English 9: Learning Fair
Time management-
BC Grade 9 English Language Arts IRPs: Goes across a multiple of subject areas including reading non-fiction, writing for a specific audience, and communicating ideas with fellow students and teachers.
Reflection: I love fairs of all types. In years past I've organized probability fairs, large scale Science fairs, and mini Science fairs on space and the environment. The reason for all these fairs is that I have found no other better way for students to engage with an authentic audience.
This learning fair came when the grade 9 class, the oldest grade at our school, had an animated discussion on what it took to succeed as a learner. In a school where up to 95% of the student population do not come with English as their native language, we formed ideas on how to succeed at our school regardless of language ability. The ideas we generated, like time management and study before a test, felt hollow. What does studying and being effective really mean really mean? How could we become better time managers or what was the best way to study?
The ideas that we generated and the following research that we conducted was too good to keep just to ourselves. In an inspired move, we decided that this information had to be shared with our follow students. We also knew that visuals, like posters and presentations, were not enough. We needed to interact with students, and demonstrate our ideas. It wouldn't be enough to create a poster of an "Effective Presentation", but to perform it. English language learners do not necessarily learn English through visuals only, they need to hear it from students who are currently learning language and share what has worked and what hasn't.
There were two phases to the learning fair. Classes could choose to either go to the presentations or the interactive fair. Overall, the fair proved most successful. Not only did students get smaller groups to interact with, but there was a greater opportunity for discussion and questions from presenters and learners alike. The presentation format succeeded only for the "effective presentation" group, as they understand what would interest the audience the best. In the grade 9 classroom, we're all trying to become better learners. Next year, we'll stick to only the fair.
Reflection: I love fairs of all types. In years past I've organized probability fairs, large scale Science fairs, and mini Science fairs on space and the environment. The reason for all these fairs is that I have found no other better way for students to engage with an authentic audience.
This learning fair came when the grade 9 class, the oldest grade at our school, had an animated discussion on what it took to succeed as a learner. In a school where up to 95% of the student population do not come with English as their native language, we formed ideas on how to succeed at our school regardless of language ability. The ideas we generated, like time management and study before a test, felt hollow. What does studying and being effective really mean really mean? How could we become better time managers or what was the best way to study?
The ideas that we generated and the following research that we conducted was too good to keep just to ourselves. In an inspired move, we decided that this information had to be shared with our follow students. We also knew that visuals, like posters and presentations, were not enough. We needed to interact with students, and demonstrate our ideas. It wouldn't be enough to create a poster of an "Effective Presentation", but to perform it. English language learners do not necessarily learn English through visuals only, they need to hear it from students who are currently learning language and share what has worked and what hasn't.
There were two phases to the learning fair. Classes could choose to either go to the presentations or the interactive fair. Overall, the fair proved most successful. Not only did students get smaller groups to interact with, but there was a greater opportunity for discussion and questions from presenters and learners alike. The presentation format succeeded only for the "effective presentation" group, as they understand what would interest the audience the best. In the grade 9 classroom, we're all trying to become better learners. Next year, we'll stick to only the fair.
la_9_unit_overview-_learning_fair.docx | |
File Size: | 26 kb |
File Type: | docx |
Power Points on learning features
how_to_get_an_a_in_math.ppsx | |
File Size: | 829 kb |
File Type: | ppsx |
better_organization_skills.ppsx | |
File Size: | 3158 kb |
File Type: | ppsx |