LITERACY AND TECHNOLOGY VISION

Literacy@School is based upon the premise that technology is an integral tool in the complex toolset available to teachers. Our vision reflects the understanding that: “ Literacy is more than reading or writing; it is about how we communicate in society. It is about social practices and relationships, about knowledge, language and culture…. Indeed literacy itself takes many forms: on paper, on computer screen, on TV, on posters and signs.” UNESCO

VISITINGLITERACY@SCHOOL

Looking at the Dynamic Classroom

What does this classroom look like? Consider the

following from the ICT and the Learner document as key characteristics of the “dynamic classroom”:

• Transparent integration of technology into lesson planning, instruction and assessment;

• Educators who understand the nature of learning and address Multiple Intelligences;

• Students accessing information to synthesize and create new learning;

• Students knowing how to be productive using the most effective technology;

• The extension of learning opportunities through eLearning; and

• The use of ICT to communicate effectively with all stakeholders.

Researchers have concluded that technology, when used effectively can develop higher-order thinking by involving students in cooperative tasks that are authentic and complex. (Means, Blando, Olson, Middleton, Morocco, Remz & Zorfass, 1993).

Booking a Visit

1. Contact Tanya at the email below. Enclose the visit focus sheet with your email.

2. Visits get best results when you have a team. Decide on your team members

3. Arrive at the school about 15 minutes before the start. Meet the teachers in the office.

4. After your observation use some time to have a dialogue about what you saw as a team.

5. Complete the exit feedback form and send it off to Tanya

TANYA RUSSELL

tanya.russell@yrdsb.edu.on.ca

CLASSROOMS

About the Technology you see

The implementation of information and communications technology in the York Region District School Board is not about technology; it is about: • Extending relationships; • Building capacity; • Building community; • Empowering leaders and learners; • Implementing curricula; and • Developing the essential self-directed, self-

motivated and self-assessing skills.

Visiting our classroomsThe Process

Each visit to a demonstration classroom is a four step process in which every step is an integral part of exploration of instruction. This process is designed to support learning for all participants and is built on collaboration and dialogue. We support ongoing communication and if you require additional visits please email us. Every visit consists of three key parts; pre-visit discussion, the observation and the post-visit discussion.Step 1Contact Tanya at the email address on the back of this pamphlet and request a visit. You will receive a form which asks you to identify a focus for the visit. This is important because it allows us to help tailor the visit to your needs. When you send the form back, Tanya will schedule your visit. Upon confirmation of your visit, you will receive a feedback form, as well as a brochure outlining the class/school that you are visiting. You are asked to complete the feedback form during the post-visit discussion.Step 2Arrive 15 minutes before the beginning of the observation time. Check in at the office and you will be directed to the classroom to meet the demonstration teacher. Remember that each school has different routines. Inquire if there are any that pertain to your visit. Step 3Stay for the observational period. Explore the pieces that are different in the classroom and use the feedback form as a guide to questions. At appropriate breaks in activity discuss the choices that the teacher made and why they were made. Think about what ideas you want to take away.Step 4Engage in discussion about the lesson that you have just seen. Consider the ideas that you picked up. Ask questions and talk about the one

thing that you will implement when you return to your school.

The Dynamic Classroom

Aligned with our Board's focus on literacy l e a r n i n g a n d c o n s i s t e n t w i t h o u r commitment to life-long learning is our belief that it is necessary to provide educators with ongoing opportunities for professional development. The heart of successful teaching involves creating dynamic, purposeful and inviting literacy classrooms, where teachers bring a deep understanding of the Profile of the Literate Graduate, a sound understanding of the principles of learning and a commitment to helping students develop the fundamental literacy skills and character attributes needed for a lifetime of learning in our changing world community.

It is our belief that all students in York Region schools are capable of achieving high standards of literacy, including English Language Learners (ELL), and students who have special education needs. Recognizing and responding to the literacy learning needs of each student in our classrooms will maximize the literacy development of every student. Because of this fundamental belief, this document does not specify different instructional decisions or actions for specific groups of students. Instead the focus is effective literacy instruction that is promoted and supported at every level in the system.

From “The Guidelines For Literacy - A Curriculum Expectations Document 2007” ;Page 1