The Vancouver Island University and S.D. 23 (Kelowna) are partnering to host this summit. There will be a number of leaders in early literacy presenting their work. The summit will be held in Kelowna, BC on January 31st through February 2nd, 2012.
For more information, download the PDF.
Advanced registration for Friday’s conference has now closed. Do you still want to come?
Not to worry! We will be accepting walk-in registrations on Friday morning at Cariboo Hill Secondary. You are also welcome to join us for the wine and cheese welcome with Darren Lund on Thursday evening at the Executive Plaza Hotel in Coquitlam (7-9).
If you are planning on coming and registering on site, please have a look at our conference brochure (below) and have your first, second and possible third choices for each session ready in order to streamline your registration.
We’re looking forward to seeing old friends and making new connections. See you on Thursday or Friday!
Hello wonderful BCTELA members, BCTELA member and Teacher-Librarian, Celia Brownrigg, celebrated Poetry Month with her students by holding a “Poem in my Pocket” contest. She shared her experience with us in haiku form. (more…)
I remember feeling pleased with myself as I posted spreadsheets full of marks, several years ago. The essays had been graded, missing assignments had been assigned zeros, and my students would be able to check their progress in anticipation of the upco ming “marks cut – off day.” I occasionally heard a student exclaim, “Argh! She’s giving me 36%!” as he or she examined the spreadsheet. That sort of comment always frustrated me. I was not “giving” the student 36%. Rather, he or she had not submitted as signments. I began to realize that, for some students, the grade on the spreadsheet was the grade that they identified with; they did not see opportunity to improve, but they saw their own “failure” in the course and, therefore, my failure as a teacher.
5 Years Later: Assessment, by Megan Jakse
Four years ago, as a fairly new Grade Seven classroom teacher, I discovered that I was not always the supportive, understanding type of teacher I had envisioned myself to be. Having come from a student services background I was mor e accustomed to working with students one – on – one, or in small groups, not having to meet the myriad demands of twenty – eight plus students. One area that particularly taxed my patience was the daily help students needed after school because they had been aw ay for reasons that were not necessarily related to illness viagra generique.
Podcasting Saved My Sanity, by Leslie Forsyth-Eno
The instructional video project was so fun! I’m very proud of how my video looks. I love how the voice over that I did didn’t have any sounds that I didn’t want. (the room was VERY LOUD). I had to record over and over to get it the way I wanted. I also love the way the music went so it didn’t stand out. I just wanted it to be background music.
Why Grade When They Can Reflect? by Royan Lee
Let’s face it: we are all guilty of using techniques in our practice that do not feel quite right achat viagra pilule. Oftentimes, we stick with these practices because we know that they are old stand-bys for many teachers. Sometimes, it is because we simply cannot find a better way. We may tinker with the criteria or the manner of presentation, but are never fully satisfied with the results.
Unlocking Motivation for Student Reading, by Mike Ross
What Else to Unlearn?
I think a lot about the things in teaching that we take for granted traditions and conventional wisdom that are true because they always have been true. I’ve also been thinking how much some of these “truths” crumble when they are held up to research-based examination. One of the more recent topics that has made me reconsider my beliefs is play, an experience I’d like to share.
Editorial, by Matt Rosati
T oday, we finished the second week of an interpersonal communications course. The students in the course are first term college students, a few fresh out of high school. As is my common practice, I end my week of instruction with reflective questions for the students:
- What was your significant learning this past week?
- What principles for everyday life can you extract from our class activities? (Note: The activities are experiential).
- What did you learn or what was reinforced about yourself?
- What can you take from the class activities to use in your life outside of class?
I asked the students to get in small groups to discuss these questions. They got in their groups and just looked at one another with baffled looks on their faces while remaining silent. I tried rewording the questions and providing examples and still got blank looks when they returned to their group discussions.
Where is Reflection in the Learning Process? by Jackie Gerstein Ed.D.