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