Monday October 26, 2020 4:30 -6:00 pm
Shifting Teaching and Learning Online - Part 1 - General
This session could easily have been called "Mistakes I made teaching online and what I learned". Based on over a decade of teaching online, this session will introduce best practices in online teaching and learning for middle and high school teachers.
(Maximum 300 participants)
Robin Kay
This session could easily have been called "Mistakes I made teaching online and what I learned". Based on over a decade of teaching online, this session will introduce best practices in online teaching and learning for middle and high school teachers.
(Maximum 300 participants)
Robin Kay
Guided Reading In Distance Learning - JK - Grade 3
Guided Reading is a powerful instructional strategy that bridges the gap between teacher modelling and student independence (Ontario, 2006). In this session, we will discuss how the components of guided reading (introducing the text, supporting effective reading, teaching processing strategies, and discussing/revisiting the text) can be implemented in a distance learning classroom using a blend of synchronous and asynchronous instruction.
(Maximum 100 participants)
Sandra Filetti & Lori McCaw
Guided Reading is a powerful instructional strategy that bridges the gap between teacher modelling and student independence (Ontario, 2006). In this session, we will discuss how the components of guided reading (introducing the text, supporting effective reading, teaching processing strategies, and discussing/revisiting the text) can be implemented in a distance learning classroom using a blend of synchronous and asynchronous instruction.
(Maximum 100 participants)
Sandra Filetti & Lori McCaw
An Introduction to Coding and Math - JK - Grade 3
If you have never coded before, just coded a little, or you are not sure how to learn math through coding, this workshop is for you. We will go through several 'hands on' activities to give you a head start on learning to code and learning mathematics. Practical, free, online resources will be shared and critiqued so you can make informed choices about what you bring to your students.
(Maximum 30 participants)
Iain Brodie with Shawna McCracken
If you have never coded before, just coded a little, or you are not sure how to learn math through coding, this workshop is for you. We will go through several 'hands on' activities to give you a head start on learning to code and learning mathematics. Practical, free, online resources will be shared and critiqued so you can make informed choices about what you bring to your students.
(Maximum 30 participants)
Iain Brodie with Shawna McCracken
Monday October 26, 2020 7:00 - 8:30 pm
Exploring Best Practices in Teaching Movement through Virtual Learning - General
Having to teach the Physical Education and Dance curriculums has become more challenging with the need to get our students up and moving at home to meet the actual physical participation requirements of the courses. Working and teaching from home is also having significant impacts on the well-being and mental health of our educators and students. After teaching and leading 100’s of virtual sessions, I have come to understand the challenges and have created this hands-on practical session designed specifically to help teachers navigate these times. After this session, Physical Education and Dance educators will be able to use breakout rooms for “group work” in movement, understand the best use of technology, materials, resources and space needs for teaching virtual movement and create content that is most appropriate for the synchronous vs. asynchronous teaching time
(Maximum 250 participants)
Michelle Hillier
Having to teach the Physical Education and Dance curriculums has become more challenging with the need to get our students up and moving at home to meet the actual physical participation requirements of the courses. Working and teaching from home is also having significant impacts on the well-being and mental health of our educators and students. After teaching and leading 100’s of virtual sessions, I have come to understand the challenges and have created this hands-on practical session designed specifically to help teachers navigate these times. After this session, Physical Education and Dance educators will be able to use breakout rooms for “group work” in movement, understand the best use of technology, materials, resources and space needs for teaching virtual movement and create content that is most appropriate for the synchronous vs. asynchronous teaching time
(Maximum 250 participants)
Michelle Hillier
Introduction to Coding with MakeCode - Grades 4-6
Join us for a hands-on, interactive session on the basics of coding in hybrid learning. This session is for those elementary educators who are new to coding and want to learn the basics. Our breakout rooms will focus on smaller groups where we will learn block coding in the Makecode for micro:bit environment. The session will also highlight examples of various curriculum expectations (including the new coding additions) that can be covered when developing activities and lessons.
