Inquiring Into Teaching and Learning

Examining Student Work A Collaborative Inquiry into Learning and Teaching for Deep Understanding Created by the Calgary Science School www.calgaryscienceschool.com neil.s@calgaryscienceschool.com

If teacher learning is to be productive, professional development must guided by meaningful analysis of practice. Teachers must be involved in evaluation of student learning so that they can change curriculum, teaching and schooling practices as they learn more about what is effective and what is not. Linda Darling-Hammond, 2009

•Extension of last year’s PD sharing

•Extension of last year’s PD sharing •Focus on Student Learning

•Extension of last year’s PD sharing •Focus on Student Learning •Collaborative Knowledge Building about teaching practice - school goals

•Extension of last year’s PD sharing •Focus on Student Learning •Collaborative Knowledge Building about teaching practice - school goals •Opportunity to slow down - carefully examine ‘learning’

•Extension of last year’s PD sharing •Focus on Student Learning •Collaborative Knowledge Building about teaching practice - school goals •Opportunity to slow down - carefully examine ‘learning’ •Make practice public and transparent

Taken from: Relfective Practice for Educators, Osterman and Kottkamp, 2004

Traditional PD models Taken from: Relfective Practice for Educators, Osterman and Kottkamp, 2004

Traditional PD models purpose is knowledge acquisition Taken from: Relfective Practice for Educators, Osterman and Kottkamp, 2004

Traditional PD models purpose is knowledge acquisition •knowledge is transmitted Taken from: Relfective Practice for Educators, Osterman and Kottkamp, 2004

Traditional PD models purpose is knowledge acquisition •knowledge is transmitted •learning is cognitive Taken from: Relfective Practice for Educators, Osterman and Kottkamp, 2004

Traditional PD models purpose is knowledge acquisition •knowledge is transmitted •learning is cognitive •knowledge is the end goal Taken from: Relfective Practice for Educators, Osterman and Kottkamp, 2004

Traditional PD models purpose is knowledge acquisition •knowledge is transmitted •learning is cognitive •knowledge is the end goal professional learning is: Taken from: Relfective Practice for Educators, Osterman and Kottkamp, 2004

Traditional PD models purpose is knowledge acquisition •knowledge is transmitted •learning is cognitive •knowledge is the end goal •consumer model professional learning is: Taken from: Relfective Practice for Educators, Osterman and Kottkamp, 2004

Traditional PD models purpose is knowledge acquisition •knowledge is transmitted •learning is cognitive •knowledge is the end goal •consumer model professional learning is: •didactic Taken from: Relfective Practice for Educators, Osterman and Kottkamp, 2004

Traditional PD models purpose is knowledge acquisition •knowledge is transmitted •learning is cognitive •knowledge is the end goal •consumer model professional learning is: •didactic Taken from: Relfective Practice •individual for Educators, Osterman and Kottkamp, 2004

Traditional PD models purpose is knowledge acquisition •knowledge is transmitted •learning is cognitive •knowledge is the end goal •consumer model professional learning is: •didactic •individual •acontextual Taken from: Relfective Practice for Educators, Osterman and Kottkamp, 2004

Taken from: Relfective Practice for Educators, Osterman and Kottkamp, 2004

Reﬂective PD models Taken from: Relfective Practice for Educators, Osterman and Kottkamp, 2004

Reﬂective PD models purpose is: understanding & competence Taken from: Relfective Practice for Educators, Osterman and Kottkamp, 2004

Reﬂective PD models purpose is: understanding & competence •knowledge is constructed Taken from: Relfective Practice for Educators, Osterman and Kottkamp, 2004

Reﬂective PD models purpose is: understanding & competence •knowledge is constructed •learning is personal and holistic Taken from: Relfective Practice for Educators, Osterman and Kottkamp, 2004

Reﬂective PD models purpose is: understanding & competence •knowledge is constructed •learning is personal and holistic •knowledge is a tool Taken from: Relfective Practice for Educators, Osterman and Kottkamp, 2004

