Assignments+2016FA

Assignments EDUC-2092 September 22 - November 10, 2016
Thursdays, 5:00 - 8:00 p.m. (except as noted) - eTV Studio and Remote
 * Subject to Change***

Marks are viewable in LEARN - FINAL LETTER GRADE POSTED IN WEBADVISOR ALL FILES MUST BE UPLOADED TO GOOGLE DRIVE INTO YOUR ADVMETHODS FOLDER - as indicated ALL PRESENTATIONS MUST ADHERE TO AS APPLICABLE TO PRESENTATION STRATEGIES - as follows - Rubric for Presentations ALL ASSIGNMENTS must be completed and submitted for you to receive a grade for this course. Any assignments outstanding by the due date will result in a grade of incomplete.
 * Verbal - #1 - Acquires attention, #2 - Informs clear statement of content, #5 - Presents material in logical sequence; Vocal - #1 - 6; Visual - #1 - 6; Closure - Summary**

Course Schedule

https://goo.gl/forms/c7MrZH80MuYS91er2

 * Journal - Teaching Resources Doc ** - each class is to be dated; three entries minimum per class, e.g., ideas that you want to research, website resources - this is your "notes" space. Any communication with me must occur via email or face to face--not via your journal.
 * Participation (18 marks - 3 marks per class (exempt on final 2 presentation days)) **


 * TodaysMeet/RRC - **https://todaysmeet.com/educ-2092-2016FA
 * back channel - keep this site open and be prepared to answer questions or participate in discussions throughout each class as instructed - minimum one entry per class or as assigned based on class activities **
 * (8 marks - 1 mark per class) **


 * Attendance ** -
 * Participation - **
 * 32 marks - 4 marks per class **

Assignment #1 - Learning Theories Assignments - (50 marks) Assigned: September 22 Due: Varies as per schedule

Video 2 Video 3 Wiki || Reading || Website || Article || Video 2 Video 3 || Video 2 Article || Video 2 Video 3 Video 4 || Each person in the group searches for a resource that will be provided to the class to prepare for the discussion. Choose the best resource to share with the class--you may provide two resources--keep them short--under 20 minutes of total viewing time. Copy and Paste the web address for the resource that you wish to submit by the posted date, PLEASE EMAIL these to me by the date indicated in the table above - I will add the resources to the above table. . All students in the class are assigned the resource to view to be prepared to participate in the discussion that each group will lead. Group preparation for the discussion - as a group, create a Google Presentation to use as a guide during the discussion; develop five questions that will be asked and discussed, summarize the topic after the discussion in a Google Doc, shared with me in your folder--ten points to summarize the discussion. DO NOT teach the topic during the discussion--this is a discussion, not a lecture!! You should expect that all students have reviewed your resource prior to class (flipped the classroom). You may have the class do an activity, etc. to learn about this learning theory. Be sure to interact in the back channel during the discussion. Group leaders will work the posted questions into your discussion.
 * **Group Members** || **Topic** || **Post Resource** || **Lead a Discussion** || Resource ||
 * (1) David || Constructivism || Sept 24 || Sept 29 || Video 1
 * (2) Cindy, Nino, Chris || Metacognition || Sept 29 || Oct 6 || Video 1
 * (3) Margarita, Janet || Transformative Learning || Oct 6 || Oct 13 || Video 1
 * (4) Lauralee, Jason, Dwight || Expansive Learning || Oct 6 || Oct 13 || Video 1
 * (5) MichaelR, Karen, Darren || Pragmatism || Oct 10 || Oct 20 || Video 1
 * (6) Robert, Krista || Culture, mind, and education || Oct 10 || Oct 20 || Video 1
 * (7) MichaelL, Paul || A social theory of learning || Oct 20 || Oct 27 || Video 1
 * All students not in the group - prepare one question or concern to ask back to the group leading the discussion. Post this question in TodaysMeet during the discussion. Group leaders please check TodaysMeet during the discussion to answer questions.**

