The primary purpose of assessment
and evaluation is to improve student learning. Information gathered through
assessment helps teachers to determine students’ strengths and weaknesses in
their achievement of the curriculum expectations in each course. This
information also serves to guide teachers in adapting curriculum and
instructional approaches to students’ needs and in assessing the overall
effectiveness of programs and classroom practices.
For assessment and
evaluation, we follow the Ministry of
Education's Growing Success document, and by doing so will
benefit the students both in the present and future. We designed assessments in
such a way as to make it possible to gather and show evidence of learning in a
variety of ways to gradually release responsibility to the students, and to
give multiple and varied opportunities to reflect on learning and receive
detailed feedback.
Assessment and evaluation will be
based on the provincial curriculum expectations and the achievement levels
outlined in this document. Growing
Success articulates the vision
the Ministry has for the purpose and structure of assessment and evaluation
techniques.
In order to ensure that assessment
and evaluation are valid and reliable and that they lead to the improvement of
students’ learning, The Educators Academy’s assessment and evaluation
strategies focus on:
·
Address both what students learn
and how well they learn;
·
Are varied in nature, administered
over a period of time, and designed to provide opportunities for students to
demonstrate the full range of their learning;
·
Are appropriate for the learning
activities used, the purposes of instruction, and the needs and experiences of
the students;
·
Are fair to all students;
·
Accommodate students with special
education needs, consistent with the strategies outlined in their Individual
Education Plan; and those who are learning the
language of instruction (English or French)
·
Ensure that each student is given
clear directions for improvement;
·
Promote students’ ability to assess
their own learning and to set specific goals;
·
Include the use of samples of
students’ work that provide evidence of their achievement;
·
Are communicated clearly to
students and parents at the beginning of the school year and at other
appropriate points (Parent Teacher Nights) throughout the school year.
The overall
expectations are broad in nature, and the specific expectations define the
particular content or scope of the knowledge and skills referred to in the
overall expectations. Our teachers use their professional judgment to determine
which specific expectations should be used to evaluate achievement of the
overall expectations, and which ones will be covered in instruction and
assessment (e.g., through direct observation) but not necessarily evaluated.
Three
different types of Assessments are used for this course: Assessment of
Learning, Assessment for Learning and Assessment as Learning.
For Assessment of Learning,
- Projects
- Assignments
- Tests
- Classroom Discussions
- Questions and Answers during Investigation
- Presentations
- Final Exam
- Worksheets
For Assessment for Learning,
- Group Discussions
- Investigations
- Homework
- Practice Worksheets
- Pre-Tests
- Portfolios
For Assessment of Learning,
- Self Evaluations
- Exit Cards
- Conversations
- Checklists
- Rubrics
Assessment Strands:
The Educators Academy will ensure that
student work is assessed and/or evaluated in a balanced manner with respect to
the four categories, and that achievement of particular expectations is
considered within the appropriate categories.
Knowledge and
Understanding (K/U)
Thinking and Inquiry
(T/I)
Communication (C)
Application (A)
The purpose
of the achievement chart is to:
- provide a common framework that encompasses the curriculum
expectations for all courses outlined in this document;
- guide the development of quality assessment tasks and tools
(including rubrics);
- help teachers to plan instruction for learning;
- assist teachers in providing meaningful feedback to students;
·
provide
various categories and criteria with which to assess and evaluate student learning.
Evaluation and
Reporting of Students’ Achievements by Report Cards
Student achievement is communicated
formally to students and parents by means of the Provincial Report Card. The
report card provides a record of the student’s achievement of the curriculum
expectations in every course, at particular points in the school year or
semester, in the form of a percentage grade. Report
cards are issued upon completion of the course. Each report card will focus on
related aspects of student achievement. The percentage grade will
represent the quality of the student’s overall achievement of the expectations
for the course and will reflect the corresponding level of achievement. The
Educators Academy will record a final grade for every course, and a credit is
granted for the course in which the student’s grade is 50% or higher.
- Seventy per cent of the grade will be based on
evaluations conducted throughout the course. This portion of the grade
should reflect the student’s most consistent level of achievement
throughout the course, although special consideration should be given to
more recent evidence of achievement.
