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Primary/Junior Experience

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Instructor: John Mazurek
Office: 11-239 OISE/UT 252 Bloor St. W.
Office Hours: Wed. 1-3 or contact me to set up a time
ScriBE: John Mazurek
Other email: john_mazurek@tednet.oise.utoronto.ca

This course will give you opportunities to gain practical knowledge about teaching and learning in Primary and Junior classrooms. You and your colleagues will explore instructional techniques and curriculum resources, and begin to build a collection of effective classroom ideas. You will also investigate issues of planning and assessment in the context of the Ontario P/J curriculum. The assignments involve some messy work and demand creative problem solving. Such is the world of the P/J teacher. The main objective of the course is that you develop confidence and proficiency in organizing and managing a rich learning environment for P/J students. Another goal is that you experience the value of professional exchange and ongoing professional research.

Classes will be held every second Wednesday morning from 9 am to noon, usually in Room 2-214 at OISE/UT, 252 Bloor St. W. On alternate Wednesdays, you will be required to spend at least 3 hours in your host school, where you will do field research relating to topics from the classes and your individual assignments. Classes will involve lectures, demonstrations, and reflection on field research, as well as analyses of readings, video, resource documents and lessons. A special feature of each class will be presentations by you and your colleagues of effective classroom practices that you have discovered through your research.

Schedule

Classes Field Research at Host School
Sept. 16 and 30
Oct. 14
Nov. 18
Dec. 2
Jan. 6 and 20
Feb. 3 and 17
Apr. 7 and 21
Sept. 23
Oct. 7
Nov. 25
Dec. 9
Jan. 13 and 27
Feb. 10
Apr. 14

 

Topics
The P/J Student: Development and Implications; Classroom Design; Routines
Early Literacy Organization, Resources, and Assessment (K-Gr.3)
Planning
  • A Lesson, a Day, a Week
  • A Mathematics Unit
  • Planning Integrated Units of Study (a Social Studies or Science theme)
Later Literacy Organization, Resources, and Assessment (Gr.4-6)
Physical Education, Social Studies Sharing of Professional Resource Kits
Perfomance Assessment Rubrics, Portfolios, plus a topic chosen by the class

 

Course Requirements
Participation/Professionalism Participation includes attendance, punctuality, involvement, and sensitivity to working with others. These are professional norms that will be expected of you as a teacher.
In-Class Assignments For every class, you will be expected to provide 1-3 items from the following:
  • A group poster or bulletin board display, within which each group member introduces an interesting and effective idea re instruction or curriculum. Displays must be organized, informative, and user-friendly. They are for the benefit of your colleagues in this course. Include visual and written content (check task sheets for details) and avoid repetition of previously presented ideas.
  • You will work in groups of 5-6. (Group formation will be discussed in class.) Your group will investigate each of the following topics during the year: Songs, Stories, Poems, Visual Art, Learning Games/Active Games, Bulletin Boards/Wall Displays, Field Trips, Web Sites, Computer Programs, Routines It is the responsibility of all members of a display group to meet prior to the due date, review each other’s work, and coach each other using the above criteria.
  • A 2-page group report/reflection on a classroom project at Samuel Hearne. Your display group will engage in 3 such projects during the year:
  • Our Neighbours at Hearne
  • Update Board
  • Housekeeping
At the end of each project, your group will submit a 2-page report. Page one should show what you did. This might take the form of a written log, a computer download, a detailed, labelled illustration, or a photo collection. Page 2 should answer the question, What did you learn from the experience that could be useful to you in your classroom teaching?
  • A demonstration of a curriculum idea. It should be brief performance, 5 minutes or less. You will model how a teacher might use the idea productively with students.
  • A one- or two-page field study report/reflection.