Discussion length: 30 minutes [[@http://Here%E2%80%99s%20a%20few%20things%20I%20found%20on%20pragmatism.%20Two%20of%20them%20are%20readings%20which%20take%20about%20five%20minutes%20each%20to%20complete%20and%20one%20is%20a%20video.%20I%E2%80%99ve%20put%20the%20text%20from%20the%20readings%20right%20in%20this%20doc,%20but%20I%E2%80%99ll%20make%20them%20available%20as%20pdf%20files%20on%20the%20net%20if%20we%20choose%20to%20use%20them.%20If%20you%20think%20we%20need%20another%20source,%20or%20if%20you%20think%20we%20should%20drop%20one%20of%20these,%20let%20me%20know.%20If%20all%20this%20looks%20good,%20could%20the%20two%20of%20you%20come%20up%20with%20two%20or%20three%20questions%20each%20for%20the%20class?%20We%20need%20a%20total%20of%20five%20questions.%20%20%20video%20https://youtu.be/uqX4VKZAZMs%20%20%20Readings%20%20%20Reading%201%20%20%20Pragmatism%20Sally%20is%20a%20new%20teacher,%20and%20she%E2%80%99s%20stressed%20out.%20She%20wants%20to%20make%20her%20lessons%20as%20good%20as%20possible,%20and%20to%20reach%20as%20many%20students%20as%20possible,%20but%20she%E2%80%99s%20not%20sure%20how%20to%20do%20that.%20Add%20on%20top%20of%20that%20the%20fact%20that%20she%E2%80%99s%20supposed%20to%20teach%20all%20sorts%20of%20information%20that%20seems%20completely%20useless%20in%20the%20real%20world,%20and%20she%20is%20worried%20that%20her%20students%20will%20leave%20her%20class%20having%20not%20gotten%20anything%20out%20of%20it.Pragmatism%20is%20an%20educational%20philosophy%20that%20says%20that%20education%20should%20be%20about%20life%20and%20growth.%20That%20is,%20teachers%20should%20be%20teaching%20students%20things%20that%20are%20practical%20for%20life%20and%20encourage%20them%20to%20grow%20into%20better%20people.%20Many%20famous%20educators,%20including%20John%20Dewey,%20were%20pragmatists.Let%E2%80%99s%20look%20closer%20at%20how%20Sally%20can%20apply%20the%20basic%20principles%20of%20pragmatism%20to%20her%20lesson%20planning.%20Practical%20Learning%20Okay,%20Sally%20understands%20that%20education%20should%20be%20practical.%20But%20what,%20exactly,%20does%20that%20mean?%20And%20how%20will%20it%20look%20in%20her%20classroom?The%20idea%20of%20practical%20learning%20is%20that%20education%20should%20apply%20to%20the%20real%20world.%20For%20example,%20if%20Sally%20is%20teaching%20students%20who%20live%20in%20an%20urban%20area,%20there%20might%20not%20be%20much%20practical%20application%20for%20them%20to%20learn%20about%20agricultural%20science.%20Or,%20if%20she%E2%80%99s%20teaching%20at%20a%20school%20for%20children%20of%20farmers,%20there%20might%20be%20little%20need%20for%20her%20to%20teach%20art%20history.But%20for%20the%20children%20of%20farmers,%20agricultural%20science%20is%20very%20practical.%20And%20for%20students%20who%20will%20be%20running%20museums,%20art%20history%20is%20important.%20The%20point%20isthat%20Sally%20will%20need%20to%20know%20her%20students%20and%20their%20lives%20in%20order%20to%20focus%20her%20lessons%20on%20what%20is%20most%20important.You%20might%20be%20thinking,%20%E2%80%98But%20Sally%20has%20certain%20things%20that%20she%20has%20to%20teach!%E2%80%99%20And%20you%E2%80%99d%20be%20right.%20But%20Sally%20has%20some%20leeway%20in%20how%20to%20teach%20them.%20For%20example,%20Sally%20has%20to%20teach%20the%20scientific%20method%20to%20her%20students.%20But%20she%20can%20choose%20how%20to%20teach%20that.%20If%20she%20has%20lots%20of%20farming%20students,%20she%20can%20teach%20the%20scientific%20method%20with%20experiments%20designed%20to%20be%20done%20with%20livestock%20or%20plants.On%20the%20other%20hand,%20if%20she%E2%80%99s%20teaching%20students%20who%20live%20in%20Silicon%20Valley,%20where%20lots%20of%20technology%20companies%20are,%20she%20might%20want%20to%20teach%20the%20scientific%20method%20with%20technology.