- Thirty per cent of the grade will be based on a
final evaluation in the form of an examination, performance, essay, and/or
other method of evaluation suitable to the course content and administered
towards the end of the course.
Ø Term work will account 70% of the course work
Ø Final Exam would be a value of 30%
Final Assessment and
Evaluation = 100%
The teacher will
also provide written comments concerning the student's strengths, areas for
improvement, and next steps (E–Excellent,
G–Good, S–Satisfactory, N–Needs Improvement).
The report card will indicate whether an OSSD credit has been earned or not.
Upon completion of a course, The Educators Academy will send a copy of the
report card back to the student's home school where the course will be added to
the ongoing list of courses on the student's Ontario Student Transcript. The
report card will also be sent to the student's home address for parents’
communication.
Evaluation
Instruments/ Strategies:
Rubrics Observation
Checklist Project
Work
Peer Interviewing
Self Researching
Group Conferencing
A Summary Description of Achievement
in Each Percentage Grade Range
and Corresponding Level of Achievement
|
Percentage Grade
Range
|
Achievement Level
|
Summary
Description
|
80-100%
|
Level 4
|
A very high to outstanding level of achievement.
Achievement is above the provincial standard.
|
70-79%
|
Level 3
|
A high level of achievement. Achievement is at the
provincial standard.
|
60-69%
|
Level 2
|
A moderate level of achievement. Achievement
is below, but approaching, the provincial standard.
|
50-59%
|
Level 1
|
A passable level of achievement. Achievement is below the
provincial standard.
|
below 50%
|
Level R
|
Insufficient achievement of curriculum
expectations. A credit will not be granted.
|
Achievement
Chart – Mathematics MPM1D, Grades 9–10
Categories
|
50–59%
(Level
1)
|
60–69%
(Level
2)
|
70–79%
(Level
3)
|
80–100%
(Level
4)
|
Knowledge
and Understanding
|
The student:
|
|
|
|
Knowledge of content
(e.g., facts, terms,
procedural skills, use
of tools)
Understanding of
mathematical concepts
|
– demonstrates limited
knowledge of content
– demonstrates limited
understanding of
concepts
|
– demonstrates some
knowledge of content
– demonstrates some
understanding of
concepts
|
– demonstrates
considerable knowledge
of content
– demonstrates
considerable understanding
of concepts
|
– demonstrates
thorough knowledge
of content
– demonstrates
thorough understanding
of concepts
|
Understanding of content (e.g., concepts, ideas, theories, principles,
procedures,
processes)
|
demonstrates
limited
understanding
of content
|
demonstrates
some
understanding
of content
|
demonstrates
considerable
understanding
of content
|
demonstrates
thorough
understanding
of content
|
Categories
|
50–59%
(Level
1)
|
60–69%
(Level
2)
|
70–79%
(Level
3)
|
80–100%
(Level
4)
|
Thinking/
Inquiry
|
The student:
|
|
|
|
Use of planning skills
– understanding the
problem (e.g., formulating
and interpreting
the problem, making
conjectures)
– making a plan for solving
the problem)
|
– uses planning
skills with limited
effectiveness
|
uses planning
skills with some
effectiveness
|
uses planning skills
with considerable
effectiveness
|
– uses planning skills
with a high degree
of effectiveness
|
Use of processing skills
– carrying out a plan (e.g., collecting data,
questioning, testing, revising, modelling,
solving, inferring, forming conclusions)
– looking back at the solution (e.g.,
evaluating
reasonableness,
making convincing
arguments, reasoning,
justifying, proving,reflecting)
|
uses processing
skills and
strategies with
limited
effectiveness
|
uses processing
skills with
some
effectiveness
|
uses processing
skills with
considerable
effectiveness
|
uses processing
skills with a
high degree of
effectiveness
|
Use of critical/creative
thinking processes (e.g.,
problem solving, inquiry)
|
uses critical/
creative thinking
processes with limited
effectiveness
|
uses critical/
creative thinking
processes with some
effectiveness
|
uses critical/
creative thinking
processes, with considerable
effectiveness
|
uses critical/
creative thinking
processes with a high degree of
effectiveness
|
Categories
|
50–59%
(Level
1)
|
60–69%
(Level
2)
|
70–79%
(Level
3)
|
80–100%
(Level
4)
|
Communication
|
The student:
|
|
|
|
Expression and organization of ideas and
mathematical thinking (e.g.,
