Teaching Terminology and Strategies Referenced In The Lessons
Special teaching and assessment strategies, human supports, and/or individualized equipment required to enable a student to learn and to demonstrate learning. The provincial curriculum expectations for the grade are not altered for a student receiving accommodations.
The process of gathering, from a variety of sources, information that accurately reflects how well a student is achieving the curriculum expectations in a subject or course.
Assessment for Learning: is designed to give teachers information to modify and differentiate teaching and learning activities based on the understanding that students learn in different ways. Teachers can use assessment for learning to streamline and target instruction and resources, and to provide feedback to students to help them advance their learning.
Assessment as Learning: a process of developing and supporting metacognition by focusing on the role of the students as the critical connector between assessment and learning. It requires that teachers help students develop, practices, and become comfortable with reflection, and with a critical analysis of their own learning.
Assessment of Learning: is summative in nature and is used to confirm what students know and can do, to demonstrate whether they have achieved curricular outcomes, and occasionally, to show how they are placed in relation to others.
Declarative statements that describe concepts that transcend grade levels. Big Ideas are essential to provide focus on specific content for all students.
Instructional techniques that require positive interdependence between learners in order for learning to occur. Students must work in groups to capitalize on each other’s resources and skills in order to complete tasks collectively. Everyone succeeds when the group succeeds.
Instruction differentiated to suit the needs and learning styles of students in any class. Teachers need to make appropriate choices to suit the students they teach and the activities they have planned. The domains of differentiation include content, process, product and environment. See Learning for All: A Guide to effective Assessment and Instruction for All Students, Kindergarten to Grade 12 (pages 16 to 20), Reach Every Student through Differentiated Instruction (available in PDF on the www.edu.gov.on.ca/eng/teachers/buildingfutures/files/pdf/differentiated7and8.pdf.)
Fundamental components of art works such as colour, form, line, shape, space, texture, and value.
Instructional technique in which students rotate around the classroom looking at work, composing answers to questions, and reflecting on and reacting to the answers given by other groups. The technique is used to encourage active engagement by students in synthesizing important concepts, building consensus, writing, and speaking. http://serc.carleton.edu/introgeo/gallerywalk/index.html
A drama convention in which students allow themselves to be questioned by the rest of the group. The questioners may speak as themselves or in role. (2009 Ontario Arts Curriculum.) See also http://code.on.ca/resource/hot-seating.