Saltspring.personalized learning

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K-12 presentation with Carole Fullerton on April 15, 2011 …

K-12 presentation with Carole Fullerton on April 15, 2011
What capacities are needed for 21st century learners? What does development of these capacities look like in the classroom?

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  • 1. Personalized Learning: Competencies Practice 3 R’s Saltspring April  15,  2011   Faye Brownlie & Carole Fullerton
  • 2. Why this focus?
  • 3. How the world’s best performing school systems come out on top – Sept. 2007 McKinsey & Co.   ,1.  Ge%ng  the  right  people  to  become  teachers  2.  Developing  them  into  effec9ve  instructors  3.  Ensuring  that  the  system  is  able  to  deliver   the  best  possible  instruc9on  for  every  child  
  • 4. McKinsey Report, 2007The  top-­‐performing  school  systems  recognize  that  the  only  way  to  improve  outcomes  is  to  improve  instruc9on:    learning  occurs  when  students  and  teachers  interact,  and  thus  to  improve  learning  implies  improving  the  quality  of  that  interac9on.  
  • 5. •  Coaching  classroom  prac9ce  •  Moving  teacher  training  to  the  classroom  •  Developing  stronger  school  leaders  •  Enabling  teachers  to  learn  from  each  other  
  • 6. Making Connections  •  Improving teaching versus improving teachers...•  To really improve teaching we must invest far more than we do now in generating and sharing knowledge about teaching.
  • 7. How the world’s most improvedschool systems keep gettingbetter- McKinsey & Co., 2010Mourshed,  Chijioke,  Barber    
  • 8. Good to Great Systems•  Focus  on  the  professionalism  of  teachers  •  The  values  and  behaviors  of  the  educators   propel  the  system  forward  (not  centrally   controlled)  •  Develop  common  language  about  the  craL  of   teaching  •  Teacher  and  administrator  coaches  
  • 9. Great to Excellent Systems•  Learning  communi9es:    peer-­‐led  support  &   accountability  •  Focus  on  student  learning  •  Open  up  classroom  prac9ce  –  de-­‐priva9ze  •  Ac9on  research  •  Collabora9ve  prac9ce  among  educators  •  Encourage  innova9on  in  teaching  
  • 10. Lesson Study – A vehicle for change  •  A collaborative process for co-designing, field testing and refining lesson sequences in math•  Lesson study shifts our focus from teachers to teaching - a necessary shift if teaching is ever to become a knowledge- based profession.
  • 11. Teaching and Learning in the 21 st CenturyThe  future’s  already  here  –  it’s  just  unevenly  distributed.  William  Gibson  
  • 12. BC Ministry of Education’s context for 21st Century Learning •  Cri9cal  thinking  and  problem  solving   •  Collabora9on,  teamwork,  leadership   •  Cross-­‐cultural  understanding   •  Communica9on/compu9ng  ITC  literacy   •  Career  and  learning  self-­‐reliance   •  Crea9vity  and  innova9on     •  Caring  for  personal  health  and  planet  earth  
  • 13. The teeter totter kids curriculumkids
  • 14. This  is  a  learner’s  world  –  it  is  not  about  more  schooling  –  it  is  about  more  learning.  Valerie  Hannon:    The  InnovaCon  Unit,  England  
  • 15. BC MoE context for 21st Century Learning The 7 Competencies •  Cri9cal  thinking  and  problem  solving   •  Crea9vity  and  innova9on     •  Communica9on/compu9ng  ITC  literacy   •  Collabora9on,  teamwork,  leadership   •  Cross-­‐cultural  understanding   •  Career  and  learning  self-­‐reliance   •  Caring  for  personal  health  and  planet  earth  
  • 16. Critical thinking & Problem-Solving•  “Think  different”  •  Applica9on  of  skills  to   new  situa9ons  •  The  capacity  to  reason   –  Depends  on  good   ques9ons  
  • 17. Critical thinking & Problem-Solving•  How  much  forest  must   be  removed  to  create  a   4-­‐lane  highway  15  km   long?  •  How  can  you  figure  it   out?  
  • 18. Creativity and innovation•  Flexibility  in  approaching   problems  •  Ques9ons  count…   –  How  can  you…?   –  How  many  ways  can  you  find?   –  What  might  it  be?  
  • 19. Creativity and innovation•  How  can  you  find   the  sum  of  36  +  48?  •  How  many  ways   can  you  find?  
  • 20. Collaboration, teamwork & leadership•  Working  together,   smarter  together  •  Talk  and  learning  –  in   math  •  Nego9a9ng  meaning   through  language  and   shared  experience  
  • 21. Cross-cultural understanding •  Choosing  text  which  represents  different   points  of  view  (literature  circles,  picture  books)   •  Considering  whose  voice  is  NOT  being   represented   •  Working  with  the  social  responsibility  rubric   across  the  curriculum  
  • 22. •  We  are  the  children  of  Korphe.  •  We  live  in  a  village  in  the  mountains  of   Pakistan.  •  Our  families  grow  and  gather  the  food  we  eat.  •  Our  mothers  eave  and  sew  the  clothes  we   wear.  •  We  make  up  our  own  games,  and  we  make   our  own  toys....  