clarity of expression, logical
organization), using oral, visual, and written forms
(e.g., pictorial, graphic, dynamic, numeric, algebraic
forms; concrete materials)
|
expresses and organizes
mathematical
thinking with limited
effectiveness
|
expresses and organizes
mathematical
thinking with some
effectiveness
|
expresses and organizes
mathematical
thinking with considerable
effectiveness
|
expresses and organizes
mathematical
thinking with a high degree of
effectiveness
|
Communication for different
audiences (e.g., peers, teachers) and purposes
(e.g., to present data, justify a solution, express a mathematical argument)
in oral, visual, and written formsin oral, visual, and/ or written forms
|
communicates for
different audiences and
purposes with
limited effectiveness
|
communicates for
different
audiences and
purposes with
some
effectiveness
|
communicates
for different
audiences and
purposes with
considerable
effectiveness
|
communicates
for different
audiences and
purposes with a
high degree of
effectiveness
|
Use of conventions,
vocabulary, and terminology
of the discipline (e.g.,
terms, symbols) in oral,
visual, and written forms
|
uses conventions,
vocabulary, and
terminology of the discipline with limited
effectiveness
|
uses conventions,
vocabulary, and
terminology of
the discipline
with some
effectiveness
|
uses conventions,
vocabulary,and terminology of
the discipline
with considerable
effectiveness
|
uses conventions,
vocabulary, and
terminology of
the discipline
with a high
degree of
effectiveness
|
Categories
|
50–59%
(Level
1)
|
60–69%
(Level
2)
|
70–79%
(Level
3)
|
80–100%
(Level
4)
|
Application
|
The student:
|
|
|
|
Application of knowledge
and skills in familiar
contexts
|
applies
knowledge and
skills in familiar
contexts with
limited
effectiveness
|
applies
knowledge and
skills in familiar
contexts with
some
effectiveness
|
applies
knowledge and
skills in familiar
contexts with
considerable
effectiveness
|
applies
knowledge and
skills in familiar
contexts with a
high degree of
effectiveness
|
Transfer of knowledge and
skills to new contexts
|
transfers
knowledge and
skills to unfamiliar
contexts with
limited
effectiveness
|
transfers
knowledge and
skills to unfamiliar
contexts with
some effectiveness
|
transfers
knowledge and
skills to unfamiliar
contexts with
considerable
effectiveness
|
transfers
knowledge and
skills to unfamiliar
contexts with a
high degree of
effectiveness
|
use of equipment, materials and technology
|
uses equipment, materials and technology safely
and correctly only with supervision
|
uses equipment, materials and technology safely
and correctly with some supervision
|
uses equipment, materials and technology safely
and correctly
|
demonstrates and promotes the safe and correct
uses of
equipment, materials and technology
|
Making connections within
and between various contexts (e.g., connections
between concepts, representations, and forms
within mathematics; connections involving use of
prior knowledge and experience; connections between
mathematics, other disciplines, and the real world)
|
makes connections
within and between
various contexts with
limited effectiveness
|
makes connections
within and between
various contexts with
some effectiveness
|
makes connections
within and between
various contexts
with considerable
effectiveness
|
makes connections
within and between
various contexts
with a high degree
of effectiveness
|
|
|
|
|
|
Submission of
Assignments
All assignments should be submitted for grading on the stated due date.
Any late assignments may be subjected to a 15% penalty.
Work not submitted within 5 school days after the stated due date will be
assigned a mark of 0.
If a student is ill or away for a documented reason, all assignments must
be submitted upon return to class, unless arrangements are negotiated with the
teacher.
It is vital that the student realize the potential consequences of
incomplete work and absences, including failure to gain the credit for the
course. It is the responsibility of the student to catch up on all work missed
from being absent.
Program Planning
Considerations
Teachers who are
planning a program in this subject will make an effort to take into account
considerations for program planning that align with the Ontario Ministry of
Education policy and initiatives in a number of important areas.
