"Alberta’s education system is built on a values-based approach to accepting responsibility for all children and students. Inclusion is a way of thinking and acting that demonstrates universal acceptance of, and belonging for,
all children and students" (Alberta Education, 2015).
The project is designed to accommodate a wide range of learners. Each week, essential questions are provided to guide student learning, and specific examples and visual aids will also be used to support English Language Learners (ELL), who may need the pictorial support while they improve their language skills, and students with special needs. The use of artifacts will also be used to engage hands on learning.
The activities are structured in a way that students will have opportunities to work individually, in small groups - for example, through Think-Pair-Share to encourage students to become part of the conversation - and work as a class to brainstorm, share, and discuss ideas. In addition, students will also have the opportunity to work with experts within different fields of study to assist their learning. Through these opportunities, students will be able to interact with other students with diverse learning styles, and will also allow ELL students to improve and challenge themselves to use more complex forms of language as they interact with native speakers. Volunteers may also be invited to assist students when necessary, supporting those who have difficulty with reading and writing, or speaking and representing information.
In the project, students are given choice and flexibility as they will select a form of storytelling that appeals to their interests to expand on and create their own story. For example, one group may choose to create their final piece through photovoice and use technology to represent their understanding, while another group may look at oral storytelling and accompany their story with a dance or piece of art. The inclusion of art and technology will not only allow students to be creative and develop their skills, but will also offer our students different ways to present their learning, especially for those that struggle with speaking or writing. As they brainstorm, a variety of visuals and graphic organizers such as MindMaps, lists, tables, and charts, will be used to help them organize and present their concepts. As they work on their projects, opportunities will be given to students that need more time to work on their project and receive further support or guidance from the teacher.
References
Alberta Education. (2015). GUIDE TO EDUCATION ECS TO GRADE 12 2015–2016 (p. 25). Government of Alberta.
all children and students" (Alberta Education, 2015).
The project is designed to accommodate a wide range of learners. Each week, essential questions are provided to guide student learning, and specific examples and visual aids will also be used to support English Language Learners (ELL), who may need the pictorial support while they improve their language skills, and students with special needs. The use of artifacts will also be used to engage hands on learning.
The activities are structured in a way that students will have opportunities to work individually, in small groups - for example, through Think-Pair-Share to encourage students to become part of the conversation - and work as a class to brainstorm, share, and discuss ideas. In addition, students will also have the opportunity to work with experts within different fields of study to assist their learning. Through these opportunities, students will be able to interact with other students with diverse learning styles, and will also allow ELL students to improve and challenge themselves to use more complex forms of language as they interact with native speakers. Volunteers may also be invited to assist students when necessary, supporting those who have difficulty with reading and writing, or speaking and representing information.
In the project, students are given choice and flexibility as they will select a form of storytelling that appeals to their interests to expand on and create their own story. For example, one group may choose to create their final piece through photovoice and use technology to represent their understanding, while another group may look at oral storytelling and accompany their story with a dance or piece of art. The inclusion of art and technology will not only allow students to be creative and develop their skills, but will also offer our students different ways to present their learning, especially for those that struggle with speaking or writing. As they brainstorm, a variety of visuals and graphic organizers such as MindMaps, lists, tables, and charts, will be used to help them organize and present their concepts. As they work on their projects, opportunities will be given to students that need more time to work on their project and receive further support or guidance from the teacher.
References
Alberta Education. (2015). GUIDE TO EDUCATION ECS TO GRADE 12 2015–2016 (p. 25). Government of Alberta.