PUT TITLE HERE Student Success 2011 Program 2011

PUT TITLE HERE Student Success 2011 Program 2011 Summer Program STUDENT ACHIEVEMENT IN LITERACY NAME OF YOUR MODULE HERE 1

Agenda Minds On – – Overview, purpose, and context Learning goals Group norms Accountable talk Action – – Literacy needs, interests, and dispositions of adolescents Talking and listening Supportive classroom environment Strategy instruction and the gradual release of responsibility Consolidation – Accountable talk and learning – Group and personal reflections 2

Minds On • Establishing a positive learning environment • Connecting to prior learning and/or experiences • Setting the context for learning • Engage students emotionally and cognitively • Assess students’ prior learning; activate (or build) prior learning • Develop interpersonal learning, collaborative skills 3

Provincial Context: Core Priorities ü High Levels of Student Achievement ü Reducing the Gaps in Student Achievement ü Increased Public Confidence in Our Publicly Funded Schools 4

School Effectiveness Framework 5

Supporting the Instructional Core Student Leading Learning – Leadership INSTRUCTIONA L TASK Teacher/Stude nts Resource Teacher INSTRUCTIONA L TRAJECTORY LEARNING: SELF-MONITORING tor Tu Self or Learning Goal Success Criteria Learning Tools IEP Coach h ac Co Look For’s Classroom Resources / ad Le t d n r a ta Bo nsul Co t tric Dis ad Le 6

Example Board (BIP) Literacy: Writing School (SIP) Literacy: Writing Gr. 9 & 10 Applied/Open Classroom (planning for teaching and learning) Professional Learning Cycle (collaborative inquiry) Literacy: Writing Gr. 9 Tech Ed and Visual Arts, Gr. 10 Computer Studies: Common Assessment area - Expression and Organization of Ideas (Achievement Chart) 7

A Professional Learning Cycle 8 8

Student Success Grades 7 -12 Key Elements PROGRAMS § Specialist High Skills Major § Dual Credits § Expanded Cooperative Education § Ontario Skills Passport § Board Specific Programs LEADERSHIP DEVELOPMENT • Student Success Leaders • Student Success Teachers • Student Success School and Cross Panel Teams EFFECTIVE INSTRUCTION § Differentiated Instruction § Math GAINS § Literacy GAINS § Professional Learning Cycle § Student Voice § School Effectiveness Framework INTERVENTIONS § Credit Rescue / Recovery § Transitions Supports/Taking Stock § Children and Youth in Care § Re-engagement 12 12+Strategy § Supervised Alternative Learning § School Support Initiative 9

FE W Pyramid of Preventions and Interventions Re-entry to School SO ME Program Change In-School Interventions (e. g. Credit Recovery) In-Class Interventions AL L (e. g. Credit Rescue) In-School & In-Class Preventions (e. g. Transitions, Differentiated Instruction) 10

Community Builder Four Corners • Choose the quotation that resonates most with you • Go to the corner where the quotation is posted and introduce yourself to your colleagues • Talk about why this particular quotation is meaningful • As a group be prepared to highlight your main ideas with the whole group 11

Talk in Action 12

Learning Goals We are learning… • How accountable talk – supports students’ deeper understanding of subject content – helps students to learn and reflect on their learning – helps students in communicating their knowledge and understanding • To connect the use of accountable talk with the literacy needs of adolescents • How to use a variety of accountable talk strategies to meet the range of literacy needs of students • How to plan for explicit use of strategy instruction through the gradual release of responsibility 13

Accountable Talk How is accountable talk different than just talk? Me Read? And How!, Queen’s Printer for Ontario, 2009 14

Accountable Talk and Learning Skills Growing Success, 2010

Group Norms • Treat each other with dignity and respect. • It's okay to not have the answer, and to admit it. • Problems are presented in a way that promotes mutual discussion and resolution. 16

Please watch this video clip While viewing, consider: • how does the teacher “finds out” about students • how does the teacher differentiate based on this information 17

Inside-Outside Circle • How does talk help to build student understanding? • What group norms are explicit or implicitly present? • What skills do students need to have in order for talk to be accountable in this class? 18

Action! Students do the subject — not hear or read about it. Action includes: • Introducing new learning or extending/reinforcing prior learning • Providing opportunities for practice and application of learning (from teacher modelling to guided and shared practice to independent practice) Instruction includes: • Modelling • Guided practice and scaffolded exploration • Co-construction of understanding • Gradual release of responsibility • Differentiation • A variety of groupings and collaborative structures 19