Planning
Mathematics Programs for Exceptional Students
The Educators Academy believes that
classroom teachers are the key educators of students who have special education
needs. They have a responsibility to help all students to learn and work
collaboratively with special education resource teachers, where appropriate, to
achieve this goal.
In planning
mathematics courses for exceptional students, The Educators Academy teachers’
begin by examining both the curriculum expectations for the course and the
needs of the individual student to determine which of the following options is
appropriate for the student:
- no accommodations or modifications; or
- accommodations only; or
- modified expectations, with the possibility of
accommodations.
If the
student requires either accommodations or modified expectations, or both, our
teachers record the relevant information in his or her Individual Education
Plan (IEP).
Students
Require Accommodations Only:
In The Educators Academy, with the
aid of accommodations, some exceptional students are able to participate in the
regular course curriculum and to demonstrate their learning independently. We
believe on these three types of accommodations, Instructional accommodations by
which changes are in teaching strategies, including styles of presentation,
methods of organization, or use of technology and multimedia, Environmental
accommodations by which changes are that the student may require in the
classroom such as preferential seating or special lighting and Assessment
accommodations by which changes are in
assessment procedures that enable the student to demonstrate his or her
learning, such as allowing additional time to complete tests or assignments or
permitting oral responses to test questions.
The Educators Academy is committed
to ensuring that all students, especially those with special education needs,
are provided with the learning opportunities and supports they require to gain
the knowledge, skills, and confidence needed to succeed in a rapidly changing
society. The context of special education and the provision of special
education programs and services for exceptional students in Ontario are
constantly evolving.
The Educators Academy believes on
that:
·
All students can succeed.
·
Universal design and differentiated instruction are
effective and interconnected means of meeting the learning or productivity
needs of any group of students.
·
Successful instructional practices are founded on
evidence-based research, tempered by experience.
·
Classroom teachers are key educators for a student’s
literacy and numeracy development.
·
Each student has his or her own unique patterns of
learning.
·
Classroom teachers need the support of the larger
community to create a learning environment that supports students with special
education needs.
·
Fairness is not sameness.
Students
Require Modifications Only:
The Educators Academy provide comprehensive procedures
for the identification of exceptional pupils, for the placement of those pupils
in educational settings where the special education programs and services
appropriate to their needs can be delivered, and for the review of the
identification of exceptional pupils and their placement. If the student
requires either accommodations or modified expectations, or both, then we will
take into account these needs of exceptional students as they are set out in
the students' Individual Education Plan. Our courses offer a vast array of
opportunities for students with special educations needs to acquire the knowledge
and skills required for our evolving society.
The Educators Academy realizes that some exceptional
students will require modified expectations, which are different from the
regular course expectations. For most of these students, modified expectations will
be based on the regular course curriculum, with changes in the number and/or
complexity of the expectations. We carefully monitor that these are reflected
clearly in the student’s IEP, the extent to which expectations have been
modified. This decision must be communicated to the parents and the students
that
v
accommodations only; or
v
modified expectations, with the possibility of
accommodations; or
v
alternative expectations, which are not derived from
the curriculum expectations for a course and which constitute alternative
programs and/or courses.
In The Educators Academy, if a
student requires modified expectations in mathematics courses, assessment and
evaluation of his or her achievement will be based on the learning expectations
identified in the IEP and on the achievement levels outlined in the Growing
Success document.
Program
Consideration for English Language Learners
Ontario schools have some of the
most multilingual student populations in the world. The first language of
approximately 20 per cent of the students in Ontario’s English-language schools
is a language other than English. Ontario’s linguistic heritage includes
several Aboriginal languages and many African, Asian, and European languages.
It also includes some varieties of English – also referred to as dialects –
that differ significantly from the English required for success in Ontario
schools.
The Educators
Academy provides a number of strategies to address the needs of ESL students.
This course must be flexible in order to accommodate the needs of students who
require instruction in English as a second language or English literacy
development. Our teachers consider it to be their responsibility to help
students to develop their ability to use the English language properly. Appropriate
accommodations affecting the teaching, learning, and evaluation strategies in
this course may be made in order to help students gain proficiency in English,
since students taking English as a second language at the secondary level have
limited time in which to develop this proficiency.
