D.P. Todd Secondary - Mr. Thielmann - Room 180
Semester One - Blocks A and B together - dual credit English 11 and Geography 12
Blended Learning
some time in class (lessons) some time in groups (small group and larger seminar), and some independent work.
Blend of Assignments
class notes, digital portfolios, writing workshops, involvement of guest presenters, formative and summative assessment, project-based learning, online learning, presentations and sharing, online activities and labs, individual and group projects
Parental Involvement
Because this class involves publishing of work online, field trips/field work, and also some flex time where students will not necessarily be in the classroom or building, having excellent communication between teacher, student, and parent/guardian is a must.
The Big Why
Why take this course? What is the point? We are at the cusp of a new set of relationships with education, with the planet, with ourselves. We will develop the skills, practice the creativity, and live out the ideas needed to sustain people and places for the journey ahead.
Student Expectations
This course & program have been designed to reflect some basic beliefs about how successful learning takes place and how it is assessed:
Semester One - Blocks A and B together - dual credit English 11 and Geography 12
Blended Learning
some time in class (lessons) some time in groups (small group and larger seminar), and some independent work.
Blend of Assignments
class notes, digital portfolios, writing workshops, involvement of guest presenters, formative and summative assessment, project-based learning, online learning, presentations and sharing, online activities and labs, individual and group projects
Parental Involvement
Because this class involves publishing of work online, field trips/field work, and also some flex time where students will not necessarily be in the classroom or building, having excellent communication between teacher, student, and parent/guardian is a must.
The Big Why
Why take this course? What is the point? We are at the cusp of a new set of relationships with education, with the planet, with ourselves. We will develop the skills, practice the creativity, and live out the ideas needed to sustain people and places for the journey ahead.
Student Expectations
This course & program have been designed to reflect some basic beliefs about how successful learning takes place and how it is assessed:
- students should approach the subject with a mindset of inquiry -- asking powerful and open-ended questions about themselves, the topic, the evidence, and classroom process
- students should be clear about what they are expected to learn and express clearly what is is they have learned
- showing up, joining in, and completing exercises is a part of learning and the classroom process but is not quite the same as demonstrating what you have learned -- learn to show what you know
- assessment of what students have learned centers on how well they can show understanding of the learning outcomes using a variety of measurement tools including large-scale projects involving both creativity and research, self-evaluation, and peer-evaluation, also we’ll used smaller projects, labs or writing assignments, and open & closed notes tests
- students should set high goals in this program for interpreting evidence, critical thinking, reading, writing, communicating, and representing; also, plan on having fun and being open to new ideas
- we will develop some rights & responsibilities for the class around respect for each other and the space we’re in -- the safety and quality of the learning environment is our first concern
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