Ontario Learning Skills
Curriculum and Learning Skills Integration
In my experience, COVID 19 has disrupted the ability to integrate learning skills with the content
Ex. Although I have noticed a lack of initiative for students to collaborate in groups, I also noticed a lack of self-regulation and initiative. By learning remotely and without teacher supervision, students have become lazy, unmotivated, and struggle with critical thinking skills. These students will require explicit assistance from the teacher to learn these skills that they missed out on during this remote time.
Ex. collaboration is at an all time low since students have been isolated from their peers for so long. I noticed that many kids were reluctant to work in groups and kept to themselves. Thus, the lack of this learning skill integrated in the curriculum will create many problematic life skills that will affect them outside of the class.
We report on learning skills because they are part of the curriculum
identify strengths that students have so they can take advantage of these skills
Ex. a student that is very organized may want to pursue a carrier that values this (i.e., office administrator)
need to identify areas of weakness to support learning
Ex. a student that has problems with collaborating should be given opportunities to work with peers and be provided with feedback on how to improve these interactions.
Learning skills provide them with the tools and skills they need to strengthen their learning
lifelong ongoing skills
Ex. need to develop responsibility to show up to a job and have a carrier
required for life skills
required for learning the curriculum
Students need to develop their learning skills to fully understand the course content
Learning skills need to be integrated into the curriculum
Collaboration
Group work teaches students practical skills
conflict resolution
active listening
time mangement
metacognition
shares resources, information, and expertise to solve problems and make decisions
Works with others to resolve conflicts and work to a consensus for group goals
Builds healthy peer relationships
responds positively to ideas, opinions, values, and traditions of others
Accepts various roles and equitable work within group
Self-Reglulation
Involves self-control and productive behaviours
An ongoing and lifelong process
Need to recognize signs of stress, anxiety and depression and provide tools to properly navigate through these emotions
Can identify own weaknesses and strengths
Applies critical thinking skills when learning
Sets individual goals and monitors progress
Responsibility
My responsibility as a future teacher
Take an interest in their lives and get to know them on a personal level, but still be their teacher (not their friend)
Be a constant role model for my students
Build relationships with my students
Get to know my students on a personal level
Actively show that I care about your students
Be consistent and objective
Actively communicate with parents
Manages their own behaviour
Submits work on time
Can fulfill commitments to learning tasks
My Future Classroom
Model a culture of collaboration
Use peer feedback frequently
There are no wrong answers, just best answers
assume everyone has wisdom to share
Use both technology/tools and knowledge of others
Integrate new knowledge through collaborative inquiry
Create learning environments that foster collaboration
Continuously track and monitor success of students
Trial and Error to find what works best for me
Data tracking softwares (i.e., Excel)
checklists, rating scales, rubrics
exit cards or open response tickets
files on electronic personal devices
file folders containing information about each student
record observations throughout the year
Professional Judgement
informed by professional knowledge of curriculum expectations, context, evidence of learning, methods of instruction and assessment, and criteria and standards that indicate success of student learning
Needs to be developed throughout my carrier
Co-Constructing Curriculum
Y Charts can be used
students should be able to describe what each learning skill should look like, feel like, and sound like
revisit and refine over time
clear and agreed upon guidelines
I should brainstorm with my students what they feel the criteria of success should be
Inquiry-based learning should be prevalent in my class
Structured, controlled, guided, and free inquiry
Use technology as an asset, rather than a barrier
Subtopic
Want to help students live in the "comfort zone"
Teaching must adjust for growth since it is a moving target
Their learning is appropriately challenged so they are not bored, but are also not discouraged
Students are at peace and do not experience discomfort in the class
Make time for conversations with students
Do everything you can to demonstrate that you are interested in them as a person, and not just as a student
Ask them questions about how they think their learning can be improved
Get to know students and help them to know themselves and how they learn best
Allow students opportunities to revisit and reflect throughout the year
Teaching doesn't end when the bell rings
Join and follow social media accounts for support
Find a mentor and have meetings with other teachers
Continue ongoing professional learning
Be flexible (i.e., lesson plans, routines, learning experiences)
Do not rely on textbooks, rather, provide opportunities for active student learning
Treat my students like I trust them
Healthy relationships are built on trust and students need to feel supported
Provide constant opportunities for student voice and student choice
Stop telling and start asking (listen more)
I will hold high expectations for my students
Investing in each's full potential
Never leave any abandoned
Organization
Gathers, evaluates, and uses resources, technologies, and information to complete tasks
Establishes priorities and manages time to complete goals
Creates and follows a plan to complete tasks
Independent Work
Assesses, revises, and monitors plans to complete tasks and meet goals
Can follow instructions with minimal supervision
Uses class time appropriately to complete tasks
Motivation
Teaching should focus on shifting from extrinsic motivation to intrinsic motivation
Extrinsic Motivation
Money, grades, career,
Intrinsic Motivation
Curiosity, interest, pride, sense of achievement
Initiative
Advocates appropriately for the right of self and others
Acts on new ideas and opportunities for learning
Approaches new tasks with a positive attitude
Curious and interested about learning
Is willing to take risks
