Rationale for Classroom Schedule
Assignment 2.5: Planning & Schedule Rationale
Cross-Curricular
Learning:
Pros and Cons
|
Pros |
Cons |
|
-
Developing
a wider range of skills and abilities to make connections to a variety of
topics. o
For
example, a lot of Social Studies lessons could also double as Language.
Social Studies is an incredibly literacy-heavy subject; there is much reading
and comprehension involved in many of the expectations and content. |
-
Having
students confused why we are “doing ____ when the schedule says ____.” o
Solution: helping students understand
the why – “we are going use our language skills to read about __” or
“we are going to use our amazing math skills to find out __!” |
|
-
Motivates
students to learn more about different topics and strengthens their
understanding. |
-
If
a subject is being covered by another teacher for a “PREP” it might be harder
to assess how another teacher plans to make the same connections. |
|
-
Reinforces
learning of skills learned in one subject while using them in the application
of another. |
-
Students
speaking about doing something they have done before in another subject. |
|
-
Supports
longer learning blocks for increased understanding of learning material. |
-
Difference
in “abilities” or interests of students in various subject areas (i.e., “I
like Science but I hate Language.”) |
There
are more pros than cons, in my opinion, to cross-curricular learning. It is the
best way to get through a lot of content throughout the school year and assess
students in various ways. I think the greatest challenge is finding the
resources to make those connections yourself and when creating a long-range
plan is much easier when you know the students in your room, their experiences,
and strengths, that you can work into those lessons. Being an adaptable and
flexible teacher is very important when planning cross-curricular activities.
Learning
Skills and Work Habits:
What are they and where do we teach them?
·
Responsibility: how students fulfill
responsibilities and commitments in the learning environment. In our classroom,
responsibility can be demonstrated by:
o
Completing
your class job when it is your turn.
o
Following
rules and routines.
o
Taking
care of our learning space.
o
Submitting
class work and assignments on time.
o
Taking
responsibility for our actions.
·
Organization: how students manage and
organize their time to complete tasks. In our classroom, organization can be
demonstrated by:
o
Keeping
your workspace tidy.
o
Use
class time well to plan and complete work.
o
Writing
important information in my agenda.
o
Using
appropriate resources to complete class work.
·
Independent
Work: how a
student meets goals independently. In our classroom, an independent worker
looks like:
o
Following
and understanding instructions.
o
Am
not distracted by others or objects in the classroom.
o
Using
feedback and always handing in my BEST work.
o
Staying
focused on the task at hand.
·
Collaboration: how a student works with
others collaboratively during tasks and throughout the day. In our classroom,
collaboration looks like:
o
Being
part of a group and contributing equally to the work.
o
Responding
positively to the ideas, opinions, values, and traditions of others.
o
Building
positive relationships with teachers and peers by using active listening,
offering your ideas in respectful ways, and treating each other with respect.
o
Working
with others to resolve conflicts appropriately.
o
Taking
turns sharing roles and responsibilities with others.
·
Initiative: how a student takes charge of
learning opportunities. In our classroom, showing initiative looks like:
o
Having
a positive attitude towards learning.
o
Beginning
work or following routines without being told.
o
Being
willing to take risks and try new things.
o
Connecting
ideas cross-curricular
o
Asking
questions when you do not understand.
·
Self-Regulation: how a student sets and
follows their individual goals. In our classroom, self-regulation skills look
like:
o
Showing
self-control when completing learning tasks or interacting with others.
o
Setting
goals and working towards achieving them.
o
Persevering
in learning or social situations that feel challenging.
o
Knowing
your strengths and reflecting on areas you need to improve.
o
Taking
ownership for your learning and asking for help when you need it.
Our
Schedule:
What else will we be doing?
Bell
work: upon
entry, students will have “bell work” to complete as we settle into our
learning mindset. This routine will include:
·
Writing
in our agendas with important information or announcements and receiving a
signature from the class teacher.
·
Retrieving
our “bell work” folders and opening them to today’s date.
·
When
“bell work” is completed, students are to find a quiet “busy” activity (this
can be drawing or reading).
Mindfulness: after returning inside from
fitness break, students will take 5 minutes of mindfulness to re-focus their
minds on learning. During this time the teacher will set a timer, and play
mindful/calm music, and students can choose to do a quiet activity or focus on
their breathing.
Classroom
Jobs:
students will participate in a rotation of classroom jobs. For the first month
of school, the teacher will assign jobs so students can get to know the
expectations of how each job should be completed. This will include student
helpers, tech crew, plant monitors, floor sweepers, chair stackers, and
schedule organizers.
Why
are these routines important?
These
work in our Social-Emotional learning time, understanding our responsibilities
as citizens of our classroom, interacting, and working with classmates to
ensure that our classroom functions as a team.
Sources:
https://blog.eie.org/cross-curriculum-2023
https://prezi.com/8euqyixvxrnw/advantages-and-disadvantages-of-cross-curricular-approaches-t/
https://schoolweb.tdsb.on.ca/glenview/Guidance-Corner/Learning-Skills-and-Work-Habits
https://www.edu.gov.on.ca/eng/policyfunding/growsuccess.pdf
Comments
Post a Comment