  • 23. •  That  was  before  a  stranger  stumbled  into  our   village.  •  He  was  cold,  hungry,  and  sick.  •  We  gave  him  tea  and  food  and  a  bed  near  the   fire.  •  He  told  us  his  name  was  Greg  Mortenson  and   that  he  was  a  nurse.  •  …  
  • 24. How can I help my students see geography as an opportunity to problem solve, to address the impact of geographical features on people’s lives…? Catriona Misfeldt, It’s All about Thinking
  • 25. Essential Questions W hat stories do these data or this chart, graph, or map tell? Whose stories are they? W hat data are the most revealing and representative of the quality of life?Catriona Misfeldt, It’s All aboutThinking
  • 26. Communication & media literacy•  Interpre9ng  media  and  using  technology   –  Picking  the  right  tool  for  the  job  •  Involvement  in  a  par9cipatory  culture  –   meaning-­‐making  beyond  the  classroom  
  • 27. Communication & media literacy
  • 28. Career and self-reliance•  Autonomy,   independence  and   accountability  •  Taking  responsibility   for  the  learning  •  Being  ac9ve  in  the  act   of  learning  
  • 29. Dan Meyer says…“Create patient problem-solvers”“Let the students ask the questions.”“Be less helpful”
  • 30. Curiosity•  A  produc9ve  a%tude  towards  learning…     Engagement  in  the  act  of  learning  
  • 31. Career and learning self-reliance Gradual  Release:    modeling    guided  prac9ce    independent  prac9ce    independent  applica9on   Do  your  students  leave  you  more  independent   than  when  they  arrived?  
  • 32. •  Learning  intenCons  •  DescripCve  feedback  quesCons:   –  What’s  working?   –  What’s  not?   –  What’s  next?  
  • 33. KinemaCcs  –  Jacob  Martens,   Vancouver  •  The  future  locaCon  and  moCon  of   objects  can  be  predicted  based  on   their  past  locaCon  and  moCon.    
  • 34. B    D    A   Learning  Inten9ons  -­‐  Knowing   I  can  define  and  relate  the  terms:    clock  reading,  posi9on  and  event.   I  can  differenCate  between  a  clock  reading  and  a  9me  interval.   I  can  define  and  relate  distance  and  average  speed.   I  can  define  and  relate  displacement  and  average  velocity.   I  can  differenCate  between  scalars  and  vectors.   I  can  define  instantaneous  velocity  and  instantaneous  speed.  
  • 35. B    D    A   Learning  Inten9ons  -­‐  Doing   I  can  solve  problems  involving:    displacement,  Cme  interval,  and   average  velocity.   I  can  construct  posiCon-­‐Cme  graphs  based  on  data  from  various   sources.   I  can  use  posiCon-­‐Cme  graphs  to  determine:            •displacement  &  average  velocity            •distance  travelled  &  average  speed            •instantaneous  velocity   I  can  construct  velocity-­‐Cme  graphs  based  on  data  from  various   sources.  
  • 36. Learning Intention: I can write and describe a small event from my morning. Gr. 3 Writing: Model – a small moment Establish criteria Kids write Descriptive feedback on criteria  Pearson  &  Gallagher  (1983)  
  • 37. •  Choose a topic•  Write in front of the students•  Students describe ‘what works’ in your writing•  Students choose a ‘morning’ topic•  Students write•  Students self-assess•  Students meet with peers to share and provide feedback
  • 38. All  alone,  I  stepped  into  my  car.    With  my  map  in   hand,  I  began  to  drive.    At  the  lights  I  turned   lec,  then  the  map  said  to  turn  right.    “Oh,  no!”      The  sign  said,  “Road  closed”.          “Help,”  I  thought.    “What  am  I  going  to  do?”  
  • 39. Notices…criteria•  Mystery•  Opening•  Detailed•  Sounds like you (Voice)
  • 40. Professional Collaboration•  De-­‐priva9ze  prac9ce  •  Share  knowledge  and  exper9se      “ Together  we  are  bejer.”  •  Target  instruc9on  
  • 41. Professional Collaboration•  Co-­‐planning  •  Co-­‐teaching  •  Co-­‐assessing  
  • 42. Together we are better . . .By  sharing  our  collec9ve  knowledge  about  our  classes  of  students  and  developing  a  plan  of  ac9on  based  on  this,  we  can  bejer  meet  the  needs  of  all  students.  It’s  All  about  Thinking  –  Brownlie  &  Schnellert  
  • 43. Together we are better . . .  By  sharing  our  collec9ve  exper9se  about  teaching  and  learning  we  can  bejer  implement  plans  of  ac9on,  and  thus  we  can  bejer  meet  the  needs  of  all  students.  It’s  All  about  Thinking  –  Brownlie  &  Schnellert  
  • 44. Elements of CooperativeTeachingCooperative problem solving / Cooperative Teachingprocessing / presenting / planning /presenceCooperative presenting / planning / Cooperative InstructingpresenceCooperative planning / presence Cooperative WorkingCooperative presence Cooperative Existing Low Levels of Involvement High From: Hourcade and Bauwens. Cooperative Teaching - Levels of Involvement
  • 45. Together we are better . . .  Working  with  Sue…  How  can  I  engage  my  students  in  problem-­‐solving?  How  can  I  promote  more  strategic  thinking?  
