Category Archives: Learning Outcomes

Tech Integration Post # 6 of 10: Skype an Author On The, Before-During-After, Writing Process.

Skype is a service which allows the registered user to make free phone calls and video calls over the Internet.  This is a free service but both users need to have Skype software downloaded on their computers before the technology will work.  In order to make a phone call you’ll need a microphone to speak into and a pair of speakers to listen to the responses of the person you’re talking to.  If you would like to engaging in video calls both parties will needed a webcam in order to be able to see each other.

Using Skype in the classroom is not limited to author workshops, when using Skype you can bring a variety of professionals/experts into your classroom at their convenience.  The following link takes you to a list of professionals/experts from around the world willing to Skype in your classroom.

Also, please take the time to check out this excellent video resource from Silvia Tolisano

Example: Use an author to help teach your learner’s about the before, during, and after writing process.  I’ve found that whenever you connect your learner’s to experts outside the classroom it enhances the validity of the task/assignment ten fold, and you’re students become more engaged.

Learning Outcomes: B.C. Grade 6 Language Arts
A3 – listen purposefully to understand and analyse ideas and information
A5 – select and use strategies when expressing and presenting ideas, information, and feelings
B5 – select and use strategies before reading and viewing to develop understanding of text
C5 – select and use strategies before writing and representing
C6 – select and use strategies during writing and representing to express and refine thoughts
C7 – select and use strategies after writing and representing to improve their work

Here’s a link to all my Skype related bookmarks on Diigo

Let me know what you think.  If you’re reading this and have used these techniques please feel free to comment or question.

Tech Integration Post # 4 of 10: Teaching with TED

TED is a small non-profit devoted to ‘Ideas Worth Spreading.’  It began in 1984 as a conference, bringing together leaders in the fields of Technology, Entertainment, and Design.  The TED website makes a selection of the best talks and performances available to view and download for free.  All of the talks feature closed captions in English, and many feature subtitles in various languages. These videos are released under a Creative Commons license, so they can be freely shared and reposted.  If you subscribe to a news reader such as Google Reader you can also subscribe to new talks here.

I’ve used TED in the classroom to inspire my learners, to bring attention to important world events, to listen to debates and form opinions, to create and stimulate inquiry, to activate prior knowledge, to offer career and life-skills knowledge, and as a writing prompt.

The following TED talk is a debate and asks the question, “Does the world need nuclear energy?” It compares the future of burning fossil fuels energy against the possibility of increasing nuclear power production.  Obviously, the vocabulary used in these talks are not necessarily intermediate grade friendly but I feel it serves as a great introduction to a debate writing unit for grade 6, or an introduction to non-renewable resources in covered in B.C. science 6.

[youtube=http://www.youtube.com/watch?v=UK8ccWSZkic]

It’s simple to use TED as an engaging way to meet many learning outcomes in British Columbia and beyond.  Here are a few examples which link specific TED talks directly to B.C. learning outcomes:

B.C. PLO Science grade 5: Earth and Space Science: Renewable and Non-Renewable Resources

  • analyze how BC’s living and non-living resources are used
  • identify methods of extracting or harvesting and processing BC’s resources
  • describe potential environmental impacts of using BC’s living and non-living resources

B.C. PLO English Language Arts grade 6:

  • Oral Language: A1 use speaking and listening to interact with others
  • Reading and viewing: B9 read and view to improve and extend thinking
  • Writing and representing: C2 write a variety of effective informational writing for a range of purposes and audiences that communicates ideas to inform or persuade


Why use TED?

  1. It’s real
  2. It’s relevant
  3. It’s current
  4. It connects classroom’s with people making positive change in the world.

Check it out and let me know what you think.

Tech Integration Post # 2 of 10: Using Google Documents As A Collaborative Classroom Tool

Use a Google Document spreadsheet to facilitate a collaborative class assignment.

Example: Social Studies

Learning Outcome example : B2 – compare Canadian society with the society of another country

  • Design a spreadsheet which compares Canadian society/culture against other societies/country throughout the world.  See template example Canadian SS template PLO B2
  • This example compares Canadian culture to other countries throughout the world
  • Once the spreadsheet is created, publish the document as a web page.  See image below

  • Google returns a very long link to the published document.  Use a URL shortener to shorten the link.  See instructions for Bit.ly below
  • Students then enter the (shortened) link into the URL window at the top of their browser.  They will be directed to the spreadsheet
  • Students are now able to access, create, and edit the document.
  • Your students are able to access and interact with the document at one time making it a truly collaborative effort.  Sit back and watch the document create itself.
  • Once the document is complete it can be used as a revision tool or may be used again in another subject such as math when covering data analysis and graphing.

Bit.ly
Copy and paste the link Google gives, to publish the website, into the Bit.ly website.  Click shorten.  Bit.ly will return a short, and more manageable, URL such as http://bit.ly/9pQV.  I’m sure you’ll agree that it’s much easier to remember the shortened URL.

For those looking for an introductory lesson for the their new class next school year, a great way to get to know your class is to have them fill in this spreadsheet together: Class introduction spreadsheet.

Blogging and Online Writing Meets Many LA PLO’s

How Does Blogging and Writing Online Meet British Columbia’s -Prescribed Learning Outcomes?

Grade 2:

  • B4 – view and demonstrate comprehension of visual texts (e.g., signs, illustrations, diagrams)
  • B7 – use strategies after reading and viewing to confirm and extend meaning
  • B8 – respond to selections they read or view
  • C2 – create informational writing and representations about non-complex topics and procedures
  • C7 – use writing and representing to express personal responses and opinions about experiences or texts

Grade 3:

  • B2 – read fluently and demonstrate comprehension of grade-appropriate information texts
  • B4 – view and demonstrate comprehension of visual texts (e.g., cartoons, illustrations, diagrams, posters)
  • B7 – use a variety of strategies after reading and viewing to confirm and extend meaning
  • B8 – respond to selections they read or view
  • B9 – read and view to extend thinking
  • C2 – create a variety of clear, easy-to-follow informational writing and representations
  • C7 – use writing and representing to express personal responses and opinions about experiences and texts

Grade 4:

  • B2 – read fluently and demonstrate comprehension of grade-appropriate information texts
  • B8 – respond to selections they read or view
  • C1 – write clear, focused personal writing for a range of purposes and audiences that demonstrates connections to personal experiences, ideas, and opinions

Grade 5:

  • B2 – read fluently and demonstrate comprehension of grade-appropriate information texts
  • B4 – view and demonstrate comprehension of visual texts (e.g., signs, cartoons, illustrations, newspapers, diagrams, posters, videos, advertising)
  • B8 – respond to selections they read or view
  • B9 – read and view to improve and extend thinking
  • C1 – write a variety of clear, focused personal writing for a range of purposes and audiences that demonstrates connections to personal experiences, ideas, and opinions
  • C9 – use writing and representing to extend thinking

Grade 6:

  • B2 – read fluently and demonstrate comprehension of grade-appropriate information texts with some specialized language
  • B4 – demonstrate comprehension of visual texts with specialized features
  • B8 – respond to selections they read or view
  • B9 – read and view to improve and extend thinking
  • C1 – write a variety of clear, focused personal writing for a range of purposes and audiences that demonstrates connections to personal experiences, ideas, and opinions
  • C8 – use writing and representing to express personal responses and relevant opinions about experiences and texts