Reﬂective PD models purpose is: understanding & competence •knowledge is constructed •learning is personal and holistic •knowledge is a tool professional learning is: Taken from: Relfective Practice for Educators, Osterman and Kottkamp, 2004

Reﬂective PD models purpose is: understanding & competence •knowledge is constructed •learning is personal and holistic •knowledge is a tool •productive professional learning is: Taken from: Relfective Practice for Educators, Osterman and Kottkamp, 2004

Reﬂective PD models purpose is: understanding & competence •knowledge is constructed •learning is personal and holistic •knowledge is a tool •productive professional learning is: •dialectic Taken from: Relfective Practice for Educators, Osterman and Kottkamp, 2004

Reﬂective PD models purpose is: understanding & competence •knowledge is constructed •learning is personal and holistic •knowledge is a tool •productive professional learning is: •dialectic Taken from: Relfective Practice •collaborative for Educators, Osterman and Kottkamp, 2004

Reﬂective PD models purpose is: understanding & competence •knowledge is constructed •learning is personal and holistic •knowledge is a tool •productive professional learning is: •dialectic •collaborative Taken from: Relfective Practice for Educators, Osterman and Kottkamp, 2004 •contextual

Reﬂective PD •honours teacher experiential knowledge •ﬂexible framework allows for wide variety of teacher personality/delivery •teacher becomes “researcher... engaged in a continual process of self-education.” •collaborative search for understanding - versus “delivering someone else’s mail”

Constructivism and PD

Constructivism and PD •Learning is an active process requiring involvement

Constructivism and PD •Learning is an active process requiring involvement •Learning must acknowledge and build on prior experiences and knowledge

Constructivism and PD •Learning is an active process requiring involvement •Learning must acknowledge and build on prior experiences and knowledge •Learners construct knowledge through experiences

Constructivism and PD •Learning is an active process requiring involvement •Learning must acknowledge and build on prior experiences and knowledge •Learners construct knowledge through experiences •Learning is more effective when it is collaborative versus isolated

Goals:

Goals: •Improve student learning

Goals: •Improve student learning •Making teaching and learning “visible”

Goals: •Improve student learning •Making teaching and learning “visible” •Collaboratively inquire into teaching and learning

Case Studies - Examples of Reﬂective Analysis

Case Studies - Examples of Reﬂective Analysis #1 Jenn and Dan - Grade 7 Historical Artifact Project “I’m a Person in History”

Case Studies - Examples of Reﬂective Analysis #1 Jenn and Dan - Grade 7 Historical Artifact Project “I’m a Person in History” #2 Jon and Garrett - Grade 9 Study of Biofuels

Considerations:

Considerations: •reﬂective practice involves dialogue, discussion and openness

Considerations: •reﬂective practice involves dialogue, discussion and openness •vulnerable process - high importance on trust

Considerations: •reﬂective practice involves dialogue, discussion and openness •vulnerable process - high importance on trust •professionalism - sharing practice

Considerations: •reﬂective practice involves dialogue, discussion and openness •vulnerable process - high importance on trust •professionalism - sharing practice •into the future - part of CSS culture

Process:

Process: •choose project/inquiry (today)

Process: •choose project/inquiry (today) •gather rubrics/student work (today)

Process: •choose project/inquiry (today) •gather rubrics/student work (today) •individually build short presentation (10 mins) - using guiding questions and Inquiry Rubric (today)

Process: •choose project/inquiry (today) •gather rubrics/student work (today) •individually build short presentation (10 mins) - using guiding questions and Inquiry Rubric (today) •work in small groups (subject partner and facilitator) to analyze student work, outcomes and assessments (Feb 11)

Process: •choose project/inquiry (today) •gather rubrics/student work (today) •individually build short presentation (10 mins) - using guiding questions and Inquiry Rubric (today) •work in small groups (subject partner and facilitator) to analyze student work, outcomes and assessments (Feb 11) •share ﬁndings/realizations with vertical teams (after retreat)

TODAY: •choose project/inquiry (partners) •gather rubrics/student work •individually build short presentation (10 mins) - using guiding questions and Inquiry Rubric

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Inquiring Into Teaching and Learning

by Calgary Science School on Jan 18, 2010

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