Ecole Secondaire Lacombe Composite High School The Twelve ELE’S 2011-2012
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Transcript of Ecole Secondaire Lacombe Composite High School The Twelve ELE’S 2011-2012
ELE Artifacts AISI CYCE IV
ESLCHS Administration TeamSEF (Special Education Facilitators)
AISI Facilitators
Ecole Secondaire Lacombe Composite High School
The Twelve ELE’S2011-2012
Ecole Secondaire Lacombe Composite High School: #1 Classroom Culture and Expectations
Teacher:
Culture of Caring
Facilitator
Culture of Achievem
ent
Ecole Secondaire Lacombe Composite High School: #1 Classroom Culture and Expectations
Student:
Student Input into Learning Environment Culture of
Achievement
Ecole Secondaire Lacombe Composite High School: #2 Clearly Identified Outcomes
In a previous AISI cycle, LCHS staff dedicated their time to reviewing Programs of Study in order to translate course outcomes into Student Friendly Language.Building
SystemsScience
20
Ecole Secondaire Lacombe Composite High School: #2 Clearly Identified Outcomes
In a previous AISI cycle, LCHS staff dedicated their time to reviewing Programs of Study in order to translate course outcomes into Student Friendly Language.
ELA
Social Studies
Ecole Secondaire Lacombe Composite High School: #3 Pre-Assessment
Teacher Artifacts -
Chemistry 20 – student self- pre-
assessment
Humanities 10 – the 1st month of the course is
devoted to skills assessment
Social Studies 20 – using summative assessment to pre-assess final exam
expectation
Ecole Secondaire Lacombe Composite High School
#3 Pre-Assessment
Student Examples:
Click to view team presentation of team
skills required for Humanities 10
Ecole Secondaire Lacombe Composite High School:
#4 Pre-planning Utilizing a Backward Design Framework
Teacher: Unit Anticipation
Guide for students: texts and tasks are correlated to
SFL outcomes; assignments and topics
identified as formative or summative.
#5.Utilization of Rubrics and Exemplars:ECLCHS
Teachers use a variety of rubrics to provide relevant, meaningful and ongoing feedback to students on
formative tasks
#5.Utilization of Rubrics and Exemplars:ECLCHS
Students have opportunities to gauge their own learning, assess their relative
strengths and weaknesses, and develop strategies for achieving their learning
goals.
Math Activity: surface area –
students calculate area required for a “skin graft”
#6. Introduction of New Knowledge: ECLCHS
http://youtu.be/8Cy1x0w9JQgwww.brainpop.comhttp://www.dnatube.com/video/551/The-Inner-Life-Of-A-Cell-HQ(Introducing protein synthesis in
a cell)Science Department Websites that Work!
- With a deaf or hard of hearing student there are always situations that arise which require the learning of new vocabulary in the way of signs. Time is taken out of the student’s day to introduce the new vocabulary through the use of a sign language dictionary as well as software.- There may also be situations when there is not a sign for a particular word. In these instances the transliterator and the student may choose to create a sign following the principles of Signing Exact English. Doing this with the student helps ensure that they will be able to make connections to 'parallel' knowledge or make some personal connection to the outcome.
#6. Introduction of New Knowledge: ECLCHS
Student presentation about bear
safety in Phys. Ed. – part of
preparation for their camping
trip
Student Cold War
presentation: Soviet War in Afghanistan
Student Presentati
on: evolution
of Canadian National Identity: Canadian
Bill of Rights
Ecole Secondaire Lacombe Composite High School: #7 Deepening Understanding of the New
Knowledge/Outcomes
Teacher:
Differentiation Variety of
Instructional Strategies
Ecole Secondaire Lacombe Composite High School: #7 Deepening Understanding of the New
Knowledge/Outcomes
Student:
Differentiation / Engagement
Deepening Understanding/
Engagement
Ecole Secondaire Lacombe Composite High School: #8 Experimenting/Problem
Solving/Hypothesis Building
Science!!Students demonstrated experiments that reveal chemical properties and
reactions.
Hydrocarbon combustion: burning
methanol
Student presentations were
peer evaluated according to project
outcomes
Ecole Secondaire Lacombe Composite High School: #8 Experimenting/Problem Solving/Hypothesis Building
Building Systems and Design classes collaborated to have students build structures designed by their peers.
Clearly Defined Outcomes: Student can explain, in their own words, the expected outcome to another student, a parent or to the teacher.
Ecole Secondaire Lacombe Composite High School:
NINE –Evidence Demonstrating
Achievement of Outcomes
Teacher Example:
Ecole Secondaire Lacombe Composite High School: NINE –Evidence Demonstrating Achievement of Outcomes
Student Examples:
ELA 30 – understanding
archetypes, theme, visual literacy, critical
analysis of text
Fabrication Studies – student compares weld
to teacher-provided sample/exemplar
Ecole Secondaire Lacombe Composite High School: NINE –Evidence Demonstrating Achievement of Outcomes
Student Examples:
Domestic Foods: Creative Baking Module 3030. The pictures are of outcome 1.1.2 make advanced choux paste productCroquembouche (cream puff tower - each cream puff has a vanilla pastry filling)
Fashion Studies:1. demonstrate and apply
basic construction skills at an appropriate level in assembling a project
2. demonstrate safe and proficient use of sewing equipment, pressing equipment, cutting tools and sewing notions
3. demonstrate basic competencies
LAWS:1) Table Setting – dishes,
utensils, condiments, organization
2) Meal Preparation – understanding and
implementing instructions, use of
materials and ingredients
Ecole Secondaire Lacombe Composite High School:
#10 Formative Assessment
Teacher:
Science 30 Study Guide:
concepts & outcomes
are identified
and contextualized; students can also see what types of questions
will be asked for each unit outcome.
Ecole Secondaire Lacombe Composite High School:
#10 Formative AssessmentAssessment scale for formative
tasks. Students have
their own copy of the scale and receive a
score out of 5 in each relevant
category. Categories to be assessed are identified
prior to submission.
#11. Remediation and Pyramids of Intervention: ECLCHS
School and classroom policies reflect the goal of addressing student activity
in order to support choices that are conducive to success in the classroom
and toward graduation.
#11. Remediation and Pyramids of Intervention: ECLCHS
Students in Transitions and Social Studies have the opportunity to share their progress and address issues of
academic or personal struggle with their teachers.
#12 Summative Evaluation: ECLCHS
Transitions
Humanities
Math
#12 Summative Evaluation: ECLCHS
Unit Exam: Area Measurement For the following objects you will have to measure the necessary dimensions to find the area or perimeter. They do not have to be done in order.
1. Find the area of the small cupboard door in the back of the room.
Length = ______________ cm Width = _______________cm Area =
2. Find the perimeter of the trapezoidal table.
Side1 = ________________in
Side2= _________________in
Side3=_________________in
Side4=_________________in
Perimeter =
Thanks!Thanks for your work on PLT’s this year!Thanks for your efforts with Personal Growth Plans!Thanks to those of you who provided evidence for
each of the ELE’s!
Ecole Secondaire Lacombe Composite High School is a
better place because of your commitment to professional
development!