Our mathematics teachers
incorporate appropriate strategies for instruction and assessment to facilitate
the success of the ESL students in their classrooms. These strategies include:
·
modification of some or all of the
course expectations, based on the student’s level of English proficiency;
·
use of a variety of instructional
strategies (e.g., extensive use of visual cues, manipulatives, pictures,
diagrams, graphic organizers; attention to clarity of instructions; modelling
of preferred ways of working in mathematics; previewing of textbooks;
pre-teaching of key specialized vocabulary; encouragement of peer tutoring and
class discussion; strategic use of students’ first languages);
·
use of a variety of learning
resources (e.g., visual material, simplified text, bilingual dictionaries,
culturally diverse materials);
·
use of assessment accommodations
(e.g., granting of extra time; use of alternative forms of assessment, such as
oral interviews, learning logs, or portfolios; simplification of language used
in problems and instructions).
Our students, who are no longer
taking ESL courses, sometimes may still need program adaptations to be
successful. If any of the students require modified expectations or
accommodations in a mathematics course, a checkmark is placed in the ESL box on
the student’s report card.
The Educators
Academy determines the student's level of proficiency in the English Language
upon registration. This information is communicated to the teacher of the Mathematics
course following the registration and the teacher then invokes a number of
strategies and resources to support the student in the course. The Educators
Academy has created course content to enrich the student's learning experience.
Many occupations in Canada require employees with capabilities in the English
language. Enabling students to learn English language skills will contribute to
their success in the larger world. With exposure to the English language in a supportive
learning environment, most young children will develop oral fluency quite
quickly, making connections between concepts and skills acquired in their first
language and similar concepts and skills presented in English. Also, a glossary
of key mathematical terms will be used to enhance the mathematical skills of
students.
Environmental
Education
Helping students
become environmentally responsible is a role assumed by The Educators Academy.
We work on different aspects like to promote learning about environmental
issues and solutions, to engage students in practicing and promoting
environmental stewardship in their community and to focus on the importance of
the education system providing leadership by implementing and promoting
responsible environmental practices so that all stakeholders become dedicated
to living more sustainably.
The Educators
Academy also ensures that the student will have opportunities to acquire the
knowledge, skills, perspectives and practices needed to become an
environmentally literate citizen. Our courses should provide opportunities for
each student to address environmental issues in their home, in their local
community, or even at the global level.
Anti
Discrimination Education
The implementation of
antidiscrimination principles in education influences all aspects of school
life. It promotes a school climate that encourages all students to work to
attain high standards, affirms the worth of all students, and helps students
strengthen their sense of identity and develop a positive self-image. It encourages
staff and students alike to value and show respect for diversity in the school
and the wider society. It requires schools to adopt measures to provide a safe
environment for learning, free from harassment, violence, and expressions of
hate.
Antidiscrimination education
encourages students to think critically about themselves and others in the
world around them in order to promote fairness, healthy relationships, and
active, responsible citizenship.
The Educators Academy ensures that
school–community interaction reflects the diversity in the local community and
wider society. We are highly concerned about a variety of strategies for
communicating and working with parents and community members from diverse
groups, in order to ensure their participation in such school activities as
parent teacher nights. It is our policy to encourage the families new to
Canada, who may be unfamiliar with the Ontario school system, so they can get
special outreach and encouragement in order to feel comfortable in their interactions
with The Educators Academy.
The Educators Academy believes on
that learning activities and resources used to implement the curriculum should
be inclusive in nature, reflecting the range of experiences of students with
varying backgrounds, abilities, interests, and learning styles. They will
enable students to become more sensitive to the diverse cultures and
perceptions of others, including the students from multicultural environment.
For example, activities are designed to relate concepts in geometry or
patterning to the arches and tile work often found in Asian architecture. Our
teachers, by discussing aspects of the history of mathematics, help to make
students aware of the various cultural groups that have contributed to the
evolution of mathematics over the centuries.
The Educator Academy realizes that
students need to recognize that ordinary people use mathematics in a variety of
everyday contexts, both at work and in their daily lives. Our teachers work on
connecting mathematical ideas to real-world situations through learning
activities which enhance students’ appreciation of the role of mathematics in
human affairs, in areas including health, science, and the environment. By this
way, our students are aware of the use of mathematics in contexts such as
sampling and surveying and the use of statistics to analyse trends. They
recognize the importance of mathematics in such areas which motivate them to
learn and also provide a foundation for informed, responsible citizenship.
