**Ongoing reflection is important.
**Visible thinking strategies then using the vocab.

 

Codes of Behaviour: Knowing and applying appropriate rules or operating procedures of groups of people. (You are able to behave in different situations. You know the rules and essential agreements and stick to them.)

§  Checklist: (Look for/Ask for) 

o   What are the expectations in this scenario?

o   What does codes of behaviour:

§  Look like?

§  Sound like?

§  Feel like?

o   Have a big piece of chart paper in the classrooms with the shape of a Y (chart)

o   Some scenarios will be positive, some negative and students need to figure it out for themselves.

§  Scenarios: (Each classroom is a different scenario set up)

§  Each scenario would have different questions for the students in that particular classroom.

1.       Working in a group at school: 

§  Question 1: You are working in a group, and one member wanders away. What do you do?

§  Question 2: You or one of your group members gets into an argument, what do you do?

2.     Cafeteria/Hallways:

§  Question 1: There is a lot of food left on the table when you are leaving. What do you do?

§  Question 2: How do you behave in a cafeteria? Walk? Run?

3.     Field Trip:

§  You are away from home for the first time. What happens if you feel: ___________?

§  How does your teacher feel, when you are not following directions on the field trip? 

4.     In their community: ex: the mall, grocery store, etc.: 

§  What should your voice/speaking volume be when out in public? (mall, grocery store, etc.)

§  What if you need to get by a stranger? What do you do? Do you push past them? Hit them? Scream at them? Say excuse me? Tap them lightly and gesture politely that you need to get by?

 

 

 

As learning: 

-Destiny Quest lesson with librarian (Planning)
-Research process tuning-in activity (Planning)
-Daily goals planner during PYPx (Planning)
-Provocations and conceptual questions during tuning in(Formulating Questions)
-Keyword lessons, Cornell notes, searching for terms on websites (Collecting and recording data)
-Lesson on combining notes as a group (organizing data)

 

3) I will analyze progress, look for areas of skill development and skill deficiency.
-Observing
-Organizing data
-Interpreting data

4) I will build in specific learning engagements which enable students to practice and improve the skill (implicit) we're focusing on.
- use of graphic organizers
- searching the library
- co-ordinate search
- Finding out about geo. features

5) I will ask my students to self-assess their skill proficiency.
-ATL matrix organizer beginning of the unit to assess what they think they know about them by drawing and writing their own definitions
-ATL reflections continue throughout the unit on Seesaw