Accountable Talk


Save the Last Word for Me!

~ Consider the text. Does one particular sentence (or group of sentences) “speak” to you? Is there a passage that seems to be particularly interesting or important?

~ Choose a sentence or snippet of text that you especially like or that you think is most important.

~ Write your selected piece of text on one side of your index card.

~ On the reverse side of your index card, explain why you chose your piece of text. Give at least 3 supporting reasons for your selection.

~ Share your ideas by taking turns with your group as follows:

  • The first student reads the selected passage without explaining why they chose it.
  • Each student responds, in turn, to the information shared
  • When each student has responded, the author of the card flips their card over and is able to have the last word as they explain their selection
  • Repeat the process until everyone in the group has had the last word!

PDF Document


Vocabulary  (Mathematics)

Definition: A fraction (as .25 = 25/100 or .025 = 25/1000) or mixed number (as 3.025 = 3-25/1000) in which the denominator is a power of 10 usually expressed by use of the decimal point .
Context: We use decimals when we count money.

elapsed time
Definition: The actual time taken to complete a task.
Context: The amount of time it takes to complete a project is known as elapsed time.

Definition: A mathematical statement of equality.
Context: Addition, subtraction, multiplication and division can be used in solving equations.

Definition: A numerical representation of a portion of a whole.
Context: One-fourth (1/4) and one-half (1/2) arefractions.

Definition: The practical application of principles or processes; in mathematics, this refers to addition, subtraction, multiplication, or division.
Context: When solving word problems, the first step in finding the answer is determining whichoperationto use.

Reflective Practitioner


Surface Reflection

Teachers that are concern with what works in the classroom to keep students quiet and maintain order, rather than with any consideration.  In other words  it is someone concern with self interest.

Reflective Practitioner

A reflective practitioner learn from experience engages in ongoing Self development workshops or courses. He continues to solicits feedback, remain open to alternative perspective to broaden scope of knowledge. He/she assumes responsibilities for own learning, and getting out of the box to experience new knowledge and understanding. Self reflection entails revision of past exercises, and use prior knowledge to equate it with new information. One also observes self in the process of thinking, committed to continuous improvement. Practitioner practice, and strive to align behaviour with values, beliefs, seeks to develop what is true.
Reflection always brings one back to how a plan worked, what been attained, what was expected and what needs to be done to meet that goal.

The reflective practitioner always records the outcome of an instruction. Keeping students’ interest in mind, it is also the role of the practitioner to be observant and keep track of class progress, to know whether the method of teaching was effective, what worked, what need to be changed and what needs to be omitted.  The objective is to act in the best interest of students and know that the learning is taking place.

Methods in Teaching Primary Junior Grades


Course code: EDU 43

Processor: Frank J. Savoia

Date:  Fri August 4, 2015

Highlight of today~~~~~”No one will remember you”.

The example of this quote was used simply for learner story understand the benefits and the purpose of building a good reputation between colleagues, parents and students as teachers.  One of the story that can represent that term is David and Goliath.  Goliath was a giant that seemed unstoppable in his quest to destroy  people in …. David on the other hand was a young lad very small in stature.   But he  slaying the giant David became a hero and his name still stand today.

Well, how do we link this to education  is through  course preparation and delivery.  Example using teaching strategies no ever teacher has used before.  The key is self-efficacy – to know yourself, who you are as a teacher

The lecture also covered class management and setting.  Designing the classroom setting and course preparation to accommodate all students to make sure everyone’s needs are met.

One pertinent advice shared was to consider teaching as a vocation, a calling instead of as a job.  Another valuable lesson we were presented with is building professional learning communities where we are able to network and exchange ideas with other teachers.   Working with our colleagues help strengthen our communities as professionals.  According to the old expression, “information is power”.

Being equipped and knowledgable in our field builds confidence in a teacher.  More importantly, knowing that help is available is comforting to the one who needs it.

Key:  Sharing all aspects of class teaching for all.

This is an example of a sitewide notice - you can change or remove this text in the Customizer under "Store Notice" Dismiss