The Educators Academy teachers have
high expectations for all students. We realize that to achieve mathematical
potential, however, different students may need different kinds of support.
Some boys, for example, may need additional support in developing their
literacy skills in order to complete mathematical tasks effectively. For some
girls, additional encouragement to envision themselves in careers involving
mathematics may be beneficial. Our teachers consider providing strong role
models in the form of female guest speakers who are mathematicians or who use
mathematics in their careers.
We hope that all
these attitudes and attributes provide a foundation on which students can
develop their own identity, explore interconnectedness with others, and form
and maintain healthy relationships.
Literacy and
Inquiry Skills in Mathematics
Literacy is
defined as the ability to use language and images in rich and varied forms to
read, write, listen, view, represent, and think critically about ideas. It
involves the capacity to access, manage, and evaluate information; to think
imaginatively and analytically; and to communicate thoughts and ideas
effectively. Literacy includes critical thinking and reasoning to solve
problems and make decisions related to issues of fairness, equity, and social
justice. Literacy connects individuals and communities and is an essential tool
for personal growth and active participation in a cohesive, democratic society.
Literacy involves a range of critical-thinking skills and is essential for
learning across the curriculum. Literacy instruction takes different forms of
emphasis in different subjects, but in all subjects, literacy needs to be
explicitly taught. Literacy, mathematical literacy, and inquiry/research skills
are critical to students' success in all subjects of the curriculum and in all
areas of their lives.
The Educators Academy believes that
literacy skills can play an important role in student success in mathematics
courses. Many of the activities and tasks students undertake in math courses
involve the use of written, oral, and visual communication skills. For example,
students use language to record their observations, to explain their reasoning
when solving problems, to describe their inquiries in both informal and formal
contexts, and to justify their results in small-group conversations, oral
presentations, and written reports. The language of mathematics includes
special terminology. The study of mathematics consequently encourages students
to use language with greater care and precision and enhances their ability to
communicate effectively.
In all courses in mathematics, our
students will develop their ability to ask questions and to plan investigations
to answer those questions and to solve related problems. Students will learn a variety
of research methods and inquiry approaches in order to carry out these
investigations and to solve problems, and they would be able to select the
methods that are most appropriate for a particular inquiry. In this way, our
students learn how to locate relevant information from a variety of sources,
such as statistical databases, newspapers, and reports.
Inquiry and
research are at the heart of learning in all subject areas at The Educators
Academy. Students are encouraged to develop their ability to ask questions and
to explore a variety of possible answers to those questions. As they advance
through the grades, they acquire the skills to locate relevant information from
a variety of print and electronic sources. The questioning they practiced in the
early grades becomes more sophisticated as they learn that all sources of
information that have a particular point of view and that the recipient of the
information has a responsibility to evaluate it, determine its validity and
relevance, and use it in appropriate ways. The ability to locate, question, and
validate information allows a student to become an independent, mature and
lifelong learner.
The Role of a
Library
The school library
program in many schools can help build and transform students' knowledge in
order to support lifelong learning in our information- and knowledge-based
society. The school library program of these schools supports student success
across the curriculum by encouraging students to read widely, teaching them to
examine and read many forms of text for understanding and enjoyment, and
helping them improve their research skills and effectively use information
gathered through research. The Educator Academy teachers assist students in
accessing a variety of online resources and collections (e.g., professional
articles, image galleries, videos, databases and much more). Our Teachers will
also guide students through the concept of ownership of work and the importance
of copyright in all forms of media.
