Thursday, July 30, 2015

The Teaching-Learning Critical Pathways (TLCP) Model

In my Junior qualification course at Brock University (Ontario) this summer, we were given the task to create a Teaching Learning Critical Pathways document (TLCP) for a Social Studies unit in a Junior grade. The TLCP framework is different than a standard unit plan in a specific subject in several ways. This model integrates several subjects within one inquiry-driven unit. Therefore, there will be a cluster of curriculum expectations that will be used in the TLCP.

Wednesday, July 22, 2015

I can’t do this 

No I can’t do this
I am not a good reader
This text is too long, Miss
All these words to decipher

The others make it seem so easy
Look, they have already moved on
Some will say that I am lazy
Why am I feeling so down?

Yes of course you can do this
Step by step you will get better
I will help you get through this
You are ever so clever

Sometimes it takes you longer
Everybody is different
We are in this together
Be proud of your accomplishment!

(Poem by Muriel Corbierre)

Wednesday, July 15, 2015

Did you know?


  •           Autism spectrum disorders (ASD) affect 1 person in 165.
  •           ASD is characterized by impairments in communication and social interaction, as well as unusual patterns of behaviours, interests and activities.
  •           The symptoms of ASD can range from mild to severe impairments in several areas of development.
  •           Three disorders are considers ASD: autistic disorder, Asperger’s disorder, and pervasive developmental disorder not otherwise specified (PDD NOS).
  •           Parents should be involved in the program planning and teachers should ensure that there is regular, positive communication with the parents.
  •          Unusual developmental profiles are common for students with ASD, and therefore careful documentation of a student’s unique strengths and weaknesses is necessary and can have a major impact on the design of effective intervention programs.
  •           Comprehensive assessment information is necessary in order to develop individual learning profiles and appropriate educational programs for students with ASD.
  •           Most students with ASD have special education needs that need to be considered in an Individual Education Plan (IEP).
  •           Students with ASD often experience difficulty with change. Establishing consistent practices is promoted through collaborative planning. Education strategies and practices are most effective if they are implemented across various settings, including the home, school and community. Also, teachers must carefully plan for transitions between activities during the school day.
  •           Universal Design for Planning (UDL) and differentiated instruction are recommended for teachers to use with ASD students.

Friday, July 10, 2015

Dear parents and guardians,

Welcome to 4th grade! My name is Muriel Corbierre and I am thrilled to be your child’s teacher this year. In grade 4, students will learn many different subjects, which I have outlined in my class blog at http://drcorbierre.blogspot.ca/. I will be teaching all the subjects except for core French and Health & Physical Education. I invite you to consult the blog regularly since I will update it often with class information such as homework, upcoming events, pictures, etc. I will also keep on adding interesting education information and links both for students and parents. You will notice that my professional twitter feed appears on the main page of the blog. I tweet science, math and general education material that you might find useful to consult. As you can see, I am interested in bringing technology to the classroom. Students are usually more engaged in their learning when technology is involved. Please be assured that technology is used wisely in class and that we will not use social media in class. Our school provides laptop computers and chromebooks for our students’ use in class, and our classroom is equipped with a SmartBoard.

In my class, students learn through various learning theories that are student-centered and that promote meaningful learning. I have posted a list of links that describe these learning theories on the blog, for your information.

Research has shown that when parents are involved in their child’s education, children do better at school. I need your help in making sure that your child comes to school well-rested and with a full tummy in the morning. Also, you should provide your child with a quiet, well-lit space at home for homework. It is very important that you help keep your child accountable for their homework and that you emphasize the importance of school work. There are several ways to get involved at school if your schedule allows it. I love parent volunteers and I invite you to come and help in class if you can. You will have the opportunity to volunteer occasionally when we have special activities like field trips or science workshops, or regularly for reading or math help. Please let me know how you can help, we will be happy to have you in class.

I will send home the class rules and expectations once the students and I have defined them in class. These expectations will be posted on the class blog as well. I will ask you to review them with your child and to both sign the class pledge. I have high expectations for all my students and I expect that they will work hard and do their best. In return, I promise to do my best for your child and to help him/her succeed.

I look forward to frequent communication with you to ensure your child’s success. I will call you the first week of school to introduce myself. Please contact me when you wish to talk about your child’s progress. Don’t wait for me to contact you first if you have an issue you want to discuss. You may email me (##@##.ca), call me at school (###.###.####) or leave a message on the blog.

Sincerely,

Dr. Muriel Corbierre