 

Out-of-Class Assignments Professional Resource Kit
In a binder, you will compile a collection of entries relating to the P/J teaching experience. Note that some of this work may be done with a partner. Your kit will be submitted for sharing and evaluation in December, 1998 and April, 1999. We will discuss the exact dates in class. The binder should include the following:

Personal Collection - This is a personal collection of powerful, practical ideas (“tips”) for each of these eight areas:

  • Songs
  • Stories
  • Poems
  • Visual Art
  • Learning Games/Active Games
  • Bulletin Boards/Wall Displays
  • Field Trips
  • Web Sites
  • Computer Programs
  • Routines

This is an ongoing assignment. Your kit can include suggestions from colleagues’ displays and demonstrations in class, as well as ideas from your personal research (practicums, professional reading, etc.). Sources for tips should be noted (both the original sources and the people who brought them to your attention). Use annotated drawings or other methods of recording where appropriate. Be selective. You are trying to build a high-quality collection that you can use in your future teaching. Note: by December, you need 10 or more entries for each area; by April, you need at least 20.

Research Articles and Professional Materials - This is a compilation relating to P/J curriculum, learning, and teaching. It should include a personal bibliography of professional journal articles and professional development books that you’ve read. It may also include copies of texts that you feel are particularly significant: copies of journal articles, as well as newspaper clippings, book reviews, or in-service handouts. Include materials from all subject areas.

Review of a Resource Document - Find one resource document (either in the OISE/UT library or your school). List 5 “things” most helpful in it. What did you learn about the topic? This is a one-page report. (Due: December 98)

Interview with a P/J Teacher - You are encouraged to do this assignment with a partner. List the questions you asked. Give a brief summary of the interview and reflection of what you learned from the process. This is a 1-2 page report. Note: Your interview should not be intrusive. Try to determine the teacher’s philosophy of education, not necessarily practical tips. (Due: December 98)

September Strategies - List 3 activities you could use in September to build community in the classroom

“Ideal” Floor Plan - You are encouraged to do this assignment with a partner. State the grade and location within the school. Design the floor plan. Label materials, furniture, fixtures, etc. (Due: December 98)

Leading Author - Choose a current book on any P/J issue, e.g., Family Math, Family Literacy, Activity-Based Programs, Early Identification, Reading Recovery, Balanced Literacy, Balanced Math, etc. Provide an analysis: What did you learn? What was your reaction to the argument? What questions did it raise for you? How has it changed/affirmed your views of teaching P/J? This is a one-page report.(Due: April 99)

Outstanding Idea for Each Subject - You are encouraged to do this assignment with a partner. Describe one outstanding idea for each curriculum area. What is it and why is it valuable? This report should be a maximum of 3 pages. (Due: April 99)

Bulletin Board - You are encouraged to do this assignment with a partner. Decorate one bulletin board in your classroom. Photograph it. Briefly describe how and why you created this board. What does it relate to? (Due: April 99)

Your colleagues and I will assess your binder following the December and April sharing sessions. Your binder will be assessed according to the following characteristics and qualities:
  • Overall appearance is professional
  • All assignments are included
  • All subjects are included
  • Each section is accessible, organized, and clearly marked
  • A regular inclusion of material is evident (Note: date your entries.)
  • A thoughtful approach is evident in the selection of materials
  • Collaboration is evident

This is a Pass/Fail course.

 

Required Text

Toronto District School Board (Scarborough) (1997). Teaching children to read and write JK-6: a literary guide for teachers. Available for purchase in class.

Reference Material

Ontario Ministry of Education (1997-98). The Ontario Curriculum, Grades 1 to 8 (various subject documents). These will be distributed in class.

Projects in Our Hearne Room

An ongoing assignment for everyone in the P/J section will be to maintain 8 display centres relating to curriculum and instructional practices (7 displays at OISE; 1 at Hearne) and 3 display centres/projects that mostly relate to classroom procedures and affective tone (at Hearne). Each centre/project is the responsibility of a group of 5-6 students in the P/J section until the next P/J class (i.e., every 1-2 weeks).

The display centres relating to Hearne are:

Children’s Art Gallery

Our Neighbours at Hearne

Update Board

Housekeeping

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Primary/Junior Experience

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