The Role of Technology in Mathematics
Information and communication
technology (ICT) provides a range of tools that can significantly extend and
enrich teachers’ instructional strategies and support students’ learning in
mathematics. The Educators Academy Teachers use ICT tools and resources both
for whole-class instruction and to design programs that meet diverse student
needs. By this way, they reduce the time spent on routine mathematical tasks
and to allow students to devote more of their efforts to thinking and concept
development. The useful ICT tools, which are used, are simulations, multimedia
resources, databases, sites that gave access to large amounts of statistical
data, and computer-assisted learning modules. Applications such as databases,
spreadsheets, dynamic geometry software, dynamic statistical software, graphing
software, computer algebra systems (CAS), word-processing software, and
presentation software are also used to support various methods of inquiry in
mathematics. By using these methods, our teachers also make possible
simulations of complex systems that can be useful for problem solving. Our
teachers also use information and communications technology in the classroom to
connect students to other schools, and to bring the global community into the
local classroom.
As a result,
students can develop transferable skills through their experience with word
processing, internet research, presentation software, and telecommunication
tools, as would be expected in any other course or any business environment.
Although the Internet is a powerful learning tool, there are potential risks
attached to its use. All students must be made aware of issues related to
Internet privacy, safety, and responsible use, as well as of the potential for
abuse of this technology, particularly when it is used to promote hatred. Our
teachers understand that ICT tools are valuable in
their teaching practice, both for whole class instruction and for the design of
curriculum units that contain varied approaches to learning to meet diverse
student needs.
The
Ontario Skills Passport and Essential Skills
Ontario Skills Passport (OSP) is a
bilingual, web-based resource that enhances the relevance of classroom learning
for students and strengthens school–work connections. The skills described in
the OSP are the Essential Skills that the Government of Canada and other
national and international agencies have identified and validated, through
extensive research, as the skills needed for work, learning, and life. The Educators
Academy can engage students by using OSP tools and resources to show how what
they learn in class can be applied in the workplace and in everyday life.
Career Education
The Educators Academy teachers
promote students’ awareness of careers involving mathematics by exploring applications
of concepts and providing opportunities for career-related project work. By
following this procedure, students try to investigate mathematics-related
careers compatible with their interests, aspirations, and abilities. By the end
of course, our students are also fully aware that mathematical literacy and
problem solving are valuable assets in an ever-widening range of jobs and
careers in today’s society. The knowledge and skills students acquire in
mathematics courses in The Educators Academy, are useful in fields such as
science, business, engineering, and computer studies; in the hospitality,
recreation, and tourism industries; and in the technical trades.
The framework of
the program is a four-step inquiry process based on four questions linked to
four areas of learning:
·
knowing yourself -
Who am I?;
·
exploring
opportunities - What are my opportunities?;
·
making decisions
and setting goals - Who do I want to become?;
·
achieving goals
and making transitions - What is my plan for achieving my goals?
PLANNING
PROGRAM PATHWAYS AND PROGRAMS LEADING TO SPECIALIST HIGH SKILLS MAJOR
The Educators
Academy courses are well suited for inclusion in Specialist High Skills Majors
(SHSM) or in programs designed to provide pathways to particular apprenticeship,
college, university, or workplace destinations. In some SHSM programs, courses
at The Educators Academy can be bundled with other courses to provide the
academic knowledge and skills important to particular economic sectors and
required for success in the workplace and postsecondary education, including
apprenticeship training.
Health and Safety
Although health and safety issues are not normally associated with
mathematics, but The Educators Academy puts its best efforts to make it safe
and secure when the learning involves fieldwork or investigations based on
experimentation. We realize that fieldwork can provide an exciting and
authentic dimension to students’ learning experiences. It also takes the
teacher and students out of the predictable classroom environment and into
unfamiliar settings. Our teachers preview and plan their activities and
expeditions carefully to protect students’ health and safety.
In order to
provide a suitable learning environment for The Educators Academy’s staff and
students, it is critical that classroom practice and the learning environment
complies with relevant federal, provincial, and municipal health and safety
legislation and by-laws, including, but not limited to, the Workplace Safety
and Insurance Act, the Workplace Hazardous Materials Information System
(WHMIS), the Food and Drug Act, the Health Protection and Promotion Act, the
Ontario Building Code, and the Occupational Health and Safety Act (OHSA). The
OHSA requires all schools to provide a safe and productive learning and work
environment for both students and employees.
Resources:
v Nelson Textbook Grade 12
v Simulations and Animations
v Internet Videos (Khan Academy)
v A Graphing Calculator
v Graph Paper
v Handouts
v Board
v Puplemath.com