Vicky Walker
Feb 10, 2023
The following applicable learning objectives were taken from the approved Ontario College of Teacher’s Certification program learning outcomes. These learning objectives should guide all work that you complete.
The Collaborative Project Overview and Learning Objectives
Course Overview
Prepares students in the intermediate/senior division to meet the literacy demands of the various subject disciplines and to integrate various literacy and oracy approaches in support of student learning. Students will examine the concepts of multiliteracies and critical literacy and explore a broad range of instructional strategies and resources. Students will also consider the implications of multiliteracies for planning, development, implementation, and evaluation and understand their role in supporting at-risk readers and writers.
Program-Specific Learning Outcomes
A4. Demonstrate appropriate pedagogical content knowledge.
A8. Demonstrate an understanding of literacy strategies to incorporate into content area curricula to promote student learning.
A9. Demonstrate knowledge of critical thinking and how to help students develop critical thinking skills.
A16. Demonstrate an understanding of the impacts of social, economic, and ecological contexts in school success, and the ways in which factors such as poverty and social disadvantage may place certain children at risk of developmental, health, social, and academic achievement difficulties.
A23. Demonstrate knowledge of the needs of exceptional students based on theoretical and practical research and the ability to use this knowledge in making decisions concerning effective pedagogy and programming.
A24. Determine differences in learners on multiple axes, including race, class, age, gender identity, sexual orientation, ability, size, religion, and mental health.
A27. Demonstrate an understanding of hands-on, production-centred digital literacies relevant to the pedagogies used in the content areas.
A28. Demonstrate knowledge of multiple modes of communication, including oral, textual, visual, aural, and multimodal expression
A32. Demonstrate knowledge of strategies for teaching English Language Learners [ELLs] in the content areas.
B2. Demonstrate the ability to plan engaging lessons for all students.
B8. Demonstrate the ability to design effective instruction for both Aboriginal and non-Aboriginal students and to teach both Aboriginal and non-Aboriginal students respectfully and effectively.
B9. Demonstrate the ability to differentiate instruction for students of varying abilities, learning preferences, and diverse backgrounds.
B12. Demonstrate the ability to design effective instruction for students from different cultures, and for English Language Learners [ELLs], and the ability to teach them respectfully and effectively.
D1. Articulate that knowledge is culturally situated and may be perceived differently by people from different backgrounds.
D5. Demonstrate knowledge that literacy is culturally situated, political in nature, and constantly changing to meet the needs of societies.
E6. Recognize and value the background and home literacies students bring to the classroom and the role these can and should play in the acquisition of English literacy.F5. Demonstrate knowledge of how personal learning preferences impact instructional practices.
Course Specific Learning Outcomes.
Course Specific 1. Demonstrate knowledge of the theoretical framework underlying literacy learning across the curriculum, Grades 7-12, and the various streams and destinations.
Course Specific 2. Explore and learn how to apply a broad range of instructional strategies and resources for promoting student learning in the whole range of subject disciplines.
Course Specific 3. Appreciate and apply the principles of scaffolding to promote learners’ development of concepts, content, and metacognitive awareness of strategies they can use to further their learning.
Course Specific 4. Acquire knowledge, skills, and strategies in the planning, development, implementation, and evaluation of conceptual units which recognize the literacy demands of the subject and integrate content teaching with appropriate literacy approaches to promote student learning.
Course Specific 5. Reflect on the implications for a student’s successful literacy learning across the curriculum, particularly as this subject relates to the teacher candidate’s I/S subject disciplines (two are assumed, although one of these may be Social Sciences—General, which encompasses a range of subjects).
Course Specific 6. Articulate knowledge of how multiliteracies may be employed in the delivery of curriculum in the Intermediate and Senior Divisions, through relevant Ontario Ministry of Education documents for Grades 7 to 12.
Course Specific 7. Be able to support the learning of struggling readers and writers in all divisions, streams, and destinations, but particularly with respect to those who are about to write the Ontario Secondary School Literacy Test (OSSLT) or are taking the Ontario Secondary School Literacy Course (OSSLC).