3.1 Inclusive Learning Environment
Promoting Engagement of all Learners
Library Learning Commons
English Language Learners
ELL's work in flexible groupings as they participate in guided-reading activities. Use of the 6 reading strategies are emphasized: infer, predict, connect, visualize, question, and summarize.
ELL Section in Library Learning Commons
An ESL section of the library was created to engage ELL students of all levels. Books - fiction and non-fiction - are categorized by levels AO-EO and were chosen based on high-interest topics for teens.
PIP (Preparing for Independence)
Alternative Education
Alt. Ed. students are invited to the library to take part in student-centered collaborative tasks that emphasize creativity, use of technology, and communication skills.
Assistive Technology
OSSLT Support for ARD, SST, and ESL Students
Book Club
Guest Speaker: Tory Woollcott
Math Department
Math is Fun for Everyone (2016)
Math Consultants Mark Bouwmeester and Claudio Attanasio & Instructional Coach Sheena Agius provided two sessions on Rich Tasks in Mathematics
The math department had the opportunity to:
- explore various rich tasks for junior and senior grades
- use technology (Desmos)
- start conversations that will promote the development of rich tasks in their classes
Physical Education Department
Intramurals
Strength Training
Soccer
Yoga
Alumni Testimonials
Andrew Nicholson
Jonathan Hood
Sir,
it's been about 15 years since I stepped foot into Father Michael Goetz and you stepped into my life. Every part of the journey has been one of growth and maturation. Thank you so much for contributing to the man I am today!
All the best in 2016!
Jonathan Hood, Canadian Football League (CFL), Motivational and Corporate Speaker
Cauchy Muamba
Dear Sir,
I would like to thank you for your dedication and time that you put in with me because I can gladly say that you had a positive impact in my life.
Sincerely,
Cauchy Muamba
Professional Canadian football safety for the Edmonton Eskimos (CFL) and BC Lions
History Department
Communication with Students through D2L
-teacher uses the D2L class page to keep students informed about upcoming topics and assignments
Interactive Websites
-websites such as the Canadian War Museum allow students an immersive experience related to curriculum content
-Over the Top is an interactive website activity wherein students play the role of a Canadian soldier in the front lines during World War I
Differentiated Instruction
-a wide variety of evaluation methods allow students to work from their individual strengths and to concentrate on their own areas of interest
-the Time-Line Assignment is an example of student-produced work.
Formative Assessment Websites: FlipQuiz
-the teacher uses online resources to introduce unit or lesson topics or for formative assessment
-FlipQuiz is used in grade 12 politics for unit review
Student Choice through OneNote
-the teacher encourages student engagement and input through surveys, which allow the teacher to develop meaningful and relevant lessons
-the OneNote survey page is used to ask students what they would like to learn related to the specific topic
Student Voice
English Department
Support Resources
This year my teaching has been focused on helping students build competencies in critical literacy and metacognition. The framework used to teach these skills build and support an inclusive classroom. My class is structured around the use of gradual release of responsibility, differentiated instruction (DI) and universal design (UD). This framework supports students and gives me different entry points into their understanding, strengths and needs, which then informs my instruction.
D2L is being used as a textbook (starting point of learning) allowing for a DI and UD approach through variety of supplemental support resources to meet the needs of students: audio versions of text, translations, commentaries, interactives, videos, leveled texts ect.
An example is pictured above. After reading three acts with me the students use the Shakespearean text, suggested websites and modern translations to start to translate and understand the text together.
D2L also allows for a variety of assessments as of and for learning: student surveys, formative quizzes, online discussion (allowing students who prefer not to participate a voice) and choice when it comes to products.
An example of choice can be seen in my classroom through the “Julius Caesar Creative Assignment” where students chose textual evidence and then demonstrated their ability to understand it through various products: caricatures, story boards, paragraphs, scripts, letters…