%20The%20point%20is,%20lessons%20can%20be%20designed%20to%20be%20practical,%20no%20matter%20what%20the%20students%E2%80%99%20lives%20are%20like.%20Experiential%20Learning%20Another%20key%20component%20to%20pragmatism%20is%20experiential%20learning,%20which%20is%20just%20a%20fancy%20way%20of%20saying%20that%20education%20should%20come%20through%20experience.%20It%E2%80%99sthe%20difference%20in%20learning%20ideas%20versus%20learning%20through%20practice.%20Experiential%20learning%20is%20all%20about%20practice%20and%20figuring%20out%20how%20to%20discover%20knowledgethrough%20experience.How%20can%20Sally%20use%20experiential%20learning%20in%20her%20classroom?%20Let%E2%80%99s%20go%20back%20to%20the%20fact%20that%20Sally%20has%20to%20teach%20the%20scientific%20method.%20She%20can%20stand%20at%20the%20front%20of%20the%20room%20and%20list%20the%20steps%20on%20the%20board%20and%20explain%20each%20one,%20or%20she%20can%20give%20the%20students%20worksheets%20and%20have%20them%20memorize%20the%20steps,%20then%20give%20them%20a%20test%20on%20it.%20In%20this%20way,%20Sally%20is%20focusing%20in%20on%20the%20ideas%20behind%20the%20scientific%20method.%20She%20is%20giving%20them%20information%20and%20asking%20them%20to%20memorize%20it.But%20pragmatists%20believe%20that%20that%E2%80%99s%20not%20a%20good%20way%20to%20learn.%20Instead,%20they%20believe%20that%20Sally%20should%20engage%20the%20children%20in%20learning%20through%20experience.%20So,instead%20of%20just%20teaching%20the%20ideas%20behind%20the%20scientific%20method,%20Sally%20can%20have%20students%20do%20their%20own%20experiments.%20They%20will%20be%20gaining%20experience%20in%20the%20scientific%20method,%20which%20can%20help%20them%20learn%20and%20retain%20the%20information%20she%E2%80%99s%20trying%20to%20impart%20upon%20them.%20Lesson%20Summary%20Pragmatism%20is%20an%20educational%20philosophy%20that%20says%20that%20education%20should%20be%20about%20life%20and%20growth.%20Two%20important%20elements%20of%20pragmatism%20include%20practical%20learning,%20which%20focuses%20on%20the%20real-world%20applications%20of%20lessons,%20and%20experiential%20learning,%20which%20involves%20learning%20through%20experience,%20not%20through%20simple%20ideas.%20%20%20Reading%202%20%20%20Pragmatism%20According%20to%20Peirce,%20James%20&%20Dewey%20Philosophy's%20Practical%20Application%20Anton%20is%20a%20student%20that%20likes%20learning%20about%20philosophy,%20but%20sometimes%20he%20wonders%20whether%20it%E2%80%99s%20worth%20investigating%20certain%20topics.%20He%20likes%20tosee%20the%20practical%20application%20to%20thinking%20about%20questions%20such%20as%20what%20is%20real,%20what%20is%20true,%20and%20what%20is%20good.As%20he%20researches%20thinkers%20William%20James,%20John%20Dewey,%20and%20C.S.%20Peirce,%20he%E2%80%99s%20intrigued%20to%20learn%20that%20more%20than%20a%20century%20ago,%20they%20had%20similar%20concernsabout%20focusing%20on%20what%20is%20useful.%20As%20a%20result,%20they%20aimed%20to%20take%20an%20approach%20of%20pragmatism.%20William%20James%20Generally%20speaking,%20the%20pragmatism%20of%20these%20classical%20thinkers%20is%20a%20philosophical%20perspective%20that%20claims%20that%20the%20truth%20is%20what%20works%20on%20a%20practical%20level.You%20can%20remember%20the%20term%20%E2%80%98pragmatism%E2%80%99%20by%20thinking%20of%20the%20word%20%E2%80%98practica%E2%80%99.%20Rather%20than%20simply%20focusing%20on%20the%20theories,%20pragmatists%20wanted%20to%20see%20belief%20in%20action.Let%E2%80%99s%20consider%20an%20example,%20one%20used%20by%20William%20James,%20an%20American%20psychologist%20and%20philosopher%20of%20the%20late%2019th%20century.