Qualicum. Engaging All Learners.April.2011
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Qualicum. Engaging All Learners.April.2011

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2nd session, AM spent in learning rounds in elem (Jessie), middle (Faye), secondary (Leyton & Dan)

2nd session, AM spent in learning rounds in elem (Jessie), middle (Faye), secondary (Leyton & Dan)

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  • 1. Engaging  All  Learners   Qualicum,  session  2   April  29,  2011  Faye  Brownlie  &  Leyton  Schnellert  
  • 2. Debrief  •  ConnecDons  •  A  ha’s  •  QuesDons  
  • 3. What  would  it  be  important  to   have  a  mental  model?  
  • 4. McKinsey  Report,  2007  •  The  top-­‐performing  school  systems  recognise   that  the  only  way  to  improve  outcomes  is  to   improve  instrucDon:    learning  occurs  when   students  and  teachers  interact,  and  thus  to   improve  learning  implies  improving  the  quality   of  that  interacDon.  
  • 5. How  the  world’s  most  improved  school   systems  keep  geUng  beVer  – McKinsey,  2010  Three  changes  collaboraDve  pracDce  brought  about:  1.  Teachers  moved  from  being  private  emperors  to   making  their  pracDce  public  and  the  enDre  teaching   populaDon  sharing  responsibility  for  student  learning.  2.  Focus  shiXed  from  what  teachers  teach  to  what   students  learn.  3.  Systems  developed  a  model  of  ‘good  instrucDon’  and   teachers  became  custodians  of  the  model.  (p.  79-­‐81)  
  • 6. Engage  your  students!    Help  them  to…  •  see    how    subjects    are    interconnected,      •  learn    from    and    with    each    other    and      people     in    their    community,          •  feel    they    make    a    difference    in    the      world,   engage    with    knowledge    that    maVers      to    them,        •   connect    with    experts    and    experDse,      •  have    more    opportuniDes    for    dialogue    and     conversaDon    about    their    learning.        (Wilms    et.    al,    2009)        
  • 7. The teeter totter kids curriculumkids
  • 8. What  can  we  do  to  make  our  lives  more   healthy?  •  1.    How  does  our  nutriDon  affect  our  lives?  •  2.    What  is  important  to  know  about   nutriDon?  
  • 9. NutriDon  Diseases  and  deficiencies  
  • 10. Protein  
  • 11. •  Carbohydrates  
  • 12. Vitamin  C  
  • 13. •  Vitamin  A  
  • 14. Vitamin  A  
  • 15. Vitamin  C  deficiency  
  • 16. Vitamin  C  
  • 17.  Thiamine  
  • 18. Folic  Acid  
  • 19. •  Vitamin  D  
  • 20. •  Calcium  
  • 21. Iodine  
  • 22. Well  fed  vs.  well  nourished  
  • 23. Well  fed  vs.  well  nourished  
  • 24. •  Malnourished  
  • 25. Not  enough  fat:  muscle  degeneraDon  
  • 26. What  do  you  noDce/wonder  about  the  slides?  •  How  might  this  persons  life  be  affected  by   their  nutriDon?  
  • 27. What’s  important  and  why.        •  Choose  1  of  6  arDcles(  max  4  per  group)  on   nutriDon.    Each  read  and  then  discuss  what  is   important  to  know  about  this  arDcle  and   why…  •  Be  prepared  to  share  your  knowledge  
  • 28. What  can  we  do  to  make  our  lives  more   healthy?  •  1.    How  does  our  nutriDon  affect  our  lives?  •  2.    What  is  important  to  know  about   nutriDon?  
  • 29. DocumenDng:   -­‐sharing  with  others   -­‐reflecDng  •  Learn  from  and  with  each  other  and  the   community   •  Have  more  opportuniDes  for  dialogue   and  conversaDon  about  learning  
  • 30. Learning  Stories   based  on  the  work  of  Margaret  Carr  &  Wendy  Lee,  New  Zealand   Megan  Fraser  &  Giovanni  Thiessen,  Burnaby  •  A  story  •  DocumentaDon  •  Makes  the  ordinary  significant  •  IniDated  by  the  child  •  Only  the  ‘good’  reported  •  Supported  with  pictures  
  • 31. Learning  Stories  •  IniDaDve  •  Engagement  •  IntenDonality  •  RelaDonship  with  others  •  DisposiDons  and  approaches  in  learning  •  RepresentaDon  in  other  forms  •  Sharing  with  others  •  ReflecDon  
  • 32. Teacher: Megan Fraser A Learning Story!Date: January 15, 2011!!Observation FocusEXPRESSING AN IDEA OR A FEELING: In a range of ways (specify). For example: oral language,gesture, music, art, writing, using numbers and patterns, telling stories.!! ! The story… Karma, today you were taking the ‘hospital project’ to an entirely different place… you began to represent what you were learning about through play, stories and conversations with a new medium: paint. This idea came to you entirely independently, rather than in response to another students’ idea or an invitation from me. You were entirely focussed as you created with black and red paint, paper and brush. I asked what you were working on and you told me, “It’s a heart, but not the shape kind; it’s the real kind and that black stuff, it’s disease.”What’s happening… What’s next…Karma, you engage with the world through your Karma, I understand that a strength for you is thatsenses… you do not always internalize the ideas you have an ability to understand things on aof others, but rather prefer to touch, taste, smell, deeper level when you have physically engagedlisten, and smell for yourself. with them. I need to remember to provide you with opportunities to learn things in this way. ForYou represent this engagement in an equally example, how can I engage your body andunique way (through images and movement), senses to help you develop literacy andand as you do so, you appear to be engaged in numeracy skills? Perhaps painting? Sculpture?that conversation with ideas using your whole Scented play doh? Water on chalkboards?body!!
  • 33. Learning  Story   Evi  Kurina,  Riga,  Latvia  •  Chem  9  •  Summary  lesson  before  the  test  •  Coaching  •  New  to  working  in  groups  •  New  to  working  with  Learning  IntenDons  •  Learning  story:    1)teachers                  2)students   –  What’s  the  story?    What  should  we  noDce  about  you   as  a  learner?  
  • 34. Learning  Stories  •  IniDaDve  (assigned)  •  Engagement  •  IntenDonality  (connecDon  to  LI)  •  RelaDonship  with  others  •  DisposiDons  and  approaches  in  learning  •  RepresentaDon  in  other  forms  (story  behind  the   picture)  •  Sharing  with  others  (group  presentaDons)  •  ReflecDon  (group  presentaDons)  
  • 35. What  worked?  •  ParDcipaDon  in  the  small  groups  •  Inclusion  of  all  members  •  Quiet  voices  •  Engagement  and  interest  •  Learning  intenDons  
  • 36. What  didn’t?  •  Task  too  complex  for  the  alloVed  Dme  •  Students  needed  support  with  how  to  read   the  labels  
  • 37. What’s  Next?  •  Feedback  on  what  made  the  groups  work  well  •  Explicit  lesson  on  how  to  read  labels