Classroom Dynamics Relationships for Learning 1 Curriculum and

Classroom Dynamics: Relationships for Learning 1 Curriculum and Assessment Policy Branch, 2016

Opportunities to… Pause & Reflect See Examples Make Connections 2 Curriculum and Assessment Policy Branch, 2016

Learning Focus: • Deepen understanding of the importance of Classroom Dynamics • Reflect on relationships for learning through the use of the Classroom Dynamics materials • Plan for a positive learning environment Based upon research by Dr. Cathy Bruce, Trent University and Curriculum and Assessment Policy Branch

Agenda Establishing Norms What is Classroom Dynamics? Why it is Important? The Importance of Building a Community of Learners Classroom Dynamics Checklists and Examples Practices to Foster Mathematical Well-Being Possible Actions Exit Ticket 4 4 Curriculum and Assessment Policy Branch, 2016

Minds On 5 Curriculum and Assessment Policy Branch, 2016

Establishing Norms What norms could guide us in this session? • Individually write one norm per sticky note. • In your table group share and pile up the ones that are the same/similar. • Whole group- share one idea/table until all ideas are shared. 6 Curriculum and Assessment Policy Branch, 2016

What is Classroom Dynamics? 7 7 Based upon research by Dr. Cathy Bruce, Trent University and Curriculum and Assessment Policy Branch

Components of Classroom Dynamics 8 8 Based upon research by Dr. Cathy Bruce, Trent University and Curriculum and Assessment Policy Branch

Classroom Dynamics: Classroom Management 9 9 Based upon research by Dr. Cathy Bruce, Trent University and Curriculum and Assessment Policy Branch

Classroom Dynamics: Set-Up 10 10 Based upon research by Dr. Cathy Bruce, Trent University and Curriculum and Assessment Policy Branch

Classroom Dynamics: Relationships 11 11 Based upon research by Dr. Cathy Bruce, Trent University and Curriculum and Assessment Policy Branch

Classroom Dynamics Overview 12 12 Based upon research by Dr. Cathy Bruce, Trent University and Curriculum and Assessment Policy Branch

Action 13 Curriculum and Assessment Policy Branch, 2016

Give-One Get-One • Reflect and write down: Why is it important to build community in your classroom? • Mix and Mingle - give an idea and get an idea 14 Curriculum and Assessment Policy Branch, 2016 R

In a community of learners, students… • See themselves reflected in the learning • Are engaged in learning • Show respect • Feel safe • Take risks • Actively listen and observe • Work cooperatively • Support each other • Challenge each other • Share responsibility for learning 15 15 Curriculum and Assessment Policy Branch, 2016

Classroom Interactions What interactions did you notice between… 1. student-to-student? 2. teacher-student? 3. student-to-teacher? 16 Curriculum and Assessment Policy Branch, 2016

Read and Reflect Kugler et al. (2008) stress the importance of student input and of students seeing their lives represented within the classroom – a place where students’ “ideas, opinions, perspectives, wants and needs are the basis for all that happens in the building. ” C A Guide To Reflective Practice for Core French Teachers; Edu. GAINS 17 Curriculum and Assessment Policy Branch, 2016

Classroom Dynamics Start-up Checklist 18 18 Curriculum and Assessment Policy Branch, 2016

How will protocols for classroom behaviour be developed? How does the process of creating norms collaboratively help to build relationships in your classroom? 19 Curriculum and Assessment Policy Branch, 2016

Importance of Learning Environment “When students have a sense of belonging and safety within a community of learners, they are empowered to take risks and explore new ideas. This happens best within a collaboratively established structure. Students are invited to think about and co-create norms for how they interact with each other. ” Capacity Building Series: The Third Teacher 20 Curriculum and Assessment Policy Branch, 2016 C

Classroom Dynamics Ongoing Checklist 21 21 Curriculum and Assessment Policy Branch, 2016

How do I show my students that I respect and value them? “In my class (Math/Science), I use a “Getting to Know You” activity at the beginning of the year to allow the students to tell me a little about themselves. I try to use what I learn from this activity to identify areas of concern, strengths and weaknesses and likes/dislikes. ” -Teacher How does knowing the learner allow teachers to build relationships? 22 22 Curriculum and Assessment Policy Branch, 2016

How do you get to know the learners in your classroom? 1. Knowing their story 2. Student interests 3. Learning preferences 4. Tracking data 23 23 Curriculum and Assessment Policy Branch, 2016

Gallery Walk & Reflect • Record ideas/strategies that you are going to use right away • Record ideas/strategies that you would like to learn more about 24 24 Curriculum and Assessment Policy Branch, 2016 R

Knowing the Learner C “Educators need to understand what they can about the different social, economic, and cultural contexts of their students and how these influence their efforts. It is beneficial to view these differences not as impediments to overcome, but as resources that can enhance learning. ” (Toshalis & Nakkula, 2012) 25 Curriculum and Assessment Policy Branch, 2016

Practices to Foster Mathematical Well-being 1. 2. 3. 4. Create Positive and Safe Classroom Environments Provide Rich Mathematical Tasks Create a Math Talk Community Ask Good Questions and Listen to Student Thinking Read page 1 and your practice # 1, 2, 3, or 4 How do these practices encourage/support/require relationship building? 26 26 Curriculum and Assessment Policy Branch, 2016 C

Consolidation 27 Curriculum and Assessment Policy Branch, 2016 27

Possible Actions R 28 28 Curriculum and Assessment Policy Branch, 2016

Which actions? Effect on Learning Negative Insignificant Students’ Interests Effort Easy Possible Norms Challenging 29 Positive Large Positive Curriculum and Assessment Policy Branch, 2016

Exit Ticket 30 30 Curriculum and Assessment Policy Branch, 2016

Continuing the journey… • Use the ongoing checklists or self-assessment tools to consider your own practice. Identify possible adjustments to improve the powerful learning possibilities for all students. • Work with a colleague(s) and try different setups, strategies and practices. Discuss how the changes support students. 31 Curriculum and Assessment Policy Branch, 2016

Closing Quote Classroom environments are organic – they grow as we do. The best of them reflect the hearts and souls of those who inhabit them. . They’re never really ‘done. ’ How could they be, when every day students and teachers learn something new. D. Miller (2008) 32 32 Curriculum and Assessment Policy Branch, 2016