Teaching & Learning Strategies
Demo PPT - Games by Subject
Self Correcting Material Assignment
Learning cycle
The name of the self-correcting material is “Coin Counter,” and it is for elementary students to review their incremental counting. As it is a reviewing tool, it is at the comprehension level of “Apply” in Bloom's Taxonomy (Fitzgibbon, 2016). Once the students have learned and understood how to count in increments by 1, 2, 5, 10 and 25, the teacher can introduce them the Coin Counters for rehearsing their counting and mastering their skill.
Curriculum standards
Coin Counter adheres to the grade 2 math curriculum in the strand of “Number Sense and Numeration” and the specific expectation is “Counting.”
Ontario Ministry of Education (2005) states that:
By the end of Grade 2, students will: count forward by 1’s, 2’s, 5’s, 10’s, and 25’s to 200, using number lines and hundreds charts, starting from multiples of 1, 2, 5, and 10 (e.g.,count by 5’s from 15; count by 25’s from 125); count backwards by 1’s from 50 and any number less than 50, and count backwards by 10’s from 100 and any number less than 100, using number lines and hundreds charts (Sample problem: Count backwards from 87 on a hundreds carpet,and describe any patterns you see.) (p. 44).
The design
Coin Counter is designed to look like a number line. It includes all the counting increments that students should be aware of. The critical elements of design considered were user-friendliness and simplicity in functionality yet it directly targets the learning content. You can practice counting by 1's, 2's, 5's, 10's and 25's and there is a Coin Counter for each. Coin Counters for 1's and 2's were indicated by Loonies and Toonies respectively because one cent has become obsolete nowadays. The rest are indicated by cents. This is to make it practical and applicable to real life situations in handling money.
It is a prediction exercise tool. You reveal a box one at a time in consecutive order; skipping to the middle or going out of order would defeat the purpose of predicting what comes next in sequence. You start by flipping over the first cover then predict the next number. If you start from the left-most cover and move right then you are practicing counting forwards (e.g., 2, 4, 6, etc.). If you start from the right-most cover and go to the left then you are practicing counting backwards (e.g., 50, 45, 40, etc.). Instead of revealing one at a time, you could also reveal more at a time in succession such as 2, 4 in one revealing then 6, 8 the next. If revealing more than one, that could be practicing multiplication.
The benefits of this SCM include:
References
Learning cycle
The name of the self-correcting material is “Coin Counter,” and it is for elementary students to review their incremental counting. As it is a reviewing tool, it is at the comprehension level of “Apply” in Bloom's Taxonomy (Fitzgibbon, 2016). Once the students have learned and understood how to count in increments by 1, 2, 5, 10 and 25, the teacher can introduce them the Coin Counters for rehearsing their counting and mastering their skill.
Curriculum standards
Coin Counter adheres to the grade 2 math curriculum in the strand of “Number Sense and Numeration” and the specific expectation is “Counting.”
Ontario Ministry of Education (2005) states that:
By the end of Grade 2, students will: count forward by 1’s, 2’s, 5’s, 10’s, and 25’s to 200, using number lines and hundreds charts, starting from multiples of 1, 2, 5, and 10 (e.g.,count by 5’s from 15; count by 25’s from 125); count backwards by 1’s from 50 and any number less than 50, and count backwards by 10’s from 100 and any number less than 100, using number lines and hundreds charts (Sample problem: Count backwards from 87 on a hundreds carpet,and describe any patterns you see.) (p. 44).
The design
Coin Counter is designed to look like a number line. It includes all the counting increments that students should be aware of. The critical elements of design considered were user-friendliness and simplicity in functionality yet it directly targets the learning content. You can practice counting by 1's, 2's, 5's, 10's and 25's and there is a Coin Counter for each. Coin Counters for 1's and 2's were indicated by Loonies and Toonies respectively because one cent has become obsolete nowadays. The rest are indicated by cents. This is to make it practical and applicable to real life situations in handling money.
It is a prediction exercise tool. You reveal a box one at a time in consecutive order; skipping to the middle or going out of order would defeat the purpose of predicting what comes next in sequence. You start by flipping over the first cover then predict the next number. If you start from the left-most cover and move right then you are practicing counting forwards (e.g., 2, 4, 6, etc.). If you start from the right-most cover and go to the left then you are practicing counting backwards (e.g., 50, 45, 40, etc.). Instead of revealing one at a time, you could also reveal more at a time in succession such as 2, 4 in one revealing then 6, 8 the next. If revealing more than one, that could be practicing multiplication.
The benefits of this SCM include:
- providing a tool that is intuitively easy to use and understand for anyone
- giving more concreteness in learning by visually showing how forward or backward counting looks like
- allowing the user to learn at one's own pace as the numbers can be easily covered or uncovered.