(Maximum 45 participants)
Margie Lam with Wei-Kun Chung, Lianna Metauro, Christian Whelan & Andrei Basaraba
Join us for a hands-on, interactive session on the basics of coding in hybrid learning. This session is for those elementary educators who are new to coding and want to learn the basics. Our breakout rooms will focus on smaller groups where we will learn block coding in the Makecode for micro:bit environment. The session will also highlight examples of various curriculum expectations (including the new coding additions) that can be covered when developing activities and lessons.
(Maximum 45 participants)
Margie Lam with Wei-Kun Chung, Lianna Metauro, Christian Whelan & Andrei Basaraba
Creating Virtual Literature Circles: Community, Courageous Conversations and Student Choice - Grades 7-8
A wide body of research has long shown that classroom literature circles can build community, develop critical thinking, oral communication and listening skills, and deepen understanding of books through ongoing conversations. But, what happens in an online environment? How can teachers build community, facilitate meaningful discussion, and gather authentic assessment data when students are meeting virtually instead of face to face? During this session we will share strategies as to how teachers can foster a sense of community, encourage reflection and rich dialogue on a variety of text forms including fiction and non-fiction books, poetry, graphic novels and others, while providing opportunities for students to creatively demonstrate their knowledge in digital forums on topics that reflect their own interests and passions. A number of formative and summative assessment strategies will conclude the session. Participants will receive an abundance of fresh ideas, activities, and resources that support virtual literature circles and how they can be used to tackle a number of important issues within our society and globally. Join us for discussions about integrating inclusive texts into our classrooms, modernizing the literature circle, embracing perspectives and narratives of those marginalized in society, and providing a forum where our students can share their thoughts, and have their voices heard and acknowledged.
(Maximum 60 participants)
Stephanie Thompson with Jennifer Birnie, Emma McWatt & Nicholas Rita
A wide body of research has long shown that classroom literature circles can build community, develop critical thinking, oral communication and listening skills, and deepen understanding of books through ongoing conversations. But, what happens in an online environment? How can teachers build community, facilitate meaningful discussion, and gather authentic assessment data when students are meeting virtually instead of face to face? During this session we will share strategies as to how teachers can foster a sense of community, encourage reflection and rich dialogue on a variety of text forms including fiction and non-fiction books, poetry, graphic novels and others, while providing opportunities for students to creatively demonstrate their knowledge in digital forums on topics that reflect their own interests and passions. A number of formative and summative assessment strategies will conclude the session. Participants will receive an abundance of fresh ideas, activities, and resources that support virtual literature circles and how they can be used to tackle a number of important issues within our society and globally. Join us for discussions about integrating inclusive texts into our classrooms, modernizing the literature circle, embracing perspectives and narratives of those marginalized in society, and providing a forum where our students can share their thoughts, and have their voices heard and acknowledged.
(Maximum 60 participants)
Stephanie Thompson with Jennifer Birnie, Emma McWatt & Nicholas Rita
Preparing Students to Self Assess their own Readiness for Online Learning - Secondary
Participation in 21st century society is increasingly dependent the ability to the use of digital technologies for a wide variety of purposes. This workshop will invite participants to experience one of the self-assessment tools - the Fully Online Learning Community Survey (FOLCS). This self-assessment tool is based on the Fully Online Learning Community Model Participants will examine and discuss: 1) what it means to be a fully online learner; 2) what does it mean to be working in community online in formal educational contexts; 3) ways to measure readiness; 4) collaborative research (GELO) approaches and tools to examine readiness, culture, competence (confidence and frequency of use of technology) and the impact of this in fully online learning environments.
(Maximum 60 participants)
Roland van Oostveen & Elizabeth Childs
Participation in 21st century society is increasingly dependent the ability to the use of digital technologies for a wide variety of purposes. This workshop will invite participants to experience one of the self-assessment tools - the Fully Online Learning Community Survey (FOLCS). This self-assessment tool is based on the Fully Online Learning Community Model Participants will examine and discuss: 1) what it means to be a fully online learner; 2) what does it mean to be working in community online in formal educational contexts; 3) ways to measure readiness; 4) collaborative research (GELO) approaches and tools to examine readiness, culture, competence (confidence and frequency of use of technology) and the impact of this in fully online learning environments.
(Maximum 60 participants)
Roland van Oostveen & Elizabeth Childs