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SD36 Surrey - Inquiry teams Oct.2010

SD36 Surrey - Inquiry teams Oct.2010






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    SD36 Surrey - Inquiry teams Oct.2010  SD36 Surrey - Inquiry teams Oct.2010 Presentation Transcript

    • Developing Readers Inquiry into Student Learning Teams 2010-2011 Welcome School Teams! October 1, 2010 SD 36 (Surrey)
    • Agenda
      • Getting Started…
        • Welcome, Introductions and Smarty Pants
        • Learning Intentions
      • Anchoring our Work
        • Developing Readers : Past and Present
        • And the research says…
      • Inquiry into Student Learning
        • Moving from Questions into Action
        • Establishing School-based Inquiry Groups
      • Lunch
      • Inquiry Group Action Plans/School Team planning
      • Next Steps…
    • Smarty Pants! What do you hope to gain from being here today? When you think about your students’ learning, what are you wondering about? What’s puzzling? What kinds of classroom assessment are you thinking of using this year? Describe your students (their learning styles, their strengths, their areas of need).
    • Learning Intentions
      • If students are not told where they are going, it is unlikely that they will arrive.
      • S. Clarke (2005)
    • Learning Intentions
      • I understand what inquiry in the context of my work with DR will look like;
      • I can craft a meaningful, manageable inquiry question that reflects my students and my classroom context;
      • I can explain how my question is intended to impact student learning in my class;
      • I can connect my inquiry question to one of the bones on the fish (research).
      • Structures don’t create learning…
      • they support it.
    • DR…Past structures
      • Collaborative RAD marking
      • District Workshops
      • School Team sessions
      • School Network meetings
      • Planning/debriefs with helping teachers
      • Collaborative lesson planning
      • “ Opening Doors” to observe student learning
      • Lesson Study model of inquiry
    • DR Structure for 2010-2011
      • Collaborative
      • I N Q U I R Y
    • DR: Guiding Principles
      • Assessment needs to inform instruction
      • Teachers need to engage students in direct, explicit instruction
      • Instruction must focus on how to engage and support all learners
      • Proficient readers know how to construct meaning
      • Meaningful social interactions lead to construction of knowledge
      Teachers – not programs – make the difference for students’ learning
    • Take Five
      • In your school teams, take five minutes to reflect on your past learning, your work with your students, and the structures that helped support your work.
        • What was successful?
        • What was challenging?
    • What Makes a Difference?
      • The research says…
    • Improving Student Learning Instructional Improvements (Classroom-based) Structural Improvements (School-based)
      • Explicit Instruction
      • Instruction Embedded in Content
      • Motivation & Engagement
      • Text-Based Collaborative Learning
      • Strategic Tutoring
      • Diverse Texts
      • Intensive Writing
      • A Technology Component
      • Ongoing Formative Assessment of Students
      1. Extended Time for Literacy 2. Professional Development 3. Ongoing Summative Assessment of Students and Programs 4.Teacher Teams 5.Leadership 6. A Comprehensive and Coordinated Literacy Program
    • YIKES!
      • The list is somewhat overwhelming.
      • Are there any practices that REALLY make a difference?
    • What Makes a Difference?
      • 15 – 3 = 0
    • Biancarosa and Snow (2004/2006)
      • Without the following three elements as the foundation:
      • 1. professional development
      • 2. ongoing formative assessment of students
      • 3. ongoing summative assessment of students and programs
      • … we cannot hope to effect major change in student achievement, no matter what instructional innovations are introduced.
      • "Assessment explicitly designed to promote learning is the single most powerful tool we have for raising achievement.”
      • P. Black & D. Wiliam 1998.
      • W H Y ??
    • Inside the BLACK BOX
      • (Parameters of the Meta-Analysis:
      • 10 000 students; 250 studies from 5 countries)
      • Three questions:
        • 1. Is there evidence that improving formative assessment raises standards?
        • 2. Is there evidence that there is room for improvement?
        • 3. Is there evidence about how to improve formative assessment?
    • Terminology...
