STUDENT LEARNING
ETHICS & EQUITY
Rationale: Addressing the diverse needs of all students, is at the core of Universal Design for Learning. The five principles, as outlined in the Ontario Ministry's Learning for All document (2013), are described here.
MY CLASSROOM
Rationale: Here are some strategies I would use to ensure that my classroom environment is safe, stimulating, interesting and conducive to learning. I hope my students feel at home in our classroom and want to spend time there.
Rationale: This schedule gives 2h of literacy a day and 1h of numeracy a day. The nutrition breaks are evenly spaced and 45 min. each. Art, music, science and social science have equal footing but can be integrated into the literacy and numeracy blocks as well. Drama and dance can be integrated with other subjects wherever possible. Dance is placed on different days to Phys Ed to allow for DPA. Drama and dance could also replace two French periods. I did not put art on Friday afternoon (pet peeve of an art teacher). Science at the end of the day allows the teacher better time to clean up labs. I scattered the subjects in the afternoon to better allow for various integration opportunities between two subjects.
STUDENT WORK SAMPLES
Integrating Math and Art, students created string art to explore patterning, radial/rotational symmetry, and angles.
Integrating Writing and Art, students created "fearful" eyes to go with their scary narrative stories.
Integrating Reading with Art, students created "A Christmas Carol" book reports that were anything but "Baa Humbug."