  • 46. Planning for instruction. . .  •  What’s  the  important  thing  to  know?  •  What  background  knowledge  do  students  already  have?  How  can  we  ac9vate   it?  •  Task  design:  complex  but  accessible,  engaging  •  Materials  –  concrete  to  abstract  •  Adapta9ons,  extensions  •  Debrief  /  summary  –  highligh9ng  the  big  math  ideas…  what  will  we  collect?  •  Assessing  the  BMI  
  • 47. I am going to make cookies for Valentine’s Day.  Im going to put little candy hearts on each one!I want to put 5 little candy hearts on each cookie.There are 35 candy hearts in the package.How many cookies can I make?How can you figure it out?
  • 48. Together we are better . . .  Hi  Carole,  I  just  had  to  tell  you  about  my  math  lesson  today.      I  found  this  great  book  …  Acer  we  read  the  book  and  talked  about  the  story  I  wanted  to  do  some  math  with  it.    …..  Acer  school  I  reflected  on  the  lesson  and  came  to  this  conclusion.    …..  So  my  quesCon  to  you  is  what  should  I  do  now?    ….  I  think    I  actually  know  what  you  are  going  to  say.    I  should  probably  do  all  three  of  these  things.      Thanks  for  listening  to  me.    Wri9ng  to  you  helped  me  to  reflect  on  the  lesson.  Sue  
  • 49. The teeter totter kids curriculumkids
  • 50. Cinquain Poems•  Show  a  poem  to  the  students  and  have  them  see  if   they  can  find  the  pajern  –  5  lines  with  2,4,6,8,2   syllables  •  Create  a  cinquain  poem  together  •  NoCce  literacy  elements  used  •  Brainstorm  for  a  list  of  potenCal  topics  •  Alone  or  in  partners,  students  write  several  poems  •  Read  each  poem  to  2  other  students,  check  the   syllables  and  the  word  choices,  then  check  with  one  of   the  teachers  
  • 51. Sun  Run   Jog  together   Heaving  panCng  pushing  The  cumbersome  mass  moves  along   10  K  
  • 52. Garnet’s  4/5s  Literary  Elements  •  Simile  •  Rhyme  •  AlliteraCon  •  Assonance  
  • 53. Vicky   Shy  and  happy   The  only  child  at  home  Always  have  a  smile  on  her  face                                                                  my   cheerful  
  • 54. Candy   Choclate  bars  Tastes  like  a  gummy  drop  Lickrish  hard  like  gummys   Eat   Thomas  
  • 55. Vampires   Quenching  the  thirst   These  bloodthirsty  demons  Eyes  shine,  like  a  thousand  stars   Midnight   Hannah  
  • 56. Majic   LafaCng  Wacing  throw  wals  fliing  in  air   Macking  enment  objec   Drec  dans.   Henry  
  • 57. The teeter totter kids curriculumkids
  • 58. Together we are better . . .  The  math  department  at  McMath  How  can  we  get  our  students  communicaAng  in  math?  
  • 59. Asking different questions
  • 60. Parallel Tasks
  • 61. Assessment strategies
  • 62. Frayer diagrams • Fill out the following Frayer diagram for your concept or big math idea. Be sure and include as much information as you can – numbers, pictures, words and examples. A definition An example concept A non-example A diagram
  • 63. The teeter totter kids curriculumkids
  • 64. Ways to collaborate•  Learning  teams  •  Cross-­‐grade  buddy  classes  •  Grade  or  subject  group  teams  •  Classroom  visits:    observe  and  give  feedback  •  Lesson  study  •  Pedagogical  lab  
  • 65. Questions to Think and Talk About with a Partner1.  How  might  you  -­‐  or  do  you  -­‐  use  what  you   have  seen  in  your  school?    What  adapta9ons   would  you  make  to  bejer  fit  your  context?  2.  How  would  this  work  help  your  students?  
  • 66. Personalized Learning kids curriculumkids
  • 67. •  Brownlie,  Fullerton,  Schnellert  –  It’s  All  about  Thinking  –  Math  &   Science,  2011  (in  press)  •  Brownlie,  Schnellert  –  It’s  All  about  Thinking  –  English  &   Humani9es,  2009  •  Brownlie,  Feniak,  Schnellert  -­‐  Student  Diversity,  2nd  ed.,  Pembroke   Pub.,  2006  •  Brownlie  -­‐  Grand  Conversa9ons,  Portage  and  Main  Press,  2005  •  Brownlie,Feniak,  McCarthy  -­‐  Instruc9on  and  Assessment  of  ESL   Learners,  Portage  and  Main  Press,  2004  •  Brownlie,  King  -­‐  Learning  in  Safe  Schools,  Pembroke  Publishers,  2000