- allowing duo-functioning – counting forwards or backwards
References
- Fitzgibbon, A. (2016). Welcome to EDUC18081 - Teaching & Learning Strategies - Week 2 [Lecture Notes]. Trafalgar: Sheridan College.
- Ontario Ministry of Education. (2005). The Ontario curriculum grades 1‐8: Mathematics [Program of Studies]. Retrieved from http://www.edu.gov.on.ca/eng/curriculum/elementary/math18curr.pdf
Teaching Strategies for Writing (Resources)
Resource Book Details (full title): Using Drama to Support Literacy
Book Author, Publisher, Year, ISBN #: John Goodwin, Paul Chapman Publishing, 2006, ISBN 1-4129-2051-5
Book Description (300 words):
In this place offer a useful description of the book. It should reflect that you are familiar with the book contents. Answer the question: Why would an EA want to own and use this book?
An educator would want to use this book to teach writing, speaking and listening skills in a more engaging manner through drama activities. The major strength of this book is that it has simple and to-the-point lesson plans that are no more than two pages each. The activities are aimed at ages 7 to 14 but could easily be implemented for older kids as well. The book is sectioned into strategies and lesson plans. Each strategy begins with its title, a short introductory description, an example literary topic, a drama activity then written work. In the next section, the structures of the lesson plans are diverse in length and section, and some have example works of students. All lessons and strategies are generic and versatile enough that the educator can be inspired to diverge from the original idea and elaborate into other ideas. The author stresses that it is important to do writing immediately after the drama activity and not wait until the next day or later in the day. The writing should happen when students are excited about the subject or it is fresh in their minds.
Other reasons an educator would want to use this book are to make writing classes more interesting and interactive so that the students can visualize ideas and be immersed in experiential learning as they act out certain situations. In that way, they can understand something more concretely and tangibly so they can relate with it. It is putting a physical form to invisible theory or concept. In role-playing, students can practice skills of sympathy and reflection so that adds to their analytical skills. They can also rehearse ideas in drama before writing them down on paper (or typing them on the computer). Some students are apt to learning by kinesthetic means so infusing drama into the subject material can improve the retrieval and storage of information for them.
Web Site Details
URL: http://www.childdrama.com/
Category: Social Studies/Science/Language Arts/Visual Arts, K-12
Content description (100+ words):
Provide a description of the Content of the site (100+ words) and an overall Content rating (0 -10). Why would an EA want to visit this site, and potentially use it during the course of teaching/supporting students?
The website is a great resource for lessons that incorporate drama into teaching of a variety of subjects. The menu bar includes “What's New,” “Plays,” “Musicals,” “For Teachers,” “About Me,” and “Contact Me” but “For Teachers” is what is of most concern for educators. There are 45 lessons in all and the subject areas range from Science to Arts. The lessons can be used to present one's subject material such as Science, History or Language Arts in unconventional and non-traditional ways of delivery so that students can be engaged into the novel and physically active experience. You can purchase the author's works. You can gain foundational knowledge related to drama in the classroom in the author's essays. You can learn about the drama curriculum by level and set educational goals for your lessons. The author has extensive experience teaching drama as mentioned in his profile so you can learn a lot from him. I would rate this website 8 out of 10 because it is informative on incorporating drama into lessons and there are many lessons to choose from in total, but there could be more when sorted by subject area. For example, instead of having 6 lessons in Language Arts, there could be 20.
Design & Access description (100+ words):
Provide a Design rating (0 -10) - with explanation or commentary. What design features make it an accessible site? Which features make this site interactive? Why features might actually distract or discourage an EA and his/her student from wanting to use this site?
I rate it 7 out of 10 because despite its strengths in simplicity and practicality, it lacks visuals. It is difficult to find accessible features on the site but text to speech could be taken care of by an external software. It is most text and graphics (or multimedia) are used to a minimal. You can find lessons under “FOR TEACHERS” on the top menu bar. It is a drop-down menu so it is interactive, looks neat and is structured. The lessons can be sorted by age level, drama type or subject area (content). The sorting by age level could be deceptive as all the lessons are listed in one page without headings categorizing age levels. The lessons are listed in ascending order from youngest to oldest and the summaries do not indicate the grade levels. If you mouse over “Lesson Plans” then “By Age Level,” all the lessons are shown on the sub-menu but you can see the list on one page if you click on “By Age Level.” The letters in the sub-menus may be too small to read for some individuals. But all in all, the content is intuitively placed and easy to find.
Resource Book Details (full title): Using Drama to Support Literacy
Book Author, Publisher, Year, ISBN #: John Goodwin, Paul Chapman Publishing, 2006, ISBN 1-4129-2051-5
Book Description (300 words):
In this place offer a useful description of the book. It should reflect that you are familiar with the book contents. Answer the question: Why would an EA want to own and use this book?