      • Formative Assessment
      • Assessment for Learning
      • Assessment as Learning
      • Diagnostic Assessment
      ...all those activities undertaken by teachers and/or by students which provide information to be used as feedback to modify teaching and learning activities... Black and Wiliam, 1998
    • Initial Findings
      • The answer to all three questions was a resounding,
      • “ YES!”
        • 1. Is there evidence that improving formative assessment raises standards?
        • Significant learning gains (students learned in 6 or 7 months what would otherwise take a year); Effect size between 0.4 – 0.7; greater gains were made by “low achievers”
    • Formative Assessment…
      • Impact on Motivation and Engagement
      • Kluger and deNisi (1996)
        • Meta-analysis - 607 studies and 23 000 students
        • Feedback had a NEGATIVE impact on achievement in 33% of studies
      • Butler, 1988
    • Motivation Theory
      • DRIVE theory:
      • ATTRIBUTION theory:
          • Success/failure is due to four causes:
          • Ability Effort
          • Luck Task difficulty
      Success Oriented Failure Avoidant
      • strive for success
      • positive associations toward new challenges...bring it on!
      • fear failure
      • discouraged by new challenges because of anticipated failure; set up “handicaps” to ensure failure isn’t about them, but about circumstances
    • Not all feedback is equal…
      • When feedback is…
        • Descriptive ( not evaluative);
        • Connected to clear criteria and learning goals
        • Timely (and kids see that their EFFORT makes a difference)
        • it is a powerful approach to improving learning…particularly for students who are the lowest achievers.
    • The right conditions for feedback
      • Example:
        • Assignment (focusses on coverage):
        • Read chapter 3 and take notes in preparation for a quiz tomorrow.
        • Compared to…
        • Learning Intention:
        • I can explain why people were dissatisfied with their quality of life in Canada after WWI, and I can describe what people did to try and improve their situations.
    • Take Five In your school teams, take five minutes to discuss the impact this research may have on your work with students.
    • Collaborative Inquiry... Some anchors
      • Together we’re better.
      • The power of working together must impact the kids and their learning.
      • Think BIG , and start small . Your inquiry is about YOUR kids and YOUR classroom.
    • Think BIG : Start with a wondering...
      • Context:
          • Your classroom (choose one block)
      • Literacy and Learning Connection:
          • DR Principles + Biancarosa and Snow
      • What’s puzzling, intriguing or perplexing you?
          • YOUR kids’ learning
    • Take Two…on your own
      • On a sticky note, jot down what you’re wondering about your students…
        • Whole class?
        • Small group?
    • Which “bone” fits?
      • Learning Intention:
      • I can connect my inquiry question ( wondering ) to one of the bones on the fish (research).
      • Activity:
      • Using the fishbone as a guide, talk with a partner about where your wondering(s) might best fit.
      • Post your wondering(s) on the Big Idea sheets.
      • Do a Gallery Walk and note what others are wondering thus far.
    • Five Corners
      • Learning Intention:
      • I can explain how my question ( wondering ) is intended to impact student learning in my class.
      • Activity:
      • Gather with others to discuss your wondering and share your explanation about how it is intended to impact student learning .
    • From Thinking BIG to starting small ...
      • Learning Intention:
      • I can craft a meaningful, manageable inquiry question that reflects my students and my classroom context .
      • Activity:
      • With a partner, take your wondering(s) and use the criteria to move it to a meaningful, manageable question.
    • Criteria for a meaningful question:
      • Grounded in a measureable, classroom-based formative assessment (e.g. Perf. Standards, RAD, Sharon Jeroski’s Oral Language rubric, etc.);
      • You don’t already know the answer;
      • Found in your daily classroom experience;
      • Focusses on what you believe will impact student learning
      • Other…?
    • Criteria for a manageable question:
      • … focusses on one block or a smaller group of students with similar needs
      • … is embedded in your daily classroom work (not an add on)
      • … is written in simple language and is clearly stated
      • … should be narrow enough to offer insight and not so broad as to be overwhelming
    • From BIG to Manageable...
    • Bone: Social Interactions
      • BIG … Why are my students so off-topic during small group discussions?
