Learning Intentions
• Look at the components of the redesigned curriculum –a) competencies, b) big ideas,
c) personalized learning
• Experience one way of putting the pieces together (practice lesson)
• Use the website and subject specificdiscussions to deepen ourunderstanding (Ed Camp)
Data sets – not as boring as itsounds
• Images – about 4 that represent a big idea
• Words – what we see in the images
• Texts – connected to the images & big ideas
• Recursive – let’s take another look
• Evolvable – let’s keep adding
• Expandable – let’s go deeper
Components of the Unit(and the curriculum)
Let’s look!
• Big Ideas – Wonder & Explore & Explain
• Competencies – Thinking, Communicating, Personal & Social
• Upside down triangle – low floor/high ceiling
Today’s Meet
• What is standing out to you atthis point? What do you wonder?
• Have one person record questions and comments fromyour table on today’s meet
WORD SORT• animal
• habitat
• fish
• camouflage
• survival
• helping
• eating
• insect
• bird
• prey
• reptile
• endangered
• dangerous
• adaptation
• colours
Types of texts• Diverse, ranging in topic, level of difficulty,
text to image ratio, number of words
• Expands our understanding of big ideas
• Opportunity to layer in reading strategies
• How we use texts allows students to processinformation and then transform it
What to do with texts?
• Book talk
• Select a text
• Identify the
strategy
Each group creates
a post-it summary to
share with the class
Components of the Unit(and the curriculum)
Let’s look!
• Big Ideas – Wonder & Explore & Explain
• Competencies – Thinking, Communicating, Personal & Social
• Upside down triangle – low floor/high ceiling
Today’s Meet
• What is standing out to you atthis point? What do you wonder?
• Have your scribe post yourthoughts online.
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