%20James%20talks%20about%20a%20squirrel%20clinging%20to%20a%20tree,%20and%20a%20man%20who%20attempts%20to%20view%20the%20squirrel.%20The%20squirrel%20starts%20running%20around%20the%20tree,%20and%20to%20try%20to%20keep%20the%20squirrel%20in%20sight,%20theman%20also%20goes%20around%20the%20tree%20too,%20keeping%20pace%20with%20the%20squirrel.James%20says%20this%20could%20pose%20the%20question%20of%20whether%20the%20man%20goes%20round%20the%20squirrel%20or%20not.%20One%20person%20might%20say%20that%20the%20man%20does%20go%20round%20the%20squirrel,%20while%20another%20person%20might%20say,%20no,%20he%20doesn%E2%80%99t.%20Who%20is%20right?James%20points%20out%20that%20this%20depends%20largely%20on%20what%20you%20mean%20by%20going%20round%20the%20squirrel.%20So,%20first,%20an%20important%20aspect%20of%20the%20pragmatic%20method%20is%20to%20clarify%20what%20terms%20mean%20in%20disputes%20like%20these,%20and%20also%20in%20bigger%20questions%20in%20philosophy.Another%20important%20aspect%20of%20a%20pragmatic%20approach%20is%20to%20ask%20the%20question,%20what%20difference%20would%20it%20make%20to%20anyone%20if%20one%20notion%20rather%20than%20another%20notion%20were%20true?%20Here%E2%80%99s%20where%20Anton%20the%20philosophy%20student%20would%20be%20particularly%20appreciative%20of%20James.%20James%20is%20saying%20that%20philosophy%20should%20not%20just%20concern%20itself%20with%20considering%20possible%20answers%20to%20challenging%20disputes.%20He%20promotes%20thinking%20about%20what%20practical%20difference%20the%20answers%20would%20make%20in%20people%E2%80%99s%20lives.%20John%20Dewey%20Another%20American%20philosopher%20of%20the%20late%2019th%20and%20early%2020th%20centuries,%20John%20Dewey,%20also%20wrote%20and%20spoke%20about%20these%20topics.%20Like%20others%20who%20took%20a%20pragmatic%20approach,%20he%20did%20not%20view%20people%20as%20passive%20observers%20of%20their%20environment,%20but%20instead%20viewed%20people%20as%20active,%20social%20participants.He%20thought%20it%20was%20important%20to%20look%20at%20things%20in%20relationship%20to%20what%20they%20mean%20to%20human%20beings.%20For%20example,%20let%E2%80%99s%20imagine%20Anton%20finds%20himself%20in%20lectures%20that%20seem%20of%20little%20relevance%20to%20the%20world%20in%20which%20he%20lives%20and%20unrelated%20to%20his%20life%20and%20the%20lives%20of%20those%20around%20him.Dewey%20would%20acknowledge%20that%20this%20is%20not%20the%20ideal%20way%20to%20learn%20at%20all.%20Students%20learn%20by%20testing%20their%20thoughts%20through%20action.%20For%20instance,%20rather%20thansolely%20learning%20history%20from%20a%20lecture,%20Anton%20could%20consider%20how%20historical%20events%20have%20affected%20those%20who%20lived%20through%20that%20era.Like%20James,%20Dewey%20argued%20that%20beliefs%20should%20be%20considered%20in%20connection%20to%20what%20consequences%20they%20have%20in%20the%20world.%20If%20discussing%20a%20topic%20won%E2%80%99t%20lead%20to%20any%20useful%20knowledge,%20it%E2%80%99s%20best%20to%20move%20on%20to%20a%20topic%20that%20does%20have%20the%20potential%20to%20be%20productive%20and%20solve%20a%20human%20problem.%20C.S.%20Peirce%20Prior%20to%20Dewey%20and%20James,%20C.%20S.%20Peirce%20had%20already%20established%20a%20pragmatic%20method%20for%20gaining%20knowledge.%20Peirce%20was%20a%20late%2019th%20century%20American%20philosopher,%20logician,%20mathematician,%20and%20scientist.%20He%20is%20known%20for%20his%20significant%20interest%20in%20the%20scientific%20method%20and%20logic%20and%20less%20focus%20on%20the%20socialconsequences%20explored%20by%20Dewey%20and%20James.Like%20other%20pragmatists,%20he%20believed%20in%20clarifying%20terms.