Lets Get Ready Get your Kahoot App ready

Let’s Get Ready § Get your Kahoot! App ready § https: //kahoot. it/#/

Prepared for: School Based Professional Collaborative Inquiry Prepared by: Judi Denison and Pat Stellick, OISE Associates OISE | Continuing & Professional Learning Day 2, October, 2017

Agenda Welcome and Review Day 1 Learning for the 21 Century: The Learning Environment Professional Collaborative Inquiry In Action -Moving from Ontario examples to your practice

Day 1 Review- Kahoot! § Get your Kahoot! App ready § https: //kahoot. it/#/

OBJECTIVES FOR TODAY § Rethink classroom space to promote collaboration, inquiry and math and literacy capacity. § Practice the steps of a Professional Collaborative Inquiry cycle. § Co-construct success criteria for math and literacy student tasks.

OBJECTIVES FOR TODAY § Practice and promote collaborative strategies. § Engage in professional dialogue to enhance feedback and promote precision teaching.

Review Norms of Collaboration Let’s review our norms of collaboration…. don’t forget to refer to them throughout our day of learning.

View of Educators are competent and capable, curious, and rich in experience. They are knowledgeable, caring, reflective, and resourceful professionals.

View of Educators bring diverse social, cultural, and linguistic perspectives. They collaborate with others to create engaging environments and experiences to foster children’s learning and development.

View of Educators are lifelong learners. They take responsibility for their own learning and make decisions about ways to integrate knowledge from theory, research, their own experience, and their understanding of the individual children and families they work with.

View of Educators Every educator should feel he or she belongs, is a valuable contributor, and deserves the opportunity to engage in meaningful work.

View of Children are competent, capable of complex thinking, curious, and rich in potential. When we recognize children as capable and curious, we are more likely to deliver programs and services that value and build on their strengths and abilities.

WHAT WE HAVE LEARNED AT OISE Professional learning communities where teachers and principals co-construct learning opportunities raise the level of teaching and student achievement. (Dr. Doug Mc. Dougall, Dr. Joseph Flessa – OISE)

Thinking about the learning environment…. . “Look at your learning space with 21 st century eyes: Does it work for what we know about learning today, or just for what we know about learning in the past? ” Sir Ken Robinson ( The Third Teacher 2010)

Designing the Learning Environment for Mathematics and Literacy The Organization for Economic Cooperation and Development defines mathematically literate students as those who demonstrate the capacity to “formulate, employ and interpret mathematics. ” They view themselves as mathematicians, knowing that mathematics can be used to understand important issues and solve meaningful problems, not just in school but in real life. (Ontario Min. of Education. ( 2012)The Third Teacher. Capacity Building Series, No. 27)

Mathematics By extension the physical environment for mathematics learning should include: § Spaces where students can use manipulatives to solve problems and record their solutions § Board and wall space to display student solutions should be easily visible from the group gathering space

Mathematics § Space to post co-created reference charts such as glossary terms and past and current summaries of learning that specifically support the development of the big ideas under study § Instructional materials organized in such a way as to provide easy selection and access for all students; may include mathematics manipulatives, calculators and other mathematical tools

For Literacy The physical environment for literacy learning should include: § Spaces where students can talk, listen, read and write § Board and wall space for co-constructed documentation, anchor charts, shared writing texts, student-generated inquiry questions § A variety of learning materials that are “found” and often contributed by students and families themselves that are relevant to the students/ learning

For Literacy § Central writing storage area with a variety of authors’ writing and publishing supplies-along with reference materials like dictionaries, thesauruses, etc. § Clipboards and other writing materials located in various areas where students work to allow for writing and recording of thinking

For Literacy § A well stocked, co-constructed classroom library with a variety of text forms, genres and text levels- organized and labeled; selections should be changed on a regular basis according to students’ needs, interests and what they are thinking about at a given time

Learning Environments Designed for Mathematics and Literacy in the 21 st Century Remember the statement…. . “When we recognize children as capable and curious, we are more likely to deliver programs and services that value and build on their strengths and abilities……. ” With your elbow partner, find evidence in the pictures placed on your table, that these classrooms reflect the above statement. Look for the indicators:

Look for…. Math Board space where student solutions displayed Literacy Board space for coconstructed documentation, anchor charts Solutions easily visible Learning materials from various locations created by children and families Easy selection/access to Central storage with materials writing and publishing materials Open spaces to work Flexible work spaces Classroom library

Photos of Classrooms

Photos of Classrooms

Photos of Classrooms

Photos of Classrooms

Photos of Classrooms

Photos of Classrooms

Photos of Classrooms

Photos of Classrooms

Photos of Classrooms

Photos of Classrooms

Photos of Classrooms

Photos of Classrooms

Photos of Classrooms

Photos of Classrooms

Photos of Classrooms

Photos of Classrooms

Photos of Classrooms

Photos of Classrooms

Photos of Classrooms

Same and Different/Compare and Contrast In your table group, create a Venn diagram to compare and contrast the classroom environments in Norway with those in Ontario. § Remember to practice your Norms of Collaboration § Be prepared to share with the large group

Same and Different/Compare and Contrast

Break

Group Share “Stand deliver” Everyone at the table stands at their table, each contributes to the “delivery, ” of their work, everyone sits down.