An educator would want to use this book to teach writing, speaking and listening skills in a more engaging manner through drama activities. The major strength of this book is that it has simple and to-the-point lesson plans that are no more than two pages each. The activities are aimed at ages 7 to 14 but could easily be implemented for older kids as well. The book is sectioned into strategies and lesson plans. Each strategy begins with its title, a short introductory description, an example literary topic, a drama activity then written work. In the next section, the structures of the lesson plans are diverse in length and section, and some have example works of students. All lessons and strategies are generic and versatile enough that the educator can be inspired to diverge from the original idea and elaborate into other ideas. The author stresses that it is important to do writing immediately after the drama activity and not wait until the next day or later in the day. The writing should happen when students are excited about the subject or it is fresh in their minds.
Other reasons an educator would want to use this book are to make writing classes more interesting and interactive so that the students can visualize ideas and be immersed in experiential learning as they act out certain situations. In that way, they can understand something more concretely and tangibly so they can relate with it. It is putting a physical form to invisible theory or concept. In role-playing, students can practice skills of sympathy and reflection so that adds to their analytical skills. They can also rehearse ideas in drama before writing them down on paper (or typing them on the computer). Some students are apt to learning by kinesthetic means so infusing drama into the subject material can improve the retrieval and storage of information for them.
Web Site Details
URL: http://www.childdrama.com/
Category: Social Studies/Science/Language Arts/Visual Arts, K-12
Content description (100+ words):
Provide a description of the Content of the site (100+ words) and an overall Content rating (0 -10). Why would an EA want to visit this site, and potentially use it during the course of teaching/supporting students?
The website is a great resource for lessons that incorporate drama into teaching of a variety of subjects. The menu bar includes “What's New,” “Plays,” “Musicals,” “For Teachers,” “About Me,” and “Contact Me” but “For Teachers” is what is of most concern for educators. There are 45 lessons in all and the subject areas range from Science to Arts. The lessons can be used to present one's subject material such as Science, History or Language Arts in unconventional and non-traditional ways of delivery so that students can be engaged into the novel and physically active experience. You can purchase the author's works. You can gain foundational knowledge related to drama in the classroom in the author's essays. You can learn about the drama curriculum by level and set educational goals for your lessons. The author has extensive experience teaching drama as mentioned in his profile so you can learn a lot from him. I would rate this website 8 out of 10 because it is informative on incorporating drama into lessons and there are many lessons to choose from in total, but there could be more when sorted by subject area. For example, instead of having 6 lessons in Language Arts, there could be 20.
Design & Access description (100+ words):
Provide a Design rating (0 -10) - with explanation or commentary. What design features make it an accessible site? Which features make this site interactive? Why features might actually distract or discourage an EA and his/her student from wanting to use this site?
I rate it 7 out of 10 because despite its strengths in simplicity and practicality, it lacks visuals. It is difficult to find accessible features on the site but text to speech could be taken care of by an external software. It is most text and graphics (or multimedia) are used to a minimal. You can find lessons under “FOR TEACHERS” on the top menu bar. It is a drop-down menu so it is interactive, looks neat and is structured. The lessons can be sorted by age level, drama type or subject area (content). The sorting by age level could be deceptive as all the lessons are listed in one page without headings categorizing age levels. The lessons are listed in ascending order from youngest to oldest and the summaries do not indicate the grade levels. If you mouse over “Lesson Plans” then “By Age Level,” all the lessons are shown on the sub-menu but you can see the list on one page if you click on “By Age Level.” The letters in the sub-menus may be too small to read for some individuals. But all in all, the content is intuitively placed and easy to find.
Literacy Strategies
Reference
- Fitzgibbon, A. (2016). Week 10 - Literacy Strategies [Lecture Materials]. Trafalgar: Sheridan College.
numeracy games
Title: Roller Coaster Game
Target Level: Gr 1-6, beginner to numbers Purpose: Practice spotting and reading numbers 2-12 Procedure:
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Title: Coin Game
Target Level: Gr 2 Math Curriculum Purpose: Review the types of Canadian coins Procedure:
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Title: Filler Up Base 10
Target Level: Gr 2 Math Curriculum Purpose: Practice using base 10 blocks Procedure:
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Literacy games
Title: Letter Tile Words
Target Level: Gr 1-6, knows what a word is Purpose: Review known words and spellings Procedure:
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Title: Construct a Sequence
Target Level: ages 6+ Purpose: Exercise sequencing of events, before & after, logical thinking, describing pictures Procedure:
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Title: Sentence Making Game
Target Level: Gr 1-6, likes playing with jigsaw puzzles Purpose: Develop sentence structuring skills, review known sentences Procedure:
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