%20He%20was%20also%20interested%20in%20how%20a%20belief%20is%20a%20way%20of%20predicting%20what%20will%20happen%20if%20you%20take%20an%20action.A%20belief%20is%20not%20just%20a%20concept%20in%20your%20mind%20but%20something%20that%20is%20actionable,%20something%20you%20can%20test.Peirce%20distinguished%20his%20own%20views%20from%20those%20of%20James%20and%20Dewey.%20Think%20of%20Peirce%20as%20more%20likely%20to%20see%20pragmatism%20as%20a%20method%20to%20use,%20but%20not%20necessarily%20an%20entire%20philosophy%20in%20itself.%20He%20even%20renamed%20his%20own%20approach%20pragmaticism%20to%20distinguish%20it%20from%20the%20pragmatism%20that%20was%20being%20discussed%20in%20academic%20journals%20in%20a%20particular%20way%20he%20did%20not%20intend.For%20a%20student%20like%20Anton%20who%20likes%20to%20discover%20things%20through%20hands-on%20tasks,%20Peirce%20is%20an%20intriguing%20leader%20who%20advocated%20for%20pragmatic%20experimentation%20as%20a%20way%20to%20understand%20the%20truth.%20Lesson%20Summary%20Generally%20speaking,%20pragmatism%20of%20the%20late%2019th%20and%20early%2020th%20century%20is%20a%20philosophical%20perspective%20that%20claims%20that%20the%20truth%20is%20what%20works%20on%20a%20practical%20level.%20You%20can%20remember%20the%20term%20%E2%80%98pragmatism%E2%80%99%20by%20thinking%20of%20the%20word%20%E2%80%98practical.%E2%80%99%20Rather%20than%20simply%20focusing%20on%20theories,%20pragmatists%20wanted%20to%20see%20belief%20in%20action.William%20James%20and%20John%20Dewey%20were%20particularly%20interested%20in%20the%20social%20consequences%20and%20impact%20on%20social%20progress%20that%20beliefs%20can%20have.%20C.%20S.%20Peirce,%20on%20the%20other%20hand,%20focused%20more%20on%20scientific%20inquiry%20and%20logic.%20All%20three%20philosophers%20were%20interested%20in%20clarifying%20terms%20and%20in%20exploring%20topics%20in%20a%20productive,%20actionable%20way.%20%20%20%20%20Karen%E2%80%99s%20thoughts%20on%20Pragmatism:%20%20%20%20Pragmatism%20is%20more%20of%20a%20method%20than%20a%20philosophy,%20as%20it%20is%20a%20very%20individualistic%20and%20superficial%20way%20of%20learning.%20A%20completely%20pragmatic%20approach%20to%20instruction%20would%20have%20no%20fixed%20or%20final%20values,%20no%20pre-determined%20learning%20outcomes,%20no%20set%20curriculum,%20and%20be%20without%20clearly%20defined%20objectives.%20Pragmatists%20believe%20that%20true%20knowledge%20can%20only%20be%20gained%20through%20personal%20activity,%20experiments,%20and%20real-life%20experiences,%20so%20the%20classroom%20and%20lessons%20would%20undergo%20constant%20reorganizing%20and%20reconstructing%20of%20activities%20geared%20toward%20each%20individual.%20Teachers%20would%20spend%20most%20of%20their%20time%20figuring%20out%20how%20to%20make%20each%20student%20happy%20so%20that%20they%20could%20grow%20as%20a%20person;%20that%20personal%20growth%20would%20then%20be%20tied%20directly%20to%20the%20student%E2%80%99s%20development%20and%20burgeoning%20knowledge.%20%20%20Education%20becomes%20a%20cooperative%20venture%20with%20the%20teacher%20acting%20as%20more%20of%20a%20director%20or%20guide,%20and%20the%20student%20learning%20by%20doing.%20Projects%20and%20activities%20in%20the%20classroom%20need%20to%20be%20driven%20by%20purpose%20and%20be%20useful%20to%20the%20student%E2%80%99s%20future.%20%20%20Pros:%20Individuality%20is%20encouraged%20and%20developed%20Students%20are%20preparing%20for%20their%20future%20by%20learning%20hands%20on%20methods%20and%20tasks%20Democratic%20system%20of%20learning%20%20%20Cons:%20Values%20change%20with%20circumstance%20Educational%20goals%20are%20not%20set%20out...is%20anything%20really%20accomplished?%20Difficult%20to%20construct%20a%20curriculum%20based%20on%20life%20experiences|Learning Theories Discussion Notes]]


