Академический Документы
Профессиональный Документы
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Clarifying learning intentions and criteria Eliciting evidence of student learning Providing feedback that moves learning Activating students as instructional Activating students as owners of their own
for success -Making thinking visible forward resources for one another learning
-Establishing success criteria with students - Providing time to incorporate the
feedback
Designing for a Discipline-based Inquiry
Designing for a Discipline-based Inquiry
Political Scientist
Pitch: How might we act as political scientists using polling strategies? Using techniques and strategies of a political science to understand
issues in social studies: nationalism (history and current events) , economics (for different levels of groups micro and macro), minority
perspectives (FNMI, Francophone, Immigrant, Regional) → (1) Polling (2) written response outlining and responding to data
Background Research: what are public opinion polls? what are the elements included in a poll? how and why are they used?
Design Experiment: (1) design a public opinion poll/survey, (2) conduct the poll/survey, (3) assess results (4) respond to results
Refine Experiment: Sketch initial idea, receive feedback from expert on draft poll, receive feedback from peers before conducting poll
Gather: historical content and current events which interlink to theme to create questions, digital citizenship framework, technology
Data Organization: online workspaces (google docs, D2L), print and online workspaces
● Analyze history and current events through multiple perspectives (FNMI, Francophone, Immigrants, multiculturalism regionalism, Nationalism) to create public opinion polls
to understand how and why people vote the way they do
○ Week 1- Intro Political Science and Polling - Responsible technology use/digital
○ Week 2 - Current & Historical events graphic organizers - practice
○ Week 3 - Assessment AS learning written reflections - feedback from instructor and peers
○ Week 3 - Learn about polling and the issues surrounding it - expert
○ Week 3 - Students start drafting questions and create online poll - writing and bias in questions
○ Week 4 - expert feedback (refine), peer feedback from other classes (refine), continue historical and current event analysis
○ Week 5 - Students finalize polling questions and create online polling forums
○ Week 6 - Students poll their school & community, Students organize data received - continue historical / current events analysis organizers
○ Week 7 - Group analysis of findings / implications, written responses, communicate findings with community (online and bulletin boards)
○ Week 8 - Complete communication of findings, Final reflection and written unit test