By John Myers

Quality

 

My Masters of Teaching students are at the beginning of their second year and have had two practicum experiences. They have an assignment to design rubrics that measure  QUALITY not QUANTITY.

This is the most challenging assignment in the course and I am happy to report on the results.

 

 

By Alice He

 

qsb2x

As one of the most widely used learning tools in post-secondary business programs today, case studies are an inevitable fate for many students. I found this statement to be most true, having just finished my first year of Commerce at Queen’s University and realizing that case studies were used in every qualitative course I took.

Despite their ubiquitousness in the post-secondary business sphere, high school students are rarely exposed to case studies. This is understandable-- given the time constraints and the strict pre-set curriculum expectations that high school educators face. But, that is not to say there aren’t ways in which students can hone the skills instrumental to successfully conducting a case analysis. In many ways, history courses can adequately prepare those students who will inevitably face the case study method.  From my own experience, despite having no formal exposure to business cases, I was able to utilize the skills --gained solely by taking World History all throughout high school, using the inquiry-based approach, and employing historical thinking concepts-- to successfully conduct business case analyses.

 

 

By Risa Gluskin

 

 leadership education

University of Richmond, Center for Leadership Education, https://spcs.richmond.edu/centers-institutes/leadership-education/index.html

 

 

As a history teacher and former department head in a large school board I have been experiencing bubbling frustration with the decline of subject-specific leadership for years. A few years ago our board decided to scrap the subject-specific instructional leadership model and move toward non-subject specific learning coaches. Out went knowledgeable and helpful leaders in history, family studies and social sciences, geography, civics and K-8 social studies/history/geography. The program coordinator position was retained (the person who manages all of that but doesn’t necessarily deliver support him/herself).

I thought it would be interesting to know what the various subject leadership models across the province are. Based on some interviews with people in these jobs, here are some observations.

 

 

summer institutes for event wizard

 

Truth and Reconciliation Calls to Action: Revised History Curriculum

Grade Level: 7-10                                             

July 23-25, Laurentian University, Sudbury

Presenters: Rachel Collishaw and Jan Haskings-Winner

This Summer Institute will focus on learning more about the revisions to the History curriculum that focus on integrating the Calls to Action of the Truth and Reconciliation Commission. In this institute, participants will create classroom-ready activities that support both Indigenous pedagogies and historical thinking. We will work with First Nation, Metis and Inuit partners in the local community to learn together about both historical truth and reconciliation, both for ourselves and our classrooms.

Registration coming soon:

https://www.otffeo.on.ca/en/learning/summer-institutes-2018/

 

Just Blend It! Blended Learning and Inquiry in the History & Social Science Classroom

Grade Level: 7-12                                  

August 7-9, St. Lawrence College , Kingston

Presenters: Rachel Collishaw and Sandra Kritzer

In this Summer Institute, participants will have time to deepen their understanding of disciplinary thinking concepts through the inquiry lens. Subjects include those in History, Economics, Law, Politics/Civics, and the Social Sciences. Through a series of practical, hands-on, collaborative activities, we will explore blended learning pedagogy and technology options to use in your classes. These strategies will be geared to support inquiry and critical thinking, and to increase your strategies to assess for/as learning. By the end of this Summer Institute, participants will have constructed a task, lesson or assessment for a context of their choosing, that will be immediately applicable in their work. Teachers of grades 7-12 are invited to register. Bring your own laptop or other connected devices.

Registration coming soon:

https://www.otffeo.on.ca/en/learning/summer-institutes-2018/

By Risa Gluskin

 portland sign

Portland sign photo courtesy of Val Dodge

 

Doing differentiated instruction in terms of product format is not new. However, it is to me in my grade 11 World History culminating activity. I have always had all students do an essay as their final product. I have gone with choice this semester.

I’m not claiming that choice is a new innovation – we’ve all probably been giving students some choices for a long time. However, in light of my attempt to become more of an inquiry-style teacher I thought it would be more authentic if I let students decide how they wanted to present the results of their inquiry. After all, the inquiry is the main thing. Why then must its results be formalized in a specified way?