Learning through social constructivismGSSD CoachesAndrea Hnatiuk & Cindy Smith
*We start and end on time.*We are a community of professional learners;we have an obligation to participate andcollaborate. Please consider how you arecontributing.*We create a safe place to be heard, we cantake risks.*We respect everyone’s point of view.*We use technology appropriately in the spiritof professional learning.
What will I be able to do whenI am done here today?I can identify and implementinstructional strategies thatpromote collaborative learningin order to increase studentlearning outcomesWhat is important for me tolearn and understand so that Ican hit the target?I can learn and understandvarious forms of communicationand its role in helping studentsconstruct meaning forthemselvesWhat will I do to show that Iunderstand?I can implement effectiveinstructional strategies thatmeet and assist studentlearning outcomes.Moss, C., & Brookhart, M. (2012). Learning targets: Helping students aim for understanding in today’s lesson. Alexandria: ASCD.
*Recognize and use connections among ideas*Understand how ideas interconnect and buildon one another to produce a coherent whole*Recognize and apply learnings in contextsoutside of school7
*Organize and consolidate their ideas thinkingthrough communication *Communicate their learning coherently andclearly to peers, teachers, and others*Analyze and evaluate the thinking and strategiesof others 8
*Students construct meaning for themselves*Students clarify their ideas*Students speak to each other and write about learningto reflect on their learning, self-monitor, and set goals*We can assess students by listening and reading theirideas and understandings. We inform our practicebased on what we learn about student understanding
*knowledge is constructed as thelearner strives to organize his orher experiences in terms of pre-existing mental structures orschemas10
*Length and correctness of responses increases*Number of “I don’t know” and “no answer”responses decreases*Number of volunteered appropriate answersincreases*Student achievement increases*Teacher questioning quality, strategies andflexibility improve*Teachers ask higher level questions that requiregreater complexity of responsePositive outcomes of three seconds ofPositive outcomes of three seconds ofundisturbed wait time (when questioning)undisturbed wait time (when questioning)
*How can we create a classroom environmentthat fosters an atmosphere of safecontribution and values communication?*What does a classroomhave to be like for ourstudents to participateand communicateeffectively?
*Before Viewing: Round Table Discussion*During Viewing:How did the teacher contribute to anenvironment that allowed thestudents learn in this way?*After Viewing: Create Norms
*How do we allow students to freely participate?*Take ownership of their ideas?*Honour each others contributions?*Understand that we need to make mistakes in orderto learn?*Respect each others’ opinions and ideas?*Listen and dialogue with respect?*Persist?