Coburn's Teaching Essentials

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Canada - Ontario - Dundas
Coburn's Teaching Essentials
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Expectations: Application: Interrelationships between Settlement and the Environment Students will describe possible features of a sustainable community in the future (e.g., waste and water recycling and analyze some challenges associated with
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Application: Analyze some significant interrelationships between the Earth’s physical features and human settlement patterns. Inquiry Question: Your critical stance is to evaluate some ways in which the physical environment may affect how people can
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Geography: Gr. 8 Global Settlement: Patterns and Sustainability Learning Goal: Students will be able to give their Point of View, create their own ideas, and provide evidence to extend their understanding on population changes.
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Review the information below on Patterning, working with Term # and Term Value, creating Graphs and Evaluating/Describing Data. Students will inquire how long it will take a leaky faucet to overflow the sink.
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The following TLCP plan is based directly on the Ministry Expectations and reflects our TLCP format with Big Ideas, Learning Outcome, and Success Criteria etc. for grade 7.
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Writing: What are we learning? We will be able to generate, gather, and organize ideas and information to write for an intended purpose and audience. Media Literacy: What are we learning? We will create a variety of media texts for different
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Creating Canada – 1850-1890 • Describe internal and external political and social factors with regards to the significant event/action/challenges that you are assigned below and then compare it to an event/action/challenge to the Canada of today. Be
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This document contains and outline of the new curriculum with linked extended ideas and sample lessons for each curricular area within section.
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Classifying each triangle and quadrilateral based on the attributes and finding real life shapes that apply.
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Learning Goals: 1. Writing > Developing and Organizing Content: students will develop ideas to further demonstrate their understanding population patterns 2. Geography: Global Settlement: Patterns and Sustainability> Inquiry: students will
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Learning Goal: Reading > Reading for Meaning and Reading with Fluency (using unfamiliar words) Students will learn to read poetry to find meaning and read passages with new vocabulary with ease.
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Note: The following TLCP plan is based directly on the Ministry Expectations and reflects our TLCP format with Big Ideas, Learning Outcome, and Success Criteria etc
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This is an assignment I created many years ago but still useful.
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Digital Math Provocations: Starting with an Image! Review the images below in your groups, discuss and inquire what math comes to mind? Record your data in the appropriate group location below in the tables. We also recorded on a sharing Google
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We generated the lesson in Google Docs so that all students could review their peers responses. Alongside this we had a padlet document where they posted questions or comments to their peers about their responses. Of course this was a Grade 6/7
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Learning Goal: Students will summarize, explain, describe and answer Critical Stance Questions via People and the effect on the environment. What impact do people have on the environment?
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6th, 7th, 8th, 9th
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1. Explain. What does the formula state? Remember to use the correct terminology. 2. Find a right prism in school or home and measure. Remember to document your calculations using a picture, diagram, video etc. 3. Application: connect the volume of
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6th, 7th, 8th
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1. Explain. What does the formula state? Remember to use the correct terminology. 2. Find a right prism in school or home and measure. Remember to document your calculations using a picture, diagram, video etc. 3. Application: connect the volume of
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This is an anchor chart to implement with students who are moving from Teacher Centered Learning to Student Driven Learning. It also encompasses the philosophy of a Thinking Matrix working from Retell and Summary to Critical Thinking tasks.
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Students will identify and describe Canadian Symbols to demonstrate their understanding of historical context in Canada. With this newly acquired knowledge they will be provided with the opportunity to create an application in which they
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TEACHING EXPERIENCE

At McMaster University I obtained a degree in Kinesiology, with a minor in Geography. After a few years working in the restaurant business and as a stuntwoman for the film industry I attended St. Andrews College in Scotland to pursue my teaching career. I completed with a Bachelor in Education and a degree from Glasgow University. My teaching experience started in Glasgow, Scotland for a term of five years, and later in Hamilton providing remedial help to students at the Hamilton Learning Center. At the present time I am with the Hamilton-Wentworth District School Board and have been for a period of 16 years. I hold the position of Information Technology Contact for our school, and Language/Math teacher. I also hold the position of EQAO Admin for our school and have created diagnostic assessments. I created and maintain or school website www.hwdsb.on.ca/dalewood/, along with our classroom website www.hwdsb.on.ca/dalewood/staff/ms-l-coburn/. I am also very lucky to work with educators as an Teacher-Librarian instructor for Brock University. During these teaching terms I have gained valuable experience which has allowed me to utilize my key strengths of communicating, planning and adapting to special educational needs of all pupils. I used these strengths to improve staff development, while coordinating and scheduling all areas of the curriculum. This also included collecting and analyzing data pertaining to school climate, academic results and the effectiveness of an Information Technology Program throughout a school community. Furthermore, I have held different system and school leadership roles. For example, I provided technical support, including board-wide software in-services, and helped to write a technology program linked to literacy. In addition, I have successfully completed Principals' Qualifications and I look forward to taking on this role in my future educational career.

MY TEACHING STYLE

I believe in students having the opportunity to have access to pertinent curriculum material. There is nothing like doing the real thing! Student's should be provided with real life experiences that they can grab onto and run with it. In addition, students need to be provided material that works with today’s 21st Century Learner, which are higher level critical thinking activities.

HONORS/AWARDS/SHINING TEACHER MOMENT

Let's Talk Science Outreach Program Top Educator for the Year 2013

MY OWN EDUCATIONAL HISTORY

HWDSB Technology Specialist Teacher-Librarian Specialist Special Education Part 1 Independent Coursework Additional Qualification (Intermediate Divison) Leadership 1 McMaster University Coaching Level 1&2 certificates Ontario Principals' Council Part 1 and 2 St. Andrew's Teachers College Teaching Degree and Religious Certificate (University of Glasgow) McMaster University Physical Education Teaching and Coaching

ADDITIONAL BIOGRAPHICAL INFORMATION

Lindin Profile https://ca.linkedin.com/pub/linda-coburn/61/b58/336 Twitter Account https://twitter.com/Linda_Coburn

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