      • Manageable …Will daily opportunities for partner talk (e.g. turn and talk, think/pair/share) improve my students’ ability to have meaningful group discussions during literature circles?
    • Bone: Proficient Readers
      • BIG …How can I help my students be better readers so they `get it`.
      • Manageable …Will concentrating on more modelling and guided practice impact my students’ ability to accurately summarize and synthesize information?
    • Bone: Assessment
      • BIG... My students aren’t studying and reviewing their assignments and notes for tests.
      • Manageable … How will sharing learning intentions and using descriptive feedback impact my students’ achievement on unit tests?
    • Bone: Engaging all Learners
      • BIG …What can I do to support my most vulnerable students?
      • Manageable …How might differentiating content and process in my Medieval unit impact my six most vulnerable students’ learning?
    • From Thinking Big to starting small …
      • Use the organizer to help you refine your wondering into an inquiry question.
      • The following framework may be helpful:
      • How will __________ impact __________ ?
      • (action/activity) (student learning)
      • Time for Lunch!
    • Collaboration...
      • The power of working together must impact the kids and their learning.
    • Inquiry Framework for 2010-2011
      • Phase One: Preparing for Inquiry
      • Choose a formative assessment
      • Define your question
      • Begin to develop your action plan
      • Consider how ongoing classroom assessment will inform your inquiry
      • Establish a small “Inquiry Group” (2-4 teachers who will support one another’s inquiry)
      • Meet with your school team to begin discussions about budget and plans for release time
    • Budget Information
      • Budget numbers have not yet been finalized.
      • We do have minimum numbers for you:
        • teams of 3-5 will have a minimum of 4 release days
        • teams of 6 and up will have a minimum of 7 release days
      • A portion of your funding can be used for professional resources to support your inquiry.
    • Release Time: Some Options
      • Collaborative lesson planning
      • “ Opening Doors” and observing student learning (Who’s “ getting it ” and how do you know? Who’s “ not getting it ” and how do you know?)
      • Debriefing observations/lessons with your inquiry group
    • Phase Two: Getting Started
      • Meet with your school team to share action plans, ideas, and finalize your budget;
      • Regularly meet with and email your Inquiry Group and helping teacher to explore ideas, ask questions, share successes...keep one another on track;
      • Plan dates for collaboration time – get them into the calendar ASAP.
    • Phase Three: Moving into Action
      • This is where the heart of your plan plays out; continue to gather evidence of learning
      • “ Evidence” could be…
          • Student samples
          • Rubrics (e.g. performance standards)
          • Conversations
          • Summative assessments
          • Other…
    • Phase Three (continued)
      • Keep this question at the centre of your work:
      • Is this making a difference for my students’
      • learning? How do I know that?
      • Continue to meet regularly with your Inquiry Group and helping teacher to wrestle with questions, share ideas and successes...
      • Choose a final, summative assessment as a measure of students’ learning
    • Phase Four: Putting it All Together
      • Meet with your whole school team and helping teacher to reflect on and share:
        • What you learned
        • How your inquiry impacted students’ learning
        • What might you do next
      • C E L E B R A T E
    • Take Five
      • What questions do you have?
        • What ideas are beginning to take shape?
    • Brainstorming and Planning
      • Learning Intention:
      • I understand what inquiry in the context of my work with DR will look like
      • Activity:
      • Before leaving today, aim to reach the above learning intention by completing the following:
    • With Your Whole School Team...
      • Decide on your next meeting date/time.
      • Brainstorm possible structures/ideas for using release time.
      • Brainstorm professional titles that would support your inquiries.
      • Move into Inquiry Groups for some planning time (those teachers you’ll be working with most closely over the year).
    • In Your Inquiry Group...
      • Help one another refine your inquiry questions;
      • Decide on your next meeting time. Confirm with your helping teacher;
      • Fill in your group’s section of the “ISL Team Plan” ( yellow sheet);
      • Think about your action plan; jot some initial notes.
    • Thank you!
      • We’re looking forward to
      • an exciting year ahead.
      • Thank you
      • for your ongoing dedication and efforts to make a difference for kids!