1. Planning learning experiences SEL Cohort Meeting February 15, 2018 Ponderosa 1002

2. Shape of the day • EDUC 418 Practicum Info • Breakout Discussions • Experiential Learning • Resource Exploration • Planning Time • Lunch • Rebecca Rubio @ 12:30 (Scarfe 100) • Cohort Debrief @ 2:00 (Scarfe 1003)

3. EDUC 418 – long practicumBreakdown

4. Expectations: TCs will… • Submit unit overviews + 2-3 lessons each to your FA and SA by early March • Follow a “teacher schedule” (approximately 8:00-4:00 every day) • Planning & Assessment • Submit lesson plans for formal observations to both your FA and SA at least 24 hours in advance • Create detailed lesson plans until the mid point; keep daily and weekly plans as requested/appropriate; always share with SA in advance • Be responsible for formative and summative assessment associated with lesson/unit plans • Work collaboratively with SAs on reporting • Engage with the school community (i.e. parents, staff, admin) and contribute where appropriate • Engage in open and honest communication with FA and SA • Be open to constructive feedback and actively work to apply it in your practice • Demonstrate evidence of professional growth over the course of EDUC 418 • Meet expectations of Performance Checklist by the end of EDUC 418

5. Performance checklist • Professional Qualities • Inquiry & Reflective Practice • Curriculum, Pedagogy & Assessment • Diversity & Social Justice • Language, Literacies & Cultures • Classroom Climate

6. Marshmallow challenge • Read your scenario instructions as a group. • Prepare yourselves or materials (as needed). • You will be provided a set of instructions for the Marshmallow Challenge. • Use these instructions and complete the challenge to the best of your abilities. • No communication between groups! • Be mindful of how you feel throughout this experience.

7. How did you feel throughout the Marshmallow Challenge? How does this experience connect with educational theory? What value (or strengths) do your learners bring to class each day?

8. Coffee, anyone? 10 minutes

9. Temperature Check What is one word that describes how you feel about planning and assessment at this point in time?

10. Resource exploration Explore templates, sample lessons/units, examples of inquiry on one of the following sites: • UBC Designing Learning Blog https://blogs.ubc.ca/learningdesign/designing-learning-experiences/ • BC Curriculum Instructional Samples: https://curriculum.gov.bc.ca/instructional-samples • Planning Templates & Tools (BC wide): www.bit.ly/Curriculum36 What makes an effective lesson plan? Unit plan? What are our “must haves” when planning?

11. General Planning Expectations • Understanding by Design Framework (i.e. UbD, Wiggins & McTighe)  Identify Desired Results (Learning Intentions) • Determine Acceptable Evidence (Criteria) • Determine Learning Activities (Possible Tasks/Experiences) • Inquiry-Based Learning • Differentiation for all learners (i.e. UDL) • Learning Intentions & Criteria (i.e. formative assessment that aligns with summative) • Curricular Competencies & Content – Which are being targeted? • Indications of where Core Competencies are being activated • Indications of where First Peoples’ Principles are incorporated • Indications of where SEL is integrated into learning and/or routines • Suggested Activities, Timing, Materials Ultimately, lesson and unit plans are a communication tool between you, your School Advisor, and your Faculty Advisor. Templates are designed to help you develop the thinking processes required to plan once you have your own classroom; these plans are the means through which you communicate your thinking throughout practicum.

12. Planning Time You may choose to work collaboratively or independently. We are here for support! If you’re not sure where to begin… • Create a mind map • Use the 10-Week Outline to help you map out topics • Conceptual Theme Planning with Big Ideas • Start with a lesson or unit plan you’ve already created in one of your courses; consider how you might adapt it to “fit” the needs/interests/preferences of your learners

13. Breakout discussions