 * Assignment #2 - Blog - **
 * Assignments - (40 marks--10 marks each post x 4 posts) **
 * Assigned: Reading assigned September 22nd; Blog setup assigned September 29th. **

Read an article about student centered learning from this link - scan the articles and choose one.
 * Topic Post #1 - Student-Centered approaches - views on your chosen reading; post a question to readers based on your reading and writing. **
 * Post #1 due October 6th beginning of class **


 * Topic Post #2 - **** Flipping the Classroom - what are the opportunities for you and your students? Readings to support your blog post. **
 * Post #2 due October 13th beginning of class **


 * Topic Post #3 - Digital Storytelling OR **** Webquests (see assignment #4) **
 * Post #3 due October 20th beginning of class **

This post should describe your learning process--what, why, how, experiences, challenges, success; how does this learning experience help you understand the learning of your students? Include one link to an applicable resource.
 * Topic Post #4 - Inquiry Project - based on Assignment #3 **
 * Post #4 due November 14th **

Set up a blog at[| wordpress.com] - or use an existing blog - add your address to your Google Doc and to Todaysmeet

Create a new blog post to share your thoughts on your reading. Length of each post - 300 words, include a contextual link to your reading. Blog posts must be completed by the times posted as peers will be commenting on posts at the beginning of class.

Comment on the person's blog that appears directly below your name in the following list. Last name in the list, please comment on the blog for the first name in the list. A blog comment/response should be two to three sentences at a minimum, focus on the main idea brought forward in the blog post, may present a question to the writer of the post. Moderate the comments on your blog by approving them from your blog dashboard.
 * Assignment #2b - Comment on Blog **
 * Assignments - (5 x 3 marks) **
 * Assigned: October 6th, 13th, 20th **
 * Due: as assigned **

Student-Centered Article Assigned Oct 6; Due Oct 13 || Comment #2 Flipping the Classroom Assigned Oct 13; Due Oct 20 || Comment #3 Webquests OR Digital Storytelling Assigned Oct 20; Due Oct 27 ||
 * Comment #1
 * David || MichaelR || Chris ||
 * Rob || Janet || Lauralee ||
 * Nino || Chris || Karen ||
 * Chris || David || __ David __ ||
 * Cindy || Darren || __ Krista __ ||
 * MichaelL || Lauralee || Darren ||
 * Krista || Nino || Janet ||
 * Lauralee || Dwight || Dwight ||
 * Dwight || Paul || __ MichaelL __ ||
 * Margarita || Rob || __ Rob __ ||
 * Janet || Jason || __ Cindy __ ||
 * Jason || Krista || Paul ||
 * MichaelR || Cindy || Nino ||
 * Karen || Karen || MichaelR ||
 * Darren || MichaelL || Jason ||
 * Paul || Margarita || Margarita ||

Assignments - 50 marks; Presentations - 50 marks Assigned: September 22 Due: October 27
 * Assignment #3 - Inquiry-Based Learning - "Learn to do something" and present ***.
 * **Assignments**: Decide what you would like to learn - something somewhat significant - not a topic that is too simplistic - should take about 5 - 6 hours to learn this and you don't know how to do this - confirm your topic with me before you begin
 * Create a new Doc, Inquiry Project and enter your topic in your Inquiry Doc
 * Document everything you do to learn this in the Google Doc. Refer to this resource for suggested documentation (25 marks)
 * Include video or images of your process and progress--Really Important!! (25 marks)
 * **Presentations**: Create 20 slides to illustrate and present this learning to the class - - 5 minute presentations (50 marks) in the IGNITE format. Your slides must be shared with me by October 26th. Your slides will be timed to advance in 15 second intervals and you have 5 minutes total to share your learning.


 * Presentation Schedule ||
 * Time || Name ||
 * 5:00 || Margarita ||
 * 5:08 || Jason ||
 * 5:16 || David ||
 * 5:24 || Lauralee ||
 * 5:32 || Paul ||
 * 5:40 || Darren ||
 * 5:48 || Karen ||
 * 5:56 || MichaelR ||
 * 6:08 || Chris ||
 * 6:12 || Krista ||
 * 6:20 || MichaelL ||
 * 6:30 || Break ||
 * 6:45 || Cindy ||
 * 6:53 || Dwight ||
 * 7:01 || Nino ||
 * 7:09 || Janet ||
 * 7:17 || Rob ||
 * 7:30 || Learning Theories Discussion ||

**Assignment #4 - Digital Storytelling OR Webquest - Post as Blog Post #3** Assigned**: October 13th** Due: October 20th Assignment (25 marks) - Choose to complete Option 1 OR Option 2 // Option 1: Digital Storytelling // Write about a digital story that you could develop for your teaching or a digital story that you could have your students create. Provide resources that would be beneficial for your digital story. Identify the tool that you will have your students use to create their digital story, the course or topic and purpose of the story. You are not assigned to actually create the digital story but to do describe the purpose and process for this story.

