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?
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
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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
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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