December brings many celebrations: Winter Solstice, Advent & Christmas, Hanukkah, Bodhi Day, & Hogmannay… Inclusive schools welcome all to share their traditions with others and Ontario Social Studies curriculum includes this content. The TRC has many resources to help you share Canada’s many Family and Community Traditions stemming from Communities : Past and Present
Need help finding contemporary FNMI resources ? The TRC has what you are looking for : legends, music, readers, fiction, non-fiction texts, posters, graphic novels, artifact kits…. YES, in French too !
We have many, many resources from Early Learner through to Grade 12, French and English, tackling the many issues surrounding bullying.
Search using keywords : bullies OR bullying, then sort results by GRADE LEVEL
Can’t find what you are looking for ? Let us know, we can help !
Looking for French language reading material that has:
Website offering learning extension activities?
CFORP magazines have got it all !
Search by title: Minimag / Mon mag à moi / Quad9
See which magazine series work best for your students…
OPEN – Saturday, Oct. 12th 9:30-4:30
CLOSED October 13th & 14th
Regular hours Tuesday, Oct. 15th
Have a happy Thanksgiving!
The Teacher Resource Centre
Thursday, October 10th
for staff training.
Items can be returned to the EDUCATION LIBRARY during opening hours.
Thank you for your understanding.
Looking for resources to support this initiative in Global Education ?
Go to: http://globaldignity.ca/#filter=.tools
Then, come see US for more resources supporting the goal of Dignity for all, everywhere.
It’s harvest time again and once those last remaining garden zucchinis have been given away and the Thanksgiving plates have been cleaned, many of our thoughts turn to preventing the annual “Winter Waistline” from creeping up on us again this year. In the North American quest to maintain a healthy body weight, sometimes calorie restriction overshadows our bodies’ needs for the nutritional elements. This once adult centric issue has trickled down to be part of our children’s lives. The alarm bells are definitely sounding for parents and teachers about child obesity and its causal factors: inactivity and an abundance of highly processed, high sugar food consumption.
In our quest to encourage our kids to make healthy food choices, we must remember that their bodies are still growing, and that it is as important to teach children about food as necessary body fuel to keep them growing, developing and remaining active.
For older students, they may also be starting to question ethics surrounding how we choose, grow, and acquire food. Vegetarianism, Veganism, hunting & fishing, fur, traditional rural lifestyles, Aboriginal culture, community gardens, composting, local and world hunger, the food industry, the food marketing industry, and the fitness & diet industries are all important areas for discussion and exploration for young adults.
Sing us out Neil, On this Harvest Mooooooonnnnn…
Check out STRANDS, the TRC Librarian’s Blog for October’s entry. Chock full of ways to incorporate FOOD across curriculum, and across grade areas.
The New Normal : Split classes / Combined grades
As overall enrollment numbers shrink, the once occasional need for a combined grade class has in recent years become part of the new normal in Ontario’s public schools. Often, the reaction from parents to the news that their child is to be part of a split class is one of concern for student achievement. Is this concern valid ? What does research tell us about student achievement in combined grades ?
According to What works? Research into Practice research monography #9: Combined Grade Classrooms, the good news is that, “… students in combined grade classrooms achieve as well academically as those in single grade classrooms.”
This success isn’t guaranteed. There are specific teaching strategies that have been proven to work better than others when it comes to delivery modes and classroom management in multigrade classes. Instead of using what Diane Lataille-Demore from Universite Laurentienne terms, “ back and forth fashion – teaching one level while assigning individual work to the other level…”, she recommends specific strategies that wok well in combined grade environments.
• 3 stage Explicit Instruction: Modelling – Guided practice – Independent practice
• Co-operative Learning/Tutoring
• Subject Integration
The most often recommended approach for teachers of combined grades, by Latille-Demore and many others, is to exhibit and communicate a positive attitude towards the combined grade environment.
This oft heard reminder to mindfully promote the positive aspects of contemporary learner realities applies just as much here as it does to other contemporary contexts such as differentiated instruction for students of differing strengths and abilities and cultural pluralities.
Classroom practitioners embracing the reality of the combined class can find and use it as an opportunity to enrich the social skills of their students. In turn, both teacher and student will doubly benefit from improved social interaction.
Education research has debunked a common myth that a combined grade classroom can be a cause of lower student achievement. It is, however, up to the teacher to seek out opportunities to allow both the older and younger students in the class to lead, follow, partner and learn from each other in a whole new way with all the children in a UNITED, split class.
The Queen’s Education Library and the Teacher Resource Centre have many professional resources to support teachers wanting to make the most of their combined grade class.
Check out these titles and more !
• Combined grades : strategies to reach a range of learners…
• Learning together : a teacher’s guide to combined grades
• Science & technology for combined grades 1-8 [DVD]