Month: January 2014

My immediate next steps: – Reading through all of the resources supplied by Garth on personalized learning. – Research different examples of ‘redefined’ projects in English. – Post plan for personalized novel study (as it is unveiled to the class) for feedback (from Cohortees and students) – Speak to my mentors about presenting options / […]

A bit of a disclaimer: I had an idea of posting her some initial musings about what directions this novel study  was going to go in; however, I have yet to unveil this complete plan to my students (it is certainly in draft form) and I have recently discovered (much to my delight) that a […]

Reading Note: I posted this image in an earlier post, as a framework for how I understand 21st Century Learning: three distinct categories with many different concepts, beliefs, and practices housed in each one. My explanation of the “Pre-Reading” part of “The Book Thief” study relates to the “student centred” section and the “appropriately challenging […]

Before teaching Grade 7 English, I was a Grade 6 Literacy teacher. There are (I have come to realize) a great many differences between these two disciplines (but perhaps that is for another post). Because English is new territory for me, I have just started to have my whole class read the same novel  at […]

I’m struggling right now with finding that delicate balance between designing my learning experience with my own personal outcomes in mind and outcomes that will benefit the community surrounding me. Let me explain. At a recent English department meeting, small teams of teachers were looking at various “scope and sequences” of English from grades 7-12. […]