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Interdisciplinary learning also speaks to children with different learning styles and often combines the modalities of seeing(visual), hearing (auditory), and doing (tactile kinesthetic), allowing children the opportunity to use their strengths to learn what they are taught” (Wiggins et. al, 2001, p 43).

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“Project-based learning empowers learners to collaborate in teams, mentored by their teachers, as they research real-world questions, pose solutions to real-world problems, and design real-world products in a rigorous way”. (Capacity Building Series 2013 p.2). Students also had the opportunity to explore various forms of structures and how the differ in forms and composition.

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This is an example that I used with my grade 1's when we were fully virtual. Feel free to use it for your classrooms!

https://docs.google.com/presentation/d/1KWGoBAheewP_OxUTvAtG3oX-yWsOQILWREP9buEUTLs/edit

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"The rapidly changing “digital” society continues to become more complex, unpredictable and interwoven. Opportunities for learning are more numerous and openly available because digital technologies are more widespread in formal educational settings"

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"Responsive curriculum is supported by other concepts mentioned above; e.g., development of competencies, ways of learning and knowing, breadth and depth of learning, student choice in the fulfillment of individual potential, a variety of assessments, and learning and teaching resources that are adaptable and accessible in a variety of learning environments".

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Co-creating learning goals and expectations amongst students.

Making sure that each students is represented within the classroom.

Giving students agency in deciding how a task should look and co creating expectations that follow.

Reinforcing classroom jobs

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Student voice in academic service-learning is considered to be an important part of the pedagogy. Service-learners need to work out plans of action and are given the responsibility to decide how those actions will be enacted. Putting students in charge of the activities can help them to hone their decision-making skills, learn how to take responsibility for successes and failures, and build self confidence and leadership capacities (233)

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"Differentiated instruction is being researched as one of a number of possible approaches to enable flexibility in the classroom delivery of learning".

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This year, I was able to dive deeper into the grade 5 curriculum. In our science unit, the grade 5's explored structure and mechanisms. As we were engaging more in dialogue and picture examples of various structures, students were tasked with creating their own structure out of various materials at home. When they brought it to school, we placed different books on the structure to discuss weight distribution and overall structure. The students all engaged in meaningful high order thinking questioning when comparing their structures and discussing why they chose to structure their structures the way that they did.

When students had the opportunity to reflect on their work, they were very engaged with the task and were able to make text to world connections when planning for their own structure.

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Creating a classroom where students feel safe and comfortable in their learning allows them to feel more comfortable exploring their thoughts through inquiry based learning  and self regulatory processing of how they are learning. Using cross curricular connections is a great way to have students make a wide range of interconnections to various subjects areas which can increase curiosity and motivation. Throughout the learning process, it is important to encourage students curiosity and help students develop a growth mindset that will help in reflecting on their own thinking and learning.

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When unit planning, I often use the backwards design model. This model allows you to have the end goal of the unit in mind while looking at specific overall goals and expectations throughout each lesson that follow. In doing so, I am able to clearly see where I can use differentiated instruction throughout my lessons to account for the different learning styles within my classroom. This model help to innovatively look at how I am engaging students in their learning and critically examine “big ideas” and overarching concepts that are relative of the learners within the classroom.

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Internet tools including: Google Classroom/ slides, Padlet, Youtube, Mindomo, Twitter, Coding Websites, Kahoot.

Field trips; Zoo, Shelters, Community Initiatives, Museums, Elder circle talks, Community Service worker discussions.

This will help expand learning opportunities outside school to include community based, civic, humanitarian, scientific and artistic activities, as well as cross-cultural and international experiences.

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How am I engaging students in their learning?

How am I ensuring that students' inquiry questions are reflected and explored throughout the lessons?

What are the ways that I am engaging students in their learning?

What are some higher-order thinking questions I am using to scaffold deeper thinking and inquiry?

What forms of assessment am I using?

What opportunities are their for students to reflect in their own learning?

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There are many different tools that educators can use in order to support and help build connections with students. By educators utilizing a variety of tools they are able to help students apply their academic content knowledge to act on authentic and often complex societal issues (Furco, 2010 p. 232).

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Whenever I am creating a unit plan I always use the backwards design method. This allows me to see where I can allow for a variety of assessment opportunities that include assessment, for, as and of learning. Throughout my practice, I am constantly reflecting on the ways that I am assessing students using a variety of forms i.e. formal and informal observations, discussions, learning conversations, questioning, conferences, homework, tasks done in groups, demonstrations, projects, portfolios, papers and tests/ quizzes. Using assessment to inform instruction, guide next steps, and help students monitor their progress towards achieving their learning goals (Growing Success p, 3).

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Looking at innovative ways to engage students in their learning. As well as creating assessment opportunities that work alongside curriculum goals and creating more opportunities for students to reflect on their own learning opportunities. Curriculum consists of a "roadmap" or "guideline" that helps in creating an overall framework designed to target various learning outcomes. Although curriculum expectations are clearly stated in various curriculum documents, the road that educators follow in order to create space for learning, teaching and assessment are ones that can be far more interrelated.

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Creating a classroom milieu that is focused on students academic, social and emotional growth and well being. Noting the importance of, focusing on students individual goals in helping to work alongside students to facilitate and guide meaningful dialogue and scaffolding of information.