Debrief – Stand Deliver § Accountable talk- gave task, gave context ( Norms reminder), gave outcome/expectation § Did not give a template ( learner generated, learning = doing the work) § Rethink, reflect= how adults learn

Professional Collaborative Inquiry

Professional Collaborative Inquiry

Big Picture…the process PLAN Part 1: Design a student task anchored in the curriculum. Part 2: Professional learning: teachers examine the task to identify the big ideas/ curriculum connections. Teachers complete the task, solutions are posted on a continuum reflecting student work. Part 3: Teachers collaboratively develop success criteria.

The Big Picture… ACT Part 4: Students complete task, anchored in good teaching. OBSERVE Part 5: Teachers collect data/student work. Collaboratively analyze student work or student responses to task. Consolidating to determine next steps in teaching, patterns, key learnings, issues.

An example of OBSERVE http: //thelearningexchange. ca/projects/three-part-lesson-in-mathematics/? pcat=999&sess=2

The Big Picture…. REFLECT Part 6: Record student progress/growth Discussing instructional issues/practices Finding solutions for challenges Determining next steps for professional learning Frame problem of practice-Inquiry Question

Framing the Problem of Practice-Creating an Inquiry Question “What impact does [educator action] have on [student learning outcome]? ” “If (educator action) then student will be able to…. .

The Big Picture…. ACT Develop new learning task to support student learning.

Break

Now we will do it… PLAN Part 1 How many boxes hold 10, 000 sheets of paper if one box holds 8 packages of paper and one package of paper contains 50 sheets of paper? Explain your thinking using numbers, pictures and words.

Now we will do it… PLAN Part 1 The answer is 5. What is the question? Explain your thinking using numbers, pictures and words.

Doing the work… PLAN Part 2 § Identify the big ideas and the curriculum connections. § Work in pairs to solve the problem in as many ways as you can, using multiple representations (pictures, words & numbers); use the chart paper provided. § Post your solutions on a continuum we might see, reflecting the diversity in a classroom.

Co-Create Success Criteria PLAN Part 3 § Identify key issues. § In pairs, develop success criteria Record these in student friendly language – “I can ……”

Developing Success Criteria Whole group share – Examples of Success Criteria I can….

Success Criteria for Grade 1 Math Task Yet to be determined

ACT Part 4 Students complete task anchored in good teaching. These are the samples of student work on your table.

Examine Student Work: Analysis of student work OBSERVE Part 5 § Organize student work using the assessment tool into “met” and “not met yet. ” § What do you notice? Think about: Student thinking Partial understandings Next educational moves

REFLECT Part 6 § Record your observations about the work What would your next steps be? What is the greatest area of need for that student? What does this tell you about your next teaching steps? § How would you teach these precisely? § List 2 strategies

New Learning Task is Developed PLAN In your table groups, develop a new learning task that supports student learning.

Framing the Problem of Practice-Creating an Inquiry Question “What impact does [educator action] have on [student learning outcome]? ” “If (educator action) then students will be able to…. .

DO IT!!! Record student learning. Document achievement. Provide effective feedback throughout the process. Provide opportunities for students to use effective feedback. Remember – observations, conversations and product.

Literacy Task Let’s look at literacy

Literacy Task…. PLAN Part 1 Write a Letter to Your Principal to Persuade Her to Let Your Class Have a Pet.

Literacy Task…PLAN Part 1 Write a Description of Your Favourite Toy.

Big Picture…the process PLAN Part 2: Professional learning: examine the task to identify the big ideas/ curriculum connections. Work in pairs to discuss what you would expect to see Part 3: Teachers collaboratively develop success criteria In pairs, develop success criteria Record these in student friendly language – “I can ……”

Co-create Success Criteria Whole group share – I can….

Co-Constructed Success Criteria

Co-Constructed Success Criteria In my writing I can: § Give at least 2 supporting ideas/details § Use sentences that look and sound different § Use the Word Wall to spell words § Include a sound at the beginning, middle and end of a word § End my sentences with punctuation § Start my sentences with a capital

ACT Part 4 Students complete the task anchored in good teaching. These are the samples of student work on the table.

Examine Student Work: Analysis of student work Part 5 OBSERVE Part 5 § Organize student work using the assessment tool into “met” and “not met yet. ” § What do you notice? Think about: Knowledge about the text form Partial understandings Next educational moves

REFLECT Part 6 Record your observations about the work What would your next steps be? What is the greatest area of need for that student? What does this tell you about your next teaching steps? How would you teach these precisely? List 2 strategies

Framing the Problem of Practice “If (educator action) then students will be able to…. . “What impact does [educator action] have on [student learning outcome]? ”

New Learning Task is Developed PLAN In your table groups, develop a new learning task that supports student learning.

Now, your teaching practice Share the student work and explain why it was chosen ( area of need). Provide context for the task (describe good teaching already in place). Follow Steps: Co- create success criteria Sort work- met and not met yet Co- plan/how to address learning needs

Now, to your teaching practice In your table groups, identify an area of need, coupled with educational action/evidenced based instructional strategy. Frame the problem of practice “If (educator action) then students will be able to…. . Design a learning task anchored in good teaching.

Now, to your teaching practice In your table groups, record your problem of practice and share the learning task that you will begin with to learn more about effective learning strategies. Goal is to change the learning conversation, and work together to meet the needs of students.

Thoughts to leave with you… Begin thoughtfully… Work collaboratively… Never give up!!

Good bye – au revoir…. On the file card, please record: 3 things you learned 2 things you found interesting 1 question you have Please give us your card.

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