secondary new teacher induction program session 1a
DESCRIPTION
For new teachers in their first contract years.TRANSCRIPT
Morning BellworkMorning Bellwork•On your table, please locate
and complete the Teacher
Information form.
•In addition: take an index card and on the blank side, print your name large enough to see from across the room
IntroductionsIntroductions
• Program Department Consultants– Dan Braun– Pete Cecile- Sharon Seslija– Shelly Duben– Don Fay– Dario Rossit
• Housekeeping Items
NTIPNTIPNew Teacher
Induction ProgramSession #1
GECDSB
Why are the
NTIP sessions
mandatory?
Icebreaker: Establishing Partners
Task
• Draw a small grid and write a different season in each quadrant
spring
summer
fall winter
HOW DO YOU PROCESS INFORMATION?
Group Storytelling
Opening sentence:
“Yesterday, Jim met Tammyat the beach.”
• Take turns adding a sentence to the story.
Cognitive Processing
• Learning for All Foldout• Read, summarize & be prepared to share
with table colleagues:– #1 – Information Processing– #2 – Executive Functioning/Self-Reg.– #3 – Language– #4 – Memory– #5 – Prior Knowledge
Cognitive Processing
• Think of a student who is struggling• Using the chart determine:
1. the possible processing problem
2. how you might adjust your teaching in order to address the needs of this learner.
Tactic Sheet
• Add entries for any tactics/tools/ideas you feel you might use in your classroom
Learning Modality
• Complete the survey• Fill in your card (on the lined side)
Auditory/Oral
Visual
Tactile/Kinesthetic
Planning for Achievement
• First things first – begin with the end in mind - “Design Down”
• What do we assess?• What do we evaluate?• What’s the difference between
assessing /evaluating specific and overall expectations?
Not All Expectations are Equal
• In your table group, examine the expectations and determine which ones form the “Big Ideas” for the course.
• Defend your choices.• Whole group share
Planning your approach to assessment
and evaluation is the first step
in planning what you are
going to teach.
Course Information Sheet
• Ministry mandated• Communication section of your A&E Policy
document• What does it tell you?• Contract between the teacher and the
student and parent/guardian.• GPS/Trip Tik for the course• Websites:
www.edu.gov.on.ca/eng/teachers/• www.curriculum.org/index2.shtml
Planning for Achievement
• Begin with the end in mind• Examine the Overall Expectations and
determine which culminating activities will allow students to best demonstrate what they know, understand and can do (FSE)
• Variety of assessment methods to address the needs of the learners
• A&E Policy, see Planning (Section 3-7)
Example:Preparing for Driver’s Test
• How did you do?• Did it reflect what you were taught?• Did you need more practice?• What else could you have done in
order to be better prepared?• Did you have another opportunity to
demonstrate your skills and understanding?
CurriculumCurriculumExpectationsExpectations
Assessment Strategies & Methods
• Multiple opportunities for practice & TIMELY AND QUALITY feedback
• Varied?• Any effective assessments for your
Learning Modality?• Suited to TACK category ?• Suited to needs of learners in your
class?
Clear Targets
Next Sessions• Sept. 28 or 29: MarkBook
• For next session:
1) Try one of the suggestions and/or strategies from today in your classroom.
2) Be prepared to report back to group on success or challenge of implementing it with your students.
3) Bring your Markbook printout for one of your classes and a learner profile summary sheet for that class