Adolescents’ Needs, Interests, and Dispositions • Need for control/autonomy • Interest in technology/media • Need to be heard • Disposition to debate • Need to make a difference • Need to belong • Sense of accomplishment Irvin, J. , Meltzer, J. , Mickler, M. , Phillips, M. , Dean, N. (2009) Meeting the Challenge of Adolescent Literacy: Practical Ideas for Literacy Leaders. Newark, DE: International Reading Association 20

What are the implications for instructional practice? “Teachers who link instruction with needs, interests, and dispositions of students … nurture a connection that motivates students to engage with authentic literacy tasks. ” Irvin, J. , Meltzer, J. , Mickler, M. , Phillips, M. , Dean, N. (2009) Meeting the Challenge of Adolescent Literacy: Practical Ideas for Literacy Leaders. Newark, DE: International Reading Association, 18. 21

Carousel Brainstorming Needs control/autonomy to be heard to make a difference to belong Interests technology, media Dispositions to debate 22

Think-Pair-Share-Square Why is talk so important in the grade 7 -12 classroom? How does talk meet the needs, interests, and dispositions of adolescents? 23

Listening Because listening is often used in conjunction with the skills of speaking, reading, and writing, strong listening skills enable students to succeed more easily in these other communication processes. But despite the benefits and amount of time spent listening, only a small amount of what we hear actually registers. Consequently, the development of active listening skills needs explicit teaching, modelling, and practice in every subject. 24

Connecting Research to Practice: Listening Guide Save the Last Word 25

Conditions that Support Accountable Talk Classroom Dynamics establishing and maintaining conditions that allow students to engage in powerful learning through deliberate and purposeful planning, actions, and responses Classroom Management organization, protocols, policies, and routines Classroom Set -up physical arrangement of furniture and resources to optimize learning Relationships for Learning positive interactions of teacher and students and, students with their peers http: //www. edugains. ca/resources/Classroom. Dynamics/Class. Dynamics. Intro. Graphic. Organ. doc 26

Supporting Accountable Talk -Resources 1. AER Video, Segment 5, Engaging Students in Conversation: http: //www. edugains. ca/resources. AER/Video. Library/i ndex. html? movie. ID=11 2. Me Read? And How! pages 36, 37 3. Many Roots, Many Voices, page 19 4. Think Literacy Cross-Curricular Approaches, Discussion Etiquette, page 176, 5. Social Skills Anchor Chart, Math GAINS : http: //www. edugains. ca/resources/Classroom. Dynami cs/Social. Skills. Anchor. Charts. pdf 27

Supporting Accountable Talk • Select a resource of interest to you • Read/view the resource • Summarize your resource and your response using a method of your choice • Be prepared to participate in the three step interview 28

Three-Step Interview • What can be done to establish a supportive climate in your classroom that encourages students to engage in open communication? • How can the expression of diverse opinions, positions, and feelings be encouraged without fear of censure? 29

Strategy Instruction and the Gradual Release of Responsibility “When students internalize the use of literacy strategies so they can monitor their own comprehension, take effective notes, use graphic organizers without prompting to plan essay writing, and summarize what they read, they are well on their way to becoming strategic readers and writers. ” Irvin, J. , Meltzer, J. , Mickler, M. , Phillips, M. , Dean, N. (2009) Meeting the Challenge of Adolescent Literacy: Practical Ideas for Literacy Leaders. Newark, DE: International Reading Association, 95. 30

Strategy Instruction and the Gradual Release of Responsibility 31

Strategy Implementation Continuum World Café • How do you use the gradual release of responsibility for explicit strategy instruction so that students can successfully and independently use the strategy? • How does the Strategy Implementation Continuum support Differentiated Instruction? 32

Consolidation • Helping students demonstrate what they have learned • Providing opportunities for consolidation and reflection • Check for conceptual understanding of critical learning through reflection, summary, application, consideration of alternative approaches • Use whole-class discussion, journals, exit cards • Prepare for/anticipate follow-up or next lesson 33

Reflection Place Mat Back in the classroom…. what does this look like, sound like? 34

Reflection Personal Reflection How will I use accountable talk to support literacy in grades 7 to 12? 35

Feedback Please provide session feedback using the online survey. 36