Ontario Learning Skills

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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