYCLE Vicious cycle of not wanting to change: Do nothing---feel guilty---panic about the future---feel powerless--- Being afraid of changing and making mistakes Thoughts--Feeling--Behaviour--- Try Something--Feel Excited--Think About trying again-- What’s the smallest thing you could do to make you happy and feel empowered? YouTube: make your bed every morning(accomplish 1st task of the day will lead you accomplish other tasks during the day) If you want to change the world, start off with making your bed Strategy #4 - SEE VALUE IN YOURSELF When you look in the mirror, do you know your value? | |