// Option 2: Webquest: // // You may wish to create an account at Zunal.com, however not required to complete the following task. // Example Webquest1 Webquest2 [|WebQuest Templates] - Zunal.com is a good platform to create a webquest. Search the Internet (you can search Google or Zunal or other sites) for WebQuests in your teaching topic(s). Provide a link to one site - on your blog. Write about a webquest that you could develop for your teaching. Provide three websites that would be beneficial for your webquest. Identify other objects or information that you would need to create this webquest. You are not assigned to actually create the webquest but to do some research to gather information that would prepare you to develop such a webquest.

Discussion/Groups with shared Doc - (25 marks) Assignments Assigned: October 20, 2016 Due: November 14, 2016
 * Assignment #5 - ** Classroom Management
 * See Classroom Management page on this wiki
 * Leaders create a collaborative document and share with group members as well as decide on a platform that works for everyone to communicate, e.g., chat in Docs, Google Hangout, Skype, Facetime, etc.

Master Classroom Management Plan Resource

Group 1 - MichaelL (Leader), Rob, Cindy, Karen Group 2 - Darren (Leader), Paul, Jason, Dwight Group 3 - David (Leader), Nino, Chris, MichaelR Group 4 - Lauralee (Leader), Krista, Margarita, Janet

Assignments (15 marks) Assigned: In-class activity October 20, 2016 Padlet Post your entry at this link
 * Assignment #6 - Brainstorming/ ** Graphic Organizers

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**Assignment #7** - Review Your Curriculum - Individual Presentation - how can you use learner-centered approaches in your teaching? - Presentations - (100 marks) Assigned: September 22 Due: November 3 and 10
 * Prepare a Google Presentation, Prezi or other shared/cloud presentation outlining three learner-centered approaches that will increase and improve the learning for your learners--help them take the learning deeper. (20 marks)
 * Provide clear examples of what you will have your students do for each of the three topics identifying the name of the learner-centered approach. Example: choose a topic that you would usually teach using a lecture method and state that you would prepare a WebQuest. For this assignment you don't have to actually prepare the webquest but you would tell us what the webquest would entail. (20 marks)
 * State the learning outcome for each learner-centered approach. Outcomes must be written following proper construction, i.e., measurable verb, condition, and standard (see Resources page for help on outcomes). (20 marks)
 * Indicate the evaluation strategy/process for each example. How will this improve the learning for your students? (20 marks)
 * Present your plan to the class as per presentation schedule. (20 marks)
 * The presentation should be approx. 10-12 minutes--not more -
 * Share your learning object with me--send me the link to your object, e.g., Google Presentations, Prezi, etc., and I will embed it on this course wiki.
 * Link to peer critique form for November 10. (2.5 marks each student x 14 - Participation) - submit these critiques immediately following each presentation class.
 * Example

Final Reflection and Evaluation - complete this form by November 14th. This is required to complete Assignment #7. You may wish to open the form to see the questions, then create a Google Doc as a draft to enter your answers. You must complete all of the questions before you can submit. Once you submit, the form will clear.

 https://goo.gl/forms/c7MrZH80MuYS91er2
media type="custom" key="27642216"

Presentation Schedule
 * November 3 ||
 * Time || Name ||
 * 5:00 || Intro ||
 * 5:15 || Margarita ||
 * 5:30 || Krista ||
 * 5:45 || Lauralee ||
 * 6:00 || David ||
 * 6:15 || Cindy ||
 * 6:30 || Break ||
 * 6:45 || MichaelR ||
 * 7:00 || Chris ||
 * 7:15 || Rob ||
 * November 10 ||
 * Time || Name ||
 * 5:00 || Jason ||
 * 5:15 || Darren ||
 * 5:30 || Dwight ||
 * 5:45 || Paul ||
 * 6:00 || Janet ||
 * 615 || Break ||
 * 6:30 || MichaelL ||
 * 6:45 || Karen ||
 * 7:00 || Nino ||
 * 7:15 || Wrap up ||
 * 7:15 || Wrap up ||