Engaging	  All	  Learners	            Qualicum,	  session	  2	              April	  29,	  2011	  Faye	  Brownlie	  &	  Ley...
Debrief	  •  ConnecDons	  •  A	  ha’s	  •  QuesDons	  
What	  would	  it	  be	  important	  to	     have	  a	  mental	  model?	  
McKinsey	  Report,	  2007	  •  The	  top-­‐performing	  school	  systems	  recognise	     that	  the	  only	  way	  to	  i...
How	  the	  world’s	  most	  improved	  school	       systems	  keep	  geUng	  beVer	  –                McKinsey,	  2010	 ...
Engage	  your	  students!	  	  Help	  them	  to…	  •  see	  	  how	  	  subjects	  	  are	  	  interconnected,	  	  	  •  ...
The teeter totter  kids                curriculumkids
What	  can	  we	  do	  to	  make	  our	  lives	  more	                             healthy?	  •  1.	  	  How	  does	  our	...
NutriDon	  Diseases	  and	  deficiencies	  
Protein	  
•  Carbohydrates	  
Vitamin	  C	  
•  Vitamin	  A	  
Vitamin	  A	  
Vitamin	  C	  deficiency	  
Vitamin	  C	  
 Thiamine	  
Folic	  Acid	  
•  Vitamin	  D	  
•  Calcium	  
Iodine	  
Well	  fed	  vs.	  well	  nourished	  
Well	  fed	  vs.	  well	  nourished	  
•  Malnourished	  
Not	  enough	  fat:	  muscle	  degeneraDon	  
What	  do	  you	  noDce/wonder	  about	  the	  slides?	  •  How	  might	  this	  persons	  life	  be	  affected	  by	     t...
What’s	  important	  and	  why. 	   	   	  	  •  Choose	  1	  of	  6	  arDcles(	  max	  4	  per	  group)	  on	     nutriDo...
What	  can	  we	  do	  to	  make	  our	  lives	  more	                             healthy?	  •  1.	  	  How	  does	  our	...
DocumenDng:	                  -­‐sharing	  with	  others	                         -­‐reflecDng	  •  Learn	  from	  and	  wi...
Learning	  Stories	          based	  on	  the	  work	  of	  Margaret	  Carr	  &	  Wendy	  Lee,	  New	  Zealand	           ...
Learning	  Stories	  •    IniDaDve	  •    Engagement	  •    IntenDonality	  •    RelaDonship	  with	  others	  •    Dispos...
Teacher: Megan Fraser                                      A Learning Story!Date: January 15, 2011!!Observation FocusEXPRE...
Learning	  Story	                                 Evi	  Kurina,	  Riga,	  Latvia	  •       Chem	  9	  •       Summary	  le...
Learning	  Stories	  •  IniDaDve	  (assigned)	  •  Engagement	  •  IntenDonality	  (connecDon	  to	  LI)	  •  RelaDonship	...
What	  worked?	  •    ParDcipaDon	  in	  the	  small	  groups	  •    Inclusion	  of	  all	  members	  •    Quiet	  voices	...
What	  didn’t?	  •  Task	  too	  complex	  for	  the	  alloVed	  Dme	  •  Students	  needed	  support	  with	  how	  to	  ...
What’s	  Next?	  •  Feedback	  on	  what	  made	  the	  groups	  work	  well	  •  Explicit	  lesson	  on	  how	  to	  read...
Qualicum. Engaging All Learners.April.2011
Qualicum. Engaging All Learners.April.2011
Qualicum. Engaging All Learners.April.2011
Qualicum. Engaging All Learners.April.2011
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)

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Transcript of "Qualicum. Engaging All Learners.April.2011"

  1. 1. Engaging  All  Learners   Qualicum,  session  2   April  29,  2011  Faye  Brownlie  &  Leyton  Schnellert  
  2. 2. Debrief  •  ConnecDons  •  A  ha’s  •  QuesDons  
  3. 3. What  would  it  be  important  to   have  a  mental  model?  
  4. 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. 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. 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. 7. The teeter totter kids curriculumkids
  8. 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. 9. NutriDon  Diseases  and  deficiencies  
  10. 10. Protein  
  11. 11. •  Carbohydrates  
  12. 12. Vitamin  C  
  13. 13. •  Vitamin  A  
  14. 14. Vitamin  A  
  15. 15. Vitamin  C  deficiency  
  16. 16. Vitamin  C  
  17. 17.  Thiamine  
  18. 18. Folic  Acid  
  19. 19. •  Vitamin  D  
  20. 20. •  Calcium  
  21. 21. Iodine  
  22. 22. Well  fed  vs.  well  nourished  
  23. 23. Well  fed  vs.  well  nourished  
  24. 24. •  Malnourished  
  25. 25. Not  enough  fat:  muscle  degeneraDon  
  26. 26. What  do  you  noDce/wonder  about  the  slides?  •  How  might  this  persons  life  be  affected  by   their  nutriDon?  
  27. 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. 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. 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. 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. 31. Learning  Stories  •  IniDaDve  •  Engagement  •  IntenDonality  •  RelaDonship  with  others  •  DisposiDons  and  approaches  in  learning  •  RepresentaDon  in  other  forms  •  Sharing  with  others  •  ReflecDon  
  32. 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. 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. 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. 35. What  worked?  •  ParDcipaDon  in  the  small  groups  •  Inclusion  of  all  members  •  Quiet  voices  •  Engagement  and  interest  •  Learning  intenDons  
  36. 36. What  didn’t?  •  Task  too  complex  for  the  alloVed  Dme  •  Students  needed  support  with  how  to  read   the  labels  
  37. 37. What’s  Next?  •  Feedback  on  what  made  the  groups  work  well  •  Explicit  